This document provides guidelines for writing a paper on menstrual hygiene management (MHM) in humanitarian emergencies. It instructs the student to select a peer-reviewed article on MHM, summarize it in 2 pages, identify which UN Sustainable Development Goals it addresses in 1 page, discuss implications for achieving those goals in 2 pages while citing at least 2 sources, and format the paper according to APA style over 5 pages excluding the cover page and references. The guidelines specify the expected structure, formatting, and length for the assignment.
reflection on a conflict situation
critical thinker
critical care
decision maker
analyzing and reflecting on a conflict or any situation being an advocate of a patient how to protect the patients right of right and fair care.
Application of relatively simple & rapid test to a large number of apparently healthy people in order to classify them as likely or unlikely to have the disease.
reflection on a conflict situation
critical thinker
critical care
decision maker
analyzing and reflecting on a conflict or any situation being an advocate of a patient how to protect the patients right of right and fair care.
Application of relatively simple & rapid test to a large number of apparently healthy people in order to classify them as likely or unlikely to have the disease.
Janet Schnall's presentation about Evidence Based Nursing Resources at our free monthly webcast. Recording available at https://webmeeting.nih.gov/p96958659/
On completing this chapter, you will be able to:
Describe why research is important in the nursing profession and discuss the need for evidence-based practice
Describe historic trends and future directions in nursing research
Describe alternative sources of evidence for nursing practice
Describe major characteristics of the positivist and naturalistic paradigm, and discuss
similarities and differences between the traditional scientific method (quantitative research) and naturalistic methods (qualitative research)
Identify several purposes of qualitative and quantitative research
Patient-Centered Communication: A Useful Clinical ReviewZackary Berger
Patient-centered communication is important because of the 5 E's: ethics, emotions, efficiency, effectiveness, and equity. This talk was originally given October 1, 2014, at the Baltimore City Medical Society.
HRSA Comprehensive Geriatric Education Grant Posternomadicnurse
This grant funds a Clinical Nurse Specialist position to work with current Gerontological CNS in providing education, mentoring / support, developing / measuring outcomes for knowledge, practice change and patient outcomes by:
Expanding NICHE training at Piedmont Hospital in Atlanta beyond Acute Care nurses to include Emergency Department nurses;
2) Introducing NICHE training at Piedmont Fayette, Piedmont Newnan and Piedmont Mountainside for Acute Care and Emergency Department nurses;
3) Introducing NICHE training for nursing staff at two of our Long-Term Care facility partners; and
4) Disseminating program materials and information to other healthcare entities throughout Georgia and the U.S. through local workshops and presentations at national healthcare conferences.
Criticisms of orthodox medical ethics, importance ofsupriyawable1
ethics is a very large and complex field of study with many branches .medical ethics is the branch of ethics that deals moral issues in medical practice. principles of medical ethics - autonomy ,beneficence ,confidentiality,do not harm,equity .importance of communication .
Assignment Disaster Planning for Public HealthBy Day 7 of Wee.docxElbaStoddard58
Assignment: Disaster Planning for Public Health
By Day 7 of Week 5
Select a potential natural or man-made disaster that could happen in your community. Then, write a 3- to 4-page paper about the disaster from the community nurse’s perspective.
Section 1: The Disaster, Man-Made or Natural
What disasters may strike your community and why? For example, do you live in “Tornado Alley,” or has climate change resulted in unusual cold weather snaps or blizzards in your community? Are you located in a flood plain? Include possible diseases that may result from a natural disaster, such as tetanus or cholera.
Section 2: The Nursing Response
Formulate responses to the disaster, considering systems and community levels of intervention.
Review websites where a disaster plan may be available for the public, or if one is not currently available, call public health department to see if a disaster plan exists for your community and what the plan contains.
In addition to reviewing websites for information about your local disaster plan, you will need to locate best practice/evidence-based practice guidelines in professional literature to determine whether your community’s disaster plan is as sound as it might be or if there is room for improvement.
Section 3: Is My Community Prepared for a Disaster?
What conclusions can you draw about your community’s preparedness plan from having completed this evaluation?
Week 4: Evidence-Based Practice in Disaster Planning: Nurses as Leaders
Public health surveillance is one way that public health officials target intervention strategies (Turlock, 2016). Often, it is through prompt recognition of and reporting of incidents of communicable disease that a disaster can be averted (Turlock, 2016). Surveillance activities often prompt questions such as, What is causing the disease? How is it spreading? And who is at risk (Turlock, 2016)? While it is true that preparedness planning cannot eliminate all traces of threat to a community, planning assures that medical services and treatment are deployed in an effective, efficient, and rapid manner (Turlock, 2016). Public health plays a vital role in coordination of providers, assurance of supplies particularly when the Strategic National Stockpile pharmaceuticals and supplies are required, and mobilization of state and national response systems. Public health officials may also provide health care services when required (Turlock, 2016).
Stanhope (2016) noted that evidence-based practice (EBP) has become more important in health care for many reasons: increased expectations of consumers, increased availability of information through the Internet, increased accountability for results, health care economic changes, and growing numbers of lawsuits, among other reasons. EBP is a lifelong problem-solving approach that regularly produces excellent results and often provides the theoretical underpinnings for programs to mitigate problems in the community. Once progra.
Janet Schnall's presentation about Evidence Based Nursing Resources at our free monthly webcast. Recording available at https://webmeeting.nih.gov/p96958659/
On completing this chapter, you will be able to:
Describe why research is important in the nursing profession and discuss the need for evidence-based practice
Describe historic trends and future directions in nursing research
Describe alternative sources of evidence for nursing practice
Describe major characteristics of the positivist and naturalistic paradigm, and discuss
similarities and differences between the traditional scientific method (quantitative research) and naturalistic methods (qualitative research)
Identify several purposes of qualitative and quantitative research
Patient-Centered Communication: A Useful Clinical ReviewZackary Berger
Patient-centered communication is important because of the 5 E's: ethics, emotions, efficiency, effectiveness, and equity. This talk was originally given October 1, 2014, at the Baltimore City Medical Society.
HRSA Comprehensive Geriatric Education Grant Posternomadicnurse
This grant funds a Clinical Nurse Specialist position to work with current Gerontological CNS in providing education, mentoring / support, developing / measuring outcomes for knowledge, practice change and patient outcomes by:
Expanding NICHE training at Piedmont Hospital in Atlanta beyond Acute Care nurses to include Emergency Department nurses;
2) Introducing NICHE training at Piedmont Fayette, Piedmont Newnan and Piedmont Mountainside for Acute Care and Emergency Department nurses;
3) Introducing NICHE training for nursing staff at two of our Long-Term Care facility partners; and
4) Disseminating program materials and information to other healthcare entities throughout Georgia and the U.S. through local workshops and presentations at national healthcare conferences.
Criticisms of orthodox medical ethics, importance ofsupriyawable1
ethics is a very large and complex field of study with many branches .medical ethics is the branch of ethics that deals moral issues in medical practice. principles of medical ethics - autonomy ,beneficence ,confidentiality,do not harm,equity .importance of communication .
Assignment Disaster Planning for Public HealthBy Day 7 of Wee.docxElbaStoddard58
Assignment: Disaster Planning for Public Health
By Day 7 of Week 5
Select a potential natural or man-made disaster that could happen in your community. Then, write a 3- to 4-page paper about the disaster from the community nurse’s perspective.
Section 1: The Disaster, Man-Made or Natural
What disasters may strike your community and why? For example, do you live in “Tornado Alley,” or has climate change resulted in unusual cold weather snaps or blizzards in your community? Are you located in a flood plain? Include possible diseases that may result from a natural disaster, such as tetanus or cholera.
Section 2: The Nursing Response
Formulate responses to the disaster, considering systems and community levels of intervention.
Review websites where a disaster plan may be available for the public, or if one is not currently available, call public health department to see if a disaster plan exists for your community and what the plan contains.
In addition to reviewing websites for information about your local disaster plan, you will need to locate best practice/evidence-based practice guidelines in professional literature to determine whether your community’s disaster plan is as sound as it might be or if there is room for improvement.
Section 3: Is My Community Prepared for a Disaster?
What conclusions can you draw about your community’s preparedness plan from having completed this evaluation?
Week 4: Evidence-Based Practice in Disaster Planning: Nurses as Leaders
Public health surveillance is one way that public health officials target intervention strategies (Turlock, 2016). Often, it is through prompt recognition of and reporting of incidents of communicable disease that a disaster can be averted (Turlock, 2016). Surveillance activities often prompt questions such as, What is causing the disease? How is it spreading? And who is at risk (Turlock, 2016)? While it is true that preparedness planning cannot eliminate all traces of threat to a community, planning assures that medical services and treatment are deployed in an effective, efficient, and rapid manner (Turlock, 2016). Public health plays a vital role in coordination of providers, assurance of supplies particularly when the Strategic National Stockpile pharmaceuticals and supplies are required, and mobilization of state and national response systems. Public health officials may also provide health care services when required (Turlock, 2016).
Stanhope (2016) noted that evidence-based practice (EBP) has become more important in health care for many reasons: increased expectations of consumers, increased availability of information through the Internet, increased accountability for results, health care economic changes, and growing numbers of lawsuits, among other reasons. EBP is a lifelong problem-solving approach that regularly produces excellent results and often provides the theoretical underpinnings for programs to mitigate problems in the community. Once progra.
OverviewWrite a 5 page, APA-formatted report that explains the r.docxsmile790243
Overview
Write a 5 page, APA-formatted report that explains the responses to a global event, how issues of race, class, and gender may have affected the response, and the role of international and altruistic organizations in providing health care services related to the event. Describe barriers to receiving health care services related to the event, and explain the role of the professional nurse in providing health care services related to the global event.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Explain the factors that affect the health of communities.
. Explain the response to a global event at the local and national levels.
. Explain how social attitudes and issues of race, class, and/or gender may impact the response to a global event.
. Explain the role of international and altruistic organizations in providing health care services during a global event.
· Competency 2: Apply evidence-based interventions to promote health and disease prevention and respond to community health issues.
. Explain the role of the professional nurse in providing health care services related to global events.
· Competency 3: Develop an evidence-based nursing response for providing health care services related to community crises.
. Describe barriers to health care services during a global event.
· Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for a nursing professional.
. Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
. Correctly format paper, citations, and references, using current APA style.
Context
According to the World Health Organization (WHO), natural disasters kill approximately 90,000 people and impact another 160 million people every year (2015). Natural disasters such as earthquakes, tsunamis, hurricanes, and wildfires not only have an immediate impact on those who live in and around the affected area, they also often have a longer-term effect on the health and well-being of those impacted. Developing countries are frequently unable to respond to natural disasters effectively and efficiently because they lack resources, infrastructure, and disaster-preparedness systems.
Poor health care systems in developing countries also make these countries more vulnerable to epidemics such as the recent outbreak of Ebola in Chad, Guinea, Liberia, and Sierra Leone. According to a report from Save the Children (2015), some developing countries have less than one health care worker for every 2,000 people. Other diseases such as malaria and pneumonia account for as many as 17,000 child deaths every day (Save the Children, 2015).
Nurses can provide critical skills during times of global events. Whether by volunteering directly at the site of the event or by recruiting, screening, and training other professional nurses behind the scenes, nu.
Guidelines for Resilience Systems Analysis: How to analyse risk and build a r...Dr Lendy Spires
Everybody is talking about resilience. The idea that people, institutions and states need the right tools, assets and skills to deal with an increasingly complex, interconnected and evolving risk landscape, while retaining the ability to seize opportunities to increase overall well-being, is widely accepted.
In reality, however, it has not been easy to translate this sound idea into good practice, mostly because people in the field don’t yet have the right tools to systematically analyse resilience, and then integrate resilience aspects into their development and humanitarian programming.
This guidance aims to fix that problem
In this document you will find a step by step approach to resilience systems analysis, a tool that helps field practitioners to:
• prepare for, and facilitate, a successful multi-stakeholder resilience analysis workshop
• design a roadmap to boost the resilience of communities and societies
• integrate the results of the analysis into their development and humanitarian programming
Abstract: Riparian communities livelihood vulnerability to shocks and stresses appears to have increased in the last
decades due to climate change. In the humanitarian assistance circle, the contemporary debate is focusing on how
to make resilience a core aim of external assistance when responding to disasters and other related stresses. The
approach has ignored capability and the ability of Riparian Communities to respond, withstand and recover from
such shocks and stresses. It is on this background that this study investigated riparian communities’ vulnerability
and response to shocks and stresses in Murang’a County, Kenya. The study was conducted in four purposively
selected Sub-Counties - Kiharu, Kangema, Mathioya, and Maragua, due to their richness in wetlands. Data was
collected using household’s survey questionnaires, key informant interviews, and focus group
discussion. Questionnaire were administered to a randomly selected sample of 404 respondents from the riparian
community in the four sub-counties. Data was analyzed using SPSS software version 26.0. Chi-squared test was
used to test for association between vulnerability and response to shocks and stresses. Rejection value for
statistical tests was set at P< 0.05. Results showed proness to shocks and stresses rate of 60.4%. It is concluded
that livelihood strategies of riparian communities were not sustainable due to a high rate of vulnerability to shocks
and stresses, which sometimes are beyond their vulnerability level of control in responsive, adoptive, and
transformative leading to reduction in resilience level. Hence the study recommends technological natural resource
information early warning system, natural resource information system, balancing ecology in the lens of response
to shocks and stresses for sustained livelihood through empowerment, capacity building and stakeholders’ active
participation.
Keywords: Shocks, Riparian, Stresses, Community, Livelihoods, Wetlands.
This toolkit is designed to support climate change practitioners in the Pacific islands region to integrate gender into their programmes and projects. It is aimed at climate change professionals working in national governments, non-governmental organisations, regional and international organisations who are involved in managing and implementing climate change programmes.
While many of us are aware that gender does matter for sustainable development and climate change adaptation and mitigation, we may not know clearly how it matters, and what tools are available that can help to assess how it matters. Knowing is also not enough: we must apply this knowledge in a practical way when we design and implement activities, and ensure that we are capturing useful and important information through our monitoring and evaluation frameworks.
This toolkit provides advice at a practical level, to address these needs. The principles and practices proposed in this toolkit are based on many decades of experience in the integration of a gender perspective in sustainable development, natural resources management and disaster preparedness. The toolkit is divided into three parts. This introductory module explains why gender is a critical consideration in climate change programmes, projects and strategies, and clarifies some common misconceptions. Module 2 focuses on the links between gender and climate change in specific sectors (e.g. food security, water and energy); and uses sector-relevant case studies to explain how to take gender into consideration.
It also includes a module on disaster risk reduction recognising that these interventions should be factored into all climate change adaptation programmes and projects. These sector chapters can also be used as stand-alone documents for practitioners to guide their analysis in a specific sector. Module 3 is the ‘how-to’ section and will take you through the different phases of a typical climate change programme/project cycle, identifying potential entry-points for integrating gender in each phase and also includes a generic gender checklist that may be applied to programmes and projects. This toolkit will not make you a gender expert! However, it provides guidance along with links to other resources that can help strengthen your knowledge about gender and climate change.
Running head DUPLANTIERMDHA7010-1 1DUPLA.docxtodd271
Running head: DUPLANTIERMDHA7010-1
1
DUPLANTIERMDHA7010-1
2
Identify Project Need and Scope Definition
M D
COMMENTS: Solid effort, Maria. Unfortunately, this assignment needed a good “once-over” prior to final submission. There were so many concerns – including grammar, punctuation, sentences made no sense, APA style, etc. – noted in just the first two paragraphs that I stopped my review of your assignment at this point. Being that you are in your 11 course in the program, this is problematic, to say the least. Please see my feedback below for details. That being said, you must contact the Academic Success Center (ASC) to work with a writing coach to address these and other notable issues with your writing, else you will have a difficult time from here on out in the program.
As always, when you open this document, make sure you go to the toolbar at the top of your screen and click the ‘Review’ link. From there, go to the right, click the dropdown, then click ‘All Markup’ to view all of my feedback (including any Track Changes, highlighted in-text comments, and ‘Comments’ bubbles located in the right-hand margin of the document).Identify Project Need and Scope Definition
Chronic illness is human diseases that are persistent or considered to be long-lasting in their effects.
In the United States, particularly the State of Florida, this is a common health issue
that affects many groups of people. The common public health issues that have been reported over the past 10
years include obesity, diabetes, asthma,
arthritis, and cancer (Chapel, Ritchey, Zhang, & Wang
, 2017). However, the most rampant diseases that have to bring adverse effects in most communities in the United States and other parts of the world are obesity, asthma, and diabetes.
Chronic diseases are some of the most rampant health issues that affect many communities in Florida State and other areas of the United States.
The problem arises from human living conditions, unlike acute illness, which is considered to occur through supernatural
means. According to the Centers for Diseases Control and Prevention
(CDC), the issue of chronic diseases started to attract the attention of members of the public in early 2000 (Chapel et al., 2017).
Cases of Diabetes and obesity have topped the list as many conditions relating to such are reported to be high in many regions in the United States. Since 2005, the United States has been spending a considerable part of its budget to sought chronic disease cases that are currently rampant among the middle and old age Americans.
Unlike acute illness, chronic disease cases have rapidly grown over the past ten years. Currently, chronic illness is considered a lifestyle condition because they affect many people both in American communities and in other parts of the world. The issue of chronic diseases has led to an increase in the cost of health services in many countries across the globe. At the moment, governments o.
Running head DUPLANTIERMDHA7010-1 1DUPLA.docxjeanettehully
Running head: DUPLANTIERMDHA7010-1
1
DUPLANTIERMDHA7010-1
2
Identify Project Need and Scope Definition
M D
COMMENTS: Solid effort, Maria. Unfortunately, this assignment needed a good “once-over” prior to final submission. There were so many concerns – including grammar, punctuation, sentences made no sense, APA style, etc. – noted in just the first two paragraphs that I stopped my review of your assignment at this point. Being that you are in your 11 course in the program, this is problematic, to say the least. Please see my feedback below for details. That being said, you must contact the Academic Success Center (ASC) to work with a writing coach to address these and other notable issues with your writing, else you will have a difficult time from here on out in the program.
As always, when you open this document, make sure you go to the toolbar at the top of your screen and click the ‘Review’ link. From there, go to the right, click the dropdown, then click ‘All Markup’ to view all of my feedback (including any Track Changes, highlighted in-text comments, and ‘Comments’ bubbles located in the right-hand margin of the document).Identify Project Need and Scope Definition
Chronic illness is human diseases that are persistent or considered to be long-lasting in their effects.
In the United States, particularly the State of Florida, this is a common health issue
that affects many groups of people. The common public health issues that have been reported over the past 10
years include obesity, diabetes, asthma,
arthritis, and cancer (Chapel, Ritchey, Zhang, & Wang
, 2017). However, the most rampant diseases that have to bring adverse effects in most communities in the United States and other parts of the world are obesity, asthma, and diabetes.
Chronic diseases are some of the most rampant health issues that affect many communities in Florida State and other areas of the United States.
The problem arises from human living conditions, unlike acute illness, which is considered to occur through supernatural
means. According to the Centers for Diseases Control and Prevention
(CDC), the issue of chronic diseases started to attract the attention of members of the public in early 2000 (Chapel et al., 2017).
Cases of Diabetes and obesity have topped the list as many conditions relating to such are reported to be high in many regions in the United States. Since 2005, the United States has been spending a considerable part of its budget to sought chronic disease cases that are currently rampant among the middle and old age Americans.
Unlike acute illness, chronic disease cases have rapidly grown over the past ten years. Currently, chronic illness is considered a lifestyle condition because they affect many people both in American communities and in other parts of the world. The issue of chronic diseases has led to an increase in the cost of health services in many countries across the globe. At the moment, governments o ...
This study developed and conducted a systematic mixed-methods grey literature methodology to characterise and identify climate risk insurance initiative in building resilience in developing countries. The study found that climate risk insurance can help developing countries build resilience against extreme weather events. However, there are barriers to the initiative. This is because of the issue of lack of climate data instruments. The collaboration between the public and private sectors is one way to overcome the challenges of implementing climate risk insurance. This systematic review methodology presents crucial insights on the state-of-the-art knowledge on climate risk insurance and resilience in developing countries
Symbols of culture are called artifacts. Artifacts are the most visi.docxsimba35
Symbols of culture are called artifacts. Artifacts are the most visible and accessible level of culture. These include behaviors, stories, rituals (everyday practices that are repeated frequently), and symbols (e.g., company logos, company colors). For example, the president of a company volunteering at Habitat for Humanity is an artifact of culture. An example of symbols as an artifact of culture is Ashford University’s shield that serves as our logo and is printed on transcripts, diplomas and letterhead paper. Submit a two- to three-page paper (excluding the title and reference pages) describing the culture of either your current or past place of employment.
Your paper should provide examples of and address each of the following topics:
Observable artifacts
Espoused values (These are what organizational members say they value, like ethical practice.)
Enacted values (These are reflected in the way individuals actually behave.)
In addition, describe how each item listed above impacts the values and culture of the organization.
Your paper must use a minimum of two scholarly sources, in addition to the textbook. Your paper must also follow the APA Style guide.
.
SYLLABUS ACC423 Intermediate Financial Accounting III Copyrig.docxsimba35
SYLLABUS
ACC/423 Intermediate Financial
Accounting III
Copyright 2014 by University of Phoenix. All rights reserved.
Course Description
This course is the third of a three-part series of courses related to intermediate accounting. This course examines owners'
equity, investments, income taxes, pensions and post-retirement benefits, as well as changes and error analysis. The
course finishes with a look at derivative instruments. Interwoven in the presentation of the material is an assortment of
ethical dilemmas that encourage discussions about how the accountant should handle specific situations.
Course Dates
Apr 07, 2015 - May 11, 2015
Faculty Information
Name : RAYMOND HO (PRIMARY)
Email Address :
[email protected]
Phone Number : See Policies
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the
following two documents (both located on your student website):
• Academic Policies
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be
slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the
policies governing your current class modality.
Program Information
• Program Map
Academic Resources
• WileyPLUS Student Support
Instructions
Review the WileyPLUS Student Support document.
SupportingMaterial
WileyPLUS Student Support document
Get Ready for Class
• Familiarize yourself with the textbooks used in this course.
Instructions
Kieso, D.E., Weygandt, J.J., & Warfield, T.D. (2013). Intermediate Accounting (15th ed.). Hoboken, NJ: John Wiley &
Sons.
Course Materials
All electronic materials are available on your student website.
Week1 Apr, 07 - Apr, 13
Owners' Equity and Earnings per Share
Objectives/Competencies
1.1 Distinguish between contributed capital and retained earnings.
1.2 Record journal entries related to common, preferred, treasury stock, and dividends.
1.3 Calculate basic and diluted earnings per share (EPS).
1.4 Evaluate promulgated accounting treatments for stock compensation.
Required Learning Activities
• WileyPLUS Assignment: Intermediate Accounting, Ch.15
• WileyPLUS Assignment: Intermediate Accounting, Ch.16
• Week One Electronic Reserve Readings
Instructions
Read the Week One Electronic Reserve Readings.
Support Material
Week One Electronic Reserve Readings
• Week 1 Muddiest Point
Instructions
Click on the New Message icon and answer the following question:
What was the most challenging concept for idea from Week 1? Why was this challenging and how might you learn
more about this?
• WileyPLUS Read, Study, Practice - Week 1
Instructions
Complete WileyPLUS Read, Study, Practice - Week 1.
• Week 1 CPA Excel
Instructions
Click on the CPA Exam Assessment Tool icon located on the right.
Follow the directions for the CPA Exam Assessment Tool.
Complete the "Register Now" inf.
Synthesis Assignment Instructions and RubricSynthesis Essay..docxsimba35
Synthesis Assignment Instructions and Rubric
Synthesis Essay.
A synthesis is a written discussion that draws on one or more sources. In an academic synthesis, you make explicit the relationships that you have inferred among separate sources, make judgments, draw conclusions and critique individual sources to determine the relationship among them. You should refer to supporting material and examples from class readings, discussions, and research, with proper citations. The essay should not be a summary of the readings but examination of their meanings in systems of belief and reason. You should analyze the claims of authors and their implications. You should also develop an argument, or thesis, based on the synthesis of class readings.
Making your own Myth-to be posted on your Tumblr blog
The purpose of this collaborative writing exercise is to create an origin myth story of your own imagination. Using the examples from the origin myths in the DBR 200 iBook-create your own origin myth! What was there before the beginning of time? Of space? What does the universe look like in your imagination? Is there a “Creator” in your story? Or multiple “entities” that act like creators or instigators or accidents of nature? What do these “beings” or entities look like? How do they act? Are you telling the story from the perspective of ancient, primitive imaginations? Or is this story a translation or recital of the “original story” told by the “creators” or “first beings or entities?” What about the origins of humankind? How will you describe those events? What sort of relationship do those creatures have with the world or universe?
Step One-Try to address some of the issues I’ve raised above in your group discussions. Begin to sketch in some of the details you might like to include as a kind of framework or outline to your story.
Step Two-Continue to try to collect images or sounds that might be included in a multimedia representation of the story. You should immediately consider the restrictions/limitations to the kind of media that you can post on Tumblr. That will affect your choice of materials and how they are presented.
Step Three-Create the First draft version of the myth and use it to expand/contract depending on how the group wants the version to be received or understood/listened or viewed by your readers. You might even post it up and ask for feedback from “followers” on your Tumblr blogs.
Step Four-Post your final version on Tumblr. Each student in the group should post the same/group’s version of the origin story. I will reblog the final versions to everyone. The final version should have a short section at the bottom of the work acknowledging sources, such as the origin myths included in the iBook, in the form of footnotes that detail how a particular figure from one of the origin myths inspired your version, etc.
Rubric for Synthesis Assignment-Origin Myths
Glossary
The definitions that follow were developed to clarify terms a.
Sustainable Development Project OutlineFor the first step in the D.docxsimba35
Sustainable Development Project Outline
For the first step in the Development Project Paper, each student or pair of students will submit an outline detailing the topic and major points of emphasis for the paper. The outline should include the following points.
1. Topic
2. Strategy for gathering information
3. Areas of interest, what do you intend to cover (if working in a team, along with preliminary assignment of duties of each member of the team - put names in parenthesis after each item in the list)
4. Members can be assigned to do interviews or take pictures or talk to professionals at CRA - Whatever it is try to document on this assignment.
Critical points to remember:
every group needs to give an overview of the part of the project that they will focus on,
there are multiple goals of the project and it is important to focus relatively narrowly so that you develop expertise
Outline Basic Format:
I. Development Description
II. Purpose of the Development - What were the goals of the development
III. Snapshot of the Neighborhood
a. Demographics (description of the population)
b. Economic Development characteristics
c. Social Capital
IV. Environmental (potential) Impacts
V. Overall Impacts of the Development on the neighborhood
a. Provide Evidence (i.e. # of jobs, housing value, tax revenue, community perceptions)
A list of the above outline is not acceptable, each student or pair is required to add descriptive sentences about the development project that has been chosen
.
Sustainable Development Project Rough Draft After the outline, s.docxsimba35
Sustainable Development Project Rough Draft
After the outline, students are well on their way to the completion of the 1
st
draft of the final paper. The outline should be converted to a paper format. The paper should include the major headings identified in the outline (for example topics established for each major Roman Numeral should be a heading in the paper).
All papers will be 5 pages long for an individual and 10 pages long for a group. Pictures should not be included in the 5 pages of text. Each picture or diagram should be # and titled with a citation for the source. The format is double spaced with 1 inch margins and APA style citations. Please label all group member names and place the # of the course at the top of the page.
Remember students can conduct research online, visit the area to see it first hand, take pictures, interview various city officials and business representatives or talk to community residents to gather an understanding of the various social and economic impacts of the development in the area.
The paper should include the following:
I. Development Description
II. Purpose of the Development - What were the goals of the development III. Demographic Snapshot of the Neighborhood
a. Description of the population b. Economic characteristics
c. Social character
IV. Environmental (potential) Impacts
V. Overall Impacts of the Development on the neighborhood
a. Provide Evidence (i.e. # of jobs, housing value, tax revenue, community perceptions, safety, etc.)
.
Suppose you work as a human resource (HR) executive at Total Solutio.docxsimba35
Suppose you work as a human resource (HR) executive at Total
Solution
s, Inc., a culturally and geographically diverse organization. A recent government study on human statistics indicates that colleagues who share culturally similar backgrounds perform more efficiently and effectively on the job. These study findings, however, appear contrary to the basic research on the value of diverse workforces. John, the vice president of HR has read extensively about this study. He meets with senior management to discuss if the concept can be implemented at Total
.
Supreme Court Responsiveness to Public Opinion Please respond.docxsimba35
"Supreme Court Responsiveness to Public Opinion " Please respond to the following:
* From the e-Activity, compare and contrast the fundamental differences in the manner in which the general populace may interpret court decisions involving social policy. Provide a rationale for your response.
Take a position on whether or not you believe the Supreme Court is responsive to public opinion. Examine the extent to which public opinion should affect Supreme Court decisions. Support your response with at least three (3) examples of the perceived effects of public opinion on Supreme Court decisions.
"Impact of Supreme Court Decisions" Please respond to the following:
Summarize three (3) Supreme Court decisions that you believe have had the most impact on our society. Provide a rationale for your response.
Discuss the general role of the U.S. Court System in influencing society. Give your opinion on whether or not you believe that mass media influences court decisions. Provide a rationale for your response.
.
Suppose we have an EOQ model as follows[1] weekly demand = 100.docxsimba35
Suppose we have an EOQ model as follows:
[1] weekly demand = 100 units/week
[2] order quantity = 1200 units/order
[3] At the beginning of week 1, there are 1200 units in inventory
and there is no outstanding order (or shipment).
What is the inventory level at the end of week 5?
.
Suppose that you are currently employed as an Information Security M.docxsimba35
Suppose that you are currently employed as an Information Security Manager for a medium-sized software development and outsourcing services company. The Software Development Director has asked you to provide a detailed presentation for her department regarding the most common Web application threats and the manner in which their products could compromise customer financial data. The products in question use Microsoft SQL Server databases and IIS Web servers. She has asked you to provide a report for her review before she schedules the presentation.
Write a two to four (2-4) page paper in which you:
Analyze the common threats to data systems such as Web applications and data servers. Next, speculate on the greatest area of vulnerability and potential for damage and / or data loss of such data systems (e.g., SQL injection, Web-based password cracking).
Devise one (1) attack scenario where a hacker could use the area of vulnerability that you chose in Question 1 in order to gain access to a network or sensitive data. Examine the primary ways in which the hacker could execute such an attack, and suggest the strategic manner in which a security professional could prevent the attack.
Explore the primary role that the human element could play in adding to the attack scenario devised in Question 2. Give your opinion on whether or not the human component is critical in protection from that type of attack.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, your name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Describe security concerns, tools, and techniques associated with Web servers and Web applications.
Identify the means of hacking Web browsers.
Summarize the manner in which database servers and applications are compromised and examine the steps that can be taken to mitigate such risks (e.g., SQL injection).
Use technology and information resources to research issues in ethical hacking.
Write clearly and concisely about topics related to Perimeter Defense Techniques using proper writing mechanics and technical style conventions.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 80
Assignment 2:
Web Application Attack Scenario
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
.
Suppose the Cincinnati Reds increased the price of their tickets and.docxsimba35
Suppose the Cincinnati Reds increased the price of their tickets and notice that their revenues have not changed. Then we could infer that demand is----------.
a.
elastic
b.
inelastic
c.
unitary elastic
d.
semi-elastic
.
Suppose that there are two (2) candidates (i.e., Jones and Johns.docxsimba35
Suppose that there are two (2) candidates (i.e., Jones and Johns) in the upcoming presidential election. Sara notes that she has discussed the presidential election candidates with 15 friends, and 10 said that they are voting for candidate Jones. Sara is therefore convinced that candidate Jones will win the election because Jones gets more than 50% of votes.
1.
How many friend samples Sara should have in order to draw the conclusion with 95% confidence interval? Why?
.
Suppose that the reserve ratio is .25, and that a bank has actual re.docxsimba35
Suppose that the reserve ratio is .25, and that a bank has actual reserves of $15,000, loans of $40,000, and demand deposits of $50,000.
A. Excess reserves are $____________________.
B. This bank, being a single bank in a multibank system, can safely lend $____________________.
C. The multibank system can safely lend $__________________.
D. It is possible for the monetary base to increase by a total of $___________________. Assume now that the Fed lowers the reserve ratio to .20:
E. This bank, being a single bank in a multibank system, can now safely lend $_____________________.
F. The multibank system can safely lend $____________________.
G. It is now possible for the monetary base to increase by a total of $________________________.
H. The increase/decrease in the potential money supply because of the decrease in the required reserve ratio is $_____________________.
.
Supply side Options Quiz #4Requirements Arial 11’ 720 word .docxsimba35
Supply side Options Quiz #4
Requirements: Arial 11’ 720 word minimum.
1.
Why should anyone object to the Obama Administrations proposed infrastructure spending?
2.
Should we grant immigration rights based on potential contributions to economic growth as Canada does? (World View, page 343)
3.
What policies would Keynesian, monetarists, and supply-siders advocate for (a) restraining inflation, and (b) reducing unemployment?
.
Suppose a zoo wants a C++ program to keep track of its animals and t.docxsimba35
Suppose a zoo wants a C++ program to keep track of its animals and to provide information for visitors. Suppose the following class is the base class of an public inheritance hierarchy.
class Animal
{
public:
Animal( std::string &);
private:
std::string name; // The particular animal’s name
};
Animal::Animal( std::string & animaName) : name( animalName) {}
Create a derived class that represents a specific group or family of animals, and derive from that another class that represents an even more specific family or an individual species. For example, your classes could be
Bear
and
PolarBear
, or
Cat
and
Lion
. Each of your classes should publicly inherit from the next larger class up the inheritance chain (e.g.
PolarBear
inherits from
Bear
and
Bear
inherits from
Animal.
) Each of your classes should contain a private
static
data member representing something that is true of all objects of that class. (e.g. for
PolarBear
, it might be a Boolean
isWhite).
Post the C++ declaration of your two classes and show the constructor code and the initialization of the static data members.
.
Support your statements with examples and scholarly references. Reme.docxsimba35
Support your statements with examples and scholarly references. Remember to
include detailed speakers’ notes to include additional remarks that could
be used as a script when presenting to a live audience. Develop an
8–10-slide presentation in PowerPoint format. Apply APA standards to
citation of sources. Use the following file naming convention:
LastnameFirstInitial_M5_A1.ppt.
.
Summer 2014 PHIL 1171 Ethics Final Essay Questions 1 Part One Ess.docxsimba35
Summer 2014 PHIL 1171 Ethics Final Essay Questions 1
Part One: Essays Question applying
Justice: What’s the Right Thing to Do?
In Part One, choose one the following questions to answer and then proceed to Part Two:
Question choice one:
Over the past few years, the Federal Supreme Court has taken up the question of
“affirmative action” policies in the United States as related to education and hiring practices.
For any student not familiar with affirmative action, read the Stanford Encyclopedia entry on affirmative action:
http://plato.stanford.edu/entries/affirmative-action/
In short, affirmative action policies allow public institutions, businesses and universities to consider race and gender (as two of many factors) in hiring and admissions practices as a way to 1) correct historical injustices against women and minorities in hiring and admissions and 2) foster diversity in business and education that is seen by some as morally good. Thus, theoretically, if two applicants are
equal
in qualifications, the public institution, business or university may consider their race or gender in admissions or hiring. A good example of Affirmative Action is related to our own building of the new Vikings Stadium. The Minnesota Sports Facilities Association (MSFA) and the Minnesota Vikings are building a new Vikings Stadium that will cost almost $1 billion dollars and open in 2016. The stadium will require millions in taxes. Mortenson Construction Company won the contract and will oversee the project. In agreement with MSFA and the Vikings, Mortenson has made this statement about hiring women, people with disabilities and minority-owned companies and workers:
Construction of the new stadium will require nearly 4.3 million work hours and will involve 7,500 tradespeople from 19 different trades and hundreds of local subcontractors and suppliers. In addition, the MSFA and the Vikings have established a Targeted Business Program that sets an 11% and 9% goal for construction contracts for the project to be awarded to women - and minority-owned business enterprises, respectively. The stadium project has also set construction workforce goals for utilization of women and minorities during construction of 32% minority and 6% women participation.
In Minnesota, for a business to qualify as a “targeted group” for the Targeted Business Program, it must
have 51% or more of its business
owned
and
operated
by women, people with disabilities or by a
“targeted” minority group including African
-American, American-Indian, Asian-American, Alaska-Native or Hispanic-American. For this question, I want you to compare and contrast the theories of
libertarianism
and Rawls’
justice as fairness
whether these mandates (9-11% companies; 6 and 32% workers) are just or not. First, I want you to make an argument
against
these mandates using the theory of
libertarianism
. Second, I want you to make an argument
for
these mandates using John Rawls’
theory of
jus.
Supply Chain. The term is used rather freely these days, but wh.docxsimba35
"Supply Chain." The term is used rather freely these days, but what does it actually mean?
What might the term "Supply Chain" cover that is not included under the term "Logistics."
Instructions:
Your initial post should be at least 250 words with references and APA format too.
.
SummaryIn your first paper, you will provide the pros and cons of .docxsimba35
Summary
In your first paper, you will provide the pros and cons of the use of stems cells in medicine (1000 word maximum-two pages). Is it the perfect treatment for human diseases or is it a waste of time, money and embryonic cells? This is an opinion paper, so provide logical and detailed reasons for your position.
.
Supported by the readings from Modules 10 and 11 (attached), and a.docxsimba35
Supported by the readings from Modules 10 and 11 (attached), and
at least three additional scholarly references
:
1- Define culture and the major elements in a culture.
2- Explain your understanding of culture in a global enterprise and explain your position on whether or not culture is a critical factor in managing IT in a global enterprise.
3- Defend your position on whether or not culture can be managed and how firms can understand and improve their cultures to support IT management in a global enterprise.
Your paper should be 2 pages in length, well-written, and formatted according to APA style guidelines.
.
Summarize your financial situation and plans. Be sure to include pla.docxsimba35
Summarize your financial situation and plans. Be sure to include plans for budgeting, saving, debt and credit, taxes and insurance, investing, retirement and estate planning. Additionally, describe your future career goals and what steps you need to take reach those goals, including plans to pursue a degree in higher education.
.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Pride Month Slides 2024 David Douglas School District
Guidelines article review 1) please select one article from th
1. Guidelines Article Review
1) Please select one article from the posted articles.
Alternatively, you can select a peer reviewed article on a topic
we discuss this semester. I have to approve your selected
article.
2) Please summarize the major key points (the takeaway) of the
article (2 pages double spaced)
3) Please identify the WHO SDGs addressing the key issues you
summarized (1page double spaced)
4) Please discuss the implications (barriers and opportuni ties
discussed in the article) in regards to achieving the respective
SDG.
Use at least 2 citations to support your ideas (citations may
include any supplemental reading from the course including
WHO, UN and World Bank reports/websites)
(2pages double spaced)
Format of the Paper:
APA Style (1”margin, double spaced, 12pt font Times New
Roman)
Including Running head, pagination, cover page (Title, Class,
Your Name, Date, Instructor’s Name), and Reference page.
Total length of the paper: 5 pages (excluding cover page and
reference page)
Waterlines Vol. 35 No. 3 July 2016
2. Global attention on improving the integration of menstrual
hygiene management (MHM)
into humanitarian response is growing. However, there
continues to be a lack of consensus
on how best to approach MHM inclusion within response
activities. This global review
assessed the landscape of MHM practice, policy, and research
within the field of humani-
tarian response. This included an analysis of the limited
existing documentation and
research on MHM in emergencies and global key informant
interviews (n=29) conducted
with humanitarian actors from relevant sectors (water,
sanitation, and hygiene; women’s
protection; child protection; health; education; non-food items;
camp management).
The findings indicate that despite a growing dialogue around
MHM in emergencies,
there remains a lack of clarity on the key components for a
complete MHM response, the
responsible sectoral actors to implement MHM activities, and
the most effective inter-
ventions to adapt in emergency contexts, and insufficient
guidance on monitoring and
evaluation. There is a critical need for improved technical
guidance and documentation
on how to integrate MHM into existing programming and
monitoring systems and to
ensure adequate coordination and communication about MHM
across relevant sectors.
There is also a need for improved evidence on effective MHM
approaches, the development
of MHM-specific indicators, improved consultation with girls
and women in crisis-afflicted
areas, and the documentation of practical learning. It is only
through improving the
3. resources available and enhancing this evidence base that MHM
can be perceived as an
integral and routine component of any humanitarian response.
What is the scope for addressing
menstrual hygiene management in
complex humanitarian emergencies?
A global review
MARNI SOMMER, MARGARET L. SCHMITT,
DAVID CLATWORTHY, GINA BRAMUCCI,
ERIN WHEELER, and RUWAN RATNAYAKE
Marni Sommer ([email protected]) is Associate Professor of
Sociomedical Sciences and
Margaret L. Schmitt is Program Manager in Sociomedical
Sciences at the Columbia University,
Mailman School of Public Health, New York; David Clatworthy
is Environmental Health Technical
Advisor, Gina Bramucci is Women’s Protection and
Empowerment Senior Technical Advisor,
Erin Wheeler is Family Planning and Post-abortion Care
Technical Advisor, and Ruwan Ratnayake
is Epidemiology Technical Advisor at the International Rescue
Committee, New York.
This work was supported by the Research for Health in
Humanitarian Crises (R2HC) programme
managed by Enhancing Learning and Research for Humanitarian
Assistance (ELRHA)
[SCUK – Accountable Grant No. 12964]. The R2HC programme
(www.elrha.org/work/r2hc) aims
to improve health outcomes by strengthening the evidence base
for public health interventions in
humanitarian crises. The £8 m programme is funded equally by
8. Keywords: menstrual hygiene management, emergencies
Massive population displaceMent has becoMe a reality across
much of the world,
with an estimated 60 million people currently displaced by war,
conflict, or
disaster (unhcR, 2015). With nearly half of the displaced
comprising girls and
women (unhcR, 2015), there has been a growing impetus within
the humani-
tarian response community to better address the gender-specific
needs of displaced
populations. this includes increasing efforts by many
international relief organi-
zations to mainstream gender priorities through targeted policy,
programming,
and research (Gasseer et al., 2004; Kovacs and tatham, 2009;
Mazurana et al.,
2011). a critical gender issue that has yet to be adequately
prioritized is that
of meeting the menstrual hygiene management (MhM) needs of
adolescent
girls and women. Girls and women across low-income contexts
face numerous
challenges managing their menstruation safely, hygienically,
and with dignity
including physical access to latrines during menstruation,
dedicated places of
disposal for materials, and being able to manage menses without
shame and
repercussions (house et al., 2012; Mahon and Fernandes, 2010;
sebastian et al.,
2013). in emergencies, they face additional challenges. Girls
and women who
flee their homes may not be able to carry adequate supplies of
9. materials (cloths,
pads, underwear) to manage monthly bleeding. they may
prioritize children, the
elderly, and other family members’ needs over their own body-
related needs. they
may be on the move, or living in crowded, unsafe environments
that lack access
to private and safe water and toilet facilities (especially at
night) for changing
menstrual materials and washing themselves (parker et al.,
2014; sommer, 2012;
iFRc, 2013; hayden, 2012). they may lack mechanisms for
privately disposing of
used materials, or for discreetly washing and drying reusable
menstrual materials.
all of these factors increase women and girls’ exposure to risk
of sexual violence
and exploitation in humanitarian settings (sommer et al., 2014;
Gosling et al.,
2011; davoren, 2012).
the range of challenges girls and women face may differ if an
emergency is
acute or protracted, urban or rural, or if they find themselves on
the move, living
in camps, host communities, or informal settlements. Girls and
women from
different cultures will also have unique menstrual beliefs that
influence how
they manage menstruation, including strongly held taboos
around disposal of
menstrual waste (e.g. burying versus burning, or disposing of
waste in a secret
manner) (hayden, 2012; sommer, 2012; sommer et al., 2013;
Kjellén et al., 2011)
and methods for washing and drying used menstrual materials
10. (de lange et al.,
2014; nawaz et al., 2006). they may, for example, prefer to
manage menstruation in
private bathing spaces instead of toilets. the varying
socioeconomic backgrounds
of the changing displaced global population may influence
preferences for
menstrual material distributions. as with other interventions in
emergencies,
the type of emergency (e.g. natural disasters, acute conflict)
will determine the
types of MhM response needed (sphere project, 2011).
programming must take
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14. Waterlines Vol. 35 No. 3 July 2016
such vulnerability into account. each humanitarian response
scenario generates
contextual considerations with regard to MhM across a range of
sectors, such
as water, sanitation, and hygiene (Wash), women and child
protection, health,
shelter, and education. understa nding what responses can be
deployed across
the diverse range of existing emergencies, what adaptations are
essential, and the
most effective interventions to apply is vital. this includes the
need for ongoing
coordination between the relevant sectors responsible for
assuring an effective
MhM response is delivered.
in 2012 a global desktop review was conducted to assess the
inclusion of
MhM within humanitarian response (sommer, 2012). Given the
limited peer-
reviewed and grey literature on the topic, key informant
interviews with a range
of humanitarian experts were also conducted. the review
identified several
MhM-related gaps in the humanitarian sector. in general, there
was a lack of
uniform guidance for MhM inclusion, including key
programmatic consider-
ations and attention to timing (phase introduction). existing
guidance materials
that mentioned MhM were limited in scope and primarily
concentrated within
Wash. there was minimal evaluation of MhM-related
15. programming, especially
examining beneficiary experiences, or the range of sectoral
inputs needed for
an effective response. systematic documentation of practical
learning was
lacking, despite many key informants articulating experiences
addressing MhM
in emergencies and internal dialogues among organizations on
how to improve
future MhM responses.
since the 2012 review, the management of menstruation in
emergencies appears to
have gained traction as an area worth analysing and improving
upon. this is evidenced
by the engagement of key players in developing resource
documents (Wateraid/shaRe
and Menstrual hygiene Matters) and conducting operational
research (international
Federation of the Red cross). therefore, an updated review was
undertaken. the main
objectives were to assess the current state of documentation on
MhM in emergencies,
including the existence of clear guidelines on implementation
and monitoring of a
holistic MhM response in an emergency context; and to assess
cross-sectoral perspec-
tives on the definition of an MhM response, its prioritization in
various emergency
contexts, and existing gaps in addressing the MhM needs of
adolescent girls and
women in emergencies.
the review defined a ‘holistic MhM response’ (see Figure 1) as
including the
provision of safe, private, and hygienic water and sanitation
16. facilities for changing
menstrual materials and bathing, easy access to water inside or
near toilets, supplies
(e.g. laundry soap, separate basin) for washing and drying
menstrual materials
discreetly, disposal systems through waste management, and
access to practical
information on MhM, for adolescent girls in particular. there
may also be unique
needs for the health sector, such as post-partum women needing
additional pads
for managing heavy bleeding, or for the child protection or
education sectors,
such as sensitized staff or teachers being supportive of
adolescent girls’ menstrual-
related needs.
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20. 248 M. SOMMER Et al.
July 2016 Waterlines Vol. 35 No. 3
Methods
the global assessment incorporated three components, two of
which will be
described in this paper: (1) a literature review, and (2) key
informant interviews
with a broad range of humanitarian experts from relevant
sectors and organizations.
Formative research in two differing emergency contexts
(internally displaced people
(idp) camps in Myanmar and informal settlements of syrian
refugees in lebanon)
was also conducted and will be reported in a future publication.
Literature review
the review included a systematic search of the literature, and
outreach to humani-
tarian experts around the world to capture the range of existing
documentation.
First, a systematic web-based search was conducted of the peer-
reviewed and grey
literature. Key databases searched included pubMed, Google
scholar, the sustainable
sanitation alliance, and Reliefweb. search terms included
‘menstrual hygiene in
emergencies’, ‘menstruation and refugee camps’, ‘Wash and
menstrual hygiene’,
‘gender and sanitation’, and ‘menstruation and crisis’. the aim
was to identify
peer-reviewed and grey literature on aspects of implementation,
21. relevant guidance
Component 1 includes: Component 2 includes:
• Appropriate menstrual
materials (pads, cloths,
underwear) provided.
• Additional supportive
materials for storage,
washing and drying.
• Demonstration on how to
use MHM materials.
Continuous consultation with girls
and women on their MHM
experiences and challenges
during the design and implemen-
tation of all three components.
• Safe and private water
and sanitation facilities
equipped for changing,
washing and drying
menstrual materials.
• Convenient and private
disposal mechanisms for
menstrual waste.
• Waste management
systems in place for
menstrual waste.
Component 3 includes:
22. • Basic menstrual health
education (especially for
pubescent girls).
• Basic menstrual hygiene
promotion and education.
1. Access to
MHM
supportive
materials
3. Access to
menstrual health &
hygiene education
2. Access to
MHM
supportive
infrastructure
Figure 1 three essential components of a holistic MHM
humanitarian response
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26. .6
4.
11
.1
53
MENStRUal HYGIENE MaNaGEMENt IN EMERGENCIES
249
Waterlines Vol. 35 No. 3 July 2016
documents, published reports, training materials, and relevant
accepted global
emergency standards (e.g. sphere project). to avoid missing
relevant studies, the
search was not limited to emergency contexts. We included
material that was in
the english language and directed at low and middle-income
countries, and we did
not have any restriction on time periods.
Given that organizations may not make internal documents
publicly available,
and that new guidelines and internal studies may never be
published in peer-
reviewed journals, we communicated directly with individuals
and organizations
involved in humanitarian response to request additional
documentation. We also
asked for recommendations of humanitarian response experts
from a diverse range
27. of sectors and organizations who could serve as global key
informants.
a flyer that described the effort to gather the existing guidance
and evidence
on MhM was shared through blog posts, relevant meetings, and
conferences. We
requested feedback from interested individuals over a five-
month period.
Global key informants with humanitarian practitioners
Key informant interviews (Kii) were conducted with a range of
cross-sectoral
humanitarian experts (e.g. practitioners, donors, policy makers).
a key informant
guide was developed for use over skype, phone, in-person, or,
in situations when
experts were unable to participate due to limited internet
connectivity (i.e. those
engaged in an emergency response), written responses were
submitted. Key infor-
mants were sampled purposively; maximum variation sampling
was used to
ensure at least two individuals were sourced from each sector
(Wash, women’s
protection, child protection, health, education, camp
coordination, and camp
management). Key topics that we aimed to discuss included the
frequency and
rationale for inclusion of an MhM response, timing and content
of MhM inter-
vention components in differing humanitarian contexts (e.g.
post-disaster versus
post-conflict, rural versus urban, idps versus refugees),
challenges experienced in
28. delivery and coordination, sector-specific aspects, identified
best practices, and
recommendations for key guidance to include in the MhM in
emergencies toolkit
under development.
informed consent was obtained from all participants. the Kiis
were conducted in
english by the columbia university principal investigator (pi,
Ms) and one member
of the research team (Msc). the names of Kiis and organizations
are anonymized as
informants were not asked to respond on behalf of their
respective organizations.
the study obtained ethical approval from the columbia
university Medical
center and the international Rescue committee (iRc)
institutional review boards.
Analysis
transcripts from the qualitative assessment were reviewed and
key themes were
identified by two researchers using deductive content analysis
methodology (elo and
Kyngäs, 2008). the data were systematically reviewed to
identify predominant
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themes arising. the documentation gathered from the desk
review was collated and
analysed in terms of the type of resource (e.g. research,
programmatic guidance, case
study), sectoral relevance, accessibility, and significance (new
source of evidence,
best practices, or lesson learned).
Results
direct emails were sent to 176 individuals with a 95 per cent
response rate; 29 total
Kiis were conducted across 18 global organizations and
agencies. a number of
thematic areas emerged from the review, including: 1) different
understandings
of what an ‘MhM response’ includes; 2) insufficient MhM
technical guidance for
practitioners; 3) minimal evidence on effective MhM
33. interventions in emergencies;
4) challenges in cross-sectoral coordination and leadership in
MhM emergency
responses; and 5) the need for improved monitoring and
evaluation.
Differing understandings of an ‘MHM response’
there exists relatively widespread recognition of the importance
of including
MhM in humanitarian response activities across agencies;
however, the timing
and inclusion of response activities appears to vary. a
significant finding was
the differing interpretation of what a ‘standard’ MhM response
should include,
including varying interpretations of the responsibility of each
sector. part of
this may be attributed to the ways in which the humanitarian
community may
already be addressing interventions of critical importance to
MhM, such as
gender-segregated toilets and the provision of flashlights, which
also contribute to
other humanitarian aims (e.g. safety, dignity) and so are viewed
as part of broader
programming led by specific sectors (e.g. Wash, protection). as
a result, there is
often a lack of clarity around which actor should lead or take
primary respon-
sibility. there was a general lack of consensus of key
components of an MhM
response beyond the distribution of hygiene or dignity kits,
without mention of
other key components (e.g. bathing facilities, toilets with easy
access to water,
34. washing and drying of reusable materials, endpoint disposal
systems, the provision
of MhM guidance to girls).
one identified challenge is that many organizations distribute
their own kits,
with the timing of delivery and contents varying within a given
emergency. this
was reported to occasionally cause resentments between
beneficiaries and gaps
in access to supplies (especially sanitary pads). in addition, the
rapid decision
to prioritize the provision of materials may sometimes be done
without consid-
eration of local menstrual practices (e.g. preference of
disposable versus reusable
pads) or the broader ‘lifecycle’ for menstrual waste, including
disposal systems,
the impact on toilet lifespan of improper disposal, the privacy-
related needs for
washing and drying of reusable pads, and waste management. as
one Wash adviser
explained, ‘there is often a flood of [menstrual hygiene]
materials at the start and
no way to deal with disposal. i think that has fallen off the
radar’. this focus on
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prioritizing the distribution of materials may result in some
emergency responses
not addressing the spectrum of MhM components. differences in
MhM response
measures were identified across categories of emergency (e.g.
natural disasters versus
active conflict). as one Wash adviser conveyed:
if it’s a disaster like a drought, you probably won’t see hygiene
or dignity
kits. it is assumed that while they may be lacking food or water,
the rest of
their lives had not shifted as much, they are still at home.
(Wash adviser,
government agency)
the MhM products distributed are also impacted, as one Wash
expert explained,
‘during a flood, you will think more about materials you can
wash than ones you
39. dispose’, taking into account the limitations (e.g. disposal) for
that type of disaster.
the state of the emergency (acute versus protracted) can also
influence the provision
of MhM supplies. several actors explained how it is often
assumed that after the
initial acute phase of an emergency, girls and women should be
able to access local
markets or return to using their traditional methods. however, a
few respondents
suggested that more recent events of sustained active conflict,
such as in syria and
iraq, have required prolonged MhM assistance.
the review also identified differing perspectives on the
prioritization of MhM
interventions. decisions on what to implement and when appear
to be influ-
enced by a number of factors, such as the gender of programme
staff, especially
senior leadership, with females generally perceived to more
rapidly prioritize
MhM interventions. as one nGo’s senior health adviser noted,
‘the reason
why it hasn’t been taken up is the lack of understa nding and the
lack of senior
women in roles and program design. if you look at Wash
programming, it’s
male dominated’.
in addition, perceived cultural taboos around discussing MhM
with benefi-
ciaries may impact the comfort of staff in responding to
beneficiary MhM needs.
Respondents identified challenges for both male and female
staff in discussing issues
40. related to MhM, and viewed this as a barrier to MhM inclusion
in programming.
differing views in relation to acute emergencies also appear to
exist, with some
experts articulating MhM as ‘not a life-saving intervention’ of
relevance in an acute
response. these varied perspectives for MhM inclusion at the
onset of an emergency
were conveyed by both a Wash and a health practitioner:
i don’t think it’s a lack of means or capacity of people – it’s
just that you need
to change the mind-set of an entire sector. even after 10 years,
we have been
saying we need to segregate latrines between men and women
and you go to
the field, and it never happens. (Wash sector, un agency)
it is pressing for women but it is not pressing for survival of
people. it’s not
water and it’s not sanitation. it’s part of sanitation but it’s not
general health or
food or infectious disease or vaccinations. (health sector, nGo)
despite these differing views, there was generally consensus
that attention to
MhM is growing at all phases of a given response, from pre-
positioning of supplies
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(i.e. pads, underwear, soap), to responses in acute and
protracted scenarios.
however, the absence of a recommended package of
interventions for an MhM
response across a range of emergency scenarios, and the lack of
clearly defined
minimum standards for MhM, is likely contributing to differing
understandings
of an ‘MhM response’.
Insufficient MHM technical guidance for practitioners
there have been minimal additions to the limited MhM technical
guidance
available since 2012. existing guidelines for assessment and
response, and
documentation of MhM interventions, are generally
disseminated internally
within organizations, or mentioned only briefly within sector -
45. owned or other
broader humanitarian guidance publications (see table 1).
overall there exists a
lack of clear and specific guidance on appropriate timing for
introducing MhM
interventions, on recommendations of culturally adapted and
effective interven-
tions, and designation of sectoral responsibility for leadership
of a coordinated
response. there also exists limited consensus on which MhM
guidance resources
to prioritize.
across humanitarian response, the sphere project continues to be
the most
widely cited and internationally recognized set of standards
(sphere project, 2011).
the latest edition makes specific references to MhM within the
context of Wash.
chapters 2 and 3 define a set of minimum standards on MhM
within Wash,
including key actions (discreet provision of appropriate
materials and disposal
mechanisms) and guidance notes for hygiene promotion, water
supply, excreta
disposal, and solid waste management. although a significant
improvement, these
references are limited to Wash, lack specificity on process and
timing, and do not
address broader cross-sectoral responsibilities.
in terms of sector-owned guidance documents, MhM (or MhM-
related interven-
tions, such as the building of gender-segregated latrines or the
provision of dignity
kits) is present, to varying degrees, within 10 sector guidelines.
46. these include
institutional guidance recommendations, such as uniceF’s
Immediate Response
WASH and Dignity Kits and Family Hygiene and Dignity Kits,
and broader inter-agency
manuals, such as the Guidelines for Integrating Gender-based
Violence Interventions into
Humanitarian Response. the latter, a robust cross-sectoral
resource for reducing risks
to women and girls, includes many interventions relevant to
MhM, and discusses
MhM most specifically within the Wash chapter. other sectors,
such as child
protection and education, and camp coordination and
management, articulated
the need for incorporation of attention to MhM in the next
updating of their global
guidelines for emergencies (see table 1).
the most comprehensive resource available is Menstrual
Hygiene Matters, published
in 2012 by Wateraid/shaRe. although this resource is focused
primarily on the
development sector, it contains a chapter dedicated solely to
MhM in emergencies.
Much of the other guidance throughout the document is
relevant, especially
to protracted emergency contexts, including content on MhM in
schools, the
household, and workplace environments (house et al., 2012).
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Table 1 MHM content in key guidelines for humanitarian
response
Title MHM content identified Last revision
The Sphere Handbook Distribution: Provision of culturally
appropriate MHM materials
Infrastructure: Provision of gender-
segregated toilets, access to water
source, and support for the disposal,
washing, and drying of MHM materials
(WaSH sector)
Sphere Project (2011)
(new edition under way)
51. Inter-agency Field Manual
on Reproductive Health in
Humanitarian Settings
Distribution: Provision of culturally
appropriate sanitary materials
Infrastructure: Ensure for gender-
segregated toilets
Inter-agency Working
Group on Reproductive
Health in Crises (2010)
(new edition under way)
Minimum Initial Service
Package for Reproductive
Health in Crisis Situations
Distribution: Provision of culturally
appropriate sanitary materials
Quick (2011)
Adolescent Sexual and
Reproductive Health
Toolkit for Humanitarian
Settings
Distribution: Provision of culturally
appropriate sanitary materials to
adolescent girls (including distributions
through teachers at schools)
UNFPa and Save the
Children (2009)
52. INEE Minimum
Standards for Education:
Preparedness, Response,
Recovery – A Commitment
to Access, Quality and
Accountability
Distribution: Provision of culturally
appropriate sanitary materials to
adolescent girls
Education: Ensure that adolescent girls
receive education on menstruation and
teachers are sensitized
Infrastructure: Provision of gender-
segregated toilets and nearby water
source (INEE Gender task team, n.d.)
INEE (2010)
Camp Management
Toolkit
Distribution: Provision of culturally
appropriate sanitary materials
Bentzen et al. (2015)
Guidelines for Integrating
Gender-based Violence
Interventions into
Humanitarian Response
Distribution: Provision of culturally
appropriate sanitary materials
(WaSH sector)
Education: Ensure that adolescent girls
53. receive education on menstruation
(education sector)
IaSC (2015)
The Minimum Standards
for Child Protection in
Humanitarian Action
No current MHM references identified
during this review exercise
Child Protection
Working Group (2012)
Médecins sans Frontières (MsF) developed a relevant water and
sanitation …