I need these questions answered in about 200 words each and not plagiarized. Please include each answer with references.
MODULE 1
Q1
Defining international or global health is important and some consider global health synonymous with public health. Select one of the following two statements:
1. Global health is public health requiring similar training and research methods.
2. Global health is a separate discipline requiring specific training and research methods.
Identify at least two arguments that support the selected statement and provide sources to support those arguments. Identify and discuss one historical event that is important in how global health is understood today and how that event supports your argument. For one of your substantive responses, identify another classmate that selected the opposite statement and provide at least one point of agreement and one point of disagreement.?
Q2
Poverty is central to health and development in low-income and middle-income countries. State your definition of poverty prior to studying public health. Based on this definition, what would be the focus of poverty alleviation solutions? Based on the relational and spiritual definition of poverty, discuss how the focus of solutions would change to include a holistic approach. Identify an example of a health program or solution that integrates a relational definition of poverty. Watch the video on "Defining Poverty" to help in responding to this discussion question.
RESOURCES
Read Chapter 4 in For the Love of God: Principles and Practice of Compassion in Missions.
Read "The Stages of International (Global) Health: Histories of Successes or Successes of History?" by Birn, from
Global Public Health
(2009). URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsbl&AN=RN243322709&site=eds-live&scope=site
Watch the "Introduction to PUB 655" video in the Participatory Community Development playlist, located in the Student Success Center. This video will explain the overall purpose and focus for this course. The course begins with a broad perspective and then concentrates specifically on engaging communities and vulnerable populations with a focus on Christian health missions. URL:
https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/media-element/CONHCP/002E95E4-E032-E811-8F95-005056A072B6
Watch the "Defining Poverty" video in the Participatory Community Development playlist, located in the Student Success Center, in preparation for responding to the discussion question in this topic. The video provides an alternative definition of poverty based on relationships rather than only material need. This definition informs one's approach to poverty and engaging lower-income communities. URL:
https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/media-element/CONHCP/002E95E4-E032-E811-8F95-005056A072B6
Read "Towards a Common Definition of Global Health" by Koplan, Bond,.
Healthcare Policy Analysis and Development (HCM550)Type of homjesseniasaddler
*Healthcare Policy Analysis and Development (HCM550)
*Type of homework : Critical thickening.
*Notes: I attached the book and article links for reading .
please read :
Chapters 3 & 4 in
The Handbook of Global Health Policy1-
Kools, S., Chimwaza, A., & Macha, S. (2015).
Cultural humility and working with marginalized populations in developing countries
.
Global Health Promotion, 22(1),
52-59,92,112.
Masakure, C. (2016).
The nexus between global health and public health in
Africa
.
African Studies Quarterly, 16
(2), 71-76.
Need the plagiarism below 18%===================================================================Critical Thinking Assignment (105 points) Taking the policy you discussed in Module 1, look at the Systems Model on the policy process, Figure 1.3 (Problem Identification, Policy Formulation, Policy Implementation, Policy Evaluation) on page 36 in your textbook. Write a paper with the purpose of overcoming the problems described by the four Rs (Reaction, Repetition, Results, and Raising Funds) on page 57. Assume the role of the leader who will be building a coalition by creating a policy vision for the internal and external stakeholders of your geographical area or country. First, begin by identifying the deficiencies in a global policy that you have researched so that you can establish a policy vision by determining the needed funding for the services you feel must be provided and including that in the policy. Explain how your policy would benefit your target population.
Include the following headings/sections in your submission: Introduction—Describe the population affected by the policy Deficiencies of—Name of Global Policy Vision of Changes—Needed what needs to change to make the policy better Gaining Support for the Vision—Internal and external Needed Funding—Where will funding come from for services discussed in the policy Conclusions ReferencesYour paper should meet the following requirements: Be 3‐4 pages in length, not including the cover or reference pages. Provide support for your statements with in‐text citations from a minimum of six scholarly articles. Two of these sources may be from the class readings, textbook, or lectures, but four must be external. Be formatted according to Saudi Electronic University and APA writing guidelines. Remember to utilize headings to organize the content in your work.
This is it what been missing:
Required
Chapters 1 & 2 in
The Handbook of Global Health Policy
Leon, J. S., Winskell, K., McFarland, D. A., & del Rio, C. (2015).
A case-based, problem-based learning approach to prepare master of public health candidates for the complexities of global health
.
American Journal of Public Health
,
105
, S92-S96.
Lomazzi, M., Jenkins, C., & Borisch, B. (2016).
Global public health today: Connecting the dots
.
Global Health Action
,
9
.
Vision 2030 (n.d.).
Saudi Vision 2030
. Retrieved fro ...
Healthcare Policy Analysis and Development (HCM550)Type ofjesseniasaddler
This document provides information about a critical thinking assignment for a healthcare policy course. It includes instructions to read several chapters and articles on global health policy and the Saudi Vision 2030 plan. Students are asked to write a 3-4 page paper identifying deficiencies in a global health policy and establishing a new policy vision to address the deficiencies. The paper must include an introduction, sections on deficiencies and needed changes, and a vision statement with proposed funding sources and references.
Global health issues pose challenges for public health leaders and require effective strategies. Serving as a public health administrator in a border region would present three key challenges. First, disparities in life expectancy still exist between countries. Second, countries face increases in chronic and infectious diseases as well as threats like bioterrorism. Third, the world is more interconnected through technology and travel, affecting health trends. As a leader, three strategies would be employed: prioritizing equity in health worldwide, developing effective workforces to address challenges, and knowing how to respond to evolving global health issues.
This document discusses health literacy and the nurse's role in improving patients' health literacy. It defines basic literacy as the ability to read simple language and health literacy as having the capacity to obtain, process, and understand basic health information to make appropriate health decisions. Only 12% of adults are considered proficient in health literacy. Acquiring health literacy has become more difficult with the abundance of online health information of varying credibility. The document emphasizes that nurses can help patients evaluate credible online health resources and develop strategies to increase patients' health literacy.
Describing the new CDCF project for tagging Systematic reviews - synergistic plan with the MASCOT (Multilateral Association for Studying Health Inequalities and Enhancing North-South And South-South Cooperation – is funded by the European Commission under the Seventh Framework Programme for Research and Technological Development (FP7).f7th project
Nurses play an important role in improving patient health literacy. They can help patients find credible health information online and evaluate sources. Some strategies include recommending trustworthy resources for online health information and describing how to assess credibility. Nurses should also employ additional strategies to help patients become informed consumers, such as teaching them how to understand basic health information and make appropriate health decisions.
*************** resources************************8
Course Text:
Coreil, J. (Ed.). (2010).
Social and behavioral foundations of public health
(2nd ed.). Thousand Oaks, CA: Sage.
Chapter 1, "Why Study Social and Behavioral Factors in Public Health?"
The first chapter in the text describes the importance of studying culture and behavior. It provides a historical perspective of the field of behavioral and social sciences and sets the stage for the course with its overarching framework, the social ecology of health model. This chapter also explores the levels of social influence on health issues.
Chapter 2, "Historical Perspectives on Population and Disease"
This chapter delves deeper into the history of health, from the perspectives of disease and the cultural evolution. It also touches upon the health problems that generally occur at different stages of life.
Chapter 5, "Health and Illness Behavior"
Chapter 5 reviews the levels of prevention covered in the first course in the program (primary, secondary, and tertiary) and lays the groundwork for the course by reviewing the relationship between health and illness behavior.
Chapter 7, "Social Reactions to Disease" (pp. 134–136)
In this section of Chapter 7, you will study the concepts of medicalization and hygienization with respect to disease behavior.
Chapter 8, "Comparative Health Cultures" (pp. 145–154)
The authors introduce the concepts of ethnomedicine as well as the various "sectors" of medicine in this section of Chapter 8. The authors also explore cultural models of illness.
Article:
Healthy People. (2010). Healthy People 2020: The Road Ahead! Retrieved from
http://healthypeople.gov/2020/
You will become familiar with the Healthy People 2020 Campaign during this course. Healthy People 2020 is a national effort designed to solve unequal and unjust health treatment of populations. This website will be used for the In the News assignment as well as many other assignments in the course.
Article:
Robert Wood Johnson Foundation. (2009).
Beyond Health Care: New Directions to a Healthier America.
Retrieved from
http://www.rwjf.org/content/dam/farm/reports/reports/2009/rwjf40483
This article presents several carefully coined recommendations to build healthier society. The recommendations are based on research and statistics on the health status of adults and children.
Optional
Resources
Media
Documentary:
Moore, M. (Director). (2007).
Sicko
[Motion picture]. United States: Dog Eat Dog Films.
You may want to rent
Sicko
. It provides a fascinating and controversial view of the health care system in the United States today. The documentary also compares the American health care system with other nations, illustrating the differences in reactions to disease based on the health care system of other countries.
Readings
Course Text:
Social and Behavioral Foundations of Public Health
Chapter 10, "Reproductive Health"
Chapter 11, "Adolescent Health"
Chapter 12, "Public ...
This Policy Framework is intended to inform
discussion and the formulation of action plans
that promote healthy and active ageing.(World Health Organization)
Healthcare Policy Analysis and Development (HCM550)Type of homjesseniasaddler
*Healthcare Policy Analysis and Development (HCM550)
*Type of homework : Critical thickening.
*Notes: I attached the book and article links for reading .
please read :
Chapters 3 & 4 in
The Handbook of Global Health Policy1-
Kools, S., Chimwaza, A., & Macha, S. (2015).
Cultural humility and working with marginalized populations in developing countries
.
Global Health Promotion, 22(1),
52-59,92,112.
Masakure, C. (2016).
The nexus between global health and public health in
Africa
.
African Studies Quarterly, 16
(2), 71-76.
Need the plagiarism below 18%===================================================================Critical Thinking Assignment (105 points) Taking the policy you discussed in Module 1, look at the Systems Model on the policy process, Figure 1.3 (Problem Identification, Policy Formulation, Policy Implementation, Policy Evaluation) on page 36 in your textbook. Write a paper with the purpose of overcoming the problems described by the four Rs (Reaction, Repetition, Results, and Raising Funds) on page 57. Assume the role of the leader who will be building a coalition by creating a policy vision for the internal and external stakeholders of your geographical area or country. First, begin by identifying the deficiencies in a global policy that you have researched so that you can establish a policy vision by determining the needed funding for the services you feel must be provided and including that in the policy. Explain how your policy would benefit your target population.
Include the following headings/sections in your submission: Introduction—Describe the population affected by the policy Deficiencies of—Name of Global Policy Vision of Changes—Needed what needs to change to make the policy better Gaining Support for the Vision—Internal and external Needed Funding—Where will funding come from for services discussed in the policy Conclusions ReferencesYour paper should meet the following requirements: Be 3‐4 pages in length, not including the cover or reference pages. Provide support for your statements with in‐text citations from a minimum of six scholarly articles. Two of these sources may be from the class readings, textbook, or lectures, but four must be external. Be formatted according to Saudi Electronic University and APA writing guidelines. Remember to utilize headings to organize the content in your work.
This is it what been missing:
Required
Chapters 1 & 2 in
The Handbook of Global Health Policy
Leon, J. S., Winskell, K., McFarland, D. A., & del Rio, C. (2015).
A case-based, problem-based learning approach to prepare master of public health candidates for the complexities of global health
.
American Journal of Public Health
,
105
, S92-S96.
Lomazzi, M., Jenkins, C., & Borisch, B. (2016).
Global public health today: Connecting the dots
.
Global Health Action
,
9
.
Vision 2030 (n.d.).
Saudi Vision 2030
. Retrieved fro ...
Healthcare Policy Analysis and Development (HCM550)Type ofjesseniasaddler
This document provides information about a critical thinking assignment for a healthcare policy course. It includes instructions to read several chapters and articles on global health policy and the Saudi Vision 2030 plan. Students are asked to write a 3-4 page paper identifying deficiencies in a global health policy and establishing a new policy vision to address the deficiencies. The paper must include an introduction, sections on deficiencies and needed changes, and a vision statement with proposed funding sources and references.
Global health issues pose challenges for public health leaders and require effective strategies. Serving as a public health administrator in a border region would present three key challenges. First, disparities in life expectancy still exist between countries. Second, countries face increases in chronic and infectious diseases as well as threats like bioterrorism. Third, the world is more interconnected through technology and travel, affecting health trends. As a leader, three strategies would be employed: prioritizing equity in health worldwide, developing effective workforces to address challenges, and knowing how to respond to evolving global health issues.
This document discusses health literacy and the nurse's role in improving patients' health literacy. It defines basic literacy as the ability to read simple language and health literacy as having the capacity to obtain, process, and understand basic health information to make appropriate health decisions. Only 12% of adults are considered proficient in health literacy. Acquiring health literacy has become more difficult with the abundance of online health information of varying credibility. The document emphasizes that nurses can help patients evaluate credible online health resources and develop strategies to increase patients' health literacy.
Describing the new CDCF project for tagging Systematic reviews - synergistic plan with the MASCOT (Multilateral Association for Studying Health Inequalities and Enhancing North-South And South-South Cooperation – is funded by the European Commission under the Seventh Framework Programme for Research and Technological Development (FP7).f7th project
Nurses play an important role in improving patient health literacy. They can help patients find credible health information online and evaluate sources. Some strategies include recommending trustworthy resources for online health information and describing how to assess credibility. Nurses should also employ additional strategies to help patients become informed consumers, such as teaching them how to understand basic health information and make appropriate health decisions.
*************** resources************************8
Course Text:
Coreil, J. (Ed.). (2010).
Social and behavioral foundations of public health
(2nd ed.). Thousand Oaks, CA: Sage.
Chapter 1, "Why Study Social and Behavioral Factors in Public Health?"
The first chapter in the text describes the importance of studying culture and behavior. It provides a historical perspective of the field of behavioral and social sciences and sets the stage for the course with its overarching framework, the social ecology of health model. This chapter also explores the levels of social influence on health issues.
Chapter 2, "Historical Perspectives on Population and Disease"
This chapter delves deeper into the history of health, from the perspectives of disease and the cultural evolution. It also touches upon the health problems that generally occur at different stages of life.
Chapter 5, "Health and Illness Behavior"
Chapter 5 reviews the levels of prevention covered in the first course in the program (primary, secondary, and tertiary) and lays the groundwork for the course by reviewing the relationship between health and illness behavior.
Chapter 7, "Social Reactions to Disease" (pp. 134–136)
In this section of Chapter 7, you will study the concepts of medicalization and hygienization with respect to disease behavior.
Chapter 8, "Comparative Health Cultures" (pp. 145–154)
The authors introduce the concepts of ethnomedicine as well as the various "sectors" of medicine in this section of Chapter 8. The authors also explore cultural models of illness.
Article:
Healthy People. (2010). Healthy People 2020: The Road Ahead! Retrieved from
http://healthypeople.gov/2020/
You will become familiar with the Healthy People 2020 Campaign during this course. Healthy People 2020 is a national effort designed to solve unequal and unjust health treatment of populations. This website will be used for the In the News assignment as well as many other assignments in the course.
Article:
Robert Wood Johnson Foundation. (2009).
Beyond Health Care: New Directions to a Healthier America.
Retrieved from
http://www.rwjf.org/content/dam/farm/reports/reports/2009/rwjf40483
This article presents several carefully coined recommendations to build healthier society. The recommendations are based on research and statistics on the health status of adults and children.
Optional
Resources
Media
Documentary:
Moore, M. (Director). (2007).
Sicko
[Motion picture]. United States: Dog Eat Dog Films.
You may want to rent
Sicko
. It provides a fascinating and controversial view of the health care system in the United States today. The documentary also compares the American health care system with other nations, illustrating the differences in reactions to disease based on the health care system of other countries.
Readings
Course Text:
Social and Behavioral Foundations of Public Health
Chapter 10, "Reproductive Health"
Chapter 11, "Adolescent Health"
Chapter 12, "Public ...
This Policy Framework is intended to inform
discussion and the formulation of action plans
that promote healthy and active ageing.(World Health Organization)
IDEA requires IEP teams to notify parents of their rights and proced.docxflorriezhamphrey3065
IDEA requires IEP teams to notify parents of their rights and procedural safeguards when informing them about the need to assess their child, either to determine eligibility or to re-evaluate to show growth. IEP teams must describe the purpose of assessments and describe the assessments that will be used when securing permission from parents to evaluate their child. Providing informational brochures can help parents understand assessment and document the team’s attempts to inform parents and involve them in the decision-making process.
In 500-750 words, design a brochure for general education teachers and families detailing the following about assessment and eligibility:
The process of reviewing existing data to determine the need to conduct further assessments.
Different assessment methods, their purpose, and how the data will be used to make educational decisions related to eligibility or intervention to include: Pictures and
Norm-referenced, standardized testing
Language sampling
Dynamic assessment and criterion-referenced assessment
Intelligence testing
The rights and responsibilities of students with disabilities, their families, and teachers related to eligibility assessment.
Support your brochure with appropriate images and diagrams.
Support your work with 2-3 resources.
.
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
1 PJM Template Repository 98 days Wed 7/1/20 Fri 11/13/20 0 days
2 Initation/ Plan 43 days Wed 7/1/20 Fri 8/28/20 0 days
3 Create project charter 5 days Wed 7/1/20 Tue 7/7/20 0 days
4 Approve project charter 5 days Wed 7/8/20 Tue 7/14/20 3 0 days
5 Create requirements document 10 days Wed 7/15/20Tue 7/28/20 4 0 days
6 Approve requirements document 5 days Wed 7/29/20Tue 8/4/20 5 0 days
7 Create project management plan 10 days Wed 8/5/20 Tue 8/18/20 6 0 days
8 Review/revise project management plan 5 days Wed 8/19/20Tue 8/25/20 7 0 days
9 Approve project management plan 3 days Wed 8/26/20Fri 8/28/20 8 0 days
10 Project Execution 53 days Mon 8/31/20Wed 11/11/20 1 day
11 Manage issues, risks, changes 53 days Mon 8/31/20Wed 11/11/209 1 day
12 Communicate project status 53 days Mon 8/31/20Wed 11/11/209 1 day
13 Design and Development 42 days Mon 8/31/20Tue 10/27/20 0 days
14 Technology procurement 18 days Mon 8/31/20Wed 9/23/20 0 days
15 Research available technologies/vendors 10 days Mon 8/31/20Fri 9/11/20 9 0 days
16 Negotiate Contract 5 days Mon 9/14/20Fri 9/18/20 15 0 days
17 Sign Contract/Obtain license 3 days Mon 9/21/20Wed 9/23/2016 0 days
18 SIte Wireframe 10 days Thu 9/24/20 Wed 10/7/20 0 days
19 Create site requirements 5 days Thu 9/24/20 Wed 9/30/2017 0 days
20 Create site Wireframe 2 days Thu 10/1/20 Fri 10/2/20 19 0 days
21 Revew/ revise site wireframe 3 days Mon 10/5/20Wed 10/7/2020 0 days
22 Developed website application 4 days Thu 10/8/20 Tue 10/13/20 0 days
23 Create Repository Site 3 days Thu 10/8/20 Mon 10/12/2021 0 days
24 Review/revise/approve respository site 1 day Tue 10/13/20Tue 10/13/2023 0 days
25 Templates collection 40 days Mon 8/31/20Fri 10/23/20 9 days
26 Request templates 15 days Mon 8/31/20Fri 9/18/20 9 9 days
27 Review/ revise templates 20 days Mon 9/21/20Fri 10/16/20 26 9 days
28 Upload approved Templates 5 days Mon 10/19/20Fri 10/23/20 27,24 9 days
29 Project Product Evaluation 2 days Mon 10/26/20Tue 10/27/20 9 days
30 Repository Testing 2 days Mon 10/26/20Tue 10/27/20 9 days
31 Test Repository Site 1 day Mon 10/26/20Mon 10/26/2028 9 days
Page 1
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
32 Revise/ approve Repository Site 1 day Tue 10/27/20Tue 10/27/2031 9 days
33 Final Version Release 53 days Mon 8/31/20Wed 11/11/20 2 days
34 Create Alumni Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 44 days
35 Create Student Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 45 days
36 Communicate to alumni 5 days Thu 9/3/20 Wed 9/9/20 34 44 days
37 Communicate to students 5 days Thu 9/3/20 Wed 9/9/20 35 45 days
38 Provide access to alumni 3 days Mon 11/9/20Wed 11/11/2040,36 2 days
39 Provide access to students 2 days Mon 11/9/20Tue 11/10/2040,37 3 days
40 Release Final Version of the Website 1 day Fri 11/6/20 Fri 11/6/20 32,41,47 2 days
41 Create operational/ support plan 5 days.
Id like for us to use our sociological imagination. C. Wright M.docxflorriezhamphrey3065
I'd like for us to use our sociological imagination. C. Wright Mills (a famous sociologist) described the sociological imagination as: "the vivid awareness of the relationship between personal experience and the wider society". Choose one social problem (such as: abortion, bullying, alcoholism, date rape, capital punishment/death penalty, racism, poverty, eating disorders, etc.) and describe, in your ideal society, how you would combat your selected issue to solve it. Describe the experience of those affected by the social problem and how their experience would be shifted through the changes made in your ideal society. (200 words) (15 points)
2. Go into more depth within your chosen social problem. Examine your selected social problem and theorize why your social problem exists in the first place. Which sociological theory do you identify most with as you describe your social problem (see page 15 of your text/figure 1.7 & table 1.2). Why? (100-150 words)
.
IAHTopic Whose work goes into space science How do different .docxflorriezhamphrey3065
IAH
Topic: Whose work goes into space science? How do different kinds of work contribute? Who besides astronauts and scientists do work that makes a difference?
文体:Annotated Bibliography
页数: two pages ( two resource)(single)1000 words要求: · MLA, APA, or Chicago style bibliographic entry
· A summary of the article; someone who hasn’t read it should be able to understand what the article is saying overall
o Include the main claims and types of evidence used to support the argument (if an argument is made)
· A summary of the most relevant details
· A brief explanation of what your group could use this source for – it should be clear why this is a relevant source
· An analysis of the audience and purpose
o Scholarly or popular published media or other?
o Publication – where was it published? Who is the audience of this journal/website/etc.?
o What is the main purpose? How is the author trying to intervene in a larger conversation?
o Audience knowledge/values/interest
· An analysis of the credibility of the source
o Who wrote it? Where was it published?
o What in the article itself suggests credibility or not?
· An analysis of what shapes the knowledge work (at least one of the following, but not all):
o Fairness or bias
o Discipline or field of specialization of the author/publication
Cultural or historical contexts/other communities the author/audience are part of
All analysis should show precise, clear reasoning – think about how to make your language explain the reasons for your conclusions in a precise way.
due:02/03/2019
Example:
Martin, Emily. "The Egg and the Sperm: How Science has Constructed a Romance
Based on Stereotypical Male-Female Roles."
Signs
16.3 (1991): 485-501.
ProQuest.
Web. 14 Jan. 2019.
This article analyzes how stereotypical gender roles have affected scientific writing about human reproduction. Using numerous examples from science textbooks and other scientific communications, Martin demonstrates how the role of the egg is portrayed as passive or negative, while the role of the sperm is portrayed as active, assertive, and heroic. Martin begins by explaining how the reproductive biology associated with (cis) women is viewed in scientific literature as wasteful and negative, which places her analysis in the context of a broader pattern of how reproductive systems are portrayed in anti-woman ways. Martin notes that these portrayals persist even when they are not scientifically well-supported, which suggests that these gender stereotypes are detrimental to scientific understanding. For example, Martin notes that while the egg is often portrayed as waiting passively without taking action, this portrayal is counter to the usual scientific convention of calling the protein member of a pair of binding molecules “the receptor” (496). Moreover, recent research has shown that “sperm and egg are mutually active partners” (Schatten and Schatten, qtd.
I211 – Information Infrastructure II
Lecture 20
Today
CGI
Forms
HTML Forms and CGI
We can get input from users online by using HTML forms! (These have the same sorts of elements as Tkinter)
Text boxes
<input type="text" name="name">
Radio buttons
<input type="radio" name="y_or_n" value="yes" checked > Yes
Text areas
<textarea name="comments" rows="3">None</textarea>
Buttons
<button name="name"></button>
Check boxes
<input type="checkbox" name="size" value="Large"> Large
HTML Forms and CGI
HTML form elements must be enclosed in <form> tags.
The <form> tag has an action attribute that specifies what URL to send the data to:
<form action="name.cgi" method="post">
Form Submit
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
Please enter your name:
<input type="text" name="username"><br>
<button type="submit">Submit</button>
</form>
</body>
</html>
HTML Form Elements:
You don’t need to
chmod .html files!
A submit button creates a button that will submit the form when clicked!
HTML Forms and CGI
import cgi
form = cgi.FieldStorage()
form now has a dictionary-like object where the form element’s name attribute is the key, and the form element’s data (user-typed or value attribute) is the value
CGI Handler with .getfirst()
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
The first argument is the name of the form element
we want, and the second argument is what to return if it isn’t found.
This is exactly like the
.get() method for dictionaries!
Simple Form (Individual)
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
<p>Please enter your name:
<input type="text" name="username"></p>
<button type="submit">Submit</button>
</form>
</body>
</html>
Save this as name.html and upload
Form CGI Handler (Individual)
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<h1>Greetings!</h1>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
Save this as name.cgi, and don’t forget to.
I.Mulcahy’s qualifications1. As a Xerox board member, do yo.docxflorriezhamphrey3065
I.
Mulcahy’s qualifications:
1. As a Xerox board member, do you support the selection of Mulcahy to turn
Xerox around? What are her strengths and weaknesses vis-a-vis this role?
2. How did Xerox get to the point of bankruptcy? Was it a case of management
ineptitude or simply shifting industry trends?
II.
Mulcahy’s disposition:
3. Is Mulcahy so concerned about her employees’ job security that she cannot take
painful yet necessary actions?
4. Did the stress of Mulcahy’s role take an abject toll on her reasoning faculties?
III.
Twin problems of bank debt & SEC investigation:
5. How can Mulcahy get these on-going problems resolved? Can her personal involvement
make a difference?
6. Is there a linkage between the two issues? Can one be solved without the other?
.
I. Many of you may believe that you have never worked in project ma.docxflorriezhamphrey3065
I. Many of you may believe that you have never worked in project management, but in reality, most of you have already at some point in your life. Think back to a time when you organized a key event (e.g., birthday parties, weddings, yard projects, house renovations, family vacations, projects at work) that meets the definition of a project.
Describe the event you planned.
Summarize the things that went well and / or things that went wrong.
Be sure to reference some of the key skills covered from the chapter.
____________________________________________________________
II. You are working with your Project Sponsor to decide on the optimal project management structure for an upcoming complex project that will involve over 100 members, similar to this project:
https://www.washingtonpost.com/news/digger/wp/2016/10/18/marriott-to-move-headquarters-to-downtown-bethesda/?utm_term=.721d2114db06
.
The Sponsor believes that a dedicated project team structure will not work. He has the same concerns about this structure that the author has noted. You are confident that this structure or a matrix structure will work for the project.
Describe how you will reassure him that either structure will be successful.
.
i1) The culture you have selected and some general information a.docxflorriezhamphrey3065
i
1) The culture you have selected and some general information about that culture (traditions, beliefs, practices, etc.). Note: This is general info and you are not discussing yourself and your practices here.
2) How you and those close to you within your culture (friends, family, etc.) practice the traditions & beliefs, what the values mean to you, etc. Note: This is when you can discuss in more detail how you practice the culture you have selected.
3) Discussion of the food item that you brought in and how it represents your culture. What meaning does that food have for your culture? For example, in the Chinese culture, dumplings represent luck (a student’s words, not mine). Note: You may also discuss your own practices (example: your family makes this food on holidays).
.
I. Use Venn diagrams to test the validity of the following arguments.docxflorriezhamphrey3065
I. Use Venn diagrams to test the validity of the following arguments.
1. No sharks are pets, since no barracuda are pets, and no sharks are barracuda.
2. No farmers are city dwellers. Hence, since all city dwellers are urbanites, no urbanites
are farmers.
3. All curmudgeons are pessimists. All pessimists are cynics. So, some cynics are
curmudgeons.
4. Some bankers are vegetarians. No anarchists are bankers. So, some anarchists are not
vegetarians.
5. No beach bums are workaholics. Some beach bums are rollerbladers. So, some
rollerbladers are not workaholics.
6. All violinists are musicians. Therefore, since some bookworms are violinists, some
bookworms are musicians.
7. No poker players are early risers. Some firefighters are early risers. So, some
firefighters are not poker players.
8. Some dot-com millionaires are philanthropists. All philanthropists are altruists. Hence,
some altruists are dot-com millionaires.
9. Some telemarketers are Methodists. Some Methodists are Democrats. So, some
Democrats are telemarketers.
10. No Fords are Pontiacs. All Escorts are Fords. So, some Escorts are not Pontiacs.
11. No mockingbirds are cardinals. Some cardinals are songbirds. So, some songbirds are
not mockingbirds.
12. Page 249All ecologists are environmentalists. Hence, because all ecologists are
wilderness lovers, all wilderness lovers are environmentalists.
13. No landlubbers are sailors. Some sailors are not pirates. So, some pirates are not
landlubbers.
14. All cats are carnivores. All tigers are cats. So, all tigers are carnivores.
15. All sound arguments are valid arguments. Therefore, because some sound arguments
are mathematical arguments, some mathematical arguments are not valid arguments.
16. No fish are reptiles. All trout are fish. So, some trout are not reptiles.
17. Some dreamers are not romantics, because some idealists are not romantics, and all
idealists are dreamers.
18. Some stockbrokers are couch potatoes. Hence, because all stockbrokers are e-traders,
some e-traders are couch potatoes.
19. Some butchers are not bakers. No butchers are candlestick makers. Therefore, some
candlestick makers are not bakers.
20. All meteorologists are forecasters. Hence, because some forecasters are psychics,
some psychics are meteorologists.
II. Translate the following into standard categorical form. Then use Venn diagrams to test the
arguments for validity.
1. No one who is a Nobel Prize winner is a rock star. A number of astrophysicists are
Nobel Prize winners. Therefore, a number of astrophysicists are not rock stars.
2. Many philosophers are determinists. Anyone who is a fatalist is a determinist. So,
many fatalists are philosophers.
3. If anything is a maple, then it's a tree. Hence, because nothing that is a bush is a tree,
nothing that is a bush is a maple.
4. Everybody who is a liberal is a big spender. Therefore, because Senator Crumley i.
I.Context and Situation AnalysisLiberia is a country div.docxflorriezhamphrey3065
I.
Context and Situation Analysis
Liberia is a country divided in to fifteen subdivision regions with little over 4.6millin population, where the literacy rate is 42.94% and poverty rate is high, many of the women are mothers of many children and the girl become bread winner through prostitution.
The COVID-19 pandemic is a serious threat to our society because of the above mention circumstances , the ability to prevent widespread of the virus required high volume of awareness in every corner of our country moreover the states home state of emergency strategy being imposed by government is one measure that we are working with to have control of the spread, but on the other hands it become difficult situation for many lower incomes to survive most especially the women and girl who survive on prostitution which could be a easy risk for the widespread of the virus including people who survive on daily hustle.
The context should provide an analysis of the broad political context – nature of conflict / emergency/ humanitarian situation as well as how it relates to the current COVID19 crisis. It should also contain an analysis of the situation of local civil society organizations working on women’s engagement in peace and security and humanitarian processes as well as that of women and girls in your particular context
II.
Rationale for WPHF’s support
This project with help IDAD enforce women organization initiative to educate illiterate women and girls to understand the dangers involve in the widespread of COVID-19 and provides feeling to ensure that the state home emergency by the government is fully implemented without violating the right of the citizen to survive.
This section will provide an overview your organization’s plans and expected result. It will explain the added value of this institutional support and how it would complement other initiatives.
It will also contain the problem statement – challenges facing your civil society organization throughout the COVID19 and how the Project intends so solve it (underlining added value of your organization and why it is important to strengthen its operations and capacities). It will underline, for example, how the COVID19 crisis undermines your availability to raise funding and implement your projects, hence necessitating institutional support throughout the crisis.
III.
Results and Resources Framework
This section describes the results to be achieved by the Project and the means of implementation (narrative).
The results will also be formulated in a results framework (using the same format in Annex A).
New indicators must be SMART and contribute to higher level of WPHF’s Theory of Change. Key activities that are necessary to produce each output are also defined. Activities do not have indicators. In the “Means of Verification/Sources of Information” column, identify the methods and sources of information that will be used to measure performance against the indicators.
A Resour.
I. Defining Facta. Value free” packets of information; Ex 5’10.docxflorriezhamphrey3065
I. Defining Fact
a. “Value free” packets of information; Ex: 5’10”, weighs 119 lbs., “eats chicken on Sunday at 5:00 p.m.,” “contains the chemical compound acetone,” “operates on unleaded gasoline,” etc.
OR
b. Academically Verifiable (i.e., coming from a fixed medium or source, such as a book, journal article, recorded interview).
\ver·i·fy [ver-uh-fahy]
verb (used with object), ver·i·fied, ver·i·fy·ing.
1.to prove the truth of, as by evidence or testimony; confirm; substantiate: Events verified his prediction.
2.to ascertain the truth or correctness of, as by examination, research, or comparison: to verify a spelling.
3.to act as ultimate proof or evidence of; serve to confirm.
4.Law.
a. to prove or confirm (an allegation).
b. to state to be true, especially in legal use, formally or upon oath
c. Subjective Words, on the other hand, are those that mean different things to each person; Ex: respect, honor, worth, short, low, cold, hungry, dark, tired, fast, etc. (More about these when we study the next learning unit on opinion).
i. Subjective words can be made into FACTS, if and only if you can attribute them to someone else, in a cited source. By doing so, you’re not verifying (or proving) the word itself; instead, you’re verifying that the word was used by a particular individual, thereby making the overall statement FACTUAL because you have confirmed that the opinionated (subjective) word is documented as an individual’s statement/belief.
ii. The tool is attribution.
iii. Example: Let’s take the statement:
His mother is relatively short.
Let’s run the sentence through our tests above…
(1) Is the sentence “value free?” NO, because the word short means something different to you than it does to me.
(2) Is the statement “academically” verifiable? NO, you’re not going to find any source of print or recorded data that indicates that she is “short.”
(3) Lastly, can I make the sentence factual, by putting it in quotes, and attributing it to the original speaker? YES!!! If I write in my essay, “His mother is relatively short (According to S. Ramdial, personal communication, July 20, 2011).” Now, I have “verified” that the statement was made, thereby turning a subjective word/phrase, into FACT.
He is 5’10”
Vs.
He is of average height.
Students on the SJSU campus are said to “come from diverse backgrounds” (SJSU Marketing Brochure, 2014).
According to a declassified CIA document, “Santa Claus is the supreme leader of the North Pole” (CIA…..).
DERMATOLOGY CASE STUDY
Chief complaint: “ My right great toe has been hurting for about 2 months and now it’s itchy, swollen and yellow. I can’t wear closed shoes and I was fine until I started going to the gym”.
HPI: E.D a 38 -year-old Caucasian female presents to the clinic with complaint of pain, itching, inflammation, and “yellow” right great toe. She noticed that the toe was moderately itching after she took a shower at the gym. She did not pay much attention. About two weeks after the.
I only need 100 words minimum response for the following several pa.docxflorriezhamphrey3065
I only need 100 words minimum response for the following several paragraphs
"If I had to explain what sex, love, and romance is to someone from another world, well...I suppose I would explain sex first.
I was raised with both incredibly religious and sensual views about sex, as well with very liberated and casual views about it. Sex, in essence, is just an act done between two or more consenting adults, done with the intent of experiencing pleasure, and is not dependent on whether or not orgasm was achieved. Sex can be something very intimate and emotionally profound, done monogamously between only two people after marriage, it can be something completely casual, sort of like just a simple release of tension between two strangers who don’t have any emotional connection or tether to each other, and sex can also be anything else amongst the spectrum between those two extremes. Sex can mean absolutely nothing or absolutely everything, it’s up to those involved to decide. Additionally, sex is defined differently for every person. And sex doesn’t need to involve a penis, or penile-vaginal penetration — it doesn’t even need to involve skin-to-skin genital contact to be classified as sex.
Romance is honestly a very culturally driven phenomenon. Something seen as romantic amongst various cultures is having an intimate candlelit dinner, maybe watching a sunset with a beloved, or doing something above-and-beyond for another, like an act of service or gift-giving. Romance is sort of the whole process of practicing and introducing romantic things into an already existing relationship or a new one; romance is definitely not for platonic relationships.
Love, well, is the hardest to explain. Love is a very strong feeling. It has to be felt within one person, but it can be felt between two or more. Love can be familial, platonic, or romantic. You can love your parents, your dog, your favorite scarf, a plant, a significant other, a song, etc. The different types of love have very specific and different meanings and connotations and patterns, but one thing that stays constant across the board: love happens when you really care about something/someone, and do things to benefit the recipient, even if it inconveniences you. This doesn’t always translate into something positive for those involved. There’s a thing such as tough love, and there’s countless people out there who are in love, don’t know how to handle their feelings, and hurt the ones they love. There is also a concept of self-love, which is the radical acceptance of oneself, flaws and all. Love is strange, as the song goes. If the road to hell is paved with good intentions, perhaps the road to love is as well. After all, experiencing love can feel like heaven and hell at times. Love is universal, and I believe, something we can’t live without. We all have to love something, if not someone."
.
I. PurposeThe purpose of this experiential learning activity.docxflorriezhamphrey3065
I. Purpose
The purpose of this experiential learning activity is to apply nursing leadership knowledge and skills to plan for organizational change with system-wide impact. (CO 2, 3, 5)
III. Requirements
Description of the Assignment
This assignment provides the opportunity for the student to:
Create an evidence-based plan for system-wide change guided by a selected organizational change model
Engage in high-level decision-making processes common in the nurse executive role
Use reflective practice knowledge and skills in making high level decision making and change management
IV. Preparing the Assignment
Address all components of the Advanced Communication in Systems Leadership paper as outlined under "Assignment Directions and Criteria".
The paper is graded on quality and completeness of information, depth of thought, organization following outline provided, substantive narrative, use of citations, use of Standard English, and writing conventions.
Format:
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(current ed.). Washington, DC: Author. Is the source used for this paper
Required elements
Title page, reference page
Use Microsoft Word
Page numbers, running head, doubles-spaced, times new roman, 12pt font, 1" margins, level 1 headings
Paper length: 7 maximum, excluding reference page and title page
Scholarly sources
Minimum of four (4) scholarly resources no older than 5 years (See:
What is a Scholarly Source
under APA resources)
Proof-reading
Use spell check and grammar check and correct all errors
Compare final draft to detailed outline directions to ensure all required elements included
Submitting the paper
DIRECTIONS AND ASSIGNMENT CRITERIA
You will use the following headings for your paper:
Approach to the organizational mandate
Purpose of the paper
Overview of the tasks, potential challenges, and implications of a reduction in workforce
Part II: Reduction in Workforce-Deciding
Using Human Resources (HR) metrics Table 1
Approach, choices, rationale
Challenges presented (including role of ethics)
Using HR metrics with Relative Information Table 2
Approach, choices, rational
Challenges presented
Conflicts raised
Negotiation used
Part III: Reduction in Workforce-Planning the Change
Overview of reorganization plan including timeline
Plan for change and application of Kotter's or Rogers' change model
Anticipated conflict (three areas) and the benefits of using a change model
Healthy work environment
Describe department and system-wide implications, impact, and conflict
Strategies for addressing morale and motivation of remaining workforce
Summary/Conclusions
Restatement of purpose
Overview of tasks
What was learned
.
I would sooner believe that two Yankee professors lied, than th.docxflorriezhamphrey3065
“I would sooner believe that two Yankee professors lied, than that stones fell from the sky” –Thomas Jefferson 1807 On hearing an eyewitness report of falling meteorites.“I have traveled the length and breadth of this country and talked with the best people, and I can assure you that data processing is a fad that won’t last out the year.” –Editor in Charge 1957 Business books for Prentice Hall
Prepare a 20 slide PowerPoint presentation with speaker’s notes for senior leadership that outlines a strategic plan to senior leadership regarding the potential impact of future technology on organizational development in a global environment. You will have time for a maximum of 20 slides with footnote. presentation should report new and emerging technologies in TWO of the critical areas listed above.
Describe the technologies and their proposed applications. Consider the implications of these developments for leadership policy and planning. Please be sure to explain how these technologies will enhance corporate operations on a multi-national scale. What must leadership do now to prepare for the technological innovations you describe? Offer concrete recommendations for action.Begin by reviewing the following critical impact areas:
Health and Science
Telecommunications
Defense and Security
The Environment
Household and Living
Education
Transportation and Travel
Leisure and Entertainment
The Church
Ministry Organizations
.
I wrote my paper and my feed back was- This is supposed to be a prof.docxflorriezhamphrey3065
I wrote my paper and my feed back was- This is supposed to be a professional writing paper, however there were a lot of errors and run on sentences. Please reread it, make the changes (grammar, spelling, capitalization). It needs to be more professional. Since this suppose to be a professional paper that I am writing for this course to get college credit for this class.
Course Learning Outcome Statement The Course Learning Outcomes section of the portfolio describes how the student has met the learning outcomes for the course(s) that are being pursued through the Prior Learning Assessment Portfolio.
Students are required to write a statement for the learning outcomes that have been identified for the course(s) the student is requesting credit for. The faculty advisor will review the statement. The statement should be well written and supported by sufficient evidence of the student’s learning. It should convey motivation, competence, and the ability to communicate. The focus of the statement is not autobiographical, it should focus on analyzing the student’s learning in the context of the experience. This will be used when determining the number of credits and courses a student receives for learning. The statement should be clear, concise, and descriptive. There is no set length for the narrative, but generally it is three to five pages long, depending on the number of credits/courses being pursued. Students should complete as many pages as necessary to describe their learning and discuss how the learning is connected with the course and degree requirements.
Course Learning Outcome Statement Outline
1. A short introduction identifying the course the student has selected for PLA and describing the learning that the narrative will substantiate.
2. The student should write approximately one paragraph for each course outcome. Each paragraph should describe the following: What you know How you gained the knowledge/how did you learn and how this learning/knowledge relates to the course’s learning outcomes How this learning applied in other contexts (provide clear examples) How this learning relates to college-level learning
3. A short conclusion summarizing your learning and relating it to the course learning.
**** Here is my paper down below **** Please make edits and corrections with grammar, capitalization and spelling and run-on sentences.
EN206: Professional Writing and Presentation
When it comes to professional writing and presentation it’s all about the tone, audience and professional language that are a few of my strong points. The clinical providers and leadership team is my main audience and individuals that I work closely with. The importance of professional writing and presentation is where I learned more as a Senior Administration Assistant II. I crafted the art of writing in the business admin world in sending out emails and business letters to communicate information quickly and organized. Here are some to.
I would like to discuss my experience developing and implementing .docxflorriezhamphrey3065
I would like to discuss my experience developing and implementing a SaaS based CRM application(pega) in my current organization. While business is planning to spin a new CRM application, they had some list of vendors and per the requirements they chose to go with Pega. The next question they had is whether to host the application on premise or cloud. For this, they had multiple discussions with CIO and IT staff evaluating the pros and cons of application hosting on cloud.
In requirements gathering phase Business Owners are involved with application analysts, Application architects to captured requirements. Application architect will determine if a requirement can be met from the application. Requirements are then converted into use cases and Requirement documents. Requirements include both Functional and Non-functional. Requirements play a crucial role as they guide developers on what to code. It will be a huge burden for an organization if requirements change constantly. Hence, Business and IT should spend most of their times to gather requirements.
Apart from Business owners and systems analysts, developers should be involved in development phase. Once the application is developed Quality assurance teams are used to see if the Application is functionally stable i.e. they make sure that all the Requirements gathered are covered by test case. For non-functional requirements security tests, Load test and performance tests are conducted. A Release Manager is also needed for accepting the application into production Environment. Proper requirements will come in handy for success of a project. Also, documentation like Requirements traceability matrix will ensure that each requirement is mapped to tasks and Test scripts.
Reference
· David Bourgeois(2019). Information System for Business and Beyond. Information systems, their use in business, and the larger impact they are having on our world
Focused Written Corrective Feedback:
What a Replication Study Reveals
About Linguistic Target Mastery
Monika Ekiert, LaGuardia CC, City University of New York
Kristen di Gennaro, Pace University
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such claims are more
harmful to students than error correction.
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such c.
I would do it myself, but I have been taking care of my sick child. .docxflorriezhamphrey3065
I would do it myself, but I have been taking care of my sick child. please help whiling to pay...
Assignment 1: Personal Narrative
Due Week
In 400-500 words, please share a time in your professional life where you observed an unethical situation. What were your thoughts and opinions on this ethical issue?
This assignment is a personal narrative and does not require any outside sources.
.
I would have to identify the character Desiree. I chose Desiree for.docxflorriezhamphrey3065
I would have to identify the character Desiree. I chose Desiree for the reason being is she was told by Armand "the baby is not white therefore you are not white" (pg. 445).
Before all the excitement of the White/Black debate between Desiree and Armand, Armand was the happiest person in the world for a few week. Desiree could sense
tension in the air, but could not exactly pin point where it was coming from (pg.444 para. 5). The great confrontation between Armand and Desiree, left Desiree to seek
guidance from and outside source (her mother Madame Valmonde). Desiree wrote a letter asking her mother, her mothers response was "Come home to Valmonde; back
to your mother who loves, come with your child" (pg 445). After Desiree and the child's departure, Armand was burning the bed, cloths and all other belongings to include
letters Desiree wrote to him. He finds a letter written from his mother to his father saying, " night and day, I thank God for having so arranged our lives that our dead
Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery" (pg 446, last paragraph).
The nonfiction character would have to be the gentleman who the story is written about in "A Modest Proposal". The gentleman has hid the fact he was gay since he was
young. The fact that his mother called him "queer" ( Article A modest proposal). His father would call him "sissy" (Article: A modest proposal). The fact that he fantasized
about being straight. I was not until he was about Twenty that he finally came out to his best friend, she accepted him for him. After the long suspense of waiting for the
supreme court, it was announced, "Supreme Court Ruling Makes Same-Sex Marriage A Right Nationwide" (Article: A Modest Proposal). Him and his partner went on to live
together without ever getting married. They didn't need a piece of paper nor a church's blessing to stay together forever.
.
I would appreciate your help on this!Prepare a version of Final .docxflorriezhamphrey3065
I would appreciate your help on this!
Prepare a version of Final Paper by including the following:
Introduction paragraph and thesis statement. See thesis and bibliography attached.
Background information of the global societal issue unemployment and economic opportunity.
Brief argument supporting at least two solutions to the global societal issue.
Conclusion paragraph.
Must document any information used from at least five scholarly sources in APA style
.
I will give you an example of the outline paper from my teacherI.docxflorriezhamphrey3065
I will give you an example of the outline paper from my teacher
I must have TWO own document example pages mean Two reference pages to support for the outline paper and must have 2 sources from two that reference on the outline paper
IMPORTANT: the due date on 4/24 at 10 pm mean just have ONE day to do it.
Total: 1 document outline paper must have 2 sources
Own TWO documents of reference papes to support to do the outline paper.
.
IDEA requires IEP teams to notify parents of their rights and proced.docxflorriezhamphrey3065
IDEA requires IEP teams to notify parents of their rights and procedural safeguards when informing them about the need to assess their child, either to determine eligibility or to re-evaluate to show growth. IEP teams must describe the purpose of assessments and describe the assessments that will be used when securing permission from parents to evaluate their child. Providing informational brochures can help parents understand assessment and document the team’s attempts to inform parents and involve them in the decision-making process.
In 500-750 words, design a brochure for general education teachers and families detailing the following about assessment and eligibility:
The process of reviewing existing data to determine the need to conduct further assessments.
Different assessment methods, their purpose, and how the data will be used to make educational decisions related to eligibility or intervention to include: Pictures and
Norm-referenced, standardized testing
Language sampling
Dynamic assessment and criterion-referenced assessment
Intelligence testing
The rights and responsibilities of students with disabilities, their families, and teachers related to eligibility assessment.
Support your brochure with appropriate images and diagrams.
Support your work with 2-3 resources.
.
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
1 PJM Template Repository 98 days Wed 7/1/20 Fri 11/13/20 0 days
2 Initation/ Plan 43 days Wed 7/1/20 Fri 8/28/20 0 days
3 Create project charter 5 days Wed 7/1/20 Tue 7/7/20 0 days
4 Approve project charter 5 days Wed 7/8/20 Tue 7/14/20 3 0 days
5 Create requirements document 10 days Wed 7/15/20Tue 7/28/20 4 0 days
6 Approve requirements document 5 days Wed 7/29/20Tue 8/4/20 5 0 days
7 Create project management plan 10 days Wed 8/5/20 Tue 8/18/20 6 0 days
8 Review/revise project management plan 5 days Wed 8/19/20Tue 8/25/20 7 0 days
9 Approve project management plan 3 days Wed 8/26/20Fri 8/28/20 8 0 days
10 Project Execution 53 days Mon 8/31/20Wed 11/11/20 1 day
11 Manage issues, risks, changes 53 days Mon 8/31/20Wed 11/11/209 1 day
12 Communicate project status 53 days Mon 8/31/20Wed 11/11/209 1 day
13 Design and Development 42 days Mon 8/31/20Tue 10/27/20 0 days
14 Technology procurement 18 days Mon 8/31/20Wed 9/23/20 0 days
15 Research available technologies/vendors 10 days Mon 8/31/20Fri 9/11/20 9 0 days
16 Negotiate Contract 5 days Mon 9/14/20Fri 9/18/20 15 0 days
17 Sign Contract/Obtain license 3 days Mon 9/21/20Wed 9/23/2016 0 days
18 SIte Wireframe 10 days Thu 9/24/20 Wed 10/7/20 0 days
19 Create site requirements 5 days Thu 9/24/20 Wed 9/30/2017 0 days
20 Create site Wireframe 2 days Thu 10/1/20 Fri 10/2/20 19 0 days
21 Revew/ revise site wireframe 3 days Mon 10/5/20Wed 10/7/2020 0 days
22 Developed website application 4 days Thu 10/8/20 Tue 10/13/20 0 days
23 Create Repository Site 3 days Thu 10/8/20 Mon 10/12/2021 0 days
24 Review/revise/approve respository site 1 day Tue 10/13/20Tue 10/13/2023 0 days
25 Templates collection 40 days Mon 8/31/20Fri 10/23/20 9 days
26 Request templates 15 days Mon 8/31/20Fri 9/18/20 9 9 days
27 Review/ revise templates 20 days Mon 9/21/20Fri 10/16/20 26 9 days
28 Upload approved Templates 5 days Mon 10/19/20Fri 10/23/20 27,24 9 days
29 Project Product Evaluation 2 days Mon 10/26/20Tue 10/27/20 9 days
30 Repository Testing 2 days Mon 10/26/20Tue 10/27/20 9 days
31 Test Repository Site 1 day Mon 10/26/20Mon 10/26/2028 9 days
Page 1
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
32 Revise/ approve Repository Site 1 day Tue 10/27/20Tue 10/27/2031 9 days
33 Final Version Release 53 days Mon 8/31/20Wed 11/11/20 2 days
34 Create Alumni Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 44 days
35 Create Student Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 45 days
36 Communicate to alumni 5 days Thu 9/3/20 Wed 9/9/20 34 44 days
37 Communicate to students 5 days Thu 9/3/20 Wed 9/9/20 35 45 days
38 Provide access to alumni 3 days Mon 11/9/20Wed 11/11/2040,36 2 days
39 Provide access to students 2 days Mon 11/9/20Tue 11/10/2040,37 3 days
40 Release Final Version of the Website 1 day Fri 11/6/20 Fri 11/6/20 32,41,47 2 days
41 Create operational/ support plan 5 days.
Id like for us to use our sociological imagination. C. Wright M.docxflorriezhamphrey3065
I'd like for us to use our sociological imagination. C. Wright Mills (a famous sociologist) described the sociological imagination as: "the vivid awareness of the relationship between personal experience and the wider society". Choose one social problem (such as: abortion, bullying, alcoholism, date rape, capital punishment/death penalty, racism, poverty, eating disorders, etc.) and describe, in your ideal society, how you would combat your selected issue to solve it. Describe the experience of those affected by the social problem and how their experience would be shifted through the changes made in your ideal society. (200 words) (15 points)
2. Go into more depth within your chosen social problem. Examine your selected social problem and theorize why your social problem exists in the first place. Which sociological theory do you identify most with as you describe your social problem (see page 15 of your text/figure 1.7 & table 1.2). Why? (100-150 words)
.
IAHTopic Whose work goes into space science How do different .docxflorriezhamphrey3065
IAH
Topic: Whose work goes into space science? How do different kinds of work contribute? Who besides astronauts and scientists do work that makes a difference?
文体:Annotated Bibliography
页数: two pages ( two resource)(single)1000 words要求: · MLA, APA, or Chicago style bibliographic entry
· A summary of the article; someone who hasn’t read it should be able to understand what the article is saying overall
o Include the main claims and types of evidence used to support the argument (if an argument is made)
· A summary of the most relevant details
· A brief explanation of what your group could use this source for – it should be clear why this is a relevant source
· An analysis of the audience and purpose
o Scholarly or popular published media or other?
o Publication – where was it published? Who is the audience of this journal/website/etc.?
o What is the main purpose? How is the author trying to intervene in a larger conversation?
o Audience knowledge/values/interest
· An analysis of the credibility of the source
o Who wrote it? Where was it published?
o What in the article itself suggests credibility or not?
· An analysis of what shapes the knowledge work (at least one of the following, but not all):
o Fairness or bias
o Discipline or field of specialization of the author/publication
Cultural or historical contexts/other communities the author/audience are part of
All analysis should show precise, clear reasoning – think about how to make your language explain the reasons for your conclusions in a precise way.
due:02/03/2019
Example:
Martin, Emily. "The Egg and the Sperm: How Science has Constructed a Romance
Based on Stereotypical Male-Female Roles."
Signs
16.3 (1991): 485-501.
ProQuest.
Web. 14 Jan. 2019.
This article analyzes how stereotypical gender roles have affected scientific writing about human reproduction. Using numerous examples from science textbooks and other scientific communications, Martin demonstrates how the role of the egg is portrayed as passive or negative, while the role of the sperm is portrayed as active, assertive, and heroic. Martin begins by explaining how the reproductive biology associated with (cis) women is viewed in scientific literature as wasteful and negative, which places her analysis in the context of a broader pattern of how reproductive systems are portrayed in anti-woman ways. Martin notes that these portrayals persist even when they are not scientifically well-supported, which suggests that these gender stereotypes are detrimental to scientific understanding. For example, Martin notes that while the egg is often portrayed as waiting passively without taking action, this portrayal is counter to the usual scientific convention of calling the protein member of a pair of binding molecules “the receptor” (496). Moreover, recent research has shown that “sperm and egg are mutually active partners” (Schatten and Schatten, qtd.
I211 – Information Infrastructure II
Lecture 20
Today
CGI
Forms
HTML Forms and CGI
We can get input from users online by using HTML forms! (These have the same sorts of elements as Tkinter)
Text boxes
<input type="text" name="name">
Radio buttons
<input type="radio" name="y_or_n" value="yes" checked > Yes
Text areas
<textarea name="comments" rows="3">None</textarea>
Buttons
<button name="name"></button>
Check boxes
<input type="checkbox" name="size" value="Large"> Large
HTML Forms and CGI
HTML form elements must be enclosed in <form> tags.
The <form> tag has an action attribute that specifies what URL to send the data to:
<form action="name.cgi" method="post">
Form Submit
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
Please enter your name:
<input type="text" name="username"><br>
<button type="submit">Submit</button>
</form>
</body>
</html>
HTML Form Elements:
You don’t need to
chmod .html files!
A submit button creates a button that will submit the form when clicked!
HTML Forms and CGI
import cgi
form = cgi.FieldStorage()
form now has a dictionary-like object where the form element’s name attribute is the key, and the form element’s data (user-typed or value attribute) is the value
CGI Handler with .getfirst()
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
The first argument is the name of the form element
we want, and the second argument is what to return if it isn’t found.
This is exactly like the
.get() method for dictionaries!
Simple Form (Individual)
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
<p>Please enter your name:
<input type="text" name="username"></p>
<button type="submit">Submit</button>
</form>
</body>
</html>
Save this as name.html and upload
Form CGI Handler (Individual)
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<h1>Greetings!</h1>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
Save this as name.cgi, and don’t forget to.
I.Mulcahy’s qualifications1. As a Xerox board member, do yo.docxflorriezhamphrey3065
I.
Mulcahy’s qualifications:
1. As a Xerox board member, do you support the selection of Mulcahy to turn
Xerox around? What are her strengths and weaknesses vis-a-vis this role?
2. How did Xerox get to the point of bankruptcy? Was it a case of management
ineptitude or simply shifting industry trends?
II.
Mulcahy’s disposition:
3. Is Mulcahy so concerned about her employees’ job security that she cannot take
painful yet necessary actions?
4. Did the stress of Mulcahy’s role take an abject toll on her reasoning faculties?
III.
Twin problems of bank debt & SEC investigation:
5. How can Mulcahy get these on-going problems resolved? Can her personal involvement
make a difference?
6. Is there a linkage between the two issues? Can one be solved without the other?
.
I. Many of you may believe that you have never worked in project ma.docxflorriezhamphrey3065
I. Many of you may believe that you have never worked in project management, but in reality, most of you have already at some point in your life. Think back to a time when you organized a key event (e.g., birthday parties, weddings, yard projects, house renovations, family vacations, projects at work) that meets the definition of a project.
Describe the event you planned.
Summarize the things that went well and / or things that went wrong.
Be sure to reference some of the key skills covered from the chapter.
____________________________________________________________
II. You are working with your Project Sponsor to decide on the optimal project management structure for an upcoming complex project that will involve over 100 members, similar to this project:
https://www.washingtonpost.com/news/digger/wp/2016/10/18/marriott-to-move-headquarters-to-downtown-bethesda/?utm_term=.721d2114db06
.
The Sponsor believes that a dedicated project team structure will not work. He has the same concerns about this structure that the author has noted. You are confident that this structure or a matrix structure will work for the project.
Describe how you will reassure him that either structure will be successful.
.
i1) The culture you have selected and some general information a.docxflorriezhamphrey3065
i
1) The culture you have selected and some general information about that culture (traditions, beliefs, practices, etc.). Note: This is general info and you are not discussing yourself and your practices here.
2) How you and those close to you within your culture (friends, family, etc.) practice the traditions & beliefs, what the values mean to you, etc. Note: This is when you can discuss in more detail how you practice the culture you have selected.
3) Discussion of the food item that you brought in and how it represents your culture. What meaning does that food have for your culture? For example, in the Chinese culture, dumplings represent luck (a student’s words, not mine). Note: You may also discuss your own practices (example: your family makes this food on holidays).
.
I. Use Venn diagrams to test the validity of the following arguments.docxflorriezhamphrey3065
I. Use Venn diagrams to test the validity of the following arguments.
1. No sharks are pets, since no barracuda are pets, and no sharks are barracuda.
2. No farmers are city dwellers. Hence, since all city dwellers are urbanites, no urbanites
are farmers.
3. All curmudgeons are pessimists. All pessimists are cynics. So, some cynics are
curmudgeons.
4. Some bankers are vegetarians. No anarchists are bankers. So, some anarchists are not
vegetarians.
5. No beach bums are workaholics. Some beach bums are rollerbladers. So, some
rollerbladers are not workaholics.
6. All violinists are musicians. Therefore, since some bookworms are violinists, some
bookworms are musicians.
7. No poker players are early risers. Some firefighters are early risers. So, some
firefighters are not poker players.
8. Some dot-com millionaires are philanthropists. All philanthropists are altruists. Hence,
some altruists are dot-com millionaires.
9. Some telemarketers are Methodists. Some Methodists are Democrats. So, some
Democrats are telemarketers.
10. No Fords are Pontiacs. All Escorts are Fords. So, some Escorts are not Pontiacs.
11. No mockingbirds are cardinals. Some cardinals are songbirds. So, some songbirds are
not mockingbirds.
12. Page 249All ecologists are environmentalists. Hence, because all ecologists are
wilderness lovers, all wilderness lovers are environmentalists.
13. No landlubbers are sailors. Some sailors are not pirates. So, some pirates are not
landlubbers.
14. All cats are carnivores. All tigers are cats. So, all tigers are carnivores.
15. All sound arguments are valid arguments. Therefore, because some sound arguments
are mathematical arguments, some mathematical arguments are not valid arguments.
16. No fish are reptiles. All trout are fish. So, some trout are not reptiles.
17. Some dreamers are not romantics, because some idealists are not romantics, and all
idealists are dreamers.
18. Some stockbrokers are couch potatoes. Hence, because all stockbrokers are e-traders,
some e-traders are couch potatoes.
19. Some butchers are not bakers. No butchers are candlestick makers. Therefore, some
candlestick makers are not bakers.
20. All meteorologists are forecasters. Hence, because some forecasters are psychics,
some psychics are meteorologists.
II. Translate the following into standard categorical form. Then use Venn diagrams to test the
arguments for validity.
1. No one who is a Nobel Prize winner is a rock star. A number of astrophysicists are
Nobel Prize winners. Therefore, a number of astrophysicists are not rock stars.
2. Many philosophers are determinists. Anyone who is a fatalist is a determinist. So,
many fatalists are philosophers.
3. If anything is a maple, then it's a tree. Hence, because nothing that is a bush is a tree,
nothing that is a bush is a maple.
4. Everybody who is a liberal is a big spender. Therefore, because Senator Crumley i.
I.Context and Situation AnalysisLiberia is a country div.docxflorriezhamphrey3065
I.
Context and Situation Analysis
Liberia is a country divided in to fifteen subdivision regions with little over 4.6millin population, where the literacy rate is 42.94% and poverty rate is high, many of the women are mothers of many children and the girl become bread winner through prostitution.
The COVID-19 pandemic is a serious threat to our society because of the above mention circumstances , the ability to prevent widespread of the virus required high volume of awareness in every corner of our country moreover the states home state of emergency strategy being imposed by government is one measure that we are working with to have control of the spread, but on the other hands it become difficult situation for many lower incomes to survive most especially the women and girl who survive on prostitution which could be a easy risk for the widespread of the virus including people who survive on daily hustle.
The context should provide an analysis of the broad political context – nature of conflict / emergency/ humanitarian situation as well as how it relates to the current COVID19 crisis. It should also contain an analysis of the situation of local civil society organizations working on women’s engagement in peace and security and humanitarian processes as well as that of women and girls in your particular context
II.
Rationale for WPHF’s support
This project with help IDAD enforce women organization initiative to educate illiterate women and girls to understand the dangers involve in the widespread of COVID-19 and provides feeling to ensure that the state home emergency by the government is fully implemented without violating the right of the citizen to survive.
This section will provide an overview your organization’s plans and expected result. It will explain the added value of this institutional support and how it would complement other initiatives.
It will also contain the problem statement – challenges facing your civil society organization throughout the COVID19 and how the Project intends so solve it (underlining added value of your organization and why it is important to strengthen its operations and capacities). It will underline, for example, how the COVID19 crisis undermines your availability to raise funding and implement your projects, hence necessitating institutional support throughout the crisis.
III.
Results and Resources Framework
This section describes the results to be achieved by the Project and the means of implementation (narrative).
The results will also be formulated in a results framework (using the same format in Annex A).
New indicators must be SMART and contribute to higher level of WPHF’s Theory of Change. Key activities that are necessary to produce each output are also defined. Activities do not have indicators. In the “Means of Verification/Sources of Information” column, identify the methods and sources of information that will be used to measure performance against the indicators.
A Resour.
I. Defining Facta. Value free” packets of information; Ex 5’10.docxflorriezhamphrey3065
I. Defining Fact
a. “Value free” packets of information; Ex: 5’10”, weighs 119 lbs., “eats chicken on Sunday at 5:00 p.m.,” “contains the chemical compound acetone,” “operates on unleaded gasoline,” etc.
OR
b. Academically Verifiable (i.e., coming from a fixed medium or source, such as a book, journal article, recorded interview).
\ver·i·fy [ver-uh-fahy]
verb (used with object), ver·i·fied, ver·i·fy·ing.
1.to prove the truth of, as by evidence or testimony; confirm; substantiate: Events verified his prediction.
2.to ascertain the truth or correctness of, as by examination, research, or comparison: to verify a spelling.
3.to act as ultimate proof or evidence of; serve to confirm.
4.Law.
a. to prove or confirm (an allegation).
b. to state to be true, especially in legal use, formally or upon oath
c. Subjective Words, on the other hand, are those that mean different things to each person; Ex: respect, honor, worth, short, low, cold, hungry, dark, tired, fast, etc. (More about these when we study the next learning unit on opinion).
i. Subjective words can be made into FACTS, if and only if you can attribute them to someone else, in a cited source. By doing so, you’re not verifying (or proving) the word itself; instead, you’re verifying that the word was used by a particular individual, thereby making the overall statement FACTUAL because you have confirmed that the opinionated (subjective) word is documented as an individual’s statement/belief.
ii. The tool is attribution.
iii. Example: Let’s take the statement:
His mother is relatively short.
Let’s run the sentence through our tests above…
(1) Is the sentence “value free?” NO, because the word short means something different to you than it does to me.
(2) Is the statement “academically” verifiable? NO, you’re not going to find any source of print or recorded data that indicates that she is “short.”
(3) Lastly, can I make the sentence factual, by putting it in quotes, and attributing it to the original speaker? YES!!! If I write in my essay, “His mother is relatively short (According to S. Ramdial, personal communication, July 20, 2011).” Now, I have “verified” that the statement was made, thereby turning a subjective word/phrase, into FACT.
He is 5’10”
Vs.
He is of average height.
Students on the SJSU campus are said to “come from diverse backgrounds” (SJSU Marketing Brochure, 2014).
According to a declassified CIA document, “Santa Claus is the supreme leader of the North Pole” (CIA…..).
DERMATOLOGY CASE STUDY
Chief complaint: “ My right great toe has been hurting for about 2 months and now it’s itchy, swollen and yellow. I can’t wear closed shoes and I was fine until I started going to the gym”.
HPI: E.D a 38 -year-old Caucasian female presents to the clinic with complaint of pain, itching, inflammation, and “yellow” right great toe. She noticed that the toe was moderately itching after she took a shower at the gym. She did not pay much attention. About two weeks after the.
I only need 100 words minimum response for the following several pa.docxflorriezhamphrey3065
I only need 100 words minimum response for the following several paragraphs
"If I had to explain what sex, love, and romance is to someone from another world, well...I suppose I would explain sex first.
I was raised with both incredibly religious and sensual views about sex, as well with very liberated and casual views about it. Sex, in essence, is just an act done between two or more consenting adults, done with the intent of experiencing pleasure, and is not dependent on whether or not orgasm was achieved. Sex can be something very intimate and emotionally profound, done monogamously between only two people after marriage, it can be something completely casual, sort of like just a simple release of tension between two strangers who don’t have any emotional connection or tether to each other, and sex can also be anything else amongst the spectrum between those two extremes. Sex can mean absolutely nothing or absolutely everything, it’s up to those involved to decide. Additionally, sex is defined differently for every person. And sex doesn’t need to involve a penis, or penile-vaginal penetration — it doesn’t even need to involve skin-to-skin genital contact to be classified as sex.
Romance is honestly a very culturally driven phenomenon. Something seen as romantic amongst various cultures is having an intimate candlelit dinner, maybe watching a sunset with a beloved, or doing something above-and-beyond for another, like an act of service or gift-giving. Romance is sort of the whole process of practicing and introducing romantic things into an already existing relationship or a new one; romance is definitely not for platonic relationships.
Love, well, is the hardest to explain. Love is a very strong feeling. It has to be felt within one person, but it can be felt between two or more. Love can be familial, platonic, or romantic. You can love your parents, your dog, your favorite scarf, a plant, a significant other, a song, etc. The different types of love have very specific and different meanings and connotations and patterns, but one thing that stays constant across the board: love happens when you really care about something/someone, and do things to benefit the recipient, even if it inconveniences you. This doesn’t always translate into something positive for those involved. There’s a thing such as tough love, and there’s countless people out there who are in love, don’t know how to handle their feelings, and hurt the ones they love. There is also a concept of self-love, which is the radical acceptance of oneself, flaws and all. Love is strange, as the song goes. If the road to hell is paved with good intentions, perhaps the road to love is as well. After all, experiencing love can feel like heaven and hell at times. Love is universal, and I believe, something we can’t live without. We all have to love something, if not someone."
.
I. PurposeThe purpose of this experiential learning activity.docxflorriezhamphrey3065
I. Purpose
The purpose of this experiential learning activity is to apply nursing leadership knowledge and skills to plan for organizational change with system-wide impact. (CO 2, 3, 5)
III. Requirements
Description of the Assignment
This assignment provides the opportunity for the student to:
Create an evidence-based plan for system-wide change guided by a selected organizational change model
Engage in high-level decision-making processes common in the nurse executive role
Use reflective practice knowledge and skills in making high level decision making and change management
IV. Preparing the Assignment
Address all components of the Advanced Communication in Systems Leadership paper as outlined under "Assignment Directions and Criteria".
The paper is graded on quality and completeness of information, depth of thought, organization following outline provided, substantive narrative, use of citations, use of Standard English, and writing conventions.
Format:
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(current ed.). Washington, DC: Author. Is the source used for this paper
Required elements
Title page, reference page
Use Microsoft Word
Page numbers, running head, doubles-spaced, times new roman, 12pt font, 1" margins, level 1 headings
Paper length: 7 maximum, excluding reference page and title page
Scholarly sources
Minimum of four (4) scholarly resources no older than 5 years (See:
What is a Scholarly Source
under APA resources)
Proof-reading
Use spell check and grammar check and correct all errors
Compare final draft to detailed outline directions to ensure all required elements included
Submitting the paper
DIRECTIONS AND ASSIGNMENT CRITERIA
You will use the following headings for your paper:
Approach to the organizational mandate
Purpose of the paper
Overview of the tasks, potential challenges, and implications of a reduction in workforce
Part II: Reduction in Workforce-Deciding
Using Human Resources (HR) metrics Table 1
Approach, choices, rationale
Challenges presented (including role of ethics)
Using HR metrics with Relative Information Table 2
Approach, choices, rational
Challenges presented
Conflicts raised
Negotiation used
Part III: Reduction in Workforce-Planning the Change
Overview of reorganization plan including timeline
Plan for change and application of Kotter's or Rogers' change model
Anticipated conflict (three areas) and the benefits of using a change model
Healthy work environment
Describe department and system-wide implications, impact, and conflict
Strategies for addressing morale and motivation of remaining workforce
Summary/Conclusions
Restatement of purpose
Overview of tasks
What was learned
.
I would sooner believe that two Yankee professors lied, than th.docxflorriezhamphrey3065
“I would sooner believe that two Yankee professors lied, than that stones fell from the sky” –Thomas Jefferson 1807 On hearing an eyewitness report of falling meteorites.“I have traveled the length and breadth of this country and talked with the best people, and I can assure you that data processing is a fad that won’t last out the year.” –Editor in Charge 1957 Business books for Prentice Hall
Prepare a 20 slide PowerPoint presentation with speaker’s notes for senior leadership that outlines a strategic plan to senior leadership regarding the potential impact of future technology on organizational development in a global environment. You will have time for a maximum of 20 slides with footnote. presentation should report new and emerging technologies in TWO of the critical areas listed above.
Describe the technologies and their proposed applications. Consider the implications of these developments for leadership policy and planning. Please be sure to explain how these technologies will enhance corporate operations on a multi-national scale. What must leadership do now to prepare for the technological innovations you describe? Offer concrete recommendations for action.Begin by reviewing the following critical impact areas:
Health and Science
Telecommunications
Defense and Security
The Environment
Household and Living
Education
Transportation and Travel
Leisure and Entertainment
The Church
Ministry Organizations
.
I wrote my paper and my feed back was- This is supposed to be a prof.docxflorriezhamphrey3065
I wrote my paper and my feed back was- This is supposed to be a professional writing paper, however there were a lot of errors and run on sentences. Please reread it, make the changes (grammar, spelling, capitalization). It needs to be more professional. Since this suppose to be a professional paper that I am writing for this course to get college credit for this class.
Course Learning Outcome Statement The Course Learning Outcomes section of the portfolio describes how the student has met the learning outcomes for the course(s) that are being pursued through the Prior Learning Assessment Portfolio.
Students are required to write a statement for the learning outcomes that have been identified for the course(s) the student is requesting credit for. The faculty advisor will review the statement. The statement should be well written and supported by sufficient evidence of the student’s learning. It should convey motivation, competence, and the ability to communicate. The focus of the statement is not autobiographical, it should focus on analyzing the student’s learning in the context of the experience. This will be used when determining the number of credits and courses a student receives for learning. The statement should be clear, concise, and descriptive. There is no set length for the narrative, but generally it is three to five pages long, depending on the number of credits/courses being pursued. Students should complete as many pages as necessary to describe their learning and discuss how the learning is connected with the course and degree requirements.
Course Learning Outcome Statement Outline
1. A short introduction identifying the course the student has selected for PLA and describing the learning that the narrative will substantiate.
2. The student should write approximately one paragraph for each course outcome. Each paragraph should describe the following: What you know How you gained the knowledge/how did you learn and how this learning/knowledge relates to the course’s learning outcomes How this learning applied in other contexts (provide clear examples) How this learning relates to college-level learning
3. A short conclusion summarizing your learning and relating it to the course learning.
**** Here is my paper down below **** Please make edits and corrections with grammar, capitalization and spelling and run-on sentences.
EN206: Professional Writing and Presentation
When it comes to professional writing and presentation it’s all about the tone, audience and professional language that are a few of my strong points. The clinical providers and leadership team is my main audience and individuals that I work closely with. The importance of professional writing and presentation is where I learned more as a Senior Administration Assistant II. I crafted the art of writing in the business admin world in sending out emails and business letters to communicate information quickly and organized. Here are some to.
I would like to discuss my experience developing and implementing .docxflorriezhamphrey3065
I would like to discuss my experience developing and implementing a SaaS based CRM application(pega) in my current organization. While business is planning to spin a new CRM application, they had some list of vendors and per the requirements they chose to go with Pega. The next question they had is whether to host the application on premise or cloud. For this, they had multiple discussions with CIO and IT staff evaluating the pros and cons of application hosting on cloud.
In requirements gathering phase Business Owners are involved with application analysts, Application architects to captured requirements. Application architect will determine if a requirement can be met from the application. Requirements are then converted into use cases and Requirement documents. Requirements include both Functional and Non-functional. Requirements play a crucial role as they guide developers on what to code. It will be a huge burden for an organization if requirements change constantly. Hence, Business and IT should spend most of their times to gather requirements.
Apart from Business owners and systems analysts, developers should be involved in development phase. Once the application is developed Quality assurance teams are used to see if the Application is functionally stable i.e. they make sure that all the Requirements gathered are covered by test case. For non-functional requirements security tests, Load test and performance tests are conducted. A Release Manager is also needed for accepting the application into production Environment. Proper requirements will come in handy for success of a project. Also, documentation like Requirements traceability matrix will ensure that each requirement is mapped to tasks and Test scripts.
Reference
· David Bourgeois(2019). Information System for Business and Beyond. Information systems, their use in business, and the larger impact they are having on our world
Focused Written Corrective Feedback:
What a Replication Study Reveals
About Linguistic Target Mastery
Monika Ekiert, LaGuardia CC, City University of New York
Kristen di Gennaro, Pace University
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such claims are more
harmful to students than error correction.
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such c.
I would do it myself, but I have been taking care of my sick child. .docxflorriezhamphrey3065
I would do it myself, but I have been taking care of my sick child. please help whiling to pay...
Assignment 1: Personal Narrative
Due Week
In 400-500 words, please share a time in your professional life where you observed an unethical situation. What were your thoughts and opinions on this ethical issue?
This assignment is a personal narrative and does not require any outside sources.
.
I would have to identify the character Desiree. I chose Desiree for.docxflorriezhamphrey3065
I would have to identify the character Desiree. I chose Desiree for the reason being is she was told by Armand "the baby is not white therefore you are not white" (pg. 445).
Before all the excitement of the White/Black debate between Desiree and Armand, Armand was the happiest person in the world for a few week. Desiree could sense
tension in the air, but could not exactly pin point where it was coming from (pg.444 para. 5). The great confrontation between Armand and Desiree, left Desiree to seek
guidance from and outside source (her mother Madame Valmonde). Desiree wrote a letter asking her mother, her mothers response was "Come home to Valmonde; back
to your mother who loves, come with your child" (pg 445). After Desiree and the child's departure, Armand was burning the bed, cloths and all other belongings to include
letters Desiree wrote to him. He finds a letter written from his mother to his father saying, " night and day, I thank God for having so arranged our lives that our dead
Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery" (pg 446, last paragraph).
The nonfiction character would have to be the gentleman who the story is written about in "A Modest Proposal". The gentleman has hid the fact he was gay since he was
young. The fact that his mother called him "queer" ( Article A modest proposal). His father would call him "sissy" (Article: A modest proposal). The fact that he fantasized
about being straight. I was not until he was about Twenty that he finally came out to his best friend, she accepted him for him. After the long suspense of waiting for the
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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I need these questions answered in about 200 words each and not plag.docx
1. I need these questions answered in about 200 words each and
not plagiarized. Please include each answer with references.
MODULE 1
Q1
Defining international or global health is important and some
consider global health synonymous with public health. Select
one of the following two statements:
1. Global health is public health requiring similar training and
research methods.
2. Global health is a separate discipline requiring specific
training and research methods.
Identify at least two arguments that support the selected
statement and provide sources to support those arguments.
Identify and discuss one historical event that is important in
how global health is understood today and how that event
supports your argument. For one of your substantive responses,
identify another classmate that selected the opposite statement
and provide at least one point of agreement and one point of
disagreement.?
Q2
Poverty is central to health and development in low-income and
middle-income countries. State your definition of poverty prior
to studying public health. Based on this definition, what would
be the focus of poverty alleviation solutions? Based on the
relational and spiritual definition of poverty, discuss how the
2. focus of solutions would change to include a holistic approach.
Identify an example of a health program or solution that
integrates a relational definition of poverty. Watch the video on
"Defining Poverty" to help in responding to this discussion
question.
RESOURCES
Read Chapter 4 in For the Love of God: Principles and Practice
of Compassion in Missions.
Read "The Stages of International (Global) Health: Histories of
Successes or Successes of History?" by Birn, from
Global Public Health
(2009). URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=edsbl&AN=RN243322709&site=ed
s-live&scope=site
Watch the "Introduction to PUB 655" video in the Participatory
Community Development playlist, located in the Student
Success Center. This video will explain the overall purpose and
focus for this course. The course begins with a broad
perspective and then concentrates specifically on engaging
communities and vulnerable populations with a focus on
Christian health missions. URL:
https://www.gcumedia.com/lms-resources/student-success-
center/v3.1/#/media-element/CONHCP/002E95E4-E032-E811-
8F95-005056A072B6
Watch the "Defining Poverty" video in the Participatory
Community Development playlist, located in the Student
Success Center, in preparation for responding to the discussion
question in this topic. The video provides an alternative
definition of poverty based on relationships rather than only
material need. This definition informs one's approach to poverty
3. and engaging lower-income communities. URL:
https://www.gcumedia.com/lms-resources/student-success-
center/v3.1/#/media-element/CONHCP/002E95E4-E032-E811-
8F95-005056A072B6
Read "Towards a Common Definition of Global Health" by
Koplan, Bond, Merson, Reddy, Rodriguez, Sewankambo, and
Wasserheit, from
The Lancet
(2009).URL:
https://www.thelancet.com/action/showPdf?pii=S0140-
6736%2809%2960332-9
Read "Global Health Is Public Health" by Fried, Bentley,
Buekens, Burke, Frenk, Klag, and Spencer, from
The Lancet
(2010). URL:
http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-
6736(10)60203-6.pdf
Read "Poverty Is a Lie," by Todd, from Mission Frontiers
(2011). URL:
https://www.missionfrontiers.org/pdfs/33-4-poverty-is-a-lie.pdf
Read "What Is Poverty?" located on The Chalmers Center
website. URL:
https://www.chalmers.org/our-work/redefining-poverty/what-is-
poverty
Watch "Helping Without Hurting - Part 1: Reconsidering the
Meaning of Poverty - LifeChurch.tv," by Life.Church (2014),
located on the YouTube website. URL:
https://www.youtube.com/watch?v=a339VZRE3CM
Read "The History of Foreign Aid," by Phillips (2013), located
on the ReliefWeb website. URL:
4. https://reliefweb.int/report/world/history-foreign-aid
Read "How AIDS Invented Global Health," from
New England Journal of Medicine
(2013). URL:
http://www.nejm.org/doi/pdf/10.1056/NEJMp1305297
Read "Global Health Players: Organizations Involved in
International Health," located on the Global Health Education
website. URL:
https://globalhealtheducation.org/56_nutrition_in_global_health
/
Read "Donor Motives for Foreign Aid," by Bandyopadhyay and
Vermann, from Federal Reserve Bank of
St. Louis Review
(2013). URL:
https://files.stlouisfed.org/files/htdocs/publications/review/13/0
7/bandyopadhyay.pdf
MODULE 2
Q1
Review the United Nations' Sustainable Development Goals,
then evaluate the following statement by Katja Iversen, CEO of
Women Deliver: "The SDGs are not a menu, they are a
roadmap. We need to ask ourselves: Who can we do this with,
and who does this affect?"
Discuss the difference between a roadmap and menu in
reference to the SDGs and why a roadmap analogy makes more
sense. In your response, reference at least two different goals
between Goals 4 and 17 that are connected to health.
Additionally, identify two key targets for reaching Goal 3 and
why you think these are critical. Discuss two actions you could
5. take to help make progress toward reaching the SDGs as a
global society. Refer to the United Nations’ “The Lazy Person’s
Guide to Saving the World” in the Topic Materials.
Q2
Visit "Global: Both Sexes, All Ages, 2016, DALYs" on the
Institute for Health Metrics and Evaluation GBD Compare Data
Visualization Hub website.
Compare the primary causes of disability-adjusted life years
(DALYs) from countries in two different socio-demographic
index levels or economic regions. Identify three social or
political-economic differences that help explain the differences
you observed. Discuss the utility of the disability-adjusted life
year (DALY) measure as a composite measure of health. Why is
the DALY helpful given the different categories of
Communicable, Noncommunicable, and Injury when it comes to
comparing mortality and morbidity?
STUDY MATERIALS
Read Chapter 11 in
For the Love of God: Principles and Practice of Compassion in
Missions.
Explore the Sustainable Development Goals (SDGs) page of the
United Nations website. Study all 17 goals in preparation for a
discussion question in this topic. URL:
http://www.un.org/sustainabledevelopment/sustainable-
development-goals/
Explore the Institute for Health Metrics and Evaluation
website.URL:
http://www.healthdata.org/
6. Explore the Data Repository on the Global Health Observatory
(GHO) page of the World Health Organization (WHO) website.
URL:
http://www.who.int/gho/database/en/
Explore the Health Data Tools and Statistics page of the
Partners in Information Access for the Public Health Workforce
website. URL:
https://phpartners.org/health_stats.html
Explore the Global Burden of Disease page, located on
The Lancet
website. URL:
http://www.thelancet.com/gbd
Read "The Lazy Person's Guide to Saving the World," located
on the United Nations website. URL:
http://www.un.org/sustainabledevelopment/takeaction/
Watch "Chris Murray and the Global Burden of Disease," by
Gates (2015), located on the YouTube website. URL:
https://www.youtube.com/watch?v=I_kfOygmfxA
Watch "Causes of Death: Global Burden of Disease Study
2015," by
The Lancet
TV (2016), located on the YouTube website. URL:
https://www.youtube.com/watch?v=ERvFgjBHizo
Watch "What Does a $100 Million Public Health Data
Revolution Look Like?" by TEDMED (2013), located on the
YouTube website. URL:
https://www.youtube.com/watch?v=mususV-jMFk
Watch "The State of Global Health," by Global Health With
Greg Martin (2013), located on the YouTube website. URL:
7. https://www.youtube.com/watch?v=n4mz5r6KiYo
Watch, "The DALY Show, Disability Adjusted Life Years
(DALY)," by Kahn (Philip R. Lee Institute for Health Policy
Studies) (2014), located on the YouTube website. URL:
https://www.youtube.com/watch?v=Exce4gy7aOk
Explore "Global: Both Sexes, All Ages, 2016, DALYs, " located
on the GBD Compare/Viz Hub page of the Institute for Health
Metrics and Evaluation website. URL:
https://vizhub.healthdata.org/gbd-compare/
MODULE 3
Q1
Globalization involves several features, including governance
structures, communication, mobility, technology, and the
environment. Based on the readings for this topic, identify two
features of globalization that you think are the most important
and discuss one example for each as to how it influences health.
Identify a health issue that was not a global threat in the past
but, due to changes in globalization, is now a global threat.
Discuss what countries might do to prepare for this emerging
health threat considering the issue of human rights in low-
income and middle-income countries.
Q2
Public health and health care systems are impacted by
globalization the exchange of new ideas, and opportunities to
influence the larger field of global health. As you consider the
factors related to globalization, discuss how low-income and
middle-income countries should navigate the balance in
building strong public health systems alongside an efficient
health care system. What three pieces of advice would you give
8. the Minister of Health in a country like Zambia or Nepal when
it comes to the structure and integration of health care and
public health?
STUDY MATERIALS
Read "The Health Impacts of Globalisation: A Conceptual
Framework," by Huynen, Martens, and Hilderink, from
Globalization and Health
(2005). URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=edsdoj&AN=edsdoj.b7baa09b10748
5d92675f0d9840766e&site=eds-live&scope=site
Read "Participant Guidelines: Systems Tools for Complex
Health Systems: A Guide to Creating a Causal Loop Diagrams,"
by de Pinho (Columbia University Mailman School of Public
Health) (2015), located on the World Health Organization
(WHO) website. URL:
http://www.who.int/alliance-
hpsr/resources/publications/CLD_Course_Participant_Manual.p
df
Read "Guide: How to Process Map," by the Agency for Clinical
Innovation (2015). URL:
https://www.aci.health.nsw.gov.au/__data/assets/pdf_file/0007/
279088/Guide_on_How_to_Process_Map.pdf
Read "Building From Common Foundations: The World Health
Organization and Faith-Based Organizations in Primary
Healthcare," by Bandy et al. (2008), located on the World
Health Organization website. URL:
http://apps.who.int/iris/bitstream/10665/43884/1/978924159662
6_eng.pdf
Read "Globalization of Health Care: Designing, Developing,
9. and Implementing a Just World Class Health System in a
Frontier Market," by Waruingi et al., from
Journal of Global Health Care Systems
(2013). URL:
https://www.researchgate.net/publication/259577174_Globalizat
ion_of_Health_Care_Designing_Developing_and_Implementing
_a_Just_World_Class_Health_System_in_a_Frontier_Market
Read "The Global Health System: Actors, Norms, and
Expectations in Transition," by Szlezak et al., from
PLOS Medicine
(2010). URL:
http://journals.plos.org/plosmedicine/article/file?id=10.1371/jou
rnal.pmed.1000183&type=printable
Read "Assessing the Health Impact of Transnational
Corporations: Its Importance and a Framework," by Baum et al.,
from
Globalization and
Health
(2016).URL:
https://globalizationandhealth.biomedcentral.com/track/pdf/10.1
186/s12992-016-0164-
x?site=globalizationandhealth.biomedcentral.com
Read "Framing International Trade and Chronic Disease," by
Labonte, Mohindra, and Lencucha, from
Globalization and Health
(2011). URL:
https://globalizationandhealth.biomedcentral.com/track/pdf/10.1
186/1744-8603-7-
21?site=globalizationandhealth.biomedcentral.com
Read "Declaration of Alma-Ata," by the International
Conference on Primary Health Care (1978), located on the
10. World Health Organization (WHO) website. URL:
http://www.who.int/publications/almaata_declaration_en.pdf
Read "A View of Health Care Around the World," by Wallace,
from
Annals for Family Medicine
(2013). URL:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3596027/pdf/01
10084.pdf
Read "Health Care Systems in Low- and Middle-Income
Countries," by Mills, from
New England Journal of Medicine
(2014). URL:
http://www.nejm.org/doi/full/10.1056/NEJMra1110897
Read "The WHO Health Systems Framework," located on the
World Health Organization (WHO) website. URL:
http://www.wpro.who.int/health_services/health_systems_frame
work/en/
Read "Five Capitalist Democracies and How They Do It," by
Frontline (2008), located on the PBS website. URL:
https://www.pbs.org/wgbh/pages/frontline/sickaroundtheworld/c
ountries/
Explore the Management Sciences For Health website. URL:
https://www.msh.org/
MODULE 4
Q1
Social and economic inequalities lead to imbalances in
opportunities for advancement and growth. These imbalances
lead to a greater sense of insecurity and lack of control.
11. Microfinance or village banking programs are approaches used
to encourage shared risk, security in savings, and opportunities
for capacity building. Discuss the potential of such
microfinance programs in lower-income communities where
irregular income is common and their impact on reducing social
and economic disparities. In your response, identify a specific
example of such a program in a low-income or middle-income
country and critically discuss one challenge and one benefit of
the program. Evaluate the relationship between economic
microfinance programs and social inequalities..
Q2
Inequalities lead to feelings of despair, depression, and anxiety
often associated with substance use disorders. Consider the
following scenario: Mr. Banda is a middle-aged man living in
rural Malawi with a wife and three young children. He often
travels to find work while his wife and children maintain the
family farm to sustain themselves. Recently, Mr. Banda found
out he was HIV positive without access to HIV antiretroviral
therapy in the village. He became severely depressed and turned
to alcohol to help him cope as an available social outlet. Over
time, he started to drink on credit against his family's harvest.
When harvest time came, the tavern owner showed up at Mr.
Banda's home demanding half of his harvest to pay off his debt.
Mr. Banda has come to you to ask for help. How would you
respond to Mr. Banda after he shared his story with you?
Discuss three social or economic inequalities influencing Mr.
Banda's actions and options. How would you leverage the
strengths of faith-based organizations or
churches in the area to address these factors influencing Mr.
Banda's options assuming others in the community are going
through similar situations? Watch the "Aid and Development"
video to help you in answering this discussion question.
12. STUDY MATERIALS
Read Chapter 8 in
For the Love of God: Principles and Practice of Compassion in
Missions.
Read "Mental Health Services Provision in Low and Middle-
Income Countries," by Rathod et al., from
Health Services Insights
(2017). URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=edb&AN=126273972&site=eds-
live&scope=site
Watch the "Aid and Development" video in the Participatory
Community Development playlist, located in the Student
Success Center, in preparation for responding to a discussion
question in this topic. This video discusses how humanitarian
aid and charity influence the definition of
development
. A faith-based approach to holistic development is important to
integrate participation and strong relationships with community
development work that continues beyond relief and
rehabilitation activities.URL:
https://www.gcumedia.com/lms-resources/student-success-
center/v3.1/#/media-element/CONHCP/002E95E4-E032-E811-
8F95-005056A072B6
Read "Faith-Based Organizations and Development: Prospects
and Constraints," by Olarinmoye, from
Transformation
(2012). URL:
http://journals.sagepub.com/doi/pdf/10.1177/0265378811427985
Read "Faith-Based and Secular Humanitarian Organizations," by
Ferris, from
13. International Review of the Red Cross
(2005). URL:
https://jliflc.com/wp-
content/uploads/2014/05/irrc_858_ferris.pdf
Read "Poverty and Mental Disorders: Breaking the Cycle in
Low-Income and Middle-Income Countries," by Lund et al.,
from
The Lancet
(2011). URL:
http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-
6736(11)60754-X.pdf
Read "Principles of Excellence in Integral Mission, located on
the Accord Network website. URL:
http://www.accordnetwork.org/integral/
MODULE 5
Q1
Cultural competence and cultural humility are central in
engaging and communicating with community members and
leaders. Provide your own definition of cultural humility in the
context of public health. How does your definition compare to
the points made about cultural humility in the Topic Material
entitled "Reflections on Cultural Humility"? In addition to
cultural humility, describe one other principle necessary when
communicating public health content to engage communities to
act. Describe a real example of this principle in action..
Q2
Sustainable community health strategies in economically
diverse communities constitute the goal of public health. An
14. international perspective is helpful to consider the diverse
cultural beliefs, social systems, and values that make up a
community. True transformation happens from within the
community and includes intentional focus on the whole person
and surrounding influences. Asset-based community
development (ABCD) is an approach used to help facilitators
focus on community assets rather than only discussing problems
and needs. Evaluate and critique the ABCD approach. Is it
realistic to think that poor communities have existing and
unrecognized assets that can lead to economic opportunities?
Discuss two benefits and two challenges when it comes to the
effectiveness of ABCD in mobilizing communities for
development.
STUDY MATERIALS
Read Chapter 5 in
For the Love of God: Principles and Practice of Compassion in
Missions.
Read "Connecting Communities and Complexity: A Case Study
in Creating the Conditions for Transformational Change," by
Durie and Wyatt, from
Critical Public Health
(2013). URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=edsbl&AN=RN330816879&site=ed
s-live&scope=site
Read "Cultural Humility: Measuring Openness to Culturally
Diverse Clients," by Hook, Davis, Owen, Worthington, and
Utsey, from
Journal of Counseling Psychology
(2013). URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=edsgao&AN=edsgcl.338261279&sit
15. e=eds-live&scope=site
Read "Reflections on Cultural Humility," by Waters and Asbill,
from
American Psychological Association CYF News
(2013). URL:
http://www.apa.org/pi/families/resources/newsletter/2013/08/cul
tural-humility.aspx
Read "Tyranny/Transformation: Power and Paradox in
Participatory Development," by Christens and Speer, from
Forum:
Qualitative Social Research
(2006). URL:
http://www.qualitative-
research.net/index.php/fqs/article/view/91/189
Read "A Basic Guide to ABCD Community Organizing," by
McKnight, located on the DePaul University website. URL:
https://resources.depaul.edu/abcd-
institute/publications/publications-by-
topic/Documents/A%20Basic%20Guide%20to%20ABCD%20Co
mmunity%20Organizing(3).pdf
Read "Wholistic Worldview Analysis: Understanding
Community Realities," by Jayakaran (2007), located on the
International Institute for Environment and Development (IIED)
website. URL:
http://pubs.iied.org/pdfs/G02908.pdf
Read "Participatory Analysis for Community Action (PACA)
Training Manual," from the Peace Corps Information Collection
and Exchange, Publication No. M0053(2007), located on the
Peace Corps website. URL:
http://files.peacecorps.gov/multimedia/pdf/library/PACA-
16. 2007.pdf
Read "Empowering Communities: Participation Techniques for
Community-Based Programme Development: Volume 2:
Participant's Handbook," by De Negri, Thomas, Ilinigumugabo,
Muvandi, and Lewis(1998), located on the Participatory
Methods website. URL:
http://www.participatorymethods.org/sites/participatorymethods
.org/files/Empowering%20communities_de%20Negri.pdf
Read "Generic Processes of Appreciative Inquiry," located on
The Center for Appreciative Inquiry website.URL:
https://www.centerforappreciativeinquiry.net/more-on-ai/the-
generic-processes-of-appreciative-inquiry/
Watch "Appreciative Inquiry," by Townsin (2013), located on
the YouTube website. URL:
https://www.youtube.com/watch?v=QzW22wwh1J4
Read "Ten Seed Technique," by Jayakaran, located on the Dr.
Ravi Jayakaran website. URL:
http://ravijayakaran.com/home.htm
Read "Toolkit," from the Asset-Based Community Development
Institute, located on the DePaul University website.URL:
https://resources.depaul.edu/abcd-institute/resources/Pages/tool-
kit.aspx
Read "Open Questions," by Goetzman, located on the Global
Learning Partners, Inc. website.
URL:
https://online.nph.net/media/documents/TeachtheWord/open-
questions.pdf
MODULE 6
17. Q1
Discuss three of the nine Sphere Core Humanitarian Standards.
Identify the one that you think is most often neglected in the
case of natural disasters or complex humanitarian emergencies.
Discuss characteristics of complex humanitarian emergencies in
your response. Share a real example of how these standards
were (or were not) applied in a recent humanitarian crisis.
Q2
Sign up to receive the daily e-newsletter from Global Health
NOW. Identify one story or current situation from Global
Health NOW or the United National Refugee Agency about
displaced people. Comment on the cause of the displacement,
what international governments and nongovernmental agencies
are doing to serve the people physically and mentally, and gaps
that the faith-based community and churches could fill. Discuss
the link between relief and development in your response and
your suggestions for sustainable health promotion and
development among the displaced population.
STUDY MATERIALS
Read Chapters 9 and 12 in
For the Love of God: Principles and Practice of Compassion in
Missions.
Read "Core Humanitarian Standard on Quality and
Accountability," by the Core Humanitarian Standard Alliance,
Group URD, and the Sphere Project (2014), located on the Core
Humanitarian Standard website.URL:
https://corehumanitarianstandard.org/files/files/Core%20Human
itarian%20Standard%20-%20English.pdf
18. Read "Complex Humanitarian Emergencies: A Review of
Epidemiological and Response Models," by Burkle, from
Journal of Postgraduate Medicine
(2006). URL:
http://www.jpgmonline.com/article.asp?issn=0022-
3859;year=2006;volume=52;issue=2;spage=110;epage=115;aula
st=Burkle
Read "The Paris Declaration on Aid Effectiveness and the
ACCRA Agenda for Action," (2005/2008), located on the
Organisation for Economic Co-operation and Development
(OECD) website. URL:
http://www.oecd.org/dac/effectiveness/34428351.pdf
Watch "Relief, Rehabilitation, and Development," by Corbett,
located on the Chalmers Center website. URL:
https://www.chalmers.org/media/entry/relief-rehabilitation-and-
development
Read "Relationship Between Humanitarian and Development
Aid," by Hinds (2015), located on the GSDRC Applied
Knowledge Services website. URL:
https://reliefweb.int/sites/reliefweb.int/files/resources/HDQ118
5.pdf
Read "Remaking the Case for Linking, Relief, Rehabilitation,
and Development: How LRRD Can Become a Practically Useful
Concept for Assistance in Difficult Places," by Mosel and
Levine (2014), located on the Overseas Development Institute
(ODI) website. URL:
https://www.odi.org/sites/odi.org.uk/files/odi-
assets/publications-opinion-files/8882.pdf
Read "Integrating Mental Health Into Existing Systems of Care
During and After Complex Humanitarian Emergencies:
Rethinking the Experience," by Ventevogel, Perez-Sales,
19. Fernandez-Liria, and Baingana, from
Intervention
(2011). URL:
https://www.interventionjournal.com/sites/default/files/Ventevo
gel%20et%20al_Intro.pdf
Explore the UNHCR: The UN Refugee Agency website.URL:
http://www.unhcr.org/
Explore the Refugee Highway website.URL:
http://www.refugeehighway.net/
Explore the International Committee of the Red Cross
website.URL:
https://www.icrc.org/en
Explore the Humanitarian Health Action section of the World
Health Organization (WHO) website.URL:
http://origin.who.int/hac/en/
Explore the Global Health NOW website and sign up to receive
the daily Global Health NOW e-newsletter.URL:
https://www.globalhealthnow.org/
MODULE 7
Q1
The textbook states, that often orphanages "ignore the power
and presence of local communities and extended families in
caring for orphans. Not only that, but many times exacerbate the
challenges faced by orphans because they contribute to the
cycle of 'attachment and abandonment,' owning to the short-
term nature of these volunteer efforts" (p. 191). Evaluate this
statement given what you know about the well-being of
children. In what situations would orphanages or institutions for
20. children be appropriate options and at what ages? How would a
country's Department or Ministry of Health apply a Health in
All Policies approach to address the economic and social issues
presented in this statement?.
Q2
Children are foundational to health of communities made up of
family units. Understanding the context within which children
are living, playing, growing, and developing is necessary as
culture influences the definition of health. However, it is easy
to focus on the physical needs of children while neglecting the
emotional and spiritual needs of children. Provide one example
from the Bible of how children were served spiritually or
emotionally. Discuss how this example might inform your
approach in helping culturally diverse families holistically
support their children. Identify and discuss how emotional and
mental health in children might look different based on different
cultural definitions of health..
STUDY MATERIALS
Read Chapters 3 and 10 in
For the Love of God: Principles and Practice of Compassion in
Missions.
Read "Evaluating the Strength of Faith: Potential Comparative
Advantages of Faith-Based Organizations Providing Health
Services in Sub-Saharan Africa," by Lipsky from
Public Administration and Development
(2011). URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=edsbl&AN=RN299685550&site=ed
s-live&scope=site
Read "Measuring the Health-Related Quality of Life (HRQoL)
21. of Young Children in Resource-Limited Settings: A Review of
the Existing Measures," by Paltzer, Barker, and Witt, from
Quality of Life Journal
(2013). URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=edsjsr&AN=edsjsr.24724305&site=
eds-live&scope=site
Read "On Understanding Orphan Statistics," located on the
Christian Alliance for Orphans website. URL:
https://cafo.org/wp-content/uploads/2015/06/Christian-Alliance-
for-Orphans-_On-Understanding-Orphan-Statistics_.pdf
Read "The Malawi Development Assessment Tool (MDAT): The
Creation, Validation, and Reliability of a Tool to Assess Child
Development in Rural African Settings," by Gladstone,
Lancaster, Umar, Nyirenda, Kayira, ven den Broek, and Smyth,
from
PLOS Medicine
(2010). URL:
http://journals.plos.org/plosmedicine/article?id=10.1371/journal
.pmed.1000273
Read "Every Child Alive: The Urgent Need to End Newborn
Deaths," by Devine and Taylor (2018), located on the UNICEF
website. URL:
https://www.unicef.org/publications/files/Every_Child_Alive_T
he_urgent_need_to_end_newborn_deaths.pdf
Review the website for the
Journal of Global Health
(JoGH) collection covering maternal, neonatal and child health,
Engaging Communities for Improving Mothers' and Children's
Health: Reviewing the Evidence of Effectiveness in Resource-
Constrained Settings
, edited by Perry(2017). Download and read the following
22. selection: “Comprehensive Review of the Evidence Regarding
the Effectiveness of Community Based Primary Health Care in
Improving Maternal, Neonatal and Child Health: 6. Strategies
Used by Effective Projects” by Perry et al. URL:
http://jogh.org/community-based-PHC.htm
Explore the Millions Saved page of the Center for Global
Development website. URL:
http://millionssaved.cgdev.org/
Explore the Christian Connections for International Health
(CCIH) website. URL:
http://www.ccih.org/
Explore the Early Child Development page of the World Health
Organization (WHO) website. URL:
http://www.who.int/topics/early-child-development/en/
Explore the UNICEF website.URL:
https://www.unicef.org/
MODULE 8
Q1
Partnerships involve strong servant leadership that builds trust
based on transparency and honesty. Often, the needed programs
and practices are known but a respectful partnership with the
community is missing. Based on your experiences and the
assigned reading, discuss the importance of servant leadership
in building trust and sustainable partnerships. Identify an
example of someone who exhibited servant leadership skills in
building a cross-cultural partnership and why these efforts were
successful. State whether you agree or disagree with the
following statement and provide two reasons for your stance: A
true partnership involves risk shared by all parties.
23. Q2
The local church is often seen as an access point to the
community but rarely engaged in a true partnership. Discuss two
challenges and two benefits of building partnerships that
involve the local church or other communities of faith. Describe
two criteria you think are necessary for healthy and effective
partnerships that take into consideration the challenges you
mentioned. Share an example of how you have applied these
criteria in your life. For additional insight in responding to this
discussion question, watch the "Partnership Development"
video.
STUDY MATERIALS
Read Chapter 13 in
For the Love of God: Principles and Practice of Compassion in
Missions.
Read "Understanding Global Health and Development
Partnerships: Perspectives From African and Global Health
System Professionals," by Barnes, Brown, and Harman, from
Social Science and Medicine
(2016). URL:
https://www-sciencedirect-
com.lopes.idm.oclc.org/science/article/pii/S0277953616302076?
_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b84
29449ccfc9c30159a5f9aeaa92ffb&ccp=y
Read "Working Together For Global Health Goals: The United
States Agency for International Development and Faith-Based
Organizations," by Powell, from
Christian Journal for Global Health
(2014). URL:
http://journal.cjgh.org/index.php/cjgh/article/view/36/125
24. Read "Partnerships for Development: Perspectives From Global
Health," by the United Nations System Task Team on the Post-
2015 UN Development Agenda (2013), located on the United
Nations website. URL:
http://www.un.org/en/development/desa/policy/untaskteam_undf
/thinkpieces/25_thinkpiece_health.pdf
Read "What Makes a Global Health Partnership Succeed?" by
Saldinger (2014), from the Devex website. URL:
https://www.devex.com/news/what-makes-a-global-health-
partnership-succeed-84858
Watch "Start Small, Change the World: Lori DiPrete Brown at
TEDxUWMadison," by TEDx Talks (2014), located on the
YouTube website. URL:
https://www.youtube.com/watch?v=-HE9SypCzXU
Read "The 7 Standards," located on the Standards of Excellence
in Short-Term Mission website. URL:
http://www.soe.org/explore/the-7-standards/