Best Writer

Unit #1 Vocabulary Words:
– assume
– coherent
– concise
– consistent
– crucial
– distinctive
– endure
– enhance
– fundamental
– prevalent
– subsequent
– tedious
– lack
– vary
– vastly
– verify
Choose SIX of these words that are more difficult for you. Write six SEPARATE sentences about a movie that you enjoy. You do not need to create a paragraph. Unit #1 Vocabulary Words:
assume
coherent
concise
consistent
crucial
distinctive
endure
enhance
fundamental
prevalent
subsequent
tedious
lack
vary
vastly
verify
Choose SIX of these words that are more difficult for you. Write six SEPARATE sentences about a movie that you enjoy. You do not need to create a paragraph.

How does the information provided by the Big History Project (BHP) in the videos How Did Agriculture Begin After the Last Ice Age?, The First Cities and States, Why Did Civilizations Expand?, and How Did The World Become Interconnected? contradict, support, and/or expand on each other and on the video When Worlds Collide (WWC)? How does the information contradict, support, and/or expand what we have learned through the readings and in class? BHP (Big History Project) VERSUS WWC (When Worlds Collide).

Was the collision of the Old and New worlds a unique event in American history or is it a standard example of human patterns of migration, cooperation, and domination? How and why did new identities arise in the new world after the arrival of the europeans ? who did they serve ? how did the spanish empire in the americas foster sufficient legitimacy to survive for 400 years while fighting off the Dutch, French, and English until finally done in by their fellow americans from the united states in 1898?

1803: The Louisiana Purchase is completed, doubling the size of the United States and opening up new territories for American expansion.
1810-1825: The Latin American Wars of Independence begin, leading to the eventual liberation of most of South America from Spanish colonial rule.
1823: The United States issued the Monroe Doctrine, declaring that the Americas were off-limits for European colonization and intervention.
1840: The Industrial Revolution, which took place in Europe, revolutionized how things were produced and resulted in enormous advances in technology and transportation.
1846-1848: The Mexican-American War takes place, resulting in the cession of much of Mexico’s northern territories to the United States.
1884-1885: The Berlin Conference takes place, in which European powers divide up and colonize Africa.
1898: The Spanish-American War takes place, resulting in the cession of Puerto Rico, Guam, and the Philippines to the United States and the end of Spanish colonial rule in the Americas when Spain formally agreed to a peace protocol on U.S. terms.

Instructions: In a one to two page paper complete the following assignment:

In 2014 economists had a vigorous debate about the merits of raising the minimum wage. What were the main points of disagreement between the two schools of thought?

Disagreements among economists are often due to differences in scientific judgments, differences in values and perceptions versus reality. Discuss how these factors influence the views of economists.

Remember to cite all sources. Your instructor may take ADDITIONAL points off for spelling, grammar, punctuation, citation errors and due dates at his or her discretion.

Based off the source provided, answer the question above:
– you can use other philosophers
– you must use case studies ( such as Hitler, the renaissance, etc. )
– must be three paragraphs ( reason 1, 2, 3) do not write an introduction or conclusion)

Find a minimum of 2 outside sources (articles, journals) that give you additional information about your
future discourse community – for example, what types of work or jobs someone in that field would have,
or what the requirements will be for those jobs in the future. The outside sources must be cited within the
Discipline Investigation report. Make sure that the outside sources you add are relevant to the
content you are discussing in that specific section and are meaningful. You must also provide in-
text citation where you add these sources. You might also research additional genres of writing that
might be used in your field. Note: Step 2 can be done while you are arranging the interview. You do not
have to wait until your interview is done.

Roles & Responsibilities
Provide an overview of your interview subject’s current role at his/her place of employment, explaining the
responsibilities of that position and how it fits into the overall structure of the company or organization.
Your subject should also give you a general sense of the types of jobs and career paths common in that
field. Possible topics to discuss in this section include:
 The subject’s job responsibilities in his/her place of employment
 Types of jobs people in this profession have
 The skills and qualifications your subject’s job requires
 The biggest challenges the subject faces in this job
Outside sources (articles) that add additional or supporting information may be used in this section.

Communication Skills
Explain the types of reading and writing typically required in your field of interest. Provide an overview of
the communication skills that are most important in your field. For example, some occupations demand
the ability to work collaboratively on reports, while others may require an ability to respond clearly and
concisely to time-sensitive email inquiries. Possible topics include:
 The types of reading and writing required in your subject’s daily responsibilities
 The typical audience for written communication (co-workers, clients, general public, etc.)
 The communication skills your subject finds most important in his/her roleProvide an overview of your interview subject’s current role at his/her place of employment, explaining the
responsibilities of that position and how it fits into the overall structure of the company or organization.
Your subject should also give you a general sense of the types of jobs and career paths common in that
field. Possible topics to discuss in this section include:
 The subject’s job responsibilities in his/her place of employment
 Types of jobs people in this profession have
 The skills and qualifications your subject’s job requires
 The biggest challenges the subject faces in this job
Outside sources (articles) that add additional or supporting information may be used in this section.

I need a powerpoint presentation

I want Amazing pictures and the words do not need to be much over the screen but the topics and subtopics with info.

Most of the words I will say will be in my script as this will be done virtually on camera for my class.

Here are the readings that I have to break down to teach the class lesson for that week attached. Take each article and break them down to each section of the powerpoint. Ultimately, I am teaching the lecture of the class that week

Last I need questions from the lesson to ask the students

Peer Response. Week-4, DQ-2. (CI)

NOTE: All posts must have at least three paragraphs with three sentences. Please be certain to answer to provide a well-developed and complete answer to receive full credit. Double spaced, Times New Roman, Size 12, and 5 references related to the topic no older than 4 years.
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Discussion Topic.

Joyce is a 34-year-old woman who has been married 10 years. She has three children, all less than 10 years old: Sheena (age 9), Jack (age 6), and Beth (age 2). Her husband is a prominent attorney. They present an ideal picture of an upper-middle-class family. They live in a fashionable suburb. The husband has been successful to the extent that he has been made a full partner in a large law firm. The family is very active in church, the country club, and various other social organizations. Joyce is an active member of several charitable, civic, and social groups. Joyce’s initial call to the abuse center was vague and guarded. She expressed an interest in inquiring for “another woman” in regard to the purpose of the center. After she had received information and an invitation to call back, a number of weeks elapsed. Joyce’s second call occurred after receiving a severe beating from her husband.

Joyce tells the crisis worker in the phone:”Well, last night he beat me worse than ever. I thought he was really going to kill me this time. It had been building up for the past few weeks. His fuse was getting shorter and shorter, both with me and the kids. It’s his work, I guess. Finally he came home late last night. Dinner was cold. We were supposed to go out, and I guess it was my fault . . . I complained about his being late, and he blew up. Started yelling that he was gonna teach me a lesson. He started hitting me with his fists . . .knocked me down . . . and then started kicking me. I got up and ran into the bathroom. The kids were yelling for him to stop and he cuffed Sheena . . . God, it was horrible! (Wracked with sobs for more than a minute. CW waits.) I’m sorry, I just can’t seem to keep control.”

As the crisis worker:

1-What typical dynamics did you see occurring—denial, guilt, fear, rationalization, withdrawal, and so on—in the victim? How would you as the crisis worker handle them?
What are some of the domestic violence intervention strategies? Pick one and how would you apply it to the scenarioDiscussion Topic

ANSWERED:

Crisis Discussion

Joyce, the crisis responder, is feeling various emotions, from denial and guilt to fear and withdrawal. The imprecise and guarded nature of her initial contact with the abuse center suggests she was hesitant to seek help or unclear about what to expect. She also seems to feel bad about herself, as seen by her repeated apologies for losing her self-control.

One must have empathy and sensitivity when dealing with such dynamics. As a crisis responder, I am responsible for telling Joyce that she is not crazy and that her sentiments are real. In addition, I would stress that the abuse she receives is not her fault and that she has a right to feel safe in her home. In addition, as a crisis worker, I must address these dynamics with empathy and without passing judgment (Newman et al., 2022). This approach entails making it possible for Joyce to talk about her emotions without worrying about other people’s thoughts. It is also crucial to provide her with real-world facts about domestic violence, like how common it is, that she is not at fault and that she has options besides staying with an abuser (Humphreys et al., 2019). I will also consider offering Joyce non-judgmental emotional support and encouragement while she works to improve her physical and mental safety.

Crisis intervention is one of the domestic violence intervention tactics I would use in this situation. The goal of any crisis intervention should be to alleviate immediate and immediate concerns (Al‐Dabbagh, 2020). The main focuses are emotional support, safety preparation, and referrals to other services like therapy and advocacy. I would offer Joyce emotional support by listening to her experience and acknowledging her emotions. In addition, I would assist her in formulating a plan to keep herself and her kids safe from further assault. Lastly, I would point Joyce toward counseling and advocacy resources that could aid her moving forward.

References

Al‐Dabbagh, Z. S. (2020). The role of decision‐maker in crisis management: A qualitative study using grounded theory (COVID‐19 pandemic crisis as a model). Journal of Public Affairs, 20(4), e2186.

Humphreys, C., Diemer, K., Bornemisza, A., Spiteri‐Staines, A., Kaspiew, R., & Horsfall, B. (2019). More present than absent: Men who use domestic violence and their fathering. Child & Family Social Work, 24(2), 321-329.

Newman, A., Eva, N., Bindl, U. K., & Stoverink, A. C. (2022). Organizational and vocational behavior in times of crisis: A review of empirical work undertaken during the COVID‐19 pandemic and introduction to the special issue. Applied Psychology, 71(3), 743-764.

Students will write a short (5-7 pages) paper after reading Skinner’s Walden Two. The paper is to be 12 font, double spaced, and with 1-inch margins. The paper should address the following (at minimum) but students can extend beyond these questions.

1. Briefly summarize the book.

2. Why do you think Skinner wrote this book and what does the publication period have to do with it?

3. Select at least 3 behavioral principles that are embedded in the Walden Two community and (i) name and describe the basic principle itself and (ii) describe its applied application in Walden Two, (iii) further, critique the use of the principle in the community.

4. Select your favorite application of behavioral science in the community and discuss it further (including why it is your favorite inside the community).

5. Close your paper in a cohesive manner.

APA Style. Current edition

The written assignment assesses analytical skills and English writing skills of students. It aids
students in understanding the impact of data science on the financial industry in relation to Customer
Analytics. Supplementary reading materials can be found in the lecture folder titled “Special Topics”.

The assignment is exploratory in nature and students are required to conduct their own research
and address the following:

a) Discuss the key differences between Machine Learning and Deep Learning. Demonstrate
with an example other than the one covered in the lecture notes;

b) Explain, with supporting facts, how Zara uses data science to gain a competitive niche in
the fashion industry;

c) Discuss how Data Science could be applied to assist humans in decision making and/or
drawing predictions for the future in relation to cash, credit, OR inventory management.
For this part, not only are students required to carry out their own research, they are also
expected to exercise their judgment and creativity.

INSTRUCTIONS
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.
Introduction
Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.
To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.
Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).
An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided.
Note: Complete the assessments in this course in the order in which they are presented.
Preparation
When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.
In this assessment, you are a community task force member responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.
To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.
In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Begin thinking about:
• Community needs.
• Resources, personnel, budget, and community makeup.
• People accountable for implementation of the disaster recovery plan.
• Healthy People 2020 goals and 2030 objectives.
• A timeline for the recovery effort.
You may also wish to:
• Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
• Mobilize collaborative partners.
• Assess community needs.
• Plan to lessen health disparities and improve access to services.
• Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
• Track community progress.
• Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.
Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.
Complete the following:
1. Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.
• Assess community needs.
• Consider resources, personnel, budget, and community makeup.
• Identify the people accountable for implementation of the plan and describe their roles.
• Focus on specific Healthy People 2020 goals and 2030 objectives.
• Include a timeline for the recovery effort.
2. Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
• Mobilize collaborative partners.
• Assess community needs.
 Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
 Include in your plan the equitable allocation of services for the diverse community.
 Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
 Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
• Plan to lessen health disparities and improve access to services.
• Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
• Track and trace-map community progress.