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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.

•Address all parts of the prompt.
•Include information and examples from your own knowledge of social studies.
•Use evidence from the sources to support your answer.

Be sure to address the following areas:
* What product or service does the organization offer?
* Who is the target market?
* Discuss what elements of the marketing mix have/have not been employed.
* Is their use of the elements of the marketing mix working? Explain.
* Discuss how customer value is being created and how it is fostering/hindering growth.
* What is the organization’s pricing strategy?
* Discuss where the organization’s key product is in the product lifecycle and what the organization can do to further enhance or maintain its product life cycle position (as recommended).
* Apply specific examples from Weeks 1-4 readings and class discussions to support your paper.
Cite at least three sources outside of your text using the most current edition of the APA Manual of Style. Outside sources can include books, websites, journals, magazines or research papers. The paper should be a minimum of 1000 words, excluding your reference section and title page. The documents should be submitted in word, double-spaced, with consistent 1-inch margins on each page and font consistent with APA guidelines.

Using your textbook (Kail, R. V. & Cavanaugh, J. C. (2019). Human Development: A Life-Span View (8th ed.). Cengage Learning. ISBN-10: 1-337-55483-9 ISBN-13: 978-1-337-55483-1) provide your thought on the following:
What is the impact on societal and cultural expectations on individual’s thoughts about death? What advice can you provide individuals fearing death? How can the idealistic views pushed upon us impact our mental health during this time?

1) For sources, you must use one (1) nursing textbook, two (2) peer-reviewed, nursing research articles, two (2) reputable websites (WHO, CDC, etc.). You may use additional sources if you wish. You will be
graded according to the rubric associated with this assignment.
2) Use 7th edition APA guidelines and include in text citations.
3) No more than three (3) quotes may be used.
4) Begin your presentation with a short introduction to your topic. The introduction should include the
background and significance of your topic, then conclude with your topic sentence (note your topic sentence should read: This paper will discuss topic name, the global impact of the topic name, and how nurses can impact topic name).

Presentation Style: This refers to how you present the information to your peers (see rubric for details).

Your PowerPoint presentation should include:
1) A title slide
2) 3-4 learner objectives
3) What you want your peers to learn from your presentation
4) Introduction Slide – Introduce your topic and provide background information. Discuss significance of the topic (why this information is important for your peers).
5) Body Slides
10 slides that provide information about your topic.
Why the topic is important for nursing.
How is the topic viewed in the US
How the topic is viewed in at least one other country
How do nurses impact the chosen global health issue (ex. Client education, lobbying for legislation, community awareness, etc.)
Compare and contrast the resources available in the US vs. your chosen country.
Ensure that you use in-text citations on every body slide.
Review Slides – Remember, the purpose of this assignment is to present an educational presentation to your peers. Just as you would do after educating a client, you need to assess that your peers have
learned the 3-4 objectives you created above. This will be accomplished with 3 NCLEX style questions that students will answer individually-not as a group).
Include 3 NCLEX style questions. Answer and rationale should be available for the peers.
Conclusion Slide – Logically sum up the topic for the listener. Include 2 implications for nursing practice.
Reference Slide(s) – All references should be presented, properly formatted in APA style

PROMPT:
Some of the characters from the readings are alienated by those around them
or are perceived as “others.” How does the alienation of the characters
contribute to the theme? Does the reading make a powerful and effective case
on behalf of the oppressed, or does it support this ostracization? What does the
reading say about “difference”?Some of the characters from the readings are alienated by those around them
or are perceived as “others.” How does the alienation of the characters
contribute to the theme? Does the reading make a powerful and effective case
on behalf of the oppressed, or does it support this ostracization? What does the
reading say about “difference”?

below is the only reference needed AND the only article to refer to for this
essay

Reference:

Lombrozo, T. (2015, November 30). How psychology can change the world from climate change. Retrieved from https://www.npr.org/sections/13.7/2015/11/30/457835780/how-psychology-can-save-the-world-from-climate-change

We must change the way that we think and behave if we are to save the world from climate change. What changes in social norms do you believe will be necessary to combat climate change?
STORY BELOW …

Representatives from nearly 200 countries are meeting in France today to discuss climate change — and for good reason.

To quote President Obama’s State of the Union Address from earlier this year: “No challenge — no challenge — poses a greater threat to future generations than climate change.”

Yet public sentiment lacks the sense of urgency these remarks ought to instill. A 2014 poll by the Pew Research Center, for example, found that only 29 percent of respondents rated dealing with global warming as a top priority for the president and Congress; well below the percentage that endorsed strengthening the economy (80 percent), improving the job situation (74 percent), or defending the country from terrorism (73 percent) as top priorities.

A new paper published in the journal Perspectives on Psychological Science helps explain why. The paper’s authors — Sander van der Linden, Edward Maibach, and Anthony Leiserowitz — review psychological research to identify key aspects of climate change and climate change communication that contribute to the mismatch between the urgency and severity of climate change, on the one hand, and widespread public disengagement, on the other. They highlight five features of human psychology that make climate change communication especially challenging, and they pair these with recommendations for how to make science communication and policy more effective.

In brief, here are their five insights and recommendations:

First, people are generally more responsive to personal experience than to abstract analysis. This can be a problem because climate change is typically described in very abstract, statistical terms — we see the numbers and figures, but we rarely recognize the effects of climate change it in our own, everyday experience. The authors suggest that “information about climate change risks needs to be translated into relatable and concrete personal experiences.” Fortunately, this might not be that hard: Climate change is already occurring in ways that do affect our own, everyday experience.
Second, when faced with the enormity of climate change, it’s easy to lose any sense of personal efficacy. But rather than despair, we can capitalize on the fact that we’re social beings who respond to social norms. Motivating individuals to act can be a challenge, but establishing and rewarding community norms can help encourage pro-environmental behavior even when individual behavior seems like a drop in the bucket.
Third, we tend to treat the immediate and personal quite differently from the distant and uncertain. When climate change is presented as distant in space and time, it’s easier to ignore. In making decisions, for example, immediate costs (like the inconvenience of reducing one’s carbon footprint) tend to loom large, while uncertain future costs (like the catastrophic consequences of warming) are underweighted. Climate change communication might be more effective by focusing more on regional impacts of warming that are close in space and time — like the effects we can see now in our own communities.
Fourth, research has shown that people’s attitude to risk can depend on whether they’re thinking about potential losses or potential gains. In particular, people are more willing to tolerate risk when dealing with losses, so some probability of a loss in quality of life downstream is a gamble they’re relatively willing to take. “These psychological insights,” the authors write, “suggest that shifting the policy conversation from the potentially negative future consequences of not acting (losses) on climate change to the positive benefits (gains) of immediate action is likely to increase public support.”
Finally, research suggests that motivating behavior with extrinsic rewards — such as monetary incentives for conserving energy — could be more effective when paired with appeals to people’s intrinsic motivation to improve others’ wellbeing and to care for the environment. Specifically: “Appealing to people’s intrinsic motivational needs can be a more effective and long-lasting driver of pro-environmental behavior.” When intrinsically motivated, pro-environmental behavior is more likely to be maintained after extrinsic incentives are removed, and extrinsic rewards can actually undermine people’s intrinsic motivation to change.

In sum, climate change is often presented as an abstract, uncertain cost, distant in space and time, and requiring external incentives to motivate individual action. Psychological research suggests this is an especially dangerous combination, sure to make people underestimate the risk and unlikely to compel them to action. Instead, policy makers and science communicators might do well to focus on the concrete manifestations of climate change in our own experience, the consequences of warming that are affecting our communities here and now, and the ways our current actions can be tied to gains rather than losses, to social norms and to our own intrinsic motivations.

Effective climate change mitigation will undoubtedly involve insights from the natural sciences and engineering. But changing our own attitudes and behavior requires insights from psychology, as well. It’s time to recognize the critical role for the social sciences in dealing with global warming, an issue that certainly ought to be a top priority for the president and Congress.

The text you are writing about is “The Case for Reparations” by Ta-Nehisi Coates.
Purpose
The purpose of this assignment is to better understand how various factors affect the ways authors
craft their arguments. In this paper you will analyze the ways in which authors have considered the
audience, purpose, stance, context, and medium/design when they constructed an article or essay.
Learning to approach a text in this analytical way will help you better understand how complex texts
are written and will familiarize you with using those strategies in your own persuasive writing.
Task
Write a 5-6 page analysis essay that discusses a particular text as assigned by your instructor. First,
summarize the text’s overall content and scope, and then offer a detailed, well-structured analysis of
how the author has incorporated the needs of the intended audience, a specific purpose, a particular
stance, a larger context, the demands of the genre and of the medium/design.
Follow these specific steps:
1. Provide relevant information about the text, the author, and the subject.
2. Include a main take-away (thesis) that indicates how your paper is structured and what it is
about.
3. Use appropriate “evidence” for your textual analysis, including concrete details from the text
and in-text citations.
4. Specifically analyze the text’s “rhetorical situation:” genre, audience, purpose, stance,
context, and medium/design.
5. Make sure your paper represents a fair and accurate summary of the text.
6. Use exact quotations and accurate paraphrases to support your claims.
7. Describe in detail what the text says and HOW exactly it says it.
One Possible plan for writing your essay:
In your response to your chosen source (article, podcast, documentary) analyze carefully what the
author/creator is saying and what their underlying assumptions and arguments are. Break down the
article from the perspective of your own critical thinking and personal experience. Think of your
response as your analysis of how the text tries to influence and inform its readers and how your
wrestling with the text has expanded and deepened your thinking about its ideas.
In your essay, you should consider the author’s rhetorical strategies, and you can also discuss your
agreement and/or disagreement with the creator’s ideas and share your personal reflections related to
the text. As you work with ideas from the text, remember to use plenty of signal phrases, quotation
marks for any quoted passages, and MLA documentation to distinguish your own points from the
author’s ideas and language.
This should be a formal academic essay with a clear structure at the thesis and topic-sentence level.
Your essay should include paragraphs which cover the following ideas:
1. An intro that sets up the issue the author’s text is discussing and why you find it interesting.
Introduce what text you are dealing with (written, audio, documentary). Be sure to include
the author’s name, title of the piece and its format, as well as an initial indication of the
author’s rhetorical situation and purpose.
2. A one or two paragraph article summary that includes the following:
a. First, provide a clear, complete idea of the author’s (or podcast’s or documentary’s)
overall thesis. Don’t just say, for example, “In Laura Sullivan’s podcast, she
discusses the plastic recycling industry.” Rather, nutshell the author’s bottom-line
position: “In this podcast, Sullivan reveals how the plastic industry has systematically
mislead the general public about the recyclability of recycling plastics.” (something
along those line)
b. The rest of the summary highlights the source’s key points, reasons, ideas,
recommendations, etc. These summary paragraphs should not include any of your
own critique, analysis, or commentary.
3. Next write a paragraph that develops your particular reaction to the text you are writing on.
Your own thesis statement that specifically previews your analysis of and response to the
article. Be sure to refer to you rhetorical critique of the source that analyzes how and why the
author is communicating the way they do.
4. Begin your first paragraph of analysis/response, with a topic sentence that clearly relates back
to your thesis. You should have a number of issues which you want to react to either by
expanding on them or by disagreeing with them in a reasoned respectful way. Be careful not
to focus primarily on the topic; throughout this essay, stay focused on analyzing and
responding to the source itself. Make direct references back to your source throughout.
5. Follow the format for the last paragraph for your next point of reaction to the source in a
second paragraph of analysis/response that starts with a topic sentence. And explains your
reaction to that specific idea in the text.
6. Third paragraph of analysis/response, with topic sentence.
7. Continue this process until you have covered all of you main responses to the original source.
8. Your conclusion. Don’t forget to mention why the topic, your source, and your reaction to the
source might be important to the reader.
How You Will Be Graded
● 5-6 pages (double-spaced)
● Analysis of the arguments presented by the text
● Focus on audience, purpose, stance, context, genre, and medium/design
● Use of specific examples, quotations and images
● Focused thesis statement supported by evidence
● Careful paragraph organization creates cohesive overall structure
● Accuracy in formatting, grammar, spelling, and mechanics

Read the following article:

https://birdsarentreal.com/pages/the-history.

Links to an external site.

or to see the full article with interviews:

https://birdsarentreal.com

Links to an external site.

After reading the article and watching the videos, share your initial thoughts.

Then reflect a little on why you are thinking what you are. What do you feel about conspiracy theories?
How do you think the presentor/author used persuasion in their paper/video?
Please support your thoughts and ideas with at least 1 academic article and please reference it/them in your discussion board.