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GTC The Effects of Hurricane Katrina Emergency Response & Law Enforcement Essay

GTC The Effects of Hurricane Katrina Emergency Response & Law Enforcement Essay.

I’m working on a population health report and need support to help me learn.

Assess the effectiveness of the emergency response to Hurricane Katrina.Identify problems that were encountered by law enforcement during the response.Outline and detail recommendations you would make to correct them. Address the health concerns that were identified during the crisis and also the health issues that were created when thousands were housed in the New Orleans Superdome. Create a 4-6 page APA formatted paper, including a title page with your name, Introduction, body, and Conclusion. Your paper should be double-spaced, 12-point Times New Roman font, and include a title page, in-text citations, and a reference page. The title and reference pages do not count toward the 4-page minimum.
GTC The Effects of Hurricane Katrina Emergency Response & Law Enforcement Essay

Table of Contents Introduction Differentiated Instruction Universal Design of Learning Comparison Conclusion References Introduction In the contemporary world, the audiences of learners in all types of educational institutions, ranging from kindergartens to universities, tend to become more and more diverse. Because of the differences between various learners, it becomes increasingly inadequate to utilize the same instructional methods for all the students. Therefore, a need arises to use instructional methods and techniques which would be either flexible enough to suit all students or would allow for adapting instruction to individual learners. This paper examines two instructional techniques, namely, Differentiated Instruction and the Universal Design of Learning, which is aimed at satisfying the diverse needs of the contemporary learners of virtually all educational levels. After discussing Differentiated Instruction and the Universal Design of Learning separately, the paper compares the two techniques to find out which similarities and differences these two approaches possess. Differentiated Instruction Generally speaking, it is possible to define Differentiated Instruction (DI) as an approach to providing instruction to students in a manner which would take into account the peculiarities of each student and adapt the teaching materials and techniques to these peculiarities to find a match for each learner (Dixon, Yssel, McConnell,

Signature Assignment: Business Decision-Making Project – Part 3

Signature Assignment: Business Decision-Making Project – Part 3.

Prepare a 10- to 15-slide Microsoft® PowerPoint® presentation for the senior management team based on the business problem or opportunity you described in Outline attached Include on the slides what you would want the audience to see and read (include appropriate visual aids/layout). If any source material is quoted or paraphrased in the presentation, use APA citations and references.Draw on material you developed in the Week 3 and 4 assignments.Include the following in your presentation: · Title slide.· Agenda slide.· Describe the organization, with a brief description.· Explain the business problem or opportunity.· Explain why the business problem is important.· Identify what variable would be best to measure for this problem and explain why. Is this variable quantitative or qualitative?· Identify data analysis techniques to this problem (tell which techniques should be used: descriptive stats, inferential stats, probability) and explain why.· Apply a possible solution to the problem/opportunity, with rationale.· Evaluate how data could be used to measure the implementation of such a solution.· Conclusion.· References slide (if any source material is quoted or paraphrased throughout the presentation).Format your paper consistent with APA guidelines. Click the Assignment Files tab to submit your assignment. NO PLAGIARISM
Signature Assignment: Business Decision-Making Project – Part 3

Pitt Community Implication of Removing the Honey Bee in the Food Web Discussion

term paper help Pitt Community Implication of Removing the Honey Bee in the Food Web Discussion.

I’m working on a biology report and need support to help me study.

Locate and observe an example of mutualism in your backyard, park, or other outdoor area. Good examples include flowers and their pollinators or animals eating wild fruit (the fruit or berries provide food while the animal spreads the seeds in its waste).Include a photograph showing both species in this relationship. Try to capture your own photograph, but internet images are allowed if necessary.Name each species (common name and scientific name) and explain how each benefit from this relationship. Include this information with your image.Locate and observe another symbiotic relationship (commensalism or parasitism) in your backyard or local area.Include a photograph showing both species in this relationship. Try to capture your own photograph, but internet images are allowed if necessary.Name each species (common name and scientific name) and explain how each benefit from this relationship. Include this information with your image.You will load both photos in 1 doucment to Connect – Symbiosis field activity upload. You should attempt to take a digital image of all specimens used in the food web. However, if an organism cannot be photographed safely (without harm to you or to the organism), or if you cannot locate a specific organism but have seen it there before, you may use an internet image.Focus on native organisms. Do not use pets. But I do encourage you to consider your human role in the food web and insert an image of yourself as an omnivore, if it makes sense with the other organisms in your food web. Minimum List of pictures – you can take moreTwo different species of producers (example—dandelion, pine tree, grass, etc.)Two different species of herbivores (1st level consumers that would “eat” the producers you collected (examples—honey bee, caterpillars, grasshoppers, squirrels, rabbits, etc.)Obtain one omnivore (use a picture of yourself for this—but, make sure there are things in the food web that humans actually eat)One carnivore that would feed on the herbivores and/or omnivore in your food web (examples—spiders, frogs, snakes, etc.)One scavenger (eats stuff that is already dead—examples, ants, buzzards)One decomposer (fungi work well for this, since you cannot see bacteria—examples mushrooms, shelf fungus, etc. Putting Together your Food WebCreate a Word or PowerPoint (or similar) version of your Food Web. Technical support on the next slide.Be sure your arrow point in the direction of energy flow through the ecosystem. (toward the consumer)On a page following your food web, include a discussion on your food web. Include:Identifiy all the organisms as producer, herbivore, carnivore, onnivore, or decomposerIdentify an example of predationIdentifdy a symbiotic relationship – including what type of symbiosis it isChooses an organim to eliminate from your food web. Discuss the likely impacts on the ecosystem caused by the “extinction”Upload the PDF ot your document to Connect.
Pitt Community Implication of Removing the Honey Bee in the Food Web Discussion

Language Development in Children & Remote Learning During COVID 19 Presentation

Language Development in Children & Remote Learning During COVID 19 Presentation.

Below is the requirement. our topic is “remote learning during Covid-19” My domain is “Language development.” (My main idea is that during the covid-19 ,children are not able to go to school and communicate with the peer, and then the problem due to this situation and how to solve it.) The link for the video: https://bit.ly/3heTscC ( need to be specify like when to when. Ex from 1:30 to 2:30 )Need two peer review article, ChAD 160 Lecture: Group Project PRESENTATION InfoINTRODUCTIONStudents will work in groups of 3-4 to connect research to children’s behaviors while also linking either a real-world connection or basic theory/approach pertaining to the field of child development of children 2-5 years of age in mind. Then each group will lead the class through their work in presentation form during a chosen Thursday Zoom session. To end their presentation, groups will guide the class in a creative discussion or activity to support their work.Each student will complement their group project with an individual paper describing their group’s project and dynamics.LEARNING OUTCOMESCLO 1: Gain insight into the connection of theories of child development and the practical aspects of children’s development. This learning outcome is applicable when students collaborate with their group members in choosing video evidence of children’s behaviors, and then use chosen videos to connect their behaviors to theory or current real-world events.CLO 3: Write coherent, researched analyses of children’s behaviors using current theories and thought on child development. This learning outcome is applicable after students have collaborated with their group members, and they write their individual paper.CLO 9: Demonstrate adult communication skills that meet the challenges of working with other professionals (adapted). This learning outcome is applicable as students collaborate with their group members on a professional level that fosters career and personal skills – communication, conflict management, and problem solving. TOPICSEach group will choose 3 Domains of child development, and 1 Subtopic from each domain chosen.Choose from the following:DomainSubtopicsCognitive Developmentcause and effect; inquiry through observation and investigation; documentation and communication of inquiry; knowledge of natural world. Also – problem-solving strategies; schematic knowledge; pre-operational knowledge; perspective taking.Social & Emotional Developmentconcept of self; relationships with adults, relationships with peers, symbolic and socio-dramatic play. Also – friendship; gender identity; self-regulation; aggression; prosocial behavior; types of play.Language Developmentunderstanding of language (receptive); responsiveness to language; communication and use of language (expressive); reciprocal communication and conversation; interest in literacy; comprehension of age-appropriate text; concept about print; phonological awareness; letter and word knowledge; emergent writing; second language acquisition; bilingualism.Physical Developmentfine motor; gross motor; perceptual-motor skills and movement concepts; active physical play.* For example- My group will choose their 3 domains. We decided on Social and Emotional, Language, Physical Development. Then we will choose 1 subtopic within each domain. We decided on Social and Emotional Development – relationships with peers; Language Development – bilingualism; Physical Development – active physical play.The Group Project is based on a Group Presentation and Individual PaperMaterials to support this work:Video: chosen from the instructor’s list of videos; 1-2 clips per subtopic (3-6 total) https://bit.ly/3heTscC (Links to an external site.)Research: peer-reviewed research dated no older than 2009; minimum 6 articles and maximum 10 articlesPRESENTATION DETAILSBasic Formatting for the Presentation (created and written as a group)PRESENTATION DETAILSMaterials to support this work:Video: chosen from the instructor’s list of videos; 1-2 clips per subtopic (6 total) – https://bit.ly/3heTscC (Links to an external site.)Research: peer-reviewed research dated no older than 2009; 2 readings per subtopic- minimum 6 articles and maximum 10 articlesBasic Formatting for the Presentation (created and written as a group)CREATE Your Slides — Slides need to include:Slides will be created in either PowerPoint or Google slidesFirst slide – title, each group member’s name and the dateEach domain topic and corresponding subtopic will have its own slide(s)Connection to the videos and research must be included in the slides (playing the video and analyzing the components of the research is not necessary during the presentation)At least one slide that includes the real-world connection OR theory/approach used to highlight and connect to ONE of the chosen domainsOne slide is dedicated to something interesting about the work completed – what did you learn, what was exciting, what can be applied to future work?Last Slide is a reference page – videos and research used throughout the presentation is citedStudents are free to format the slides as they choose – remember to follow the same netiquette as described in the course syllabus and Canvas.PRESENT — slides to the class during Thursday’s zoom synchronous class – each group will choose a date.PARTICIPATION — Each student within the group participates in the presentation on the group’s date.ACTIVITY — Each group leads the class in an activity related to the presentation. This activity is for the group to decide. Examples of activities can be, but are not limited to:Surveys – use zoom, padlet, peardeck, etc.Breakout Rooms – give each group a discussion promptSelf-Reflection activity – have students get a piece of paper and ask them self-reflect on a prompt(s) the group providesSEND — Send slides to Instructor prior to presentation date.See PAPER info under Assignments.EXAMPLES of the process in deciding on all the pieces to this projectYou might be thinking this is one BIG assignment and are not sure what this would look like. Here are some ideas to put your mind at ease.The process for how the subtopics are chosen is up to the group to decide. Searching through the videos first might spark the domain and subtopic choices. OR choosing the subtopics then watching videos is another way. However this works for each group, the end result will provide each group with what they need to start.Choosing the real-world current events might spark the subtopic choice.Maybe students are interested in COVID-19 and how that might affect children’s temperament behaviors, as well as their sociodramatic play, perspective taking, and emergent writing.Maybe students are interested in preschool suspension/expulsion and how that affects a child’s concept of self, expressive language and active physical play. While there aren’t any videos that deliberately describe preschool suspensions or expulsions, videos can be found to support the 3 subtopics and research can be highlighted to show that children’s active play behaviors and expressive language can be misunderstood, and in turn their concept of self is negatively affected.Choosing the theory or approach might spark the subtopic choice.Maybe students are interested in Piagetian tasks so they choose the subtopics of Cause and effect, pre-operational knowledge, and fine motor to explore. They search for videos of children playing with various items and seek out research to support ideas of conservation.I hope you see that the ideas and connections are endless and exciting to discover!RubricGroup Project PRESENTATIONGroup Project PRESENTATIONCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeSlides – See Basic Formatting for the Presentation.15.0 to >12.0 ptsExceeds expectationsCriteria for all slides is present and accounted for.12.0 to >10.5 ptsMeets expectationsCriteria for the slides is present and accounted for, however organization is untidy.10.5 to >9.0 ptsApproaches expectationsMissing information on some slides as required in the assignment details. And/or organization is untidy.9.0 to >0 ptsBelow ExpectationMissing most information on many slides as required in the assignment details.15.0 ptsThis criterion is linked to a Learning OutcomeDiscussion of Impact20.0 to >17.0 ptsExceeds expectationsUses research and video evidence to create a clear discussion of how and why this issue impacts children ages 2-5yrs of age, parents, and/or providers. Does so in a way that is engaging.17.0 to >15.0 ptsMeets expectationsUses research and video evidence to create a clear discussion of how and why this issue impacts children ages 2-5yrs of age, parents, and/or providers. Does so in a way that is acceptable to the class.15.0 to >12.0 ptsApproaches expectationsUse of evidence is not clear or consistent but is incorporated; impact may not be solidly justified; may or may not be delivered in a way that is satisfactory.12.0 to >0 ptsBelow ExpectationMissing critical components; it is not clear how this issue impacts young children parent, and/or providers; lacks evidence; may not be well-suited delivery.20.0 ptsThis criterion is linked to a Learning OutcomePresentation Activity15.0 to >13.5 ptsExceeds expectationsGroup leads the class in an activity during their presentation, explains how the activity is related to the presentation, and the activity is engaging.13.5 to >10.5 ptsMeets expectationsGroup leads the class in an activity during their presentation, explains how the activity is related to the presentation, and the activity is satisfactory.10.5 to >9.0 ptsApproaches expectationsGroup leads the class in an activity during their presentation, however it is unclear how the activity relates to the work presented.9.0 to >0 ptsBelow ExpectationGroup does not lead the class in an activity during their presentation.15.0 ptsThis criterion is linked to a Learning OutcomeSpelling & Grammar5.0 ptsExceeds expectationsNo spelling &/or grammar mistakes.4.0 ptsMeets expectationsMinimal spelling &/or grammar mistakes.2.5 ptsApproaches expectationsNoticeable spelling & grammar mistakes0.0 ptsBelow ExpectationUnacceptable number of spelling and/or grammar mistakes.5.0 ptsThis criterion is linked to a Learning OutcomeAPA Formatting and Citations5.0 ptsExceeds expectationsAPA formatting is used on the reference slide. Cites all information obtained from other sources4.0 ptsMeets expectationsAPA formatting is used on the reference page. Cites most data obtained from other sources.2.5 ptsApproaches expectationsAPA formatting is either inconsistent or incorrect. Cites some data obtained from other sources.0.0 ptsBelow ExpectationAPA formatting is not followed on the reference slide. Or a references slide is not provided. Does not cite sources.5.0 ptsTotal Points: 60.0PreviousNext
Language Development in Children & Remote Learning During COVID 19 Presentation

health services discussion

health services discussion. I need help with a Health & Medical question. All explanations and answers will be used to help me learn.

“The 10 Biggest U.S. Healthcare Data Breaches of 2018”
Choose one (1) health care data breach. Research it further. Provide a summary of the situation:

Who was involved?
What happened?
Who was affected by the breach?
What laws/policies/guidelines were violated because of the breach?
Did the media report the story?
Was the policy in place at the facility sufficient to prevent this breach?
Was the facility fined or disciplined in any way as a result of the breach?
Were there policy or IT infrastructure changes after the breach? I
If you were the administrator of the facility, how would you handle this breach?
Would you handle it differently than described? Why or why not? Support your response with reputable sources.

Note: Respond to at least one (1) classmate’s post, indicating whether or not you agree with the policy critique and revision. Support your response.
health services discussion