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Nightingale College What Does the Acronym CRISPR Stand for Questions

Nightingale College What Does the Acronym CRISPR Stand for Questions.

CRISPR: Antibodies Part I, describes a method of genetic engineering that is rewriting the way we change DNA.Listen to the following episode “CRISPR” on Radiolab through the link below.https://www.wnycstudios.org/story/update-crispr (Links to an external site.)After listening to the podcast, please select two of the following questions and respond via this discussion post.Discussion Questions:What does the acronym CRISPR stand for?What advantage did the foreign DNA provide to the bacteria? Be specific about how the bacteria are using the foreign DNA as protection.What are some of the controversies/potential dangers that they discussed with respect to the use of this new technology?This discovery has been turned into a gene editing tool (CRISPR). How does it work?
Nightingale College What Does the Acronym CRISPR Stand for Questions

HNKLY 4902 University of Utah Law Enforcement Public Safety Policy Proposal Paper.

I’m working on a policy writing question and need a sample draft to help me study.

Write a policy proposal similar to those required by the Harry S. Truman Scholarship Foundation. Please follow these requirements, which have been adapted from the Truman Foundation’s website http://www.truman.gov/policy-proposal-tips/Choosing Your Topic: Topic is Law Enforcement Reform & Public Safety **NOTE: The file I have uploaded ‘Policy Paper Proposal (1)’ is the outline of the proposal to policy reform I am trying to make. The report needs to be 20 pages, but follow the outline content I wrote up in the format listed below, APA style. I have also included several links to resources on the file that I wanted to use, please help! Wrliting the Policy Proposal: Your policy paper should follow this general format:Address it to a governmental official who has authority to deal with this issue. Be sure to format it as a formal memo or policy proposal (see below). Verify that the person whom you are writing to has the jurisdiction to do what you propose. Be careful about addressing it to the President. Typically, a cabinet officer or a chair of a congressional committee will have more authority over a specific issue.Use statistical data to define the problem and defend your proposed solution. Choose your sources carefully. Choose persuasive data to explain your position. If you rely on data from the Internet, be certain that it is credible.Make your recommendations specific, clear, and understandable. You wouldn’t want the intended recipient to say, “So what exactly am I supposed to do?”Handle obstacles fairly. Don’t just say not enough money or votes but capture briefly and fairly the legitimacy of the opposition. Explain why the opposition exists and how your proposal intends to overcome their obstacles.References. All sources drawn upon for the paper should be properly cited and referenced.Policy proposals should follow this general format (being adapted to meet page requirement):POLICY PROPOSALTo:Office Held:Subject:Date:Problem StatementProposed SolutionMajor Obstacles/Implementation ChallengesReferences https://www.law.upenn.edu/institutes/quattronecent…h, https://www.google.com/url?q=https://www.naco.org/resources/signature-projects/data-driven-justice&sa=D&source=editors&ust=1621873140603000&usg=AOvVaw2TzvIeZUbHG-cZzMe7qRKo , ttps://www.policefoundation.org/community-policin… , https://www.policefoundation.org/hotspots-policing… , https://counciloncj.foleon.com/policing/assessing-…, https://www.policefoundation.org/ , https://thecrimereport.org/2020/07/27/the-missing-…
HNKLY 4902 University of Utah Law Enforcement Public Safety Policy Proposal Paper

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Background: The community awareness, preparedness and response to public health emergencies are essential for successful response to public health emergencies and the study is carried out to determine the community awareness and perception on health sector preparedness and response to Cyclone Nargis which is the worst natural disaster in history of Myanmar. Methods: Total of 6 focus group discussions are carried out in 3 villages which are severely affected by Cyclone Nargis. Manual thematic content analysis is done to determine the community perception by qualitatively. Results: Majority of the participants knew the warning for the cyclone but they are unaware on what the intensity and where to make landfall of cyclone. There are some gaps on preparedness due to lack of experience to previous cyclone and weakness in knowledge for how to prepare for cyclone. There is some training and education on public health emergencies management before the cyclone but the application and coverage of the training and education were not enough to make adequate preparedness by community. Almost all of the participants get some kinds of health services and relieve items by health sector with majority of them are positive attitudes towards health services given to them. However, most of the participants mentioned that they are not interested in health education given to them. Except for a few participants, they know how to prepare for future cyclone and the knowledge should be maintained. Conclusion: Based on the results, there was some weakness in community level awareness on how to prepare and response to cyclone before the Cyclone Nargis. However, community awareness is significantly improved after Cyclone Nargis but health sector should make sure to sustain the awareness for optimal preparedness and response to public health emergencies. Background Major emergencies, disasters and crises are approximately 450 to 800 major emergencies per year and are affecting social, economic of the community and public [1, 2]. Cyclone Nargis struck the coast of Myanmar on 2 and 3 May, 2008 and moved inland through Ayeyarwady Delta causing many deaths, destroying infrastructure, affecting on economic and social activities. It was the most devastating natural disaster in history of Myanmar and the most deadly cyclone in Asia since 1991 [3]. Although many emergencies are often unpredictable, but the impact of disaster can prevent and mitigate by strengthening the response capacity of nations and communities at risk [2]. Community level preparedness is also important because people at community level are first responder to emergencies and disaster [4]. It is also recommended that humanitarian action and health services in emergencies and disasters must respect for the culture and health perceptions of the affected communities [5]. Mortality due to the 2004 Indian Ocean tsunami was concentrated in the first few days of the disaster [6] and community preparedness is essential for prevent unnecessary death. Focus group discussion is useful to assess the perception of disaster preparedness program and their attitude on disasters and emergencies [7]. The study done by Nozawa M also revealed that the awareness and behavior of the community are essential for following with evacuations advice [8]. By focus group discussion, it can also identify the socioeconomic and behaviors factors related to disaster preparedness and response and it is useful for disaster management in the specific area [9, 10]. It is also advisable that obtaining feedback from community about their perception on relief operations is essential for future planning and response to disaster [11]. By finding out the community perception on preparedness and response to Cyclone Nargis, the results will be useful for the future public health emergency preparedness and response in Myanmar. Materials and Methods Study design Cross sectional study design with qualitative method (focus group discussion) is used for determination on perception of community awareness on preparedness and response by health sector to Cyclone Nargis. Study population The study population is selected from Ngapudaw, Labutta, Bogale, Pyapon, Dedaye, Mawlamyinegyun, kungyangon townships which experienced high mortality due to Cyclone Nargis. The study is carried out in 3 villages, namely amar village and kyan-ka-dune village in pyapone township and mangalake village in kynechangone township which is severely affected by Cyclone Nargis. In each village two focus group discussions, one for community members and one for government personnel and community leaders, are carried out. Each focus group of between 6 to 9 women and men are selected according to criteria such as adult men and women with age above 18 years old and at least one third are women; one group compose of government service personnel such as health, education, agriculture, police and community leader and another group compose of ordinary community members. Survey instruments The questionnaires such as information, warning, education and training, public health services and curative health services given to the community by health sector prior to and after Cyclone Nargis are prepared for assessment of community perception on preparedness and response to Cyclone Nargis by health sector. The focus group discussions are recorded by tape and notes and the discussion time range from 65 to 95 minutes. Sampling methods Multistage sampling methods are used for selection of 3 sites for focus group discussion to assess the community awareness about emergency preparedness and response. Two townships are selected by simple random sampling methods among Ngapudaw, Labutta, Bogale, Pyapon, Dedaye, Mawlamyinegyun and Kungyankone townships which suffered the high mortality during Cyclone Nargis. Finally, one or two villages from each township are selected by simple random sampling methods. The participants for community members are choose from different occupations, education levels and different sections of village by purposive sampling. Data collection and analysis The ethical approvals from Ministry of Health, Myanmar and Faculty of Tropical Medicine, Mahidol University are already getting prior to carry out the focus group discussion. The focus group discussion is carried out in April 2010. Two facilitators and two note takers are used to carry out the focus group discussion. The data from focus group discussion is coded by two persons to summarize the answers from participants on information, preparedness and response to Cyclone Nargis by health sectors. Agreement between the two coders is determined and if agreement is good, manual thematic content analysis is used to analyze by qualitatively to find out their experiences on information, warning, education and training, public health services and curative health services given to the community by health sector prior to and after Cyclone Nargis. Characteristics of participants The total of 22 community members is involved in 3 community members groups. The youngest is 18 years old and the oldest is 58 years old with mean age is 34.4 years in this group. Most of the community members are farmers and others are students, merchants, fishermen, manual labors, and dependents. There are 20 participants in government personnel, community leaders and NGOs member with 7 health personnel, 5 community leaders, 5 NGOs members and 3 from other government departments. The youngest in this group is 24 years old and the oldest participant is 67 years old with mean age is 41.1 years. Information related to Cyclone Nargis Most of the participants in community members groups knew the news of warning and there were some of the participants who still didn’t hear the information. Many of the participants who knew the warning said announcement was made in frequent interval from radio and television. However, they noticed the warning only in short time before the storm made land fall on their area. Majority of the participants were not aware of the intensity and where to hit the Cyclone Nargis. “I knew from the television and warning was announced after every song. However, I didn’t even realize the cyclone was coming to my village and only knew the warning 2-3 hours ahead.” (19 years old student) Almost all of the participants in the government personnel and community members noticed the information of the storm. But some of them still didn’t notice areas which were hit by Cyclone and they didn’t relay information to the villagers. “As a village leader, I didn’t relay the warning to villagers. Most of them (villagers) knew and they didn’t expect this intensity.” (42 years old village leader) For the source of warning, most of the villagers received Nargis warning from mass media such as radio and television. “Most of the villagers knew from radio and they didn’t do anything. Because of lack of electricity in my village, we relied on radio for information.”(37 years old woman) Generally, the villagers knew the Cyclone Nargis information from mass media but they lack the knowledge on interpretation of the warning. The villagers noticed the warning in short time which is not enough to make adequate preparedness for the Cyclone. Perception and preparedness on Cyclone Nargis Majority of participants mention they didn’t have almost none of preparedness due to lack of previous experience on how to response to cyclone. There were also due to gaps in knowledge on Cyclone Nargis heading to their area. A few mentioned on religious believe (KARMA) for doing nothing. “Every human being has the birth and death as religious believe and I didn’t prepare anything.” (53 years old woman) “I didn’t have any preparedness because I have never experienced like this before. The warning didn’t include how to prepare and it didn’t disturb my meal.” (39 years old women) They left their home after cyclone damaged their home and went to religious and public buildings for shelter. “My house destroyed by Cyclone at 10pm, my family went to village monastery. Every villager went to monastery because it was situated in high ground and quite strong. Our village was quite fortunate with a few deaths to take shelter in monastery but in Laut-me village some causalities occurred.” (23 years old woman) One participant from government personnel and community leaders mentioned stimulation exercises in his area after the Indian Ocean tsunami in 2005 but villagers were not interested. “Tsunami drill was carried out in my village at national level through division and townships after tsunami in 2005. Unfortunately, the villagers were not interested.” (53 years old health staff) Overall, the villagers didn’t know how to prepare for Cyclone due to lack of interest and weakness in education or training on Cyclone preparedness before Nargis. Training on disaster preparedness and response before Cyclone Nargis Majority of the participants pointed that there was some gaps or weakness of training on disaster preparedness and response in their area one year before Cyclone Nargis. One health personnel mentioned the receiving training for disaster management in undergraduate program before Nargis but she wasn’t familiar with how to apply in public health emergency situations. “In health assistance training program, the topic (disaster management) was included. I didn’t relay the education on the villagers because they were not interested.” (30 years old health staff) Some participants said the disaster preparedness topic was involved in basic education curriculum for school children but parents were not interested. Health services after cyclone Nargis All the villages from which the participants resided received some kinds of health services after Cyclone Nargis and on the other hand, the arriving of medical teams to their villages ranged from 2 days to 2 weeks. They took treatments from medical teams if they had the health problems and there were few complaints of inexperienced medical teams. “Medical teams included both experienced and inexperienced teams. It is better to come by experienced medical teams.” (35 years old farmer) Almost all of the participants received some relieve materials such as water and sanitation items, bed nets and medicines from health sector but difference in receiving relieve items among villages were mentioned by some villagers. “First medical team arrived in 10 days after Cyclone and villagers seek treatment from the team. They distributed water purification tablets but the villagers didn’t know how to use and the smell was quite strong.” (43 years old man) Most of the villagers mentioned the success in sanitary latrine construction but the others said it was not successful in their villages due to the facts that the poor villagers could not construct sanitary latrine by supplying of only latrine pans. “—– constructed the sanitary latrines for free and there was almost no sanitary latrine at the villages before Nargis. The villagers constructed them because the organization provide not only latrine pan, but also give construction cost.” (45 years old farmer) Few villagers mentioned the lack of psychosocial health care and dead bodies’ clearance in their villages. Majority said they only went to health education if they were given some incentives such as relieving items. “Health education on communicable diseases were present, most of the villagers did not join because they were busy and not settled.” (24 years old woman) The health personnel also pointed out that the villagers were seeking treatments from medical teams that resulted in success of immunization program and others. However, they mentioned the lack of interest on health education by villagers. Generally, the villagers took health services given by health sectors if required but not interested in health education. Attitudes towards health care after Cyclone Nargis Almost all villagers said they were satisfied with health care provided but they preferred those who paid them all expenses including referral expenses. They also preferred the station medical teams to mobile teams due to availability of health services all the times. “We were satisfied with all medical teams, they gave enough drugs. The diseases were also cured and villagers sought treatment. But, we preferred onsite team for seeking treatment in time of need.” (19 years old woman) Most of the participants are positive attitudes towards relive items provided by health sector and community leaders also pointed out the villagers were satisfied with receiving relieve items because they are poor. “We preferred organizations (——–) for giving both treatments and relieve items. Most of the villagers were satisfied if the team gave relieve items.” (42 years old village leader) Health personnel mentioned coordination between NGOs and township health department was good and some complaint of inappropriate or more than enough supply of items was provided to them. “Township arranged the coordination meetings and there was no overlapping of medical teams in one area. But, some of items arrived in more than enough quantity such as malaria drugs, B1 tablets and surgical instruments. Our township was not malaria prevalent.” (53 years old health staff) Majority of villagers mentioned lack of interest in health education because they were busy with their work. The health personnel also mentioned the success of some health programs such as immunization after Cyclone Nargis but stressed on lack of interest on health educations by villagers. “Villagers came to health education if only given relieve items because they were poor and quite negative attitudes towards health education.” (34 years old health staff) Generally, villagers had positive attitudes towards the medical teams and relived items given by medical teams. On the other hands, they didn’t want to participate in health education due to several reasons. Common diseases and illness after cyclone Nargis The villagers pointed out that pneumonia, ARI, diarrhea diseases, injuries and mental health problems were common health problems in their area immediately and within 6 months after Cyclone Nargis. Health personnel also agreed with the common health problems mentioned by villagers. The health personnel also reported that there was no outbreak of communicable diseases within 6 months after Cyclone. “The villagers suffered diarrhea, common cold, pneumonia especially in children, abdominal pain. Some suffered the injuries due to Nargis. We got enough drugs with no costs.” (25 years old fisherman) Generally, the health problems mention by villagers was compatible with common diseases reported by health management information systems/INGOs after Cyclone (11). How to prepare for future Cyclone The villagers, community leaders and government personnel stressed the importance of construction of cyclone shelter and disaster resistance building, presence of life jacket, drinking water and food as preparedness for Cyclone. They also desired to store drugs, tents and water and sanitation items in health centers because of roads blockage after Cyclone. They would like to get advanced warning on Cyclone and carry out of drill and training on disasters. There are also a few villagers, who don’t want to make any preparedness due to belief on KARMA (religious belief). “Life jackets should be distributed to villagers and villagers should prepare for water containers and water because the ponds could not be used after Cyclone because of entrance of seawater.” (47 years old woman) “As a hospital, we should predisposition of essential drugs, water and sanitation items, and temporary tents for patients because the hospital can be destroy by Cyclone. Drill should be carried out as preparation for disaster.” (53 years old health staff) Overall, the participants had awareness on how to prepare and response to future Cyclone and this knowledge should be sustained. Discussion Data from the study revealed that some villagers and community members will not be familiar with the weather warnings and there should be strengthening of education programs for community on familiar with weather warnings. Weather warnings should include how to prepare and response for Cyclone. Warnings should also be through village leaders because of unawareness the warning from mass media by some villagers. Education on common disasters term such as intensity of hurricane can increase the community knowledge about hazards risks [13]. It is also recommended that the warning should be advanced for enough time on evacuation and preparedness by community and should include how to prepare and response. The communities are first responder to emergencies and there is also advisable that strengthening of community based training on how to prepare and response to disaster [4]. The villagers will take shelter in public places and religious building in emergency situation and public and religious buildings should be disaster resistant. World Health Organization also recommended that construction of disaster resistant health facilities as safe hospital initiatives [14, 15]. Sometimes, it may take 48 to 72 hours to take outside medical teams to reach the disaster affected area [16] and community search and rescue team with predispositions of medicines and equipments should be strengthened at township levels based on need assessment for immediate response before the outside medical team arrived [14]. Topics on health sector disaster management should be strengthening in training of basic health staffs because basic health staffs are giving the essential health care at community level. Without proper coordination among different stakeholders, response to public health emergencies/disasters may have negative impact [17]. Good coordination for medical services between stakeholders in response to Cyclone Nargis should be maintained for future public health emergency response. The relief operation should consider the local context affected by disaster and sometime the relief operation fails to consider the local beliefs and contexts [5]. The most of the focus group participants are positive attitudes towards health services given to them but also consider the voices of concern from a few participants especially the vulnerable population in future public health emergency response [13, 18]. It is also recommended that distribution of drugs and medical equipments should be based on requirements at community level. Sustainability of community awareness is also important for public health emergencies management and health sector should also consider how to make attractive for health education given to disaster affected population [19]. In addition, Ricon et al revealed that previous exposure to hurricane may not have affect on better preparedness to future hurricane in United States [20]. Cyclone shelters should be constructed in big villages situated in storm surge area because disaster resistance buildings reduce the risk of disasters [17]. Drill is the best practice for testing of public health emergencies preparedness and drill involving community should be done at least yearly for readiness for preparedness [4]. Limitations There are also limitations about the study. Firstly, study population will not reflect the perception of the whole population due to small sample size. Secondly, information bias may likely to come out because the study is carried out two years after the events. Conclusion There is some weakness in community awareness, preparation and response to Cyclone Nargis. Community level planning, awareness, preparedness and response are essential for prevention and response to public health emergency. It is found that community awareness is significantly improved after Cyclone Nargis and health sector must sustain the community level awareness because of the low frequency and high impact nature of major disasters. Competing interests The authors declare that there have no competing interests. Authors’ contributions NWM, JK, PS were involved in the conceptualization and design of the study. NWM prepared research instruments and other study logistics, collected data in Myanmar. KWT assisted in study management and data support in Myanmar. KC, PS, AKM, PP provided conceptual framework and technical support for the study. NWM and JK performed analyses and drafted the manuscript. All authors read and approved the final manuscript. Acknowledgements We would like to thank Myanmar Ministry of Health for permission to carry out the study. We give special thanks to Pyapone District Health Department and Kungyankone Township Health Department and the participants for focus group discussions to take part in study. Thank you DAAD and SEAMEO-TROMED for their partially support in research grant. Share this: Facebook Twitter Reddit LinkedIn WhatsApp

A Respectable Woman & when The Bayou Overflows Comparison Thesis & Outline

A Respectable Woman & when The Bayou Overflows Comparison Thesis & Outline.

Paper 1 was on “A respectable Woman”, see attached copy, along with copy of the outline.Develop a thesis and outline for Paper 2. You will have to go through all the steps you used in developing Paper 1, but you will also be including the second story.identifying a second storystating the literary element to be compared/contrastedsummarizing the storiescomparing and contrasting the stories to show how they come together to develop the thesispresenting evidence that the element is demonstrated in both storiesformulating a thesis that demonstrates your point of view on the element and the short storiesproducing an outlineRemember: it may help you to compose the introduction so that you fully understand the relationship between the two stories and the element, thereby helping to set up the discussion.In your posting, note the element in common between the two stories. Post the thesis (and introduction if you have it). The thesis should identify which items in the two stories are to be compared and/or contrasted. Then, post the outline.List of short stories to choose from:1. “The Boarding House” by James Joyce https://americanliterature.com/author/james-joyce/short-story/the-boarding-house2. “The Bones of Louella Brown” by Ann Petry https://lithub.com/the-bones-of-louella-brown/3. “Giovanni’s Room” by James Baldwin (read Introduction also) in African American Literature Beyond Race: An Alternative Reader, Ed. Gene Jarrett, Part III, page 188 http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=nlebk&AN=1020868&site=eds-live&scope=site&profile=edsebook4. “A Jury of Her Peers” by Susan Glaspell https://americanliterature.com/author/susan-glaspell/short-story/a-jury-of-her-peers5. “One Christmas at Shiloh” by Paul Laurence Dunbar https://americanliterature.com/author/paul-laurence-dunbar/short-story/one-christmas-at-shiloh6. “The Ransom of Red Chief” by O.Henry https://americanliterature.com/author/o-henry/short-story/the-ransom-of-red-chief7. “The Secret Life of Arvay” by Zora Neale Hurston, in African American Literature Beyond Race: An Alternative Reader Part III, page 156 http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=nlebk&AN=1020868&site=eds-live&scope=site&profile=edsebook 8. “That Spot” by Jack London https://americanliterature.com/author/jack-london/short-story/that-spot 9. “When the Bayou Overflows” by Alice Dunbar-Nelson https://americanliterature.com/author/alice-dunbar-nelson/short-story/when-the-bayou-overflows10. “A White Heron” by Sara Orne Jewett http://www.public.coe.edu/~theller/soj/awh/heron.htm11. “Recitatif” by Toni Morrison, in African American Literature Beyond Race: An Alternative Reader Part IV, page 222 http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=nlebk&AN=1020868&site=eds-live&scope=site&profile=edsebook
A Respectable Woman & when The Bayou Overflows Comparison Thesis & Outline

AAS33B San Jose State University WK4 & 5 Stereotypes of Asian American Women HW

essay helper free AAS33B San Jose State University WK4 & 5 Stereotypes of Asian American Women HW.

(Week 4 and 5)Written Assignments for 33B — 10 points total. Response should be no less than 5 pages, use only the information from the videos, no outside source is needed.For the last two week videos, write on the following:How are stereotypes of Asian American women and men different in the media? How do they relate to the model minority myth? Evaluate AOC short video. What is the vision articulated in it? How plausible are these ideas? How is this type of society different from the one that we have now? What is the role of the “young” people in moving our society closer to this vision? Where are Asian Americans in this current racial hierarchy? What are your thoughts and reactions to the challenge posed by Hassan Minhaj?
AAS33B San Jose State University WK4 & 5 Stereotypes of Asian American Women HW

GCU Educational Institutions and Sex Discrimination and Violence Discussion

GCU Educational Institutions and Sex Discrimination and Violence Discussion.

Review “Title IX” in the topic materials and respond to the following: What is Title IX and how does it impact you as a student?What Is Title IX?Title IX is a federal mandate that protects students attending educational institutions from sex discrimination. The law says that students cannot be denied participation in any school program solely based on their sex. Take a look at frequently asked questions about Title IX to learn more about this policy.GCU’s Commitment to Title IXAt Grand Canyon University (GCU), we are committed to maintaining an academic environment that is free from gender or sexual discrimination so members of the GCU community can fully access and benefit from the university’s programs and activities. Learn more about the sexual misconduct policies at GCU.GCU is also committed to upholding Title IX, which prohibits sexual discrimination in education programs that receive federal funding; nearly all colleges and universities benefit from federal fundingThe LawNo person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of or be subjected to discrimination under any educational program or activity receiving Federal financial assistance.Title IX of the Education Amendments of 1972The Basics of Title IXTitle IX is a federal civil right that prohibits sex discrimination in education.It does not apply to female students or athletic programs only. It prohibits sex or gender discrimination in all educational activities or programs.A school must be proactive in ensuring that its campus is free from sexual-based discrimination, harassment or violence.Title IX protects students from facing retaliation, from any source, as a result of involvement with Title IX.Title IX applies to institutions that receive federal financial assistance from ED, including state and local educational agencies.The Office of Civil Rights (OCR) enforces institutions’ compliance with Title IX standards.Non-Consensual Sexual Contact (or Attempts to Commit)Non-Consensual Sexual Intercourse (or Attempts to Commit)Sexual ExploitationOther Misconduct Offenses When Based on Sex or GenderNo person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of or be subjected to discrimination under any educational program or activity receiving Federal financial assistance.Title IX of the Education Amendments of 1972Information about Sexual Discrimination, Harassment and ViolenceSex DiscriminationSex discrimination is a form of harassment that involves treating someone unfavorably because of that person’s sex. Sex discrimination also can involve treating someone less favorably because of their connection with an organization or group that is generally associated with people of a certain sex, or because of the person’s non-conformance with sex stereotypes.Sexual Harassment67 percent of students reported experiencing harassment on campus.61 percent witnessed another student being harassed on campus.Only 17 percent of students said that they reported harassment to a person of authority.46 percent of students indicated that harassment was the source of disappointment with their college experience.20 percent reported that harassment limited their ability to concentrate in class.23 percent said that harassment prevented them from attending class or other social activities on campus.Sexual ViolenceIt is estimated that the percentage of completed or attempted rape victimization among women in higher educational institutions may be between 20 percent and 25 percent over the course of a college career.Nine out of 10 victims of rape and sexual assault in college know their offender.Off-campus sexual victimization is much more common among college women than on-campus victimization. Of victims of completed rape, 33.7 percent were victimized on campus and 66.3 percent off campus.Freshmen and sophomores are at greater risk for victimization than juniors and seniors.Scroll back to top

GCU Educational Institutions and Sex Discrimination and Violence Discussion

MGT 576 UP Wk 6 Plan to Create Economic Social & Environmental Value MEMO

MGT 576 UP Wk 6 Plan to Create Economic Social & Environmental Value MEMO.

I’m working on a business report and need a sample draft to help me study.

Assignment ContentWrite a 2- to 3-page memo to the CEO of the company you’ve been assessing throughout the course, outlining your plan to create economic, social, and environmental value. In your memo, include the following items: An executive summary of the memoA summary of the organization’s strengths and weaknesses, and recommendations for converting weaknesses into strengthsA summary of your Week 3 findings on Porter’s Five ForcesA summary of your Week 4 findings on the Diamond of National AdvantageA summary of your Week 5 analysis of the firm as a learning organizationStrategic recommendations based on your previous work in this course. Include the opportunity identified in Week 2, the move into the country identified in Week 4, and any recommended moves toward being a learning organization. Provide rationale for each recommendation.Support your Statements: Include citationsFormat your citations and references according to APA guidelines. Submit your assignment. ResourcesRefer to posting in Course Questions, Hints, & Notes=> Style and Grammar GuidelinesCenter for Writing ExcellenceReference and Citation GeneratorGrammar Assistance
MGT 576 UP Wk 6 Plan to Create Economic Social & Environmental Value MEMO

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