W5discuss | Applied Sciences homework help

Real-World Self-Leadership Case: Mount Everest Tragedy
The case study below addresses the 1996 Mount Everest Tragedy. Based on the information presented in that case, please respond to the following questions.

Do you think that better self-leadership among the members of the 1995 Everest expedition teams could have led to better decisions? How?
In what ways might groupthink have played a role in this disaster, and how could a teamthink approach have been beneficial in this situation?
What would you have done if you had been a member of one of the 1996 expedition teams?

Tragedy on Mount Everest
On May 10, 1996, four expeditions of climbers set out to summit Mount Everest, the highest mountain in the world at more than 29,000 feet above sea level and the grandest objective in all of mountaineering. Hours later, eight of the climbers would be dead and several more injured in what would become one of the most disastrous days in the mountain’s history. Climbing Everest is an inherently dangerous undertaking, and hundreds of climbers have perished attempting to reach the summit. Summiting involves careful planning, tight controls, and close coordination. Climbers often leave the highest base camp, Camp IV, at midnight carrying canisters of oxygen that will last 16 to 17 hours. The objective is to summit early in the day, followed by a quick descent in advance of the relatively common afternoon snowstorms and full oxygen depletion, which occurs around 4:00 to 5:00 p.m. A turnaround time of noon is considered conservative, while a return time of 2:00 p.m. is viewed as risky.
By 1996, the Everest experience had been commercialized to the point that four groups of climbers were attempting to summit the relatively overcrowded mountain that day. Of note were two commercial expeditions, the first led by Rob Hall of Adventure Consultants and the second by Scott Fischer of Mountain Madness. Both were skilled and knowledgeable climbers who had experience summiting Everest. Hall’s team was composed of fifteen climbers including clients and professional guides Mike Groom and Andy Harris, while Fischer’s team had twelve members, including clients and guides Neal Beidleman and Anatoli Boukreev. Both teams included local Sherpa guides, whose mountaineering skill and experience are critical to successful Everest expeditions.
As they planned for the final push to the top, Hall and Fischer decided that they would pool their resources and work together. One Sherpa from each team would be dispatched ahead of the main groups to set the fixed ropes necessary to climb a technical area known as “The Balcony.” However, one of the Sherpas, Lopsang Jangbu, was busy assisting a client and did not ascend in advance of the team to assist the second Sherpa, Anj Dorje, in setting the ropes. Dorje refused to work alone and consequently the ropes weren’t set. When the main group of climbers reached The Balcony, a bottleneck ensued that substantially slowed down all the climbers while Anatoli Boukreev and Neal Beidleman worked on getting the ropes in place.
With a nasty storm forming beneath them, the delays and resulting slow climbing made it apparent that the teams would not be able to reach the summit by 2:00 p.m. However, instead of turning their clients around and heading back down the mountain, guides from both teams decided to keep going and attempt to summit. As was his habit, Boukreev climbed ahead of the main groups and reached the summit by himself. Although his boss, Fischer, disagreed with this practice, Boukreev believed that guides should not be responsible for babysitting clients and that anyone attempting to climb the mountain should be able to watch out for themselves. Consequently, Boukreev climbed entirely alone that day and did not help any climbers up or down the mountain, which could have resulted in a faster descent for all ahead of the fierce storm that would soon break.
Around 4:00 p.m., Rob Hall assisted client Doug Hansen in reaching the summit. Moments later as they began their descent, Hansen collapsed with his oxygen supplies exhausted. Hall refused to abandon him there. Meanwhile, Fischer and Jangbu were in serious trouble a few hundred feet lower, while the rest of the climbers, scattered at other locations on the mountain, were being enveloped by the thickening snow storm. In the end, Hansen, Hall, and Fischer would all die, along with five other members of the expeditions. The death toll could have been even worse if Boukreev (who later claimed he descended quickly in order to be fresh if called upon to assist in rescuing other descending climbers) and Beidleman had not literally dragged several of the remaining struggling climbers back to the safety of Camp IV. The 1996 Everest disaster remains one of the darkest chapters in the history of the lonely mountain.

Clinical field experience a: collaboration and observation

 
The purpose of an inclusive classroom is to provide the least restrictive environment to students with disabilities. General education teachers, along with special education teachers, work together to ensure that all students are receiving proper instruction. Decisions regarding instructional practices must consider the needs of all students based on formative and summative assessments, as well as IEP goals established for students with disabilities.
Arrange the field experience for this course in a K-12 school setting in which you observe and collaborate with a certified K-12 teacher in a social studies and/or arts inclusive classroom. Prior to the field experience, review the requirements of all clinical field experiences. Create a document to share with your mentor detailing the requirements for all field experiences for this course, and what is being requested of your mentor. This document should include the scheduling required to complete all assignments.
Allocate at least 4 hours in the field to support this field experience.
Part 1: Collaboration with Mentor
Collaborate with and observe a certified teacher in the K-12 inclusive classroom during a social studies and/or arts lesson. Before the lesson, discuss with your mentor teacher the following:

Content and standards the classroom is currently learning.
How the mentor teacher will gather information and determine if students have met the learning objectives, including next steps for student learning and how the teacher plans to remediate students who are struggling.
Strategies the mentor teacher uses to engage students with the content, promote cultural diversity, and address individual student needs.
Any resources, media, and technology being used and how it supports content, skill development, engagement in learning, and individual student needs.
Strategies the mentor teacher uses for teaching cross-curricular content and vocabulary.

Part 2: Observation of Field Experience Classroom
Along with your mentor teacher, identify a student or small group of students with below standard achievement. At least one student in the group should require an Individualized Education Program (IEP). You will work with these students in your future clinical field experiences. Discuss with the mentor teacher effective strategies they have used to engage these students with content and monitor their progress.
During your observation of the lesson, pay close attention to instructional and engagement strategies involving students who require additional support. Take note of strategies you can implement in future clinical field experiences when working with students identified in your small group.
Part 3: Preparation and Reflection for Future Field Experiences
Following the lesson, have a discussion with your mentor teacher to begin preparing for future work with students. Your discussion should include, but not limited to, each of the following:

Did students meet the intended learning objectives and master the content standards? Compare your mentor’s responses to your own observations regarding student achievement and how it was determined.
What are next steps in learning? Will students in the selected group need to be remediated or will learning move to the next topic? Discuss whether the student or group of students you will work with in future clinical field experiences has changed based on these results.
Determine with your mentor teacher how you will work directly with the student or small group of students during Topic 3 Clinical Field Experience B.

Spend any remaining field experience hours observing or assisting the mentor teacher in providing instruction and support to the class.
Additionally, in 250-500 words summarize your observation and discussion with your mentor teacher, including the instructional and engagement strategies involving students who require additional support. Describe how you will work directly with a student or small group of students in future field experiences. Discuss how you will apply what you have learned to your future inclusive classroom.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center. 

Case study: creating an ethics case study | PHI208

Prior to beginning work on this assignment, read the required resources for the week, complete the Week 2 content in the PHI208: Ethics & Moral ReasoningLinks to an external site. interactive, watch the UtilitarianismLinks to an external site. video, and review the Reading PhilosophyLinks to an external site. video from the Week 1 discussion.
Overview
In this written assignment, you will create an ethics case study based on provided topics, resources, and ethical questions. Your tasks here are to present the case study and the information necessary to consider it. You will choose one of the ethical questions provided with the case study and discuss the central moral controversy the question addresses. You will also briefly apply utilitarianism to the case study. This written assignment should be an assignment and include the following sections and headings.
Part 1: Introduction, Case Study
In this section, you will create the case study. To complete this section,

Choose a case study from the selection provided by your instructor in the Week 2 announcement titled “Week 2 Case Studies.”
Present a brief introduction to the case study.
Discuss background information provided in one of the resources.

This section should be around 300 words.
Part 2: Ethical Question
In this section, discuss one of the ethical questions provided with the case study. To complete this section,

State the ethical question you have chosen to discuss and place it at the beginning of the section in bold font.
Discuss the ethical question by considering two or more of the following:

What is the central moral controversy at the heart of the ethical question?
What ethical or societal values are at stake in the question?
Who is impacted by the issue or moral controversy?
What might it say about us as individuals or society depending on how we answer the ethical question?

This section should be around 150 words.
Part 3: Position Statement
In this section, you will formulate a position statement that answers the ethical question, and then support the position statement. To complete this section,

Formulate a position statement that directly answers the ethical question. For example, if the ethical question is “Is it moral for public schools to use corporal punishment to discipline students?” Your position statement would be either “It is moral for schools to use corporal punishment.” or “It is not moral for schools to use corporal punishment.”
Discuss reasons that support your position statement. The reasons should be moral or value-based as opposed to statistical or other information-based reasons. For example, the use of corporal punishment in public schools is rare, but this is fact and not a moral reason; so it would not provide much support for the position statement.

This section should be around 150 words.
Part 4: Opposition Statement
In this section, you will provide a statement that directly opposes the position statement and discuss reasons that support it. To complete this section,

Formulate a statement that opposes your position statement. For example, if your position statement was “It is not moral for schools to use corporal punishment,” then your opposing position statement would be “It is moral for public schools to use corporal punishment.”
Discuss reasons that support your opposition statement. As in the preceding section, these reasons should also be moral or value-based as opposed to statistical or other information-based reasons.

This section should be around 150 words.
Part 5: Application of Utilitarianism
In this section,

Explain the principle of “the greatest good for the greatest number.”
Consider how this principle would support your position or opposing position statement.

This section should be around 100 words.
The Case Study: Creating an Ethics Case Study assignment

Must be four to five double-spaced pages in length (not including title and references pages) and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting for Microsoft WordLinks to an external site. resource.
Must include a separate title page with the following in title case:

title of assignment in bold font

Space should appear between the title and the rest of the information on the title page.

student’s name
name of institution (The University of Arizona Global Campus)
course name and number
instructor’s name
due date

Must utilize academic voice.

Must include an introduction and conclusion paragraph.

Must use at least two scholarly sources.

Week 4 | Biology homework help

 
This Discussion also has two parts. Please respond to both. 
Part 1: Evaluating Web Resources
As regular users of the World Wide Web, both for personal and instructional purposes, we all share a concern over the accuracy of information available on the Internet.  Indeed, one of the Internet’s most powerful and novel features (its ability to provide a world-wide forum for the ideas, opinions and beliefs of anyone with access to a server) can also be one of its biggest liabilities.
Many members of the scientific community have made statements to the effect that scientific information on the Web is often inaccurate, flawed or unreliable.  However, as scientists we are trained to be skeptical of generalizations until we have data to support them.
Many people would argue that a teacher’s most important role is to build/develop a student’s skills in CRITICAL THINKING and CRITICAL READING.  This creates a student who can teach themselves, enabling lifelong learning.
One of the Internet’s potential liabilities (its ability to provide false or inaccurate information at the click of a button) also creates an opportunity to build and reinforce skills in CRITICAL THINKING and CRITICAL READING.
For this week, I want you to do a little web research. Choose a topic, perhaps something like “Smoking and Cancer”. Limit your topics to the sciences. Use your favorite search engine and look at the first several items that come up. For “smoking and cancer” on Google the first item that comes up is a bunch of ads (unfortunately), then this –
Smoking and cancer | Cancer Research UK
www.cancerresearchuk.org/…cancer/…cancer/smoki…
Cancer Research UK
Smoking is the most preventable cause of cancer in the world. Smoking account for more than 1 in 4 UK cancer deaths. Quit smoking and reduce your risk.
?How smoking causes cancer – ?Smoking facts and evidence – ?Passive smoking
On Bing, I get this, after the ads –

smoking causes cancer – National Cancer Institutewww.cancer.gov › … › Causes and Prevention › Risk Factors › TobaccoA fact sheet that lists some of the cancer-causing chemicals in tobacco smoke and describes the health problems caused by cigarette smoking and the benefits of …

I want you to look at the article that comes up for your search and evaluate it for suitability of the reference. Use the following questions to guide your conference post.

Look at the scope of the article (does it cover the subject appropriately)
Who it the targeted to (is it a scholarly article, or is it written for a lay person)
The timeliness of the article (is the information current)
The authority of the article (who is writing it). 
What about the documentation of the article (does it site other good references). 
Finally, is the article objective.

http://www.lib.berkeley.edu/instruct/guides/evaluation.html  This is the reference that inspired these questions and will provide an expanded explanation of the questions. This discussion was inspired by an article on evaluating the accuracy of scientific information on the internet by Dr. Jory Weintraub, as a matter of fact I pulled some of this discussion from Dr. Weintraub’s article.
Part 2: Discussion- Sexual Reproduction
During week 4, cellular division is described for organisms undergoing sexual and asexual reproduction. In addition, the concept of genetic inheritance through Mendel’s work and Morgan’s research on fruit fly are introduced. Answer the following questions on Mitosis, Meiosis, and genetic inheritance.

During the cell cycle, cell progression in that process is tightly regulated. Provide an example of a disorder resulting from errors in Meiosis. Is this disorder inherited? Explain.
There is a database summarizing all genetically inherited disorders. I encourage you to take a look at the database (https://ghr.nlm.nih.gov/condition ). It is a great resource. As you browse the database, you may find that most disorders are recessive. Why do you think there are not many dominantly-inherited disorders? (Think about the individual with a dominantly inherited disorder).

Human resource management human resource management week 4 assignment

Each answer should be at least one paragraph long (500-750 words) and accurately reflect the text’s key points. Your answers should include direct evidence from the reading to support your argument. Please make sure to cite any quotes or paraphrased information. Make sure to proofread your work before submitting it.
Case Study 1. Whirlpool Mixes up Its Managerial Training: Closed-Looped Method Brings Learning Full Circle
Most Americans are familiar with Whirlpool. Whirlpool, which is based in Benton Harbor, Michigan, has been in business for more than century and is perhaps best known for the washers and dryers it makes. In addition, the company makes refrigerators, freezers, and cooking appliances that it sells under various other brand names around the world (Amana, Maytag, KitchenAid, and Roper are some of them).
During the last economic recession, appliance sales plummeted, and Whirlpool was forced to lay off thousands of workers. Although budgets were being slashed, Whirlpool needed to develop managers who could lead the company through the downturn as well as provide training that would have a measurable impact at a lower cost.
Previously Whirlpool University, the company’s 100-acre learning division located at its corporate headquarters, had used mainly classroom learning. The university now has a learning management system and conducts online training. A series of 30-minute modules are used to help familiarize and onboard new hires. In addition, Whirlpool now takes a “closed-loop” approach to training. Instead of just doing the popular types of training that other companies have adopted, it surveys managers to find out what types of training Whirlpool truly needs and what types it doesn’t, and then designs training programs based on those specific needs.
Because managers are central to the training and development of their employees and are in the best position to observe and coach rank-and-file employees, Whirlpool utilizes a 12-month-long intermittent training program for its managers called Leading People. The program consists of blended learning, including prework modules managers do online, followed by classroom training, business projects, and seminars with top managers. A manager’s direct reports provide an initial baseline assessment of the manager’s skills, and then the manager is assessed again following the training. James Crawford, in Whirlpool’s Chicago division, said the training helped him become a better leader: “It helped me pinpoint weak spots in my leadership practices and then gave me a strategy for turning those weaknesses into strengths.” The managers are later surveyed on how well the training is working and what can be done to improve it. In other words, there is a feedback system in place—hence the “closed-loop” moniker. With this approach, the design, delivery, and redesign of the training is a continuous circle and constantly being improved over time.
Its closed-loop feedback system has helped Whirlpool continue to assess and alter its training to adapt to new conditions. For example, today Whirlpool isn’t laying off employees; it’s trying to hire more of them as its older workers retire. To attract Millennials, the company has partnered with high school and colleges to offer an on-site apprenticeship program called “Work, Earn, and Learn.” In 2017, Whirlpool’s CEO, Jeff Fettig, was one of a number of corporate executives who met with President Donald Trump to talk about saving American jobs and encourage government support for the vocational training that today’s high-tech skills manufacturers today. “The jobs are there, but the skills are not,” said one executive at the meeting.
Questions

Why are a needs assessment and ongoing training important for firms like Whirlpool to conduct?
How do you think Whirlpool’s training strategy will need to change in the future?

Marketing plan [wlos: 1, 2, 3, 4] [clos: 1, 2, 3, 4, 5, 6]

Chapter 9 of the course text, Principles of Marketing
Chapter 10 of the course text, Principles of Marketing
It is recommended you review the course text and other resources read or watched throughout this course.

Instructions:
Throughout this course you have explored all elements of a marketing plan. Now it is time to put your marketing plan together for the company you selected for your marketing manager internship.
Part A – General Information and Situational Analysis
Section 1 – Company Background

Describe the selected company and brand and a brief history.
Summarize the core products and services the company offers.
Identify direct current competitors and explain why they are direct competitors.

Section 2 – SWOT Analysis

Complete a SWOT analysis.
Propose the product or service line you want to develop a marketing plan for.
Justify your proposal with a SWOT-based argument for why it warrants marketing investment.

Section 3 – Macro- and Microenvironment

Analyze at least two elements from each quadrant of Table 8.1 in the course text as the micro- and macroenvironment factors that affect the company’s overall marketing strategy.

Part B – The Marketing Plan
Section 1 – Segmentation, Targeting, and Positioning (STP)

Describe your segmentation approach for your proposed product or service and provide rationale for this approach.
Describe the target audiences or markets.
Create a positioning statement.

Section 2 – The Marketing Mix

Formulate the four Ps for your proposed product or service:

Product

Describe your core product, extended product, and the product concept.
Explain how you plan to achieve competitive differentiation through creating customer value in four areas

Branding
Packaging
Support
Quality

Price
Place
Promotion with a special focus on digital media and integrated marketing communications (IMC)

Section 3 – Global and Ethical Considerations, and Conclusion

Identify three business or sociocultural considerations in translating your marketing plan for use in a foreign market.
Discuss the company’s policy or philosophy on one of the areas below:

corporate social responsibility (CSR
green marketing practices
ethics
ethical marketing
diversity, equity, and inclusion (DEI) practices.

Conclude with a summary of your plan and why it deserves to be funded.

Helpful Tips

Part A

Section 1: Understanding the background of the company will help you complete the SWOT analysis. Use your Week 2 assignment and make sure you incorporated your instructor’s feedback and have improved your previously submitted work.
Section 2: Propose a new idea to market the product or service line. Avoid writing about or proposing the current marketing strategy. This is your idea, so use the SWOT analysis to defend it. Use your Week 2 assignment and make sure you incorporated your instructor’s feedback and have improved your previously submitted work.
Section 3: Use the information you researched and analyzed in the Week 4 video presentation to complete this section. Analyze some micro- and macroenvironment factors that affect the company’s overall marketing strategy globally. You need to provide enough details about the information you included in your slides to incorporate it with the rest of the paper.
Make sure you incorporated your instructor’s feedback.

Part B

Section 1: Use the information you researched and analyzed in the Week 4 discussion forum, Finding and Targeting Your People. You need to beef up the information you discussed in that discussion forum to align it with your overall marketing plan. Also, review and refer to Section 7.3 of the course text, Principles of Marketing.
Section 2: Spend considerable time completing the four P’s of your marketing plan; this is the essence of your plan. Someone should be able to understand your plan just by reading this section only.
Section 3: Research, analyze, and discuss your internship brand at the global level or in a foreign market. Also, discuss its CSR and DEI efforts.

Upload Your Project to Folio
It is recommended that you upload your completed paper to Folio. Skills, that were reviewed in Week 4, can be tagged on your Folio page along with a description of the project’s purpose. For more information on these skills, review the Marketing Skills: Developing Career ReadinessLinks to an external site. module in Week 4. For information on how to set up and use your Folio account as well as tag skills, check out the Folio webpage in the Student Success Center.
Project Submission Instructions

At the end of your marketing plan, add an APA-formatted appendix.

Save your marketing plan as a Word document.
Upload it to Waypoint.

Directions
Click each tab to review the instructions to complete and submit your project.
Formatting Requirements
The Marketing Plan final project paper

Must be 9 to 11 double-spaced pages in length (not including title and references pages or slides) and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting for Microsoft Word Links to an external site.resource.
Must include a separate title page and slide with the following:

Title of project in bold font

Space should be between title and the rest of the information on the title page.
Student’s name
Name of institution (The University of Arizona Global Campus)
Course name and number
Instructor’s name
Due date
Must utilize academic voice. See the Academic VoiceLinks to an external site. resource for additional guidance.
Must include an introduction and conclusion paragraph and subject headers for all parts, sections, and subsections. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

Must use at least four scholarly or credible sources in addition to the course text.

Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your PaperLinks to an external site. guide.
Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References ListLinks to an external site. resource in the Writing Center for specifications.

Term 6 week 7 discussions

  
Week 7 Discussion Forum (MKT6250 Healthcare Marketing)
1.    Discuss the value of monitoring market share compared to using the absolute measure of performance.
2.    Discuss the scope of an organization’s marketing audit and elements of that audit.
Week 7 Discussion Forum (ECO550 Managerial Economics)
Keds-the traditional maker of white canvas tennis shoes-was near oblivion in the early 1980s because competitors like Nike, Reebok, Adidas, and Brooks took away many of its customers. If you were at the helm of Keds, what would you have done to turn the company around? 
Unit 7 DB: Existing Conditions and Different Industry Environments (BUS411 Business Policy Seminar)
Linda A. Hill, Harvard Business School professor, discusses several paradoxes that exist having to do with innovation including fostering the need to experiment and discover while still meeting product deadlines.
After watching Hill’s three videos provide responses and explanations to the following questions:

If diversity creates conflict, in what ways can it lead to      innovation?
Is it effective for a leader to set a vision for      innovation?   Should innovation be planned?
What element or elements are necessary for innovation to occur in      the workplace?
Building a culture that stimulates ‘collective genius.’ Innovation      is less about breakthrough moments and more to do with channeling      organization-wide intelligence and diversity. Do you agree with Linda, and      why?

Unit 7 Discussion (ACC450 Advanced Accounting)
What Happens if a Partner Becomes Insolvent? Page 712.
In 2010, three dentists—Ben Rogers, Judy Wilkinson, and Henry Walker—formed a partnership to open a practice in Toledo, Ohio. The partnership’s primary purpose was to reduce expenses by sharing building and equipment costs, supplies, and the services of a clerical staff. Each contributed $70,000 in cash and, with the help of a bank loan, constructed a building and acquired furniture, fixtures, and equipment. Because the partners maintained their own separate clients, annual net income has been allocated as follows: Each partner receives the specific amount of revenues that he or she generated during the period less one-third of all expenses. From the beginning, the partners did not anticipate expansion of the practice; consequently, they could withdraw cash each year up to 90 percent of their share of income for the period.
The partnership had been profitable for a number of years. Over the years, Rogers has used much of his income to speculate in real estate in the Toledo area. By 2020 he was spending less time with the dental practice so that he could concentrate on his investments. Unfortunately, a number of these real estate deals proved to be bad decisions, and he incurred significant losses. On November 8, 2020, while Rogers was out of town, his personal creditors filed a $97,000 claim against the partnership’s assets. Unbeknownst to Wilkinson and Walker, Rogers had become personally insolvent.
Wilkinson and Walker hurriedly met to discuss the problem because Rogers could not be located. Rogers’s capital account was currently at $105,000, but the partnership had only $27,000 in cash and liquid assets. The partners knew that Rogers’s dental equipment had been used for many years and could be sold for relatively little. In contrast, the building had appreciated in value, and Rogers’s creditors’ claims could be satisfied by selling the property. However, this action would have a tremendously adverse impact on the dental practice of the remaining two partners.
What alternatives are available to Wilkinson and Walker to deal with this situation, and what are the advantages and disadvantages of each?

Due 1 hour | Nursing homework help

 Reply to other classmates on how to strengthen their disaster plan based on the role of the nurse. Provide feedback on any points needing improvement. Make sure to support your discussions with peer reviewed literature. 
REPLY TO THIS PARAGRAPH AND PROVIDE FEEDBACK FROM THIS.. 
 
   Provide the details of your disruption: Your location at the time the disruption occurs, type of disruption, disruption duration, the only available communication tool, and what’s missing during the disruption.
     My location of the disruption is in the patient’s home, located in New Holland, Pennsylvania. The type of disruption is a hurricane. The duration is for one year. My available communication tool is radio/walkie talkie and what is missing during the disruption is clean, running water.
     Research how this disruption would impact you in your role as a registered nurse.Identify 2 tasks that you would delegate and identify who you would delegate the task to. Provide a rationale for this delegation. What are the policies and procedures surrounding your type of disruption and location? How will the only available communication tool and missing item alter the plan??
     The disruption would impact my role as a nurse as it would affect hygiene and sanitation. Running water is needed to wash our hands, for bathing, drinking, as well as flushing toilets. The communication tool that has been given to me is a radio/walkie talkie. One task that would need to be accomplished is to seek help. With the use of walkie/talkie it can reach out to EMS and local police and delegate the task for any assistance. The problem with walkie/talkies is not everyone would have this source of communication. Getting in contact with family or friends is very limited, as most people rely on cell phones as a source of communication. That is why the second task of contacting work, family or relatives can be delegated to a neighbor to see if they have resources to contact them with a cellphone.   FEMA suggests listening to the radio for emergency information and alerts and to know your evacuation routes (Protective Actions Research, 2023). The radio can provide updates on what is happening in the area with road closures and damages in the area. Policies and procedures surrounding the disruption and location would include to see if the patient is prepared with hurricane supplies, such as bottled water, batteries, canned foods and medical supplies. FEMA also suggested reviewing emergency evacuation plans and local officials directions. Other procedures would include to refrain from driving into floodwaters, evacuate if advised and stay inside especially if there is high winds(Protective Actions Research, 2023).
    Identify any priorities, issues, or potential near-future issues that affect your work.
     Priority issues or potential near-future issues that can affect my work, would be road closures. Road closures could impact on how I would be able to transport or receive help for the at home patient. Priority would be to keep my patient safe, contact nearby neighbors to see if they possibly have a phone to use to reach out to my agency and contact supervisors regarding my patient and their current condition. I would also be concerned with medications on hand and if the patient has enough supplies. Hygiene would be the major issue as there is no clean water running. Bottled water supply may run out before roads will open, any damages, or if stores would be open.
     How does the duration of disruption affect your plans?
     The duration of one year seems like a very long time to be without clean running water. This could impact hygiene for the patients, as well as clean drinking water. The World Health Organization states patient and staff are at an additional risk of infection and disease when water, sanitation and hygiene services are nonexistent (Drinking-water, 2022). The duration would also impede on any other clients I may be taking care of. Care would have to be taken over by another nurse, if that is an option, depending on damages due to the hurricane. The other clients may be stranded and not have anyone to assist them with their care.

Explains the rise and fall of empires

 INTRODUCTION
During the mid-19th century, France and Britain shifted the focus of their colonial aspirations from North America to Asia. Gradually, Asian emperors and local elites found themselves in a battle to retain their authority as these European nations determined to expand their power across the world. Over roughly 100 years, France and Britain forged vast Asian empires by conquering territories and subjugating local people; however, this control ended during the 20th century as local citizens were able to expel their foreign rulers and establish independent nations. 
In this task, you will examine the motivations behind the French and British colonization in two specific Asian countries during the 19th century, as well as the methods France and Britain used to establish colonies. You will also examine the factors (such as economic and political developments impacting the empires) that led to the end of French and British colonization in Asia.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A.   Describe the British colonization and decolonization of India (suggested length of 1–2 pages) by doing the following:
1.   Describe one reason Britain colonized India.
2.  Describe one method Britain used to colonize India.
3.   Explain two factors that led to the decolonization of India.
B.   Describe the French colonization and decolonization of Indochina (suggested length of 1–2 pages) by doing the following:
1.   Describe one reason France colonized Indochina.
2.  Describe one method France used to colonize Indochina.
3.   Explain two factors that led to the decolonization of Indochina.
C.   Analyze the similarities and differences of the decolonization of India by Britain and Indochina by France (suggested length of 1–2 pages) by doing the following:
1.   Describe one similarity in the decolonization of India and Indochina.
2.   Describe one difference in the decolonization of India and Indochina. 
D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E.  Demonstrate professional communication in the content and presentation of your submission.

Creative writing | American history homework help

 Creative writing in response to literature is a way for students to respond to literature in a personal way. Creative writing provides a way for students to practice critical thinking and develop a stronger understanding of literary criticism while showing creativity and a bit of their own personalities. For this creative writing assignment, you will do a character analysis to allow you to get inside the mind of one of the characters.”Rip Van Winkle” and “Young Goodman Brown” are told as third-person narratives, not as first-person narratives. The difference is that a third-person narrative presents the characters to us in the words of a narrator rather than from the words of the characters themselves. The story contains descriptions such as “Rip Van Winkle did this” or “Young Goodman Brown said that,” but it’s not as if the characters themselves are telling everything from their perspective. Of course, sometimes they speak in the story, but they do not get to tell the story or what they thinking or feeling. It is up to the reader to determine what the characters might be thinking or feeling. For this assignment, choose one of the following options:(A) Imagine you are Rip Van Winkle’s daughter, Judith, writing a journal entry after her father reappears after 20 years. Try to get into the mind of Judith. Be imaginative and creative. Pretend you are Judith and have just seen your father after he has been missing for 20 years. You will not be retelling the plot of the story; you will be Judith reflecting on the events of the day. In this journal entry you can put down whatever thoughts she might have using absolute frankness and honesty.? OR(B) Imagine you are Young Goodman Brown writing a journal entry the day after the events described in the story. Try to get into the mind of Goodman Brown. Be imaginative and creative. Pretend you are Goodman Brown and have just experienced the events described in the story. You will not be retelling the plot of the story; you will be Goodman Brown interpreting and reflecting on the events of the day. In this journal entry you can put down whatever thoughts Goodman Brown might have using absolute frankness and honesty.? Criteria:

Write a minimum 400 words in paragraph form, using Times New Roman 12-point font (or similar) with double spacing. A title page is not required.