Autism and The Transition to Adulthood Discussion and Response

From what you have learned about Jeff, Craig, and Maria so far, do you believe each is able to demonstrate an understanding of his or her rights as a person with a disability? Explain.Respond to student discussion. DO NOT include question with discussion:(Deb) I think in their own unique, individual ways, Maria, Jeff, and Craig are able to understand autism spectrum disorder and express their wants, needs, and interests. All three individuals will need continued support from their families, teachers, job coaches, employers, mentors and agency representatives to continue the process of understanding and advocating for their individual rights. Maria had a great self-advocacy experience when she controlled her transition meeting. This was a great, self-advocacy experience for Maria. Maria needs to continue to work on handling schedule changes and letting co-workers know that she may need a break to regain her composure and process a schedule change. As Maria ventures into community college, she will need patience, support, and time to adjust to a new learning environment. Craig is supported in his assisted living situation. In assisted living, Craig’s daily living needs are met and he is being supported in a safe environment. Craig has limited communication skills, so he would need to have a communication system in place so that he could express his wants and needs. Since Craig has communication deficits, his family and support system will need to help him with a deeper understanding of his rights and how to ensure that they are not being violated. Jeff has high cognitive skills, however he may need support to gain a deeper understanding of the meaning of certain situations, especially if it is a new situation. Jeff has a job as a plant care specialist and a plan for post-secondary education. All three of these individuals have a plan for their futures and support systems in place. As their personal lives and routines change, they will all need continued support to adapt to those changes. Maria, Jeff, and Craig will need continued support to live their best lives and to ensure that their rights are being adhered to.Reference:Wehman, P., Datlow-Smith, M., & Schall, C. (2009). Autism and the transition to adulthood: Success beyond the classroom. Baltimore, MD: Paul H. Brookes Publishing Co.(ELIZ) An important aspect that the family/caregiver needs to do after transition planning, is that they need to compose legal documents that let others know their child’s lifestyle, financial, and other requirements for their care (Danya International, Inc., 2006). The child, parent/caregiver, and entire team should be involved in order to make sure that all aspects needed for the child’s future is correct and in order. It is important to have someone appointed to care and advocate for Jeff if something were to happen to parents/caregiver, even though he is able to do many things independently he may still need support at some point.Jeff-Jeff would be able to advocate for his understanding and rights as a person with a disability. I think it would still be important to have someone available if he needs any assistance with his rights, questions, or frustrations that he may go through. His team should all sit down and work together to get his legal planning, guardianship, will, special needs trust, and financial planning, etc. so that his future and needs can be met no matter what happens in the future.Craig-I feel that Craig is going to need a lot of support since he is not able to completely verbalize his needs and wants. Craig has significant needs in all aspects of life skills (Wehman, Smith Datlow, & Schall, 2009). I feel that he would easily be taken advantage of if someone wanted to. Craig needs someone to help him advocate and understand his rights. It would be very important for his family/caregivers to make sure he has a lifestyle plan in place. He will need legal planning, guardianship, a will, special needs trust, and financial planning, etc.Maria-Maria would be able to advocate and understand her rights and disability with some support and modeling. She will need some specific planning and instruction to help her learn to advocate her needs, wants, and rights. It will still be important for some supports to be put in place and a lifestyle plan. She will need legal planning, guardianship, a will, special needs trust, and financial planning. Etc.ReferenceDanya, International, Inc. (2009). Life Journey Through Autism: A Guide for Transition to Adulthood. Arlington, VA: Organization for Autism Research, Inc.Wehman, P., Smith Datlow, M., Schall, C. (2009). Autism & the transition to adulthood: Success beyond the classroom. Baltimore, MD: Paul H. Brookes Publishing Co.(Sar) Each student has been given supports and opportunities to learn how to express their needs. I think that Jeff, Craig, and Maria are each able to demonstrate an understanding of their rights as a person with a disability to a certain extent. All of the students have support and safeguards in place to help ensure that they will not be taken advantage of or left alone in case of an emergency. Jeff lives in a supervised apartment with 2 roommates and receives 10 hours of assistance per week to help him with independent living skills like money management and household chores. I would assume that his parents are still a wonderful part of his life as well as often as they find suitable. Craig also has two roommates and receives ongoing support from trained staff. Maria lives in a house with housemates (one of which is her best friend).The students have all received multiple levels of support throughout the end of high school and the beginning of their adult lives, and I believe they have grown in self-awareness and self-management throughout the transition process. I think that ongoing care will be essential to help them continue to learn self-advocacy skills, especially when they require supports in a new environment. I think that because each person has a great support network, someone will step in to help and advocate if Jeff, Craig, or Maria are at risk of having their rights violated. Jeff might need more processing time for new environments or conflict. Craig might not communicate his personal needs in a way that everyone is accustomed to, which might mean that he won’t receive necessary supports in certain situations and environments unless someone is there to support him. Maria has worked hard with her transition team to understand her own strengths and limitations, which will benefit her in many ways. She might be more likely to ask for help and healthily express her negative emotions with others because of this. Living more independently requires greater autonomy, and though all three people have matured and gained multiple skills, they all still require some level of support. “Residential success is often hampered by lack of necessary supports” (Wehman, Smith, & Schall, 2009, p. 235). My hope for each person is that they know enough of their rights as a person with a disability so that they are able to advocate for their individual needs and ask for any accommodations they need. I also hope that they continue to develop self-advocacy skills with the help of trained staff, their parents, and their friends as much as possible.Wehman, P., Smith, M. D., & Schall, C. (2009). Autism and the transition to adulthood: Success beyond the classroom. Baltimore, MD: Brookes Publishing Company.

Introduction to Plate Tectonics with Google Earth Essay

Plate tectonics is a unifying framework for understanding the dynamic geology of the Earth.  The theory posits that the outermost layers of the Earth (the crust and uppermost mantle) make up the brittle lithosphere of the Earth.  The lithosphere is broken up into a number of thin plates, which move on top of the asthenosphere (middle mantle).  The asthenosphere is solid, but flows plastically over geologic time scales.   Plate interiors are relatively stable, and most of the tectonic action (earthquakes, volcanism) takes place where plates meet – where they collide at convergent boundaries, move away from one another at divergent boundaries, or slide past one another at transform boundaries. Reconstructions of the Earth’s tectonic plate locations through time are available, for example, at: But how do we define plates and plate boundaries?  On what are plate reconstructions and animations based?  How do we know plates are moving, how can we track their positions in the past, and how can we predict their positions in the future? To answer these questions, this assignment guides you through an examination of patterns on Earth – the topography of the earth’s surface above sea level, the bathymetry of the ocean floor below sea level, and the distribution of earthquakes and volcanic rock ages.  These patterns reveal plate boundaries, just as they did for geologists first developing plate tectonic theory in the 1960s.  You’ll then use geologic data to determine long-term average plate motions, to predict how our dynamic planet will change in the future.To do this, you’ll use the program Google Earth, and Google Earth layers compiled from various sources.A.  Getting started with Google Earth   On your computer, install the latest version of Google Earth Pro from           Once installed, open Google Earth, under the Tools/Options/3D View/ menu on a PC, or under the Preferences/3D View menu on a Mac, choose the “Decimal Degrees” and “Meters Kilometers” options and makes sure the “Use High Quality Terrain” box is checked.Open the View menu.  Go ahead and experiment with the options, but in general you should just have the Tool Bar, Side Bar and Status Bar checked.  Also, on the View menu, hover over Navigation and you will see several options for the compass arrow and slide bars in the upper right corner of the Google Earth screen.  “Automatically” is a good choice as it leaves a ghost of the image visible until you hover over it.Load the DynamicEarth.kmz file from into Google Earth Pro.  It is located at Once the DynamicEarth.kmz is loaded, click and drag to move it from “Temporary Places” to “My Places.”  Then save “My Places” by clicking File/Save/Save My Places.   DynamicEarth.kmz will now be available every time you open Google Earth Pro on your computer.  When you exit, Google Earth Pro should save “My Places” for the next time. But you should manually save “My Places” whenever you make significant changes to it, as Google Earth Pro does not autosave during a session.You now have an interactive view of the Earth!  Take some time to explore the Earth with Google Earth and figure out how the navigation works using the keyboard, your touch pad, your mouse.  For example:Zoom in and out, move N, S, E, W, grab and spin the globe, etc.  The resolution will change as you zoom.  Clicking on the “N” of the navigation compass reorients the view so north is “up.” At top left, “search” (and fly to) any place of interest.  Zoom in and click on the “street view” icon (orange stick figure under the compass at top right) to explore an area as if you were on footZoom in to see individual buildings, roads, cars, etc. Go 3D – zoom into a significant topographic feature (e.g. Mount Everest, the Grand Canyon, Niagara Falls).  Hold the Shift key down and tilt the terrain using the Up/Down arrows to tilt the terrain, and spin the terrain using the Right/Left buttons.  Do the same thing for topographic features on the ocean floor.  Note that under Tools/Options/3D View you can increase the vertical exaggeration by up to 3x.  This is useful to emphasize subtle features, but is pretty scary when you look at the Grand Canyon that way!On the Google Earth tool bar, click the clock-with-an-arrow icon to explore historical imagery in an area of interest (views through time of your favorite city, for example)By clicking and dragging, you can move things that you have found and want to save, from the “Search” menu into “My Places.”  You can also re-organize “My Places” by adding and deleting items, changing the order of things, making subfolders, etc. Explore the built-in items under the Layers menu at bottom left, and Dynamic Earth layers in your Places menu.B.  Topographic Patterns    Uncheck all of the layers and focus on topographic features of the Earth.Topography of the earth ABOVE sea levelAre mountains randomly distributed on the continents, or do they tend to occur in particular patterns (clusters, linear chains, arcs, etc.)?Topography of the earth BELOW sea levelWe are all relatively familiar with the topography of the Earth’s surface above sea level, but less so with the bathymetry of the Earth below sea level.  Before this was known, most people assumed that the seafloor was relatively flat and featureless, and personal experience with lakes and rivers suggested that the deepest part would be in the middle.  Actual mapping of the sea floor, however, showed some surprises. Such mapping began in the 1930’s but accelerated during World War II with the advent of submarine warfare.  Princeton Geosciences Professor Harry Hess played a pivotal role; as captain of the USS Cape Johnson he used the ship’s echo-sounder to “ping” the seafloor and measure depth as the ship traversed the Pacific Ocean between battles.  After the war, this data led him to propose seafloor spreading, a process crucial to the development of the theory of plate tectonics.On Google Earth, the bathymetry is shown in shades of blue: the darker the blue, the greater the depth.  You can get Google Earth Pro to draw topographic profiles by a) using the “Add Path” tool to draw a path across a region of interest; b) saving that path to My Places and c) right-clicking on the path in My Places and choosing “Show Elevation Profile.”  In order to see a bathymetric profile of the sea floor, (as opposed to a topographic profile on land), there is one more important step to take.  In the information box for the path you create, click on “Altitude”, and then choose “clamped to the sea floor” instead of “clamped to the ground”.  Otherwise your profile will simply show you a flat line for the sea surface.Examine the Atlantic Ocean between North/South America and Eurasia/Africa.  Note that the deepest part is not the middle; instead, an underwater mountain range runs down the middle of the ocean. Features like this are called mid-ocean ridges or spreading ridges (more on the “spreading” later in this lab).  Zoom in enough to see that although the ridge is a topographic high, it also has a valley (the “rift valley”) running along the middle of it.  In the space below, complete the topographic profile of the Atlantic Ocean floor between South America and Africa. Take a digital photograph of your sketch to including in your lab report.Scan around to see the ocean ridges in the Indian, Pacific and Southern Oceans. If the earth’s lowest spots aren’t in the middle of the ocean, where are they?  Focus on the west coast of South America, and in the space below complete the topographic profile of the Pacific Ocean floor from South America westward about 600 miles (1000 km).   Take a digital photograph of your sketch to including in your lab report. The deep linear features, the lowest points on Earth, are called ocean trenches.Challenger Deep reaches 11 km (11,000 meters, equivalent to 36,000 ft) below sea level.  Which is greater, the elevation of Mt Everest above sea level (see Question 3), or the depth of Challenger Deep below sea level, and by how much?In the space below, give the locations of three other ocean trenches on Earth.C.  Seismic PatternsAn earthquake is a vibration of Earth caused by the sudden release of energy, usually as an abrupt breaking of rock along planar fractures called faults. Earthquakes originate at a point called the focus (or hypocenter) which is not at the surface of the earth, but instead at some depth within the earth.  The epicenter of an earthquake is the point directly above the focus on either the land surface or seafloor; the depth of an earthquake has nothing to do with water depth, but instead is the depth in the solid earth from epicenter to focus. Only rocks that are cold and brittle (the earth’s lithosphere) can be broken in earthquakes.  Rocks that are hot and ductile will stretch and deform slowly over time without breaking (the earth’s asthenosphere) – and thus do not produce earthquakes.  So observing where earthquakes occur, both horizontally and with depth, tells us something about where stress is concentrated, and also about the material properties of the earth. (Source: Expand the Lab 1/Earthquakes item and click “on” the “Twenty years of large earthquakes” layer to show the epicenters of large earthquakes (those with magnitudes >= 6.0) during a 20-year period.Describe any patterns you see in the distribution of earthquake epicenters over the Earth’s surface – do they form lines, arcs, circles or clusters?  Are patterns connected or disconnected?The different colors refer to the depths of the earthquakes. What color are the shallowest earthquakes? What color are the deepest earthquakes?Look closely at and around the Earth’s ridges and trenches.  The earthquake depth patterns associated with these features are different.  Complete the chart below:E.  Plate BoundariesThe theory of plate tectonics holds that the Earth’s lithosphere is broken into a finite number of jigsaw puzzle-like pieces, or plates, which more relative to one another over a plastically-deforming (but still solid) asthenosphere.  The boundaries between plates are marked by active tectonic features such as earthquakes, volcanoes, and mountain ranges and there is (relatively) little tectonic activity in the middle of plates. Unclick all the layers, and then click on the “plate boundary model” layer (click the box to show it and then click the + or arrow to expand the legend).  This shows plate boundaries and the names of major plates.Find the boundary between the African and South American plates Where is this plate boundary, relative to the coastlines of Africa and South America?Now click the other layers on and off so that you can see relationships between plate boundaries and these features.  If you did not have the “plate boundary layer” available to you, how could you determine where this plate boundary was?  Be sure to consider topography/bathymetry as well as the earthquake and volcano layers.  List several ways and be specific.Travel westward across the South American plate to its boundary with the Nazca plateWhere is this plate boundary, relative to South America?If you did not have the “plate boundary layer” available to you, how could you determine where this plate boundary was?  List several ways and be specific.How many million years (abbreviated Ma) does each colored band represent?On average, continental crust is 2 billion years old; the oldest rocks are 3.8 billion years old, and some of the grains in those rocks are even older. What is the age of the oldest seafloor?  _______________________________ On average, which is oldest – the continents or the ocean basins? _________________Find the South American plate, the African plate, and the Mid-Atlantic Ridge that marks the boundary between them.  What happens to the age of the seafloor as distance increases away from the Mid-Atlantic Ridge?Is crust being created or destroyed at this plate boundary (and other spreading ridges)?Is this plate boundary divergent, convergent, or transform? ________________Focus on the northern Atlantic Ocean, near the east coast of the US and the northwest coast of Africa.  How long ago did the northern Atlantic Ocean begin to open up or start spreading? Describe your reasoning.Did the northern Atlantic Ocean basin start to open at the same time as the southern Atlantic Ocean basin?  How much older or younger is the northern Atlantic basin than the southern Atlantic basin?  Describe your reasoning.G.  Putting it all together:Prepare a report documenting this lab activity.  Your report should discuss how plate tectonic theory relates to earthquakes, volcanoes, and the bathymetry (sea floor topography) of oceans.  Along the way, include answers to all of the questions in this lab.  Your paper should be accompanied by the two drawings of your ocean floor profile sketches in questions 3 and 4.  Your paper should be well organized and written in flowing paragraph form, instead of just a numbered list of questions and answers. Use APA format, according to the CSU-Global Guide to Writing and APA Requirements (Links to an external site.) including a title page, and citing and referencing any sources that you use to support your work, apart from this lab sheet. 

Discussion 5- project risk & quality mngt

Chapter 7: Project Risk Identification Tools
Project Quality Conference Paper:  https://www.pmi.org/learning/library/practice-three-project-quality-management-7198
Project Quality Conferecne Paper:  https://www.pmi.org/learning/library/developing-grading-system-project-quality-6731
Six Sigma Conference Paper:  https://www.pmi.org/learning/library/quality-commitment-six-sigma-initiatives-4801
Initial Postings: Read and reflect on the assigned readings for the week. Then post what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding in each assigned textbook chapter.Your initial post should be based upon the assigned reading for the week, so the textbook should be a source listed in your reference section and cited within the body of the text. Other sources are not required but feel free to use them if they aid in your discussion.Also, provide a graduate-level response to each of the following questions:

What is TQM?
What must a Project Quality Plan address?
What does the cost of quality refer to?
What is Six Sigma?
Compare and contrast Quality Control and Quality Assurance.

Text
Title: Managing Project Risks 
ISBN: 9781119489733 
Authors: Peter J. Edwards, Paulo Vaz Serra, Michael Edwards 
Publisher: John Wiley & Sons 
Publication Date: 2019-08-13

Bi – big data analytics | Business Intelligence

 
Fundamentals of Big Data Analytics
As in the case with any other large IT investment, the success in Big Data analytics depends on a number of factors. The figure 9.4 on page 520 of your recommended textbook shows a graphical depiction of the most critical success factors of Big Data Analytics according to Watson (2012).
Assignment: Mention the most critical success factors for Big Data Analytics (Watson, Sharda, & Schrader, 2012), then describe them briefly.

Intelligence Reform and Terrorism Prevention Response

Respond to at least your fellow classmates with at least a 100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:What did you learn from your classmate’s posting?What additional questions do you have after reading the posting?  The IRTPA of 2004 was reformed due to the Intelligence Community’s (IC) inability to prevent the September 11th attacks and inaccuracies in the 2002 National Intelligence Estimate on Iraq’s weapons of mass destruction. Before the attacks of September 11th the intelligence agencies were only focused on one enemy and after the attacks law makers made it a top priority to create intelligence reform.  According to Rosenbach and Peritz (2009), “The IRTPA created a new cabinet called the Office of the Director of National Intelligence (ODNI) which replaced the ‘dual hatted’ Director of Central Intelligence and the independent leader of the nation’s intelligence enterprise.” IRTPA created the National Counter Terrorism Center, Privacy and Civil Liberties Board, mandated improvements with boarder security and transportation, immigration and customs investigators, establish minimum standards for ID’s and drivers licenses, and creates new crimes and criminal penalties to combat terrorism (Center for Strategic & International Studies, 2004).The USA PATRIOT Act of 2004 main objective is to deter and punish terrorist attacks and allows law enforcement the rights to identify, prevent and disrupt terrorist acts. The act was used to modify United States communication, intelligence, and privacy laws. The need to protect rights and liberties of US citizens and punish acts of discrimination and violence is also part of the USA PATRIOT act. The USA PATRIOT Act has been reformed a few times over the years reauthorizing the act. Some of the acts that were modified by the USA PATRIOT Act are Electronic Communications Privacy Act, Communications Act of 1934, and the Foreign Intelligence Surveillance Act of 1978 (U.S. Department of Justice, n.d.).Both of these acts center around counter terrorism here in the United States. They set rules and guidelines that agencies have to follow when they are looking into suspected terrorists. When looking at both acts there is information about how law enforcement is allowed to use different tools such as wiretapping when they are investigating individuals suspected of being terrorists. These laws are around now to help protect American citizens and will need to be looked at on a regular and basis to make sure they are still working to properly stop terrorism.

Healthcare Challenges and Collaborative Strategies Discussion

Please respond with a paragraph to the following question, add citations and references:Article #1One rural hospitals experience implementing the society for health care epidemiology of America guidelines to decrease central line infections.This article is from the Journal of Trauma Nursing. The article shows that the latest evidence-based practice change is to teach nurses how to use evidence-based practice to reduce CLABSI’s in the ICU. A weakness noted in this article is that it focuses on one institution instead of gathering evidence from multiple institutions. It did prove that the baseline rate of CLABSIs decreased over 1,000 central line days and improved patient outcomes. The article reviews CLABSI rates and examines the prevention strategies following implementation of the SHEA guidelines. This will help me to develop guidelines for nurses to follow in the ICU.Article #2Review of best practices for CLABSI prevention and the impact of recent legislation on CLABSI reporting.This article is from SAGE Open. The focused of this article is on the new federal legislations such as the ACA. They use incentives and penalties when a CLABSI is reported. Each hospital is assessed, funded or penalized for CLABSI infections reported. Studies show how affective this method is at achieving the goals of better CLABSI rates. Pay-for-performance, focuses on rewarding hospitals who are successful at reducing their HAI rates, they hold funds to those that are unsuccessful. This article will help me to educate stuff on the cost and penalties of CLABSI. Nurses are the key roles to save lives and reduce hospital costs by implementing best practices to decrease the incidence of CLABSI. During my research one noted that a weakness in this article is that the extrinsic factors such as recent enacted legislations and mandatory reporting has not been closely examined in relation to the rates of HAI.Article # 3Effect on chlorhexidine bathing in preventing infections and reducing skin burden and environmental contamination: A review of literature.The article explains how chlorhexidine bathing reduces pathogens on the skin. In this literature review evidence shows that chlorhexidine prevents colonization and infection with HAI’s and reduces dissemination in the environment and the hands of personnel. This will be efficient in the practice change. Evidence shows that chlorhexidine bathing may be beneficial, this practice is now becoming routine in many facilities, especially in ICU. By using this article, I plan to educate nurses on the importance and benefits of chlorhexidine baths in patients with central lines to reduce CLABSI’s. Upon reading this article one noted that a weakness is not a detailed checklist of how frontline staff will use the bath cloths and what patients to avoid.Article # 4Improving central line maintenance to reduce central line-associated blood stream infections.This article explains how the central line maintenance kit (Bundle) would improve adherence and reduce CBLASI’s compared with a standard, non-kit-based method of performing central line maintenance. This study was completed in an ICU setting which will show evidence and benefit my practice change. The results of this study proved that a human factor engineering-based kit improved adherence to best practices during central line maintenance. The number of CLABSIs reduced during the post implementation period. One noted that the bundle kit supply list wasn’t mentioned and if it was approved by the CDC guidelines. One would consider this a weakness.Article # 5Preventing central line-associated bloodstream infections: A qualitative study of management practices.The article proves through evidence that there are some variances associated with CLABSI prevention program outcomes, some are management practices. In my practice change I will develop management checklists for nurses to follow that will help reduce CLABSI rates in the ICU setting. This article will benefit my practice change by providing evidence that a management bundle may provide critical guidance to frontline staff, physicians, clinical managers and hospital leaders to prevent health care- associated infections such as CLABI’s. During the research one noted that all factors was identified on what makes a facility low or high performing, however it didn’t explain what interventions they would take to improve their performance.Article # 6Facilitating central line-associated bloodstream infection prevention: A qualitative study comparing perspectives of infection control professionals and frontline staff.The articles explain how the ICPs play a critical role in implementing and managing CLABSIs where are frontline staff are responsible for delivering direct and ongoing patient care. In my practice change I will use this article to work with frontline staff and ICPs to develop checklists that includes all perspectives. This article will be helpful in finding a solution to CLABSI rates by having frontline staff and ICPs to collaborate and work together as a team in the ICU. The article did not mention what program would be developed to help ICPs and frontline staff to take into accountable of each other’s perspectives.References:Curlej, M. H., & Katrancha, E. (2016). One rural hospital’s experience implementing the society for healthcare epidemiology of America guidelines to decrease central line infections. Journal of Trauma Nursing, 23(5), 290-297. doi: 10.1097/JTN.0000000000000235Donskey, C. J., & Deshpande, A. (2016). Effect of chlorhexidine bathing in preventing infections and reducing skin burden and environmental contamination: A review of the literature. American Journal of Infection Control, 44(5), e17-e21. Retrieved from Drews, F. A., Bakdash, J. Z., & Gleed, J. R. (2017). Improving central line maintenance to reduce central line-associated blood stream infections. American Journal of Infection Control, 45(11), 1224-1230. dio: 10.1016/j.ajic.2017.05.017McAlearney, A. S., & Hefner, J. L. (2014). Original article: Facilitating central line-associated blood stream infection prevention: A qualitative study comparing perspectives of infection control professionals and frontline staff. American Journal of Infection Control, 42(10), s216-s217. Retrieved from Scheck, M. A., Hefner, J., Robbins, J., Harrison, M., & Garmen, A. (2015). Preventing central line-associated bloodstream infections: A qualitative study of management practices. Infection control and Hospital Epidemiology, 36(5), 557-563. doi: 10.1017/ice.2015.27Woodward, B., & Umberger, R. (2016). Review of best practices for CLABSI prevention and the impact of recent legislation on CLABSI reporting. SAGE Open, 6(4). doi: 10.1177/2158244016677747

Army personal recommendation memorandum | US Army

 I attached the template to use for the personal recommendation memorandum called Department of the Army Letterhead please follow the AR 25-50 on how the spacing is  
I would suggest that you start by writing a memorandum for record (MFR) that includes the following information:

The name of the officer you are recommending.
The reason why you are recommending them.
A brief summary of their qualifications.
A brief summary of their accomplishments.
Any other information that you think is relevant.

You can then use this MFR as the basis for your memorandum recommending CPT Steven Higgins for the Army Congressional Fellowship.
1.  Purpose:  The purpose of this assignment is for students to generate a recommendation memorandum on behalf of their brigade commander in a clear, concise format. This memorandum will reinforce effective communications and their ability to utilize the HRC website. 
2.  Requirements:
     a.  Students must write memorandum recommending CPT Steven Higgins, the Operations Officer for HHC, 130th Engineer Brigade, for the Army Congressional Fellowship.
     b.  The memorandum must be no more than one full page in length.
     c.  The memorandum must detail why the individual is qualified for selection for the broadening opportunity. 
3.  The memorandum must be submitted in accordance with the assignment review cycle,
Reference: AR 25-50; DA Letterhead Instructions 
     BOP Catalog 2023
 
General Information for Personal Recommendation Memo:

CPT Higgins is assigned to 130th Engineer Brigade, 8th Theater Sustainment Command, Schofield Barracks, HI 96786-3730. Your Brigade Commander is Ted Lasso, COL, Engineer, Commanding (hint, COL in CDRs signature block, office symbol is “APTS-ENG-CO”).
Use the message with regard to the Army Congressional Fellowship (http://www.hrc.army.mil/bop).
Memorandum format is highlighted in the Broadening Opportunity Programs (B.O.P.), use catalog 2023.
Utilize the attributes within the B.O.P. Catalog that are outlined when crafting your response.  
CPT Higgins was previously the Sapper Company Commander. He is now currently assigned as the Operations Officer.
CPT Higgins has received 4 out of 5 Most Qualified OERs, scored 500+ on every ACFT he has taken and was recently rated the best CPT in the brigade while serving as the Sapper Company Commander.
KNOW YOUR AUDIENCE and what they want!
Writing in Active Voice does not mean you are writing in incomplete sentences.  
Avoid being “too poetic”, remember clear and concise.
You are “ghost writing” for your brigade commander, think third person. 
You are the Brigade Strength Manager for this organization.
Use the official letter head found on apd.army.mil.

DEPARTMENT OF THE ARMY
130TH ENGINEER BRIGADE
310 BRANNON AVE
SCHOFIELD BARRACKS, HI 96786-3730
Reference: AR 25-50; DA Letterhead Instructions; B.O.P. 2023 Catalog (I am adding as PDF it will be the 2024 BOP Catalog Chapter 4 Army Congressional Fellowship, page 6)
 
2023 BOP Catalog
https://www.hrc.army.mil/content/Broadening%20Opportunity%20Programs%20Building%20a%20cohort%20of%20leaders%20that%20allow%20the%20Army%20to%20succeed%20at%20all%20levels%20in%20all%20environments
Reference: AR 25-50; DA Letterhead Instructions

Design a After School Program Problem Based Learning Presentation

for this assignment follow the instructions. I attached  a reading:Reading on Special Project :Problem Based Learning  Special Project: Problem Based LearningRead the lesson thoroughly before starting.WHAT IS PBL?Traditionally, students learn by listening to lectures and reading. They are assessed on their ability to recall and communicate what they have learned.Another way of learning is problem-based learning. Students are given problems to solve, and learn much more in the process. Many successful and progressive universities around the world use problem based learning (PBL), and ACS courses have always incorporated a PBL approach.  Research shows that PBL gives the learner greater long-term benefits than traditional learning. Graduates of PBL courses advance faster and further in their careers.  Other benefits of PBL: •Develops critical and creative thinking;•Creates effective problem-solvers;•Increases motivation;•Encourages lateral thinking;•Improves communication and networking skills;•Is based on real-life situations.WHAT IS INVOLVED?Every PBL project is carefully designed by experts to expose you to the information and skills that we want you to learn. When assigned a project, you are given:•Questions to consider when solving the problem;•A framework for the time and effort you should spend on the project;•Support from the school.Please Note:Students who are accustomed to traditional education might think that PBL is not what they need.  However, research backs PBL in all areas of learning. After you have completed a PBL project, you will see why.Assignment   Below PROJECT TITLE:  AFTER-SCHOOL PLAY PROGRAM.1. Project aimPlan an after-school play program appropriate for a specific situation.2. Learning Outcomes•Identify stakeholders in a planned program (anyone with a vested interest in the program);•Identify main needs and concerns of key stakeholders (such as activities and resources for handicapped children; concerns for child safety);•Establish realistic parameters for a planned play program (such as limits to budget, time and resources etc.);•Select a site according to stated criteria;•Design a program appropriate to a given situation and available resources;•Establish a procedure for reviewing and evaluating the program. 3. Problem DefinitionIn many of the families of your community, both parents work. This means that many primary school children (ages 5-12) must spend after-school hours in the care of baby sitters or older siblings. Some children participate in some after-school activities run by different schools, but these are inconsistent, poorly structured, boring, and cannot accommodate enough children to meet community needs. While some parents are able to leave work earlier once or twice a week, most are not in a position to do so. Some young children also go home alone, and are unsupervised for 1-2 hours until a parent returns. This situation is causing some distress and concern in the community, to parents, siblings, and teachers who do not feel it is their responsibility to ‘baby sit’ children after school. A group of parents with children in two different schools has met to find a solution to this problem. They have found some after-school play programs in other areas have gained government funding or been financed by charitable organisations or corporations. Therefore, they have decided to design a program and apply for funding to run it.  You are one of these parents, and you in charge of planning the program.  Your task: Design an after-school play program that can be attended by primary school children in the community. Then, prepare a presentation of your program. (Do not write a funding application).4. Team Structure and Mode of InteractionYour role: You are a parent who has been chosen to lead a group of parents in the design of an after-school play program in your community. This design is to be (hypothetically) submitted to the local city council or government or a charitable organisation with a request/application for funding.Tutor’s support: You must contact the school’s academic department and arrange to use a tutor/academic in the role is to act as a consultant, equivalent to a paid consultant in the real world. (This may or may not be your normal tutor in this course)Do this twice before commencing on your final report, by phone, fax or email. Your consultant/tutor will limit the service they provide in each contact to a 30 minute consultation. Student forum: You must submit relevant questions to a student room forum on at least two occasions during the project, before commencing the final report. You must check for responses, and incorporate useful responses in your report. 5. Discussion questionsThese are issues or questions that you should address in your solution, whether or not you can find answers.•What is the demonstrated need for an after-school play program?•What is the target group for the program, and how will the program meet their needs?•What existing resources can be used and what limitations might they impose on the project? (e.g.  a suitable location for the program; people to run the program); •What is funding needed for?•What criteria will be applied to program design and implementation (e.g. Must it contribute to child development? Is cost effectiveness an issue? Do government regulations apply?) •How will the program cater for different abilities and interests (including disabilities)? •What safety issues must be addressed, and how?•What are the site characteristics that are relevant to this project?•Will the program be adversely affected by seasons or weather, and how will these be catered for?•What are reasonable goals in this situation for different stakeholders?6. ResourcesHuman resources (optional): You may draw on the skills, knowledge and assistance of others – other students, experts whom you consult, friends. All assistance must be formally acknowledged. Other resources (compulsory): You are expected to use some resources, and can choose which to use. You may gather the information required to solve this problem from course readings, books, journals, news programs, the internet, etc. All sources must be acknowledged.7. GuidelinesDuration: This project should take between 8-10 hours (including communications with a tutor or others). When 10 hours of work has been completed, submit what you have, no matter what stage it is in. You may be penalised for exceeding this time limit.•Your final report, and•Your interaction with a tutor, and•Your use of a forum in the student room. 8. Final ReportYour presentation must include:2.Explanation of how it meets community needs; 3.A description of the site (If possible, describe a real site, though a hypothetical site is acceptable); 4.Criteria for selecting plants or trees, their location and how they will be established/maintained, if relevant; 6.Explanation of how different needs are met (eg. disabled, different age groups and abilities, etc);7.An account of the problem-solving process you experienced8.A list of issues that arose during the project, that you either could not deal with or that were  not essential to the project;9.A list of resources used, including human resources;10.An evaluation of your performance, including what you did very well, and what you can improve;11.A summary of you learned about problem solving from this project;12.A summary of you learned about play program design from this project.

Spss/pspp | Statistics homework help

 
MAKE SURE TO SAVE YOUR SPSS/PSPP OUTPUT AS A PDF AND TURN IN WITH YOUR RESPONSES and be sure to properly label your responses]
1) Is there a relationship between a person’s age (AGE) and the number of hours spent per day watching TV (TVHOURS)? Use the GSS 2018 data to test this relationship.
Make a prediction:
What is the mean (average) number of hours people spend watching television each day? _________
Would expect the correlation between age and television viewing to be
Negative Nonexistent Positive
Now perform the analysis and find:
Correlation __________________ (Pearson’s)
Significance Level __________________ (as stated in PSPP output below the correlation coefficient )
Is the relationship statistically significant? Yes No
Do people tend to watch more or less TV as they age More Less
How would you explain these findings?
2A) Using the STATES10 data, perform a test to see if there is a relationship between the percent of the population that graduated high school (EDS131) and median earnings of male full-time workers (EMS168) in the state.
Summarize and interpret your findings below:
Correlation __________________ (Pearson’s)
Significance Level __________________ (as stated in SPSS/PSPP output below the correlation coefficient )
Is the relationship statistically significant? Yes No
Use the Scatterplot function under graph (Include Scatterplot here or with the output)
How would you explain these findings as part of an information strategy to lobby for additional resources to prevent high school drop-outs?  
A) How would you interpret this result without just reference to the level of significance?  What do you observe in the findings?  Be specific.
2B) How does the percent graduated (EDS131) relate to the median earnings of female full-time workers (EMS169)? Is the relationship the same as for male workers (EMS168)?
Summarize and interpret your findings below
Correlation __________________ (Pearson’s)
Significance Level __________________ (as stated in SPSS/PSPP output below the correlation coefficient )
Is the relationship statistically significant? Yes No
Include a scatterplot
How would you explain these findings?  Is there a difference?  
If, yes, what could explain any difference?  From a policy standpoint should this be a concern?
2C) Percent of the Population with a Bachelor’s Degree or More (EDS154) and Median Earnings of Female Full-Time Earnings (EMS169)Correlation       __________Significance Level   ___________Is the relationship statistically significant?   _____________From a policy standpoint what do any differences suggest should be done.  Be specific.
3) Is there a relationship between the average salary of classroom teachers (EDS125) and the percent of the population that has graduated high school (EDS131). Use the STATES10 data to test this relationship. Summarize and interpret your findings below:
Now perform the analysis and find:
Correlation __________________ (Pearson’s)
Significance Level __________________ (as stated in SPSS/PSPP output below the correlation coefficient )
Is the relationship statistically significant? Yes No
Include a scatterplot
How would you explain these findings?
Based on these results-from a policy standpoint, what could be done?

Ben Franklin Career Center Government Environmental Laws and Regulations Discussion

post a meaningful comment or question (150 words minimum) to the following 2 discussions150 words to each discussionDiscussion 11.Should the U.S. and other national governments ban or more severely regulate the manufacture, sale, and use of e-cigarettes? Why or why not?The US federal Governments and other state governments in the US should banned the e-Cigarettes all over the country,coz they wlabour working in these companies or in manufacturing units will lose the jobs.The ban of e-cigarette should not be effected. Though impact of nicotine vapor on non-smokers is still unclear,the product does not seem to be beneficial for the consumers. Hence governments should treat the e-cigarettes the same way as regular cigarettes and follow similar regulation . Regulation should be taken and can be done in different forms by imposing fines if the people are soking in public or offices places or in malls.Regulating them in public places only harms those people who uses the e-cigarettes to try and quit smoking more therefore they shouldn’t be banned either.2.Which stakeholders are most affected by the sale and regulationof e-cigarettes?Definitely every stakeholder will be effected by this ban. Mostly the consumers and buyers, Markerting team,subscribers on the ads on the e-cigarettes. The stakeholders that are the most affected by the sale and regulation of the e-cigarette are the manufactures and the consumers of the product. 3.Is the tobacco industry demonstrating a strategy of working in a collaborative partnership with the FDA by its voluntary warning labels on e-cigarettes?Actually they should demonstarte the bad effects of cigarettes and tobaccos of how they effects the health of a smokers. They should warn the Pasting the danger symbol on the logo so that its provide legal warning on the e-cigarette box.The tobacco industry is not demonstrating a collaborative partnership with the FDA. The Tobacco industry is learnings from the regulations of combustible cigarette industry and is anticipating the further stricter measures from FDA on e-cigarettes. Though e-cigarette manufacturers claim their products to be safer than regular cigarettes, the ingredients do have addictive effects on consumers which can led to deterioration in health. Hence to prevent any future liabilities from the use of their products, they are placing warning labels ontheir products.4.Using the elements of public policy presented earlier in this chapter, identify the inputs, goals, tools, and effects of the FDA’s effort to regulate e-cigarettes.?Public policy inputs are external pressures that shape a government’s policy decisions and strategies to addressproblems. In this case the public policy inputs was the research that came out saying that e-cigarettes were addictive, just as it was in tobacco cigarettes, but because e-cigarettes did not produce smoke they were less harmful to a user’s lungs than tobacco. However, much remained unknown. One medical school professorexplained, “E-cigarettes may be less harmful than cigarettes, but we still don’t know enough about their long-term risks or the effects of secondhand exposure. Public policy goals can be broad (e.g., full employment) and high-minded (equal opportunity for all) or narrow and self-serving. In this case, the urging for governments to restrict e-cigarette uses by the World Health Organization is an example of public policy goal.5.What reasons, discussed earlier in this chapter, could the FDA or other national regulatory agencies use to justify greater regulatory control of e-cigarettes?I dont think that FDA or other national regulatory agencies will justify the Actions like regulation on e-cigrattes in the public places or to people of less use even though the smokers will be affected with large content of nictione.Discussion 2Chapter 7, Business-Government RelationsGovernment’s association with business ranges from community to working at arm’slength. This relationship regularly is shaky, and managers must be cautious to foresee any change that may influence business and its operations. A public policy is an activity attempted by government to accomplish an expansive public reason.The public policy procedure includes inputs, objectives, devices or instruments, and impacts. Regulation is expected to address for market disappointment, defeat common imposing business model, and secure stakeholders who may some way or another be harmed by the unlimited activities of business. Regulation can appear as laws influencing an organization’s economic operations or spotlight on social good. Antitrust laws try to save competition in the commercial center, in this manner ensuring purchasers. Cures may include forcing a fine, separating a firm, changing the firm’s direct, or requiring the exposure of data to contenders (Lawrence & Weber, (2017).Chapter 10, Managing for SustainabilityGovernment environmental laws and regulations center around ensuring the naturalsoundness of the air, water, and land, and restricting the measure of pollution that organizations may radiate. Environmental laws have customarily been of the command and control type, determining standards and results. New laws, in both the United States and Europe, have added advertise motivating forces to actuate environmentally solid conduct (Lawrence & Weber, (2017).Environmental laws have brought numerous benefits. Air, water, and land pollution levels are by and large lower than in 1970. A proceeding with test is to discover approaches to advance a spotless situation and maintainable business rehearses without impairing the aggressiveness of the United states economy (Lawrence & Weber, (2017).Chapter 12, Regulating and Managing Information TechnologyThe management and regulation of information technology stances challenges for businesses and governments since technology changes so rapidly, is worldwide in its effect, and requires the organized endeavors of businesses and government to guarantee privacy and security. A few nations have forced censorship on online information, in view of political, security, and religious grounds. In any case, in numerous democratic nations, a great many people trust that information ought to be accessible. These governments have found a way to obtain individual information to all the more likely shield the public from terrorism and other threats. These governments have additionally endeavored to all the more likely guarantee assurance of licensed innovation. Two noteworthy market stakeholders focused by business organizations for the accumulation of information are representatives and customers, raising various ethical issues (Lawrence & Weber, (2017).The access to huge information can be inconsistent with the security of people’s rights to their own information. Cybercrime is criminal activity carried out by people or gatherings, called programmers, which increase unauthorized access to a business organization through its PC framework. It forces substantial costs on businesses that are hacked. Programmers seem inspired by monetary motivators, government or business striking back, or media consideration for an issue or the programmers themselves. Numerous businesses have made a huge effort to fabricate solid resistances to secure information and guarantee partner privacy. These resistances must be far reaching, companywide, and be bolstered by the organization’s executive leadership. Businesses have progressively depended the management of technology to their central information officer. These managers frequently report to the company’s CEO and are being depended with more noteworthy vital obligations inside the company (Lawrence & Weber, (2017).ReferencesLawrence, A. & Weber, J. (2017). Business Society: Stakeholders, Ethics, Public Policy, 15th ed. Upper Saddle River, New Jersey: McGraw Hill.