Develop an 8-12 slide PowerPoint presentation with speaker notes based on Apple.
Develop an executive-level PowerPoint presentation with 8-12 slides that contain speaker notes and appropriate graphics.
Create a SWOT analysis for the company to determine its major strengths, weaknesses, opportunities, and threats.
Based on the SWOT analysis, outline a strategy for the company to capitalize on its strengths and opportunities, and minimize its weaknesses and threats.
Discuss the various levels and types of strategies the firm may use to maximize its competitiveness and profitability.
Outline a communications plan the company could use to make the strategies you recommend above known to all stakeholders.
Assess efforts by this corporation to be a responsible (ethical) corporate citizen and determine the impact these efforts (or lack thereof) have on the company’s bottom line. Provide specific examples to support your response.
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health care delivery | descriptive essay help: descriptive essay help
Choose a disaster that occurred in a country (outside the United States) within the past 50 y
Use the attached rubric to guide your research of the disas Develop a 12-14 slide power point presentation of your research, identified risk factors and proposed plan
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Week 5: Concept Process Assignment #2 Due Sunday by 11:59pm Points 50 Submitting a file upload | high school essay help: high school essay help
The purpose is to integrate basic concepts with systems disorders using analysis in support of critical thinking.
Select a pathophysiology concept and systems disorder for which you have not previously completed an Active Learning Template (faculty may decide to assign a specific concept).
Complete the three areas of the basic concept template describing this concept in detail.
Complete all areas of the systems disorder template
Complete an analysis reviewing how the selected concept and systems disorder is related.
Be prepared to submit, present, and/or teach this concept to others based on your faculty member’s instructions.
For more information about this assignment, download and review the and watch the Concept Process Assignment Introduction video.
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week 4 discussion 1 him 410 – custom essay help: custom essay help
The use of social media as a source of health information is increasing. For example, large teaching facilities often have a link on their website for additional information about a particular disease or procedure. However, Internet sites like blogs, content communities, and other social networking sites as a source of health information is not without its challenges. These challenges include privacy, security, reimbursement, and accessibility. In your response, address the following:
How can inadequate or lack of access to communication technology (the digital divide) lead to care inequality in the emerging e-health model?
Discuss at least two types of social media and give examples of how social media can be applied to e-health.
Discuss the three challenges noted above and how they relate to the use of social media on the internet as a source of health information.
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discussion 2 week 4 him 410 – ccusa autobiographical essay help: ccusa autobiographical essay help
nternet based personal health records (PHR) are an excellent way of insuring that an individual’s health data remains accessible during a natural disaster. In this discussion, you will assume the role of a health information specialist. A patient of your facility has come to you for advice in selecting an Internet based PHR. Read the article 9 Popular Personal Health Record Tools (Links to an external site.)or you can do your own research and discuss a PHR system that you find. Evaluate three different free PHR systems that are web-based or software-based. In your discussion:
Identify the three PHR options you reviewed.
Create criteria to evaluate the three different PHRs (what were you looking for in the product?). You must include a minimum of three criteria.
Determine which product you would select for your personal use.
Articulate at least three reasons for the product selection.
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week 4 case study him 410 – assignment help sydney: assignment help sydney
The use of genetic information in health care presents many challenges, one of which is the protection of patient privacy. Given enough genetic information, a precise identification of a person can be made. Read the Health Informatics: A Systems Perspective Chapter 9 case study on page 201 and address the following:
Explain if you agree with the perspective of Sandy or Grace? Articulate the reasons why.
Compare and contrast the differences between the case of Henrietta Lacks, Jean and the Havasupai?
Explain how genomic databases can be used to accomplish meaningful research while protecting patient privacy.
Identify two US genomic institutes that focus on genomic medicine.
Compare and contrast their mission and vision.
Compare and contrast their major focus areas of research.
Did the site indicate if patient samples will be sequenced and the data combined with each participant’s medical record to allow researchers and research partners to investigate new approaches to disease prevention, diagnosis and treatment?
If asked to consent to your genomic information being used in research, explain if you would consent or decline? Include your rationale for consenting or declining.
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Week 6: Deontology – college essay help online: college essay help online
Can Rules Define Morality – YouTube
In your own words, explain the two formulas inside Kant’s Categorical Imperative.
What makes the Categorical Imperative special?
Apply Kant’s moral philosophy to a moment in your life where you behaved wrong/immoral.
How can these two formulas make you realize you behaved wrong?
Im gonna add this because Wass in this week syllabus and I think will help with this homework besides the YouTube video that professor says here.
Kant’s Categorical Imperative
Nature of the concept
The concept of the categorical imperative is a syllogism
1.The first premise is that a person acts morally if his or her conduct would, without condition, be the “right” conduct for any person in similar circumstances (the “First Maxim”).
2.The second premise is that conduct is “right” if it treats others as ends in themselves and not as means to an end (the “Second Maxim”).
3.The conclusion is that a person acts morally when he or she acts as if his or her conduct was establishing a universal law governing others in similar circumstances (the “Third Maxim”).
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Discuss Question week 5 | history essay help: history essay help
Women’s rights activists
African Americans
Explain the socio-economic status and challenges of your minority groups at the turn of the century.
How did the Industrial Revolution affect your chosen minority groups?
Analyze how the Progressives brought reform to your selected minority groups. Do you find that the Progressives were successful in making government responsive and improve the conditions of your chosen minority group?
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LIABILITY | english essay help online: english essay help online
1. What is the basis of vicarious liability? Ostensible agency liability? Contrast the two theories.
2. What can a hospital do to decrease its liability risks for vicarious liability and for ostensible agency liability?
(limit to 200 words or less)
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Drugs and Crime | a level english language essay help: a level english language essay help
Identify and discuss the major policy statements or legislation that had significant effects on the enforcement of drug laws in the United States. The assignment should be presented chronologically beginning with the 1906 Pure Food and Drug Act and end at today’s date. This assignment may contain a chart. The narrative portion of the project should be at least two full pages of text. For each piece of legislation or policy statement the narrative must also contain:
a detailed description of the event
an assessment of its impact on drug and/or alcohol control
public attitudes/responses to the event
Format Requirements:
Paper must be double spaced, 11 or 12 pt font and 1margins all around.
All APA 7th edition format requirements must be followed (cover page, in text citations, reference page). Refer to APA/UMGC – learning resources found in the content page of this course.
You must have resources to support your thoughts/information. These must be cited both in text as well as at the end of the document. Your paper should not contain direct quotes, sourced material must be paraphrased.
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week 4 case study him 410 | college application essay help: college application essay help
The use of genetic information in health care presents many challenges, one of which is the protection of patient privacy. Given enough genetic information, a precise identification of a person can be made. Read the Health Informatics: A Systems Perspective Chapter 9 case study on page 201 and address the following:
Explain if you agree with the perspective of Sandy or Grace? Articulate the reasons why.
Compare and contrast the differences between the case of Henrietta Lacks, Jean and the Havasupai?
Explain how genomic databases can be used to accomplish meaningful research while protecting patient privacy.
Identify two US genomic institutes that focus on genomic medicine.
Compare and contrast their mission and vision.
Compare and contrast their major focus areas of research.
Did the site indicate if patient samples will be sequenced and the data combined with each participant’s medical record to allow researchers and research partners to investigate new approaches to disease prevention, diagnosis and treatment?
If asked to consent to your genomic information being used in research, explain if you would consent or decline? Include your rationale for consenting or declining.
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The purpose of this assignment is to reflect on and analyze ethical considerations when working with families of children with special needs. Directi | WriteDen essay help cheap: essay help cheap
05 Jun The purpose of this assignment is to reflect on and analyze ethical considerations when working with families of children with special needs. Directi
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The purpose of this assignment is to reflect on and analyze ethical considerations when working with families of children with special needs.
Directions:
Using the course content and the steps to ethical problem solving here (https://www.naswma.org/page/100/Essential-Steps-for-Ethical-Problem-Solving.htm) complete a problem-solving approach to two of the case studies.
Case Study #1: The IEP deadline for Gerald is on Monday and his parents are not free to meet until the following Friday. You’ve tried contacting them by phone for two weeks and planned to meet on Monday without them. They have a desire to attend the meeting but had some problems with their phone. They are just now calling you at the end of the day on Friday. What should you do?
Case Study #2: The IEP team at your school decided that Sally would be best suited in a self-contained classroom. After you share your recommendation with the parents, her mother expresses her relief to find that there are solutions to help her daughter. However, Sally’s father becomes irate and yells at the mother for producing an idiot child. He said that no daughter of his will go to the “dumb class” and then he storms out. What should you do?
Then, analyze this ethical dilemma and attempt to find a resolution for each.
Write a reflection based on your analysis and solution to each ethical dilemma. Make sure to include what was violated and suggestions and strategies to ensure ethical practice when working with families. Revise and edit your work before submitting it.
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Watch both videos provided and fill out the video observation form for each.? Example of a successful IEP meeting: https://www.youtube.com/watch?v=d | WriteDen rice supplement essay help: rice supplement essay help
05 Jun Watch both videos provided and fill out the video observation form for each.? Example of a successful IEP meeting: https://www.youtube.com/watch?v=d
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Watch both videos provided and fill out the video observation form for each.
Example of a successful IEP meeting: https://www.youtube.com/watch?v=d44wPE9azXk
A non-collaborative IEP meeting: https://www.youtube.com/watch?v=Pu4KnwNu1Rw
Video observation Component
Objectives
Student Work
Running Record
You will complete a continuous record of your objective video observation. Be sure to include what you are seeing, without any judgments or interpretations. Make sure to take into account the identified objectives for this assignment.
What did you observe in the video?
What did you observe about the communication between professionals?
What did you observe about the IEP components?
Interpretations
Based on the evidence from the running record, you will provide your interpretation of what you have observed in the video. Make sure to take into account the identified objectives for this assignment.
How did you interpret what you observed?
What was your interpretation of the professional collaboration?
What was your interpretation of the effectiveness of the meeting?
Implications and Conclusions
Based on your observational evidence and your interpretation, provide implications and conclusions for the identified issue. Make sure to apply relevant course content to explain the implications and conclusions.
Explain the implications of the IEP meeting.
What conclusions can you make about this professional collaboration?
What conclusions can you make about the IEP meeting?
How might this meeting affect the student?
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Once done with writing your paper we will upload it to your account on our website and also forward a copy to your email.
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Upon receiving your paper, review it and if any changes are needed contact us immediately. We offer unlimited revisions at no extra cost.Is it Safe to use our services?
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What advice would you give Kristen about these ‘store discounts’? What are some specific strategies Kristen might use to resolve her financial situ | WriteDen essay help cheap: essay help cheap
05 Jun What advice would you give Kristen about these ‘store discounts’? What are some specific strategies Kristen might use to resolve her financial situ
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ANSWER EACH QUESTION WITH AT LEAST ONE PARAGRAPH. SEE THE ATTACHMENT FOR THE SITUATION!!
Answer the following:
What advice would you give Kristen about these “store discounts”?
What are some specific strategies Kristen might use to resolve her financial situation?
What steps are likely to pose the greatest difficulties to Kristen as she tries to resolve her problems?
What can Kristen do in the long term to ensure she doesn’t face a similar situation in the future?
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Our website has a team of professional writers who can help you write any of your homework. They will write your papers from scratch. We also have a team of editors just to make sure all papers are of
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Deadline range from 6 hours to 30 days.
Step 2
Once done with writing your paper we will upload it to your account on our website and also forward a copy to your email.
Step 3
Upon receiving your paper, review it and if any changes are needed contact us immediately. We offer unlimited revisions at no extra cost.Is it Safe to use our services?
We never resell papers on this site. Meaning after your purchase you will get an original copy of your assignment and you have all the rights to use the paper.
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Our price ranges from $8-$14 per page. If you are short of Budget, contact our Live Support for a Discount Code. All new clients are eligible for 20% off in their first Order. Our payment method is safe and secure.
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What are the two major components that go into a budget? What are the three categories of expenditures? How do you determine if you are saving mo | WriteDen computer science essay help: computer science essay help
05 Jun What are the two major components that go into a budget? What are the three categories of expenditures? How do you determine if you are saving mo
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Answer the questions below with at least a paragraph per question.
https://www.igrad.com/videos/the-components-of-a-budget
What are the two major components that go into a budget?
What are the three categories of expenditures?
How do you determine if you are saving money, breaking even, or losing money?
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Deadline range from 6 hours to 30 days.
Step 2
Once done with writing your paper we will upload it to your account on our website and also forward a copy to your email.
Step 3
Upon receiving your paper, review it and if any changes are needed contact us immediately. We offer unlimited revisions at no extra cost.Is it Safe to use our services?
We never resell papers on this site. Meaning after your purchase you will get an original copy of your assignment and you have all the rights to use the paper.
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Our price ranges from $8-$14 per page. If you are short of Budget, contact our Live Support for a Discount Code. All new clients are eligible for 20% off in their first Order. Our payment method is safe and secure.
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What does your bunker look like??Describe a few key features of your doomsday abode. Was there anything you did not have the?space to include? What d | WriteDen writing essay help: writing essay help
05 Jun What does your bunker look like??Describe a few key features of your doomsday abode. Was there anything you did not have the?space to include? What d
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What does your bunker look like? Describe a few key features of your doomsday abode. Was there anything you did not have the space to include? What do you think is one item that doomsday preppers might forget?
Write at least 350 words,
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Once done with writing your paper we will upload it to your account on our website and also forward a copy to your email.
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Upon receiving your paper, review it and if any changes are needed contact us immediately. We offer unlimited revisions at no extra cost.Is it Safe to use our services?
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What is your plan to proactively reach out to the Instructor with any questions about assignments and scheduling needs? How is your proactive communi | WriteDen my assignment essay help: my assignment essay help
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Criteria
Accomplished
90-100%
A to A-
Emerging
70-89%
B+ to C-
Beginning
50-69%
D+ to F
Not Evident
0%
F
Weight
The student contributes to a positive climate in the University classroom and all field placements, practicums, and/or internships.
Participates actively in class discussion and assignments by contributing feedback that engages critical thought, as well as provides additional resources to support views and ideas. Works effectively with others by displaying both genuine empathy and respect for others. Creates an atmosphere that stimulates collaboration.
Participates actively in class discussion and assignments. Works effectively with others. Shows respect of others and consideration for the thoughts and feelings of others.
Participates occasionally in class discussion and is often late on classroom assignments. Occasionally presents problems with working within group assignments and task.
Frequently does not actively participate in class discussion, and is frequently late in turning assignments, and/or has several missed assignments. Displays difficulty when working with others. Often shows lack of respect of others and consideration for the thoughts and feelings of others.
14%
The student demonstrates mastery of written and spoken language for self-expression, as well as for effective interaction in all settings.
Verbally communicates thoughts and ideas clearly. Demonstrates an ability to write in a clear and concise manner, with minimal to no errors in spelling and grammar. Adheres to APA standards. Communicates in a professional tone.
Communicates effectively verbally. Demonstrates an ability to write in a clear, organized, fluent manner. Adheres to the conventions of the language when appropriate. Recognizes distinctions between formal and informal tone.
Occasionally displays difficulty in clearly communicating thoughts verbally. Written assignments are often disorganized and displays an informal writing style. Inconsistent use of formal tone.
Frequently displays difficulty in clearly communicating thoughts verbally. Written assignments are frequently disorganized and unclear. Primarily uses an informal writing style.
14%
The student is a thoughtful and responsive listener.
Demonstrates an understanding of program and professional goals and objectives. Solicits and is open to feedback from both instructors and peers. Receives feedback in a positive manner. Displays both eagerness and enthusiasm in making necessary adjustments. Displays active listening skills and acknowledges the thoughts of others.
Solicits feedback that demonstrates an understanding of program and professional goals and objectives. Receives feedback in a positive manner and makes necessary adjustments. Listens and responds to others.
Occasionally becomes argumentative when feedback is provided. Does not display active listening skills and occasionally interrupts others while speaking.
Frequently becomes argumentative when feedback is provided. Does not display active listening skills and frequently interrupts others while speaking.
14%
The student is committed to reflection, assessment, and learning as an ongoing process.
Demonstrates a keen and heightened sense of self awareness. Is eager and enthusiastic in implementing information provided and apply ideas to his/her own practice or life. Frequently demonstrates ability to modify behavior and/or understanding when provided with new information or experience. Actively seeks out opportunities and participates in scholarship outside the classroom.
Reflects on information provided and demonstrates an ability to apply ideas to his/her own practice or life. Able to modify behavior and/or understanding when provided with new information or experience. Demonstrates an interest in and commitment to lifelong learning.
Displays emerging skills in self-awareness but occasionally struggles with the ability to reflect on information provided and apply ideas to his/her own practice or life. Occasionally demonstrates ability to modify behavior and/or understanding when provided with new information or experience.
Lacks sufficient skills in demonstrating self-awareness. Frequently struggles with the ability to reflect on information provided and apply ideas to his/her own practice or life. Does not demonstrate the ability to modify behavior and/or understanding when provided with new information or experience.
14%
The student is willing to give and receive help.
Frequently volunteers to assist others in the university classroom and/or practicum settings. Demonstrates openness to assistance from others. Eagerly and enthusiastically accepts direction from others. Respects authority.
Volunteers to assist others in the university classroom and/or practicum settings. Demonstrates openness to assistance from others. Accepts direction from others. Respects authority.
Occasionally volunteers to assist others in the university classroom and/or practicum settings. Occasionally rejects direction from others and is occasionally resistant toward authority.
Does not or infrequently volunteers to assist others in the university classroom and/or practicum setting. Frequently rejects the direction from others and is often resistant toward authority.
14%
The student appreciates and values human diversity and shows respect for others’ varied talents and perspectives.
Listens to others’ perspectives in a respectful manner. Exhibits an understanding of the complexities of race, power, gender, class, sexual orientation, and/ or privilege in American society. Uses culturally sensitive language in communication and avoids communicating stereotypes and group generalizations. Expresses a genuine desire to increase multicultural competencies.
Listens to others’ perspectives in a respectful manner. Exhibits an understanding of the complexities of race, power, gender, class, sexual orientation, and/or privilege in American society.
Demonstrates limited awareness for the need to understand the complexities of race, power, gender, class, sexual orientation, and/or privilege in American society. Occasionally uses language that is insensitive to the multicultural dynamics of others.
Demonstrates limited awareness for the need to understand the complexities of race, power, gender, class, sexual orientation, and/or privilege in American society. Frequently uses language that is insensitive to the multicultural dynamics of others.
15%
The student demonstrates a level of responsibility and ethical judgment appropriate for a professional counselor.
Attends and arrives on time to all classes and practicum/internship experiences. Does not represent work of others as his/her own. Protects both students’ and clients’ rights to confidentiality and privacy. Consistently communicates professionally with classmates, instructors, organizations, staff, and clients. Dresses professionally and consistently comes to classes and practicum/internship experiences prepared. Frequently volunteers to take on additional responsibilities, as appropriate.
Attends and arrives on time to all classes and practicum/internship experiences. Does not represent work of others as his/her own. Protects both students’ and clients’ rights to confidentiality and privacy. Communicates in a professional manner with fellow classmates, instructor, organization’s staff, and clients during classes and practicum/internship experience. Dresses professionally and comes to classes and practicum/internship experiences prepared.
Occasionally late and/or leaves early from classes and practicum/internship experiences. Occasionally omits citations or references to others’ work. Protects both students’ and clients’ rights to confidentiality and privacy. Occasionally communicates in an unprofessional manner with fellow classmates, instructor, organization’s staff, and clients during classes, practicum/internship experience. Dresses casually for practicum/internship experiences and occasionally comes to classes and practicum/internship experiences unprepared.
Frequently late and/or leaves early from classes and practicum/internship experiences. Frequently comes to classes and practicum/internship experiences unprepared. Represents work of others as his/her own. Does not adhere to protecting both students’ and clients’ rights to confidentiality and privacy. Dresses inappropriately and unprofessionally for practicum/internship experiences. Frequently communicates in an unprofessional manner with fellow classmates, instructor, organization’s staff, and clients during classes and practicum/internship experience.
15%
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Please note that this assignment is going to turn into a podcast. Please write it as if I am speaking with the audience. Attached are instructions, t | WriteDen cheap mba definition essay help: cheap mba definition essay help
05 Jun Please note that this assignment is going to turn into a podcast. Please write it as if I am speaking with the audience. Attached are instructions, t
Please note that this assignment is going to turn into a podcast. Please write it as if I am speaking with the audience. Attached are instructions, template/layout of the script, and 2 examples
Week 9 Assignment 4
Skill(s) Being Assessed: Problem Solving
Criteria for Success: In this assignment, you will:
· Provide a clear, concise overview of the 10 Skills and their importance for personal and professional life.
· Provide an overview of your philosophy of change that includes a summary of your approaches to reacting, framing, and managing change and use specific examples to connect them to approaches to solving problems.
· Explain the relationship between the 10 Skills and your personal philosophy of change using concrete examples to support ideas.
· Communicate personal experiences and beliefs that are clear, concise, and target a general audience.
· Develop a presentation or podcast that identifies a clear goal, is logically organized, adheres to time limits and includes written outline or script.
· Create an engaging presentation or podcast that is professional in overall quality and formatting.
What to submit/deliverables: Based on the option you choose to complete the assignment, you may submit either a presentation (recorded or live) or an audio podcast recording, including a written outline or script developed in the webtext.
What is the value of doing this assignment? At this point in your time at Strayer, you’ve had significant experience learning about, developing, and exercising the 10 Skills. How you’ve changed as a result of your experience with the 10 Skills is unique to your academic and personal journey and has likely impacted how you understand yourself and the world around you.
In your previous assignment, you used your problem solving skill to create your personal philosophy of change, which was informed by your personal and professional experiences. The purpose of this assignment is to effectively present how the 10 Skills inform and support your philosophy of change and/or the role your philosophy of change plays in your continued development of the 10 Skills. It also allows you to consider how your experience with the 10 Skills translates to employability and the hiring process.
The value of this assignment is to effectively communicate your experience with the 10 Skills to help others think differently about their own experiences and attitudes toward change. You will have the opportunity to practice sharing your problem solving process in creating your philosophy of change and in connecting your experiences with the 10 Skills to this personal philosophy. You will also practice agility and innovation in exploring new ways of thinking about change.
Your goal for this assignment is to: Use your problem solving, agility, and innovation skills to communicate how your experience with the 10 Skills relates to your philosophical understanding of change.
What you need to complete this assignment:
· Video camera, webcam, or audio capabilities for recording.
· Your personal philosophy of change (Week 7 Assignment).
· Audacity Installation and Use Instructions [PDF] (optional for podcast).
· PowerPoint (optional).
Steps to complete:
Scenario: A local business leader is looking for ways to promote change around personal and professional growth and learning for all members of the community. They have asked you to present your philosophy of change to the community—through a recorded presentation (or live, if in the classroom) or through a podcast they will air this month—to help demonstrate the value of employable skills and opportunities for positive change. The goal is to use examples from your personal experience to help listeners understand how they could begin to think about their own philosophy of change and how they navigate change in different contexts.
STEP 1: Introduce yourself to the audience and identify the goal of your presentation or podcast in a clear, concise manner. Your goal should be centered around how some or all of the 10 Skills and a philosophy of change have helped you—and can help others—exercise their problem solving skill (approximately 1 minute or less).
STEP 2: Since your audience will be unfamiliar with the 10 Skills and your philosophy of change, you should provide an overview (approximately 1–3 minutes total) that addresses the following:
· What are the 10 Skills and why are they important in your personal and professional life? (Note: You do not need to list and define each skill, but you can speak of them broadly.)
· What is a philosophy of change and why is it important? How can it help you think about and solve problems in your life?
STEP 3: Discuss your experience with the 10 Skills and your personal philosophy of change (approximately 3–5 minutes). Note: You may choose to talk about all 10 Skills or to focus on only a few.
You can discuss any or all of the options below:
· How some or all of the 10 Skills have informed your philosophy of change.
· How some or all of the 10 Skills can support you living out your personal philosophy of change.
· How your personal philosophy of change can support your continued development of some or all of the 10 Skills.
Remember, your audience will likely be unfamiliar with the 10 Skills and your philosophy of change. Your grade is based on how well you communicate the connection between this information in a way your audience will understand.
Your visual or audio presentation should be approximately 6–8 minutes long. Format for the presentation will vary (depending on selection), but overall the focus should be on speed of overall presentation, tempo of sections, volume (loud versus soft; distractions in certain parts), use of filler words or phrases, inclusion of an introduction and a conclusion, and sounds practiced versus read. Refer to Chapters 8 and 9 in your webtext to review professional presentation skills and tips on how to successfully communicate to a diverse audience. If you choose to do a podcast, refer to the examples in your webtext (Page 9.7) as a reference for formatting and style.
· Podcast Example 1 [M4A] :
. Example 1 Transcript [DOCX] .
. Example 1 – Why It’s an A [DOCX] .
· Podcast Example 2 [M4A] :
. Example 2 Transcript [DOCX] .
. Example 2 – Why It’s a C [DOCX] .
STEP 4: Upload your recorded presentation or podcast (including written outline or script) to Blackboard in Week 9. Review the rubric on the assignment submission page.
See Creating an Outline or Script for Week 9 Assignment [PDF] .
,
PHI201
© 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.
Page 1 of 5
Creating an Outline or Script for Week 9 Assignment
Prepare for Recording
For many, hitting “record” is stressful. What are you going to say? How are you going to say it? What happens if you mess up?
While you cannot plan for everything, you can avoid some of the most common with strong preparation. As part of the Week 9 Assignment requirements, you are asked to prepare by developing either an outline or a script.
The focus should be deciding, in general, what you want to say and when to say it. This simple act of planning makes it easier to hit that record button and, when combined with some solid practice, increases your chances of making a solid presentation or podcast.
Two Options
Different people have different preferences in how they work. Do you want to create a general overview to work from (an outline), or do you want to write something to help you make sure you get the words just right (a script)? The overall structure of either will be the same. The only real difference for this assignment will be how much you write.
NOTE: Using a script can be difficult without practicing. It is important to avoid sounding like you are reading (or looking like it if presenting on camera or in person). Remember, the script is there to help make sure you collect your thoughts and deliver the presentation the way you want. It is not meant to be read word-for-word in front of the camera or audience.
Structure
OPENING INTRODUCTION OVERVIEW – FIRST POINT OVERVIEW – SECOND POINT RELATIONSHIP (FIRST POINT TO SECOND POINT) KEY EXAMPLE(S) CLOSING
Example for Assignment – Outline (Based on “Podcast Example A”)
1. Opening.
a. Name.
b. Background.
PHI201
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Page 2 of 5
2. Introduction.
a. Philosophy of Change.
b. 10 Skills.
3. Overview – First Point.
a. Heraclitus quote.
b. Change.
i. Connect change to quote.
c. Electronics example.
i. Background.
ii. Learning.
iii. Transition to 10 Skills (agility).
4. Overview – Second Point.
a. Return to Heraclitus quote and connect to 10 Skills/theme.
b. 10 Skills and different experience levels.
5. Key Example – Agility/Innovation/Problem Solving.
a. Focus on these.
b. Margaret Atwood quote.
c. Connect philosophy of change and 10 Skills through quote.
6. Closing.
a. Review key points on change.
b. Leave audience with something to remember.
i. Two options: be ready or ignore.
PHI201
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Page 3 of 5
ii. One is good.
Example for Assignment – Script (Based on “Podcast Example A”)
OPENING
My name is Ed Buchanan and I have traveled many different roads in nearly 40 years. From working in the professional world to working toward a degree, my experience points to one specific idea.
INTRODUCTION
Today I will share my philosophy of change and how it is reinforced through experience working with employable skills.
OVERVIEW – FIRST POINT
“The way up and the way down are one and the same. Living and dead, waking and sleeping, young and old, are the same.” —Heraclitus, Life Is Flux, about 500 BC
All of these comparisons have one thing in common: change. They are the same because they all involve a degree of change. If you do not look deeply, you may argue that there is no change happening in people who sleep or are dead, but that is not correct. Sleeping people breathe, cells heal, the brain functions and continues to work through the day’s problems. Even in death, we change. Some body functions may continue well after our deaths. We are not the same physical beings at the time of death as we are months or years afterward. Heraclitus believed that “the only constant is change” and that idea still drives people forward today.
If we settle on this idea that change is the only constant, we can use this as the motivation to move forward. I can remember working at a major company in my 20s. It was a good job where I worked on electronics equipment. Translation: I played with broken stereos, TVs, cameras, and camcorders, and did my best to make sure they were working when I shipped them back to the customers.
I was paid well—even though I had no real background in electronics repair—but I dedicated myself to learning. When a piece of equipment came in that I had never seen before, I sat down next to our senior technicians and watched as they took it apart, identified the problems, and corrected them. I was smart enough to recognize what I did not know and self-aware. The only way to improve was to find people who could show me the way and soak up everything I could.
I did well. In fact, I did this so well that within a few short years I worked my way to the highest technician level and was moved around the shop to work wherever there was a heavy
PHI201
© 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.
Page 4 of 5
workload. My agility made me a key team member and helped me pay my increasing school bills. I wouldn’t be where I am today if I had not used my skills and interacted with the change all around me.
Going from unskilled to top tech level in a few short years is a good way to showcase how to address the changing world, but it’s not the only story. Dealing with change was at the heart of each moment in that journey. I had to change my knowledge level. I had to change my outlook and recognize where I needed to learn and who could teach me. I had to change the way my
manager viewed me (beginning as unknowledgeable and becoming the go-to guy). Change, change, change.
OVERVIEW – SECOND POINT
What we will do now is talk about how each of you interacts with change. I have shared my outlook, mostly leaning on what Heraclitus said a long, long time ago. What do you know about change? How do you deal with it? More importantly, how will you deal with change next time you encounter it? [4:02]
These are the basic questions I used to help think of the role change plays in my life. They conveniently will help you do the same. When I think through these questions, my mind goes right to recent experience with the 10 skills taught in Strayer gen ed courses—skills that employers are looking for because people that have these skills succeed. Communication. Problem solving. Agility. Self and social awareness. Technology. Initiative. Productivity. Results driven. Relationship building. Innovation.
Like many people, I had different experience levels with different skills. Some of these skills, I came in with a really strong idea of what it meant. Other skills, I didn’t have quite the same grasp. What I did learn is that each of these skills developed over time. Stepping back, I realize that these all revolve around the same thing: change.
KEY EXAMPLE
Agility is how well you can adapt to an ever-changing world. Innovation is looking at new ways to address barriers or ways of doing things. Problem solving is changing a situation to fix something that is going wrong.
We started with an ancient philosopher, journeyed to the recent past and experience with the 10 skills, and now we move to the final part of my philosophy of change.
PHI201
© 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.
Page 5 of 5
For most of us, change is not a light switch. We don’t just flip it and something inside of ourselves magically changes the world around us. The last part of my philosophy of change comes courtesy of Margaret Atwood. Many people will know her for the Hulu series The Handmaid’s Tale and this quote comes from her book of the same name:
“Nothing changes instantaneously: in a gradually heating bathtub you’d be boiled to death before you knew it.”
When the world around us gets more dangerous, we often do not recognize it. When the signs surround us that change is coming, we may not pay enough attention. What I encourage everyone to do, though, is to have a plan, or at least an idea, of how they want to respond to change and the person they need to be when change pops up in your life.
CLOSING
Change surrounds each of us—at home, at work, at school, sometimes just driving home after a long day. If we have a philosophy about how we deal with change, it can take a little of the sting out of change and make change something you actually look for in your life.
I cannot tell you what change is coming. What I can say is you have two options: be ready or ignore it. Only one of these options will pay off.
Creating an Outline or Script for Week 9 Assignment
Prepare for Recording
Two Options
Structure
Example for Assignment – Script (Based on “Podcast Example A”)
OPENING
INTRODUCTION
OVERVIEW – FIRST POINT
OVERVIEW – SECOND POINT
KEY EXAMPLE
CLOSING
,
PHI201
Podcast Example A Transcript
My name is Ed Buchanan and I have travelled many different roads in nearly 40 years. From working in the professional world to working toward a degree, my experience points to one specific idea. Today I will share my philosophy of change and how it is reinforced through experience working with employable skills.
“The way up and the way down are one and the same. Living and dead, waking and sleeping, young and old, are the same.” -Heraclitus, Life is Flux, circa 500 BC
All of these comparisons have one thing in common: change. They are the same because they all involve a degree of change. If you do not look deeply, you may argue that there is no change happening in people who sleep or are dead, but that is not correct. Sleeping people breathe, cells heal, the brain functions and continues to work through the day’s problems. In addition, even in death we change. Some body functions may continue well after our deaths. We are not the same physical beings at the time of death as we are months or years afterward. Heraclitus believed that “The only constant is change” and that idea still drives people forward today.
If we settle on this idea that change is the only constant, we can use this as the motivation to move forward. I can remember working at a major company in my twenties. It was a good job where I worked on electronics equipment. Translation: I played with broken stereos, TVs, cameras and camcorders and did my best to make sure they were working when I shipped them back to the customers. I was paid well even though I had no real background in electronics repair but I dedicated myself to learning. When a piece of equipment came in that I had never seen before, I sat down next to our senior technicians and watched as they took it apart, identified the problems, and corrected them. I was smart enough to recognize what I did not know and self-aware. The only way to improve was to find people who could show me the way and soak up everything I could.
I did well. In fact, I did this so well that within a few short years I worked my way to the highest technician level and was moved around the shop to work wherever there was a heavy workload. My agility made me a key team member and helped me pay my increasing school bills. I wouldn’t be where I am today if I had not used my skills and interacted with the change all around me.
Going from unskilled to top tech level in a few short years is a good way to showcase how to address the changing world, but it’s not the only story. Dealing with change was at the heart of each moment in that journey. I had to change my knowledge level. I had to change my outlook and recognize where I needed to learn and who could teach me. I had to change the way my manager viewed me (beginning as unknowledgeable and becoming the go-to guy). Change. Change. Change.
What we will do now is talk about how each of you interacts with change. I have shared my outlook, mostly leaning on what Heraclitus said a long, long time ago. What do you know about change? How do you deal with it? More importantly, how will you deal with change next time you encounter it?
These are the basic questions I used to help think of the role change plays in my life. They conveniently will help you do the same. When I think through these questions, my mind goes right to recent experience with the 10 Skills taught in Strayer Gen Ed courses. Skills that employers are looking for because people that have these skills succeed: communication, problem solving, agility, self and social awareness, technology, initiative, productivity, results driven, relationship building, innovation. Stepping back, I realize that these all revolve around the same thing: change.
Agility is how well you can adapt to an ever-changing world. Innovation is looking at new ways to address barriers or ways of doing things. Problem solving is changing a situation to fix something that is going wrong.
We started with an ancient philosopher, journeyed to the recent past and experience with the 10 Skills, and now we move to the final part of my philosophy of change.
For most of us, change is not a light switch. We do not just flip something inside of ourselves and magically the world has changed. The last part of my philosophy of change comes courtesy of Margaret Atwood. Many people will know her for the Netflix series The Handmaid’s Tale and this quote comes from her book of the same name:
“Nothing changes instantaneously: in a gradually heating bathtub you’d be boiled to death before you knew it.”
When the world around us gets more dangerous, we often do not recognize it. When the signs surround us that change is coming, we may not pay enough attention. What I encourage everyone to do, though, is to have a plan, or at least an idea, of how they want to respond to change and the person they need to be when change pops up in your life.
Change surrounds each of us. At home, at work, at school, sometimes just driving home after a long day. If we have a philosophy about how we deal with change, it can take a little of the sting out of change and make change something you actually look for in your life.
I cannot tell you what change is coming. What I can say is you have two options: be ready for it or ignore it. Only one of these options will pay off.
© 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.
Page 1 of 1
,
My name is Jasmine Fitzgerald, and for many years I have lived my life through others, scared to take a risk. From finding out my sexuality, real friends, and moving out of state, I have taught myself that if I want to change, I am responsible for making it happen. Today I will share my philosophy of change and how the most superficial differences you make in life create a whole new outlook.
“Change equals self-improvement. Push yourself to places you haven’t seen before.” – Pat Summitt
Self-improvement is the quest to make ourselves better in any and every facet of life. I believe the most challenging thing for a person to do, is to realize their flaws. If someone were to come up and ask you, “What is one thing you would change about yourself?” what would you say? I would be nonverbal at that moment. That’s how I was for most of my life, letting people tell me who I was or what I need to do, from my hair down to who I should like. I was tired of it. Finally, a change took over me and created a better self through many situations.
I came out as when I was in my freshmen year of college. I always knew about myself but hid it because I didn’t want to add another reason for someone to control me. I was the type that I thought I had “friends” but only was invited because of my famous older siblings. I was never known as Jasmine but as “Michael or Chris’s sister.” At that moment, you want to escape. Move from all things that create a terrible memory or hold you back. I found a true friend through that process in which I was finally able to move from what was holding me captive. I always stayed in a place because of other people, and this was my decision. Finally, something I CHOSE.
That choice I made helped me to become a better individual. I moved somewhere that I was able to express myself with little judgment openly. I work for a company that encourages their employees to change others and give us the gratitude of being our voice. My initiative and results- driven helped me take charge of myself and the opportunities presented to me. The innovation introduced me to something new and helped me decide what I wanted and what change meant.
Going from nonverbal to having a voice and a choice is an excellent way to address change. That is never the end of anyone’s story. In those few years, a part of me had died, and a new I was created. I had to change not only the outlook of myself but through others. I wanted them to see me for who I was. Sometimes that means losing the ones you love and moving somewhere you are not known.
You are probably thinking, what is your point? How can this affect my decision to change my life? How will these fundamentals support me in the future? If we only settle with words instead of actions, wherein there is a change being created?
These are questions that you may be thinking about while I am speaking with you. I finally was able to take my steps towards change by following them. Many steps include a philosophy of change that helped me through my journey and can help you also. I am going to list 10 of them but will only talk about a few. Communication, problem-solving, agility, self and social awareness, initiative, productivity, results-driven, relationship building, and innovations are fundamental to a philosophy of change.
The initiative is taking advantage of opportunities that pass by. Result- driven is the ability to get things done. Innovation is the introduction of something new. In my personal life, I used these to finally explore a whole new me and let others know that nothing can be taken for granted. Not only were these essential in my personal experiences but also in my professional experiences.
We have spoken about past experiences and the meaning behind the quote of a famous and inspiring basketball coach. We are finally coming to the end of my philosophy of change.
It is not easy for everyone to change. We all have barriers that we can’t push through or are not willing to break down. Ernest Gaines, an American writer, once said, “There will always be men struggling to change, and there will always be those who are controlled by the past.”
This world changes every day, and it’s up to us if we want to hear it. We can either be part of the change or look the other way. We can choose to make changes in our life or stay in the past. Life is not going to change itself. It is up to us to make the changes and create our philosophy.
I cannot tell you what to do with your life. My advice is to find yourself first, don’t let others dictate who you are, and don’t be afraid to make the change. It is going to be hard at first, but later it will be all worth it.
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05 Jun You will create and analyze a photo project, thus conducting your own research for the final project. You will choose an Environmental Justice topic,
You will create and analyze a photo project, thus conducting your own research for the final project. You will choose an Environmental Justice topic, whether it is a movement, an organization, or a current environmental disaster/harm. Along with the photos you will be asked to write a 3 – 4-page paper explaining what the photos represent, analyzing the information that the photos depict, and summarizing the theoretical concepts behind your analysis.Within the paper associated with the photo project you should:
Provide a brief summary of the photos, where they were taken, and what they depict (about 1 page)
Analyze the information that the photos depict. What do they say about the particular topic(environmental justice in the city) you chose? (about 1 – 2 pages)
Assess the photos using theories and concepts discussed in class and assigned readings (about a 1 – 2 pages)
CITE ALL SOURCES
Submit the photos and paper via Canvas.
The suggested page numbers above do not include the photos. Please include the photos in the paper, but do not count them toward the final page count
The first photo is of a Denver poorer community in contrast to the second, which is of a more wealthy one, please write regarding the environmental injustice between wealth.
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Environmental Sociology
ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/rens20
The criminalization of environmental harm: a study of the most serious environmental offenses prosecuted by the U.S. federal government, 1985-2010
Erik W. Johnson, Jennifer Schwartz & Alana R. Inlow
To cite this article: Erik W. Johnson, Jennifer Schwartz & Alana R. Inlow (2020) The criminalization of environmental harm: a study of the most serious environmental offenses prosecuted by the U.S. federal government, 1985-2010, Environmental Sociology, 6:3, 307-321, DOI: 10.1080/23251042.2020.1748269
To link to this article: https://doi.org/10.1080/23251042.2020.1748269
Published online: 14 Apr 2020.
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ARTICLE
The criminalization of environmental harm: a study of the most serious environmental offenses prosecuted by the U.S. federal government, 1985- 2010 Erik W. Johnson, Jennifer Schwartz and Alana R. Inlow
Department of Sociology, Washington State University, Pullman, WA, USA
ABSTRACT Over the past four decades, criminal, as opposed to civil or administrative, prosecutions have assumed an increasingly visible role in US environmental law enforcement. There is little understanding about the types of acts and defendants criminally prosecuted for pollution offenses in the United States or the sanctions received. In this paper, a unique dataset on virtually all federal criminal prosecutions of pollution-related offenses between 1985 and 2010 is used to assess aggregate trends in characteristics of pollution violations, offenders, and sanctions. Prosecutions increase dramatically in number and diversity over time, drawing in increasing numbers of low-level offenders. An early emphasis on hazardous waste violations is now complemented by prosecution of a large variety of activities associated with pollution of land, water and air, especially activities that pose direct threats to human health. Although most serious criminal violations occur within formal-organizations, individual actors are increasingly held criminally responsible, particularly low-level employees, with a trend away from prosecuting top-executives and large corporations.
ARTICLE HISTORY Received 27 August 2019 Accepted 25 March 2020
KEYWORDS Environment; crime; enforcement; air pollution; water pollution; hazardous waste; corporate crime
The regulation of environmental pollutants is an insti- tutionalized function of nation states in the world today (Longhofer et al. 2016; Meyer et al. 1997), with the United States an early leader in building a national regulatory infrastructure around pollution of air, water, and land. This paper focuses on an important topic within the literature on pollution regulation and enfor- cement. Criminal prosecutions of environmental pollu- tion laws and regulations have taken an increasingly central role in federal enforcement efforts (Shover and Routhe 2005; Starr and Kelly 1990), but are largely unstudied within environmental criminology litera- tures focused on definitional debates about what con- stitutes criminal environmental activity (Brisman and South 2019; Lynch and Stretsky 2003; Stretesky, Long, and Lynch 2013; White 2013), the policing of interna- tional wildlife trade and trafficking (Lemieux and Clarke 2009; South and Wyatt 2011), and routine pol- luting activity at industrial facilities for which data on administrative and civil enforcements are readily avail- able through sources such as the EPA maintained ECHO website (Enforcement and Compliance History Online) (Konisky and Schario 2010; Kremer 2016; Lynch, Stretesky, and Burns 2004; Ringquist 1998). Researchers have examined particularly egregious or highly visible criminal pollution cases, such as the Exxon Valdez and Deepwater Horizon oil spills (Gill, Picou, and Ritchie 2010; Ruggiero and South 2013; Spencer and Fitzgerald 2013), but we have limited
systematic understanding of what acts and actors fed- eral enforcement agents focus on when pursuing crim- inal violations of environmental pollution law (but see Lynch 2017; Ozymy and Jarrell 2015; O’Hear 2004).
This article is intended as an empirical introduction to the understudied world of criminal environmental pollution enforcement. We first draw on criminological literatures to elucidate the funnel of regulatory and policing practices that result in identifying the most serious pollution cases for criminal enforcement. We then describe an unutilized, but publicly available, source of raw data on criminal prosecutions that scho- lars could draw upon to address important questions in the criminalization of polluting behavior. We extracted and coded case-relevant information on 1,690 cases, involving 2,288 individuals and 861 com- panies between 1985 and 2010, a labor-intensive, time-consuming task. This represents the largest and most current database on serious federal offenses against the environment. One positive feature of our database is that we were able to collect rich details about the statutes under which crimes were prose- cuted, resulting punishments, the characteristics of organizations involved, individual defendant’s com- pany position, along with offense-specific information about what acts were carried out and what harms were done.
We then draw on literatures from law and public policy to briefly sketch the historical development of
CONTACT Erik W. Johnson [email protected]
ENVIRONMENTAL SOCIOLOGY 2020, VOL. 6, NO. 3, 307–321 https://doi.org/10.1080/23251042.2020.1748269
© 2020 Informa UK Limited, trading as Taylor & Francis Group
criminal pollution law and employ our data on federal criminal prosecutions to illustrate change over time in the extent and types of offenses prosecuted. Next, we draw on criminological literatures and our data to scope the types of offenders that are pursued by the federal EPA, as well as the types of punishments that are received. We conclude with a discussion of future research directions that scholars could address with these data, focusing on important questions about the characteristics of cases that are selected for crim- inal prosecution and explanations for various senten- cing outcomes, again drawing out parallels from broader criminological literatures.
The current research is not focused on hypothesis testing or drawing global conclusions. Rather it lays out the landscape of criminal pollution cases prose- cuted and punished by the US federal government and will serve, we hope, as a springboard for future research into a wide variety of important and interest- ing questions in this overlooked area of environmental law enforcement.
The changing definitional boundaries of environmental crime
Crimes of environmental pollution, virtually unheard of prior to the 1970s, are a common occurrence in the United States today and pose significant threats to human health and the natural world (Gibbs et al. 2009; Stretesky, Long, and Lynch 2013). By environ- mental crime, we are referring to harmful or potentially harmful acts of pollution that occur outside the rules of federally permitted behavior. This legalistic definition excludes a wide range of individual and corporate behaviors that harm the environment. The focus on pollution-based offenses also excludes the closely allied fields of wildlife and natural resource crime, both of which have extensive histories of their own. Laws protecting natural resources from illegal logging and wildcat mining, for example, are typically anchored in long-standing property law, while wildlife law traces back to at least the Lacey Act of 1900 (Dunlap 1988).1 When we talk about environmental crime in this paper, we are referencing the distinctly new area of criminal law that developed in the last half of the 21st century and which focuses on environmen- tal pollutants and human health effects of exposure to pollutants.
Much of the federal regulatory and bureaucratic framework for monitoring and controlling environ- mental pollutants was established during the 1960s and 70 s. The establishment of the EPA in 1970 com- bined a myriad of existing federal agencies and pro- grams within a single bureaucracy for administering and enforcing the nation’s federal anti-pollution pol- icy (Fiorino 1995). The EPA was initially organized according to major media of pollution (air, water
and land) which map onto three major pieces of legislation central to their policing efforts: the Clean Air and Clean Water Acts (along with their various amendments) and the Resource Conservation and Recovery Act focused on solid wastes. Even as today’s EPA tries to move towards a more holistic approach, it remains organized by these three key media (Carole and Simpson 2009).
The criminal enforcement capacity of the EPA and basic capabilities to investigate criminal envir- onmental acts was initially extremely limited. It was not until the 1980s that the criminalization of envir- onmental violations began in earnest. In 1982 the EPA established an Office of Criminal Enforcement to investigate and the federal Department of Justice (DOJ) established an Environmental Crimes Unit to prosecute environmental crimes (Adler and Lord 1991; USDOJ 2012). As per the general law and order view of the time (Garland 2001), legislated sanctions for violating major federal environmental laws steadily increased. Over the course of the dec- ade, major environmental legislation added felony criminal sanctions to enhance deterrence efforts. Of particular importance were the 1984 RCRA amend- ments, the 1987 Clean Water Act amendments, and the 1990 Clean Air Act amendments (Uhlmann 2009, 1227). The vast majority of EPA-initiated crim- inal environmental cases are prosecuted under the auspices of these three major pieces of legislation (Lynch 2017).
The criminalization of environmental harm
A common metaphor for the US criminal justice system is that of a funnel (Garland 2001). At the wide mouth of the funnel are the large variety of criminal environ- mental violations that occur, only a small fraction of which comes to the attention of enforcement agents. Of cases which come to the attention of authorities and are subject to investigation, only a portion of those is pursued for penalty by the EPA, usually through administrative or civil routes, such that an even smaller number of cases investigated by the EPA is referred to the Department of Justice for criminal prosecution (Lynch 2017; Lynch et al. 2016). The vast majority of environmental violations go unpunished.2
Most investigations of environmental noncompli- ance violations are dealt with administratively or civilly. ‘Administrative remedies are generally designed to restrict (or require) certain future actions and may also involve some compensation to the victim (which is often the government). Although civil penalties might be levied, they are often designed to take the monetary gain away from offenders, and are not gen- erally designed to punish’ (Cohen 1992, 1059). Criminal enforcement actions go further in several ways (see further discussion in conclusion section) and are
308 E. W. JOHNSON ET AL.
intended to communicate and demonstrate accepta- ble bounds of behavior. The symbolic importance of criminal prosecutions for environmental violations is well understood, with prosecutors regularly referen- cing this role in explaining the decision to proceed with criminal charges (Hedman 1990; O’Hear 2004).
Prosecutors have considerable discretion in choos- ing which environmental offenses to pursue as crim- inal violations and those that become subject to federal criminal sanctions represent unique outcomes of this adjudication process. In a careful study of exactly what differentiates criminal environmental pro- secutions from civil and administrative cases, Uhlmann (2009) finds that criminal environmental cases share different combinations of four distinctive features: intentionality, harm, chronic noncompliance, and fla- grancy. First, intentionality is key: ‘[n]o factor is more decisive than lying in making a criminal case out of what might otherwise be a civil matter.’ Often, the ties between misleading conduct and harm are clear, such as in classic cases of midnight dumping, of which there are a considerable number in our data, including the case of an environmental cleanup contractor who drove around with hidden discharge hoses to dispose of hazardous wastes on roadways. Each of the major pieces of environmental legislation, the Clean Air Act, Clean Water Act, and RCRA, includes false-statement provisions (Title 18 of the US Criminal Code). ‘Prosecutors frequently include Title 18 charges, along with environmental charges, to highlight tradi- tional badges of criminality. By emphasizing Title 18 charges, prosecutors emphasize the aspect of the vio- lations that traditionally justifies criminal enforcement (false statements, concealment, obstruction of justice, fraud) and utilize charges that are most familiar (and therefore acceptable) to federal district court judges.’ (1248). Criminal charges such as conspiracy also offer procedural benefits for prosecutors and increased pun- ishment options (Lynch 2017).
Second, significant harm to the environment or human health is an important factor. Simply put, when large-scale environmental disasters occur, the federal government is more likely to pursue criminal prosecutions. Large-scale harm is not a pre-requisite for criminal prosecution, however, and in many cases in our data it is difficult to discern the amount of actual harm that resulted from actions such as document falsification on the part of defendants or tampering with required samples. Third, repetitive violations of environmental laws are at heightened risk of criminal prosecution. The EPA and other environmental enfor- cement agencies typically apply a model of escalated penalties to offenders. That is, they begin by trying to work with offenders, but escalate enforcement actions under conditions of obstinacy or chronic noncompli- ance. Even the penalties offenders receive tend to follow this escalated pattern: from warning letters, to
site visits, then judicial and/or civil orders. These alter- native approaches are typically pursued before crim- inal violations become an option under conditions of continued non-compliance.
Finally, deliberate efforts to operate entirely outside the environmental regulatory system are also at a high likelihood of receiving criminal prosecution, in order to preserve the integrity of the regulatory system. One such example are incidents relating to improper dis- posal of hazardous waste (e.g. without a manifest or in an unpermitted area). Indeed, work by Brickey (2001) on the earliest years under observation (1986–1993) suggests that most hazardous waste violations charged by the federal government during this period were for ‘rogue operators’ conducting unpermitted handling, storing, transporting or disposing of hazar- dous waste.
Yet, the application of criminal sanctions is flexible, to some extent, and may increase to satisfy public concern, in response to resources, or other subjective elements beyond case-relevant factors (Schwartz, Steffensmeier, and Feldmeyer 2009). It is useful to recognize that: ‘The environmental criminal enforce- ment system may sweep in low-culpability violators . . . whose conduct is relatively blameless in light of such considerations as harm, dangerousness, and intent . . . the low-culpability violator is entirely at the mercy of a judge[‘s] . . . discretion’ (O’Hear 2004, 137). For exam- ple, efforts to enhance general deterrence by ‘widen- ing the net’ of enforcement, to capture an increased number of offenders (i.e. more at the wide mouth of the funnel), will inevitably ensnare a higher proportion of low-culpability offenders; this may be reflected in more lenient case outcomes on the whole (Schwartz, Steffensmeier, and Feldmeyer 2009).
A common conceptual framework for environmen- tal regulatory enforcement is premised on deterrence theory, which assumes rational actors are dissuaded from illegal actions when punishments are perceived to be sufficiently severe, certain, and swiftly meted out (Simpson et al. 2014). Criminal law around environ- mental pollution shapes opportunities for environ- mental crime objectively, by defining unallowable business practices, but also subjectively through con- trol and sanctioning efforts that reduce positive per- ceptions of certain illicit practices as viable and profitable relative to estimated criminal justice penal- ties, reputational consequences, and other costs versus benefits (Benson and Simpson 2009).
In this rational actor-driven model both corpora- tions as actors and their individual employees are less likely to pursue nefarious behavior when the likelihood of detection and sanctioning is higher. Individuals act- ing within a complicit corporate culture often commit environmental crimes for the benefit of the organiza- tion’s bottom line, not merely for the personal enrich- ment of the employee (Gunningham, Thornton, and
ENVIRONMENTAL SOCIOLOGY 309
Kagan 2005; Simpson and Piquero 2002). Holding indi- vidual workers, but not the organizations or the execu- tives which employ them, criminally culpable suggests a willingness to pursue environmental enforcement against ‘bad apples’ operating within organizations rather than treating environmental offenses as the result of systematic cultural or structural problems within a firm or industry.
On the other hand, criminal prosecution of organiza- tions requires additional resources on the part of EPA and the DOJ, but it also sends a strong signal about the potential costs to firms of willful or negligent noncom- pliance (costs that may go significantly beyond those of fines and restitution payments). Prosecuting organiza- tions, rather than their employees, open the door to the possible use of additional tools that make continued violations less likely. Criminal convictions may subject a firm to judicial supervision of future activities, harm a firm’s reputation (as well as the reputations of upper management), provide evidence that may be used for civil and/or shareholder lawsuits, may have important tax implications (criminal fines and restitution costs, unlike civil fines, are not typically tax-deductible), and/ or result in the cancellation of government contracts (Firestone 2003). Debates about whether punitive, reg- ulatory, or blended approaches are most effective in encouraging compliance by individuals and business organizations more generally are long-running yet unre- solved (Simpson 2013).
The inability of EPA to fight systematic nefarious behavior on the part of corporate actors has been a central tenet of the growing literature on green criminology (Stretesky, Long, and Lynch 2013; Simon 2000). Some argue that criminal prosecutions of environmental pollution offenses remain too rare, limiting the potential for deterrence (Lynch 2017; Lynch et al. 2016). We believe that too little is known about the extent to which criminal enforce- ment of US federal environmental laws has grown and the sorts of acts and actors that have been subject to criminal sanctioning by federal agents, including corporate versus individual actors, shifting priorities or understanding of environmental protec- tion, and case outcomes. Although in this study we offer a systematic look at the types of cases defined as criminal and prosecuted in the United States over its history of criminal enforcement aimed to curtail polluting activities, the extent to which the US exemplifies approaches to environmental regula- tion in other countries remains an open empirical question.
Across nation-states, the criminal enforcement of routine pollution activities seems to be rare (White and Heckenberg 2014, Chap. 12) and the study of how criminal enforcement interacts with other enforcement tools has been hampered by a lack of appropriate data (Billiet, Earnhart, and Rousseau 2018; Shover and Routhe
2005, 327; Tosun 2012). Environmental governance has undergone an extensive transition in recent decades, particularly in the EU, from a focus on command and control enforcement towards a variety of alternative approaches emphasizing cooperation between govern- ment regulators and industry (see Fernández, Font, and Koutalakis 2010; Héritier 2002; Taylor et al. 2012). EU member nations have generally proceeded further down this path than the US, Australia and Canada, which tend to be more inclined towards formal enforce- ment measures for pollution offenses (e.g. Abbot 2009). The ways in which criminal sanctioning of pollution offenses fit into a nation’s toolbox of enforcement actions are so variable as to defy simple comparison, however. Civil enforcement of pollution laws plays a central role in the US context, for example, but is not a tool for prosecutors in Germany who thus may rely on criminal sanctions to a much greater degree (Almer and Goeschl 2010). In China, and even more so in develop- ing nations, command and control approaches to envir- onmental degradation have typically suffered from lack of administrative capacity within environmental agen- cies to conduct sufficient enforcement (Kostka 2016; Zhan, Wing-Hung Lo, and Tang 2013).
To sum, there is no shortage of deliberate polluting behaviors that can be construed and punished as environmental crimes, but myriad factors prompt EPA investigators to exercise selectivity in cases to pursue. It is the intention of the current work to illuminate any shifts in the sorts of environmental violations and enti- ties that come to the attention of federal law enforce- ment and are selected for prosecution. As no systematic trend dataset existed to address such con- cerns, we constructed one using publicly available raw data.
Data
Our database derives primarily from a repository of case summaries for all federal criminal environmental prosecutions that result from concluded cases for- warded to the Department of Justice by the EPA for the years 1985 through 2010. The EPA becomes aware of crimes through a variety of means, including on-line reporting, when accidents occur, and whistle-blowing (EPA 2011; Price 1985). Most commonly, however, cases come to attention as a result of routine facility inspections and scrutiny of self-reports. The vast major- ity of pursued cases are dealt with administratively within the EPA, but a small number of cases initiated by EPA agents is diverted to criminal prosecution. The criminally indicted ought to represent the most serious environmental crimes or cases of gross misconduct.
Case summaries were downloaded in April 2015, allowing a 5-year lag to ensure near-complete release of yearly caseloads.3 Our databases include informa- tion on 1,690 court cases involving 2,288 individual
310 E. W. JOHNSON ET AL.
and 861 organizational defendants. The case summa- ries include names of indicted individuals and/or orga- nizations, a brief description of the criminal events, and information on case resolution for all those involved. This information was subsequently hand-coded by the authors and a team of undergraduate research assis- tants, a time-consuming, multi-year process that adopted a ‘hierarchy of hassles’ approach that uses front-line coders to enter manifest information and expert coders to focus on more problematic (less reli- able) elements of the coding scheme (Baumgartner, Jones, and MacLeod 1998). The approach is designed to maximize resulting data quality and reliability.
The PIs examined a randomly selected subset of cases to develop a coding scheme while relying on a team of undergraduate research assistants (RAs) to conduct coding. After an initial training period, RAs entered data into Microsoft Access forms designed to increase the ease of coding while minimizing imputa- tion errors. All cases were double coded, assigned according to a revolving set of paired matches so that no two coders were consistently coding the same sets of cases. With one notable exception, discussed below, simple matching tests of reliability remained over 95% and Cohen’s Kappa above.8 for all data elements. At weekly project meetings, all coding discrepancies were reviewed, discussed and resolved with the assistance of the first and second authors (an environmental sociolo- gist and criminologist, respectively). After several weeks, the graduate RA (and third author) would indepen- dently resolve discrepancies.
We assembled data into two linked datasets, one on defendants and one organized according to case char- acteristics. At the level of individual defendants, we included both individuals and, when indicted, organiza- tions. For individual defendants, we used case summa- ries to code information on an individual’s position based on the level of authority within an organization: (1) Senior executive (business owner, CEO, president, director or managing director), (2) manager or adminis- trator, (3) employee (4) unrelated to business, or (5) unknown. A set of variables representing the actual indictment(s) against the defendant(s), and number of charges per indictment were coded based upon the United States Codes (USC) cited in the case summaries. Finally, information on sentencing outcomes for all defendants was also recorded into multiple variables: the number of months the defendant was sentenced to prison and/or probation (if any), the monetary amount that each defendant was charged to pay in fees, fines, restitution/remediation, and/or donations (if any), and/ or the number or hours the defendant was sentenced to community service (if any).
At the case level, we aggregated individual-level measures and coded a unique set of information from the textual descriptions of offending activity. The name
of the company within which polluting activity took place was recorded, even if that entity was not a defendant. This ‘organizational context’ was classified as being a (1) large corporation, (2) small to medium- sized business, or (3) government entity (including mili- tary) or non-profit organization. The determination of which organizations was large, for-profit entities were based upon whether it was listed at least once within three years prior to case-initiation in Dun & Bradstreet’s Million Dollar Directory, a directory published annually since 1959 of public and private businesses with an indicated worth of 1,000,000 USD or more.
At the top of our hierarchy of hassles was coding a categorical measure to indicate the primary environ- mental crime for which a case was prosecuted. During the coding process, it quickly became apparent that undergraduate RAs were not able to reliably code this measure. To overcome this problem RAs wrote brief, single sentence, descriptions summarizing the criminal activity which led to prosecution. Subsequently, the PIs independently coded each case according to crime type as defined in the codebook, then met to resolve all discrepancies, sometimes referring to the original case material to resolve unclear instances. Our mea- sure of the primary environmental offense committed (crime type) includes eleven discreet categories: (1) discharge of organic waste (including animal wastes, discharge of fat/grease, untreated runoff or sewage from waste water treatment plants); (2) discharge of heavy metals, chemicals or other manufacturing waste; (3) discharge from boats/vessels; (4) improper hazar- dous waste transport/disposal/storage; (5) improper asbestos removal; (6) selling unregistered pesticides or using them illegally; (7) illegal dredging or filling of waterways and wetlands; (8) violations of international trade and import laws; (9) falsifying tests performed by an environmental services firm; (10) falsification of records at a polluting company itself; and (11) a miscellaneous category including other actions like venting refrigerant or pollution resulting from operat- ing a methamphetamine laboratory. We now turn to our analysis of the changing mix of environmental crimes and entities that were the focus of EPA criminal prosecutions for crimes against the environment.
Results
The increased frequency of criminal prosecutions for pollution offenses is shown graphically in Figure 1 which displays the number of cases successfully referred for prosecution by the EPA since the inception of its crime-fighting unit through 2010.4 Despite some- times extreme year over
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No paraphrasing from anywhere
No help from coursehero/chegg
Just write your own analyisis
There is no need of Introduction. Just start with your main body paragraphs. There should be two body paragraphs. Each paragraph should have one main topic and just elaborate that. Please do critical analysis. Please write a conclusion as well.
It is to use scholarly sources, be completely referenced, and is to provide insight into the thesis topic investigated.
The body of the paper, excluding references and the abstract, is to be 1200 words (+/- 50 words).
Your abstract should short, and simply report your paper’s main findings.
Your references section should not include annotations.
Do not include work that is not your own – which includes ideas that are not your own – without correctly citing the sources, and in doing so, applying the correct APA formatting – failure to do so is plagiarism and subject to academic disciplinary action.
Your paper will be submitted to Turnitin, the plagiarism checking service to which our university subscribes.
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business negotiatios, BUSINESS PROPOSAL – my assignment essay help london: my assignment essay help london
You should make a business proposition. You will behave as a leading negotiator on behalf of British Airways to conclude a deal with Shenyang Airport (Tao Xian Airport). This deal will include giving customers a better experience at the airport (everything you can think of including lounge area, restaurant, types of dishes etc) You are going to make a negotiatio proposal for this negotiation.
So all the previous procedures must be done by you, includes: research , recruiting, tactics, agenda, expectations, BATNA, possible outcomes and any other factors you may think can influence the result of this negotiation.(very important)
You need to tell me your detailed plans and how would expect the negotiation would go, the COST and how would conduct this neotiation in China. And also what would be done if your plain failed (your approach)
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Hi, herr are the details of the assignment. I am attaching the score template. I am also attaching a sample assignment which is done by my friend. Brief Description Students will open their own buisne – computer science essay help: computer science essay help
Hi, herr are the details of the assignment.
I am attaching the score template.
I am also attaching a sample assignment which is done by my friend.
Brief Description
Students will open their own buisness for this assignment. It may be of restaurant or any other company. They will name their company and then they will develop a business model which is a firm’s plan for how it competes in the market. A business model is a company’s core profit-making plan which defines the products or services it will sell, its target market, and any expected costs.
Submission Instructions
1. Product or Service description that details the features of the product or service.
2. Target Market description listing the consumers or businesses who are expected to buy the product or service.
3. Identify the benefits or value of the products or service and how this will add value or solve a problem.
4. Identify the management team you will assemble
5. Complete the Competitor Data Collection Plan identifying the major competitors and the Competitive Analysis Worksheet found on pages 14 & 15 of the Score Business Plan Template (Score Template)
6. When you have completed these worksheets, step back and evaluate the data you compiled. This should clearly tell a story about how your offering is different from the competition. Prepare a document where you draw conclusions based on the Market and Industry Analysis that you have just done.
7. Describe succinctly what the opportunity is and make a compelling case for you business including these points:
o Why have you chosen the particular entry point to start your venture?
o What is a compelling need for your product/service?
o Is a real problem being solved?
o What indicates you will be able to compete successfully in the industry?
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Discussion: The Norse Hero Sigurth – college essay help: college essay help
Prompt
This is a multistep prompt in which you have to answer each of the questions posed to you.
The heroes of all the myths we have covered thus far have been quite complex, and this week’s reading about Sigurth is no different. In this es say, analyze how the poems describe Sigurth’s heroic accomplishments, and explain your impression of him. In doing so, pay close attention to his fight with the dragon, his promise to Brynhild, his pact with Gunner, and his ultimate betrayal.
Guidelines
• Your initial response should be at least 500 words in length
• Use MLA format for any quotations or citations that you use to support your answer
• Use size 12 font, one-inch margins, and double-spacing
• Consult the MLA Formatting and Style Guide to understand how to format citations and
references and for general writing assistance (writing style, mechanics, grammar, etc.).
Readings
The Poetic Edda: Stories Of The Norse Gods And Heroes, translated and edited by Jackson Crawford. Hackett Publishing Company, Inc., 2015.
Introduction, pp. ix to xxii
Voluspa, pp. 1 to 16
Havamal, pp. 17 to 47
Vafthurthnismal, pp. 48 to 59
Lokasenna, pp. 100 to 114
Thrymskvitha, pp. 115 to 122
Baldrs draumar, pp. 141 to 144
Rigsthula, pp. 145 to 155
Voluspa en skamma, pp. 156 to 167
Fra dautha Sinfjotla, pp. 218 to 219
Gripisspa, pp. 220 to 233
Reginsmal, pp. 234 to 240
Fafnismal, pp. 241 to 251
Sigrdrifumal, pp. 252 to 259
Brot af Sigurtharkvithu, pp. 260 to 265
Guthrunarkvitha I, pp. 266 to 272
Sigurtharkvitha en skamma, pp. 273 to 288
Helreith Brynhildar, pp. 289 to 292
Additional Resources: External Links
Edith Hamilton’s text has a section on Norse mythology. If you are interested in reading more, see “Part Seven: The Mythology of the Norsemen” on pp. 442 to 465.
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Stereotypes | need essay help: need essay help
Choose a gender stereotype that still exists. Again, it may be a stereotype in any culture or specific country. Briefly describe the stereotype and the culture in which it existed, including the country of origin.
Explain the effects that the stereotype has on the individuals of that gender.
Explain the effects the stereotype has on society, specifically the impact on family, education, work, health, sexual attitudes and behaviorsand anything else you feel is relevant. Explain what difference there might be, for individuals of that gender and for society as a whole, if the stereotype disappeared today keeping in mind the social areas you discussed in the previous question.
Explain what perpetuates the stereotype.
Explain whether or not this stereotype has impacted a specific culture from the one or country in which it originated (such as, beliefs of immigrants influencing the views of neighbors in their new homeland).
Explain how, if at all, this stereotype has impacted you personally.
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film | argumentative essay help online: argumentative essay help online
1. Watch this film (important: Click on the cc on the bottom left corner to read the captions as you watch the film):
Angel Island Immigration Station Video (https://www.youtube.com/watch?v=f_EQY-0ThOM)
Provide specific examples from the film of how Chinese immigrants and Chinese Americans were personally affected by Angel Island immigration experience.
2. Watch this film:
(U.S. Office of War, 1943) (https://archive.org/details/Japanese1943)
Answer the following questions
Who is the intended audience for this film?
What central message is the film trying to convey to its audience?
Do you think this film served as an effective propaganda tool for the U.S. Government to gain the support of Americans for the process of Japanese Internment? Why or why not?
What do you think Japanese Americans from that time-period would have thought of this film?
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NSG 550 Diagnostic Reasoning | assignment help sydney: assignment help sydney
A 48-year-old white man presents with unremitting right flank pain. He denies dysuria or fever. He does report significant nausea without vomiting. He has never experienced anything like this before.
What is the probable diagnosis?
What are other possible diagnoses?
At this stage of the case study, what diagnostic studies and basic treatments are most appropriate to order and why?
Please be specific and precise with answers. A table format or bullet points would be beneficial in presenting your information with clarity or organization.
Reference for management of the case study:
Post your initial response and respond to one student. Both responses should be a minimum of scholarly written, APA formatted, and referenced. A minimum of 2 references are required
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Write a summary of the document | popular mba argumentative essay help: popular mba argumentative essay help
Please write one or two pages about payroll fraud in different companies or industries. Disscuss advantages and devetages if:
If the payments are being made properly
If all employees that are paid actually exist
If terminated employees are no longer being paid
If excessive overtime is being properly monitored
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Any topic (writer’s choice) | admission essay help: admission essay help
Paper instructions
Respond to the following in a minimum
of 175
words:
How do you define primary
group and secondary group?
Which primary and secondary
groups have most affected your
socialization process? What
values, beliefs, or norms from
each group have influenced you?
In your opinion, which group in
the United States is the most
important or influential to the
most people? (For example,
Congress is a group that makes
decisions that have far-reaching
consequences affecting macro-
level issues as well as everyday
lives.) How is the group you
identified either functional or
dysfunctional in their influence?
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Wk 3 Apply: Project Metrics | buy essay help: buy essay help
Answer all on attachment. Thanks.
Use the (please open attachment) to:
Create at least 3 measurable project objectives for each quadrant of the scorecard based on your analysis.
Determine targets, timelines, and metrics for each objective.
Explain the following in 350-525 words on the Balanced Score Card Template:
Why these objectives are appropriate for the project.
Why these metrics and timelines are appropriate for your strategic plan.
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Ethics in Research – research essay help: research essay help
The National Organization for Human Services states in STANDARD 32:
“Human service professionals conduct research that adheres to all ethical principles, institutional standards, and scientific rigor. Such research takes into consideration cross-cultural bias and is reported in a manner that addressed any limitations.”
Analyze this statement in reference to your proposal.
Discuss how ethical principles (that is, respect for persons, beneficence, and justice) relate to your proposal. Refer to the Belmont Report.
Summarize institutional standards which relate to your proposal (that is, Institutional Review Board [IRB], agency standards, practice standards).
Identify cross-cultural bias and unequal power with study participants that may impact your proposal.
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Social Work12 – write essay help: write essay help
For this week’s reading section in Grobman’s More Days in the Lives of Social Workers: 62 Professionals Tell “Real-Life” Stories From Social Work Practice, please constructively provide your thoughts as to which chapters you enjoyed and why. You will also need to provide some thought on the chapters within the section that you did not enjoy and why. Please make sure that you take the time to go in-depth on these posts as well as in your responses to your peers.
Part 1: Health Care
Part 4: Mental Health and Developmental Disabilities
Submission Details
You must make an initial post before you are able to view the posts of your peers. The post should be a word count of 250-300 words.
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homework help needed in 3 hours – rice supplement essay help: rice supplement essay help
MUST BE 3-4 PAGES!
As the manager of a medium size clinic, you have been tasked with creating an organizational chart that demonstrates all of the employees in the facility.
Create an organizational chart for three departments in your selected health care facility.
Identify two examples of the primary responsibilities that each employee on your chart has as a part of his or her job description.
The duty list should follow the organizational chart as a separate part of your project.
Click here for instructions on how to create the organization chart using word ONLY:
https://support.microsoft.com/en-us/topic/create-an-organization-chart-9b51f667-11b7-4971-a757-a08a36684ee6
Note: Use APA style to cite at least 2 scholarly sources.
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Power Point presentation – research essay help: research essay help
Incorporate professional values, attitudes, and expectations regarding ageism when caring for the older adult.
Outline the importance of advocating for older adults in management of their care.
Your supervisor provided some valuable feedback in response to your outline! They are excited to see the PowerPoint slideshow you are creating for your topic’s in-service training. Having developed a number of presentations for in-services, your supervisor offered the following advice:
“When developing a slideshow, it’s important to be mindful of how you layout your content. For an in-service presentation, the slides should present key points, be arranged logically, without extraneous information contributing to a cluttered look. The audience should get a lot of the content from listening to what you say, not just from reading the slides. Using the Speaker Notes feature in PowerPoint is a great way to include relevant details that you want to provide without overloading the slides.”
Your supervisor wants you to work from your outline and prepare a visually appealing PowerPoint slideshow for the in-service presentation. They said it should:
Have a title slide.
Contain 6-10 content slides pertaining to the important content areas for your presentation topic.
Use the Speaker Notes feature in PowerPoint to reduce the amount of text that appears on the slides. (The Speaker Notes will contain the text that will guide what you say while presenting the slides.)
Be written using proper spelling/grammar.
Cite at least 2 credible references and present the sources in APA format on a References slide.
For information about creating PowerPoint presentations or adding Speaker Notes, consult the resources below.
Tip:
Writing Guide: PowerPoints
PowerPoint FAQ
PowerPoint & APA: citing sources and creating reference lists in PPT presentations
How do I add Speaker Notes to my PowerPoint presentation slides?
Submit your completed assignment to the drop box below. Please check the Course Calendar for specific due dates.
Save your assignment as a Microsoft PowerPoint presentation. (Mac users, please remember to append the “.pptx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:
Jstudent_exampleproblem_101504
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Discussion 4 | professional essay help: professional essay help
What do you see as similarities and differences between the research process, the Evidence-Based Practice process, and nursing process? Include rationale to support your response.
Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
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Social Work | professional essay help: professional essay help
With recent reports of failing school districts, should the government provide school vouchers that allow parents to send their children to any school, public, or private?
Submission Details
You must make an initial post before you are able to view the posts of your peers. The post should be a word count of 250-300 words.
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vital organs | ccusa autobiographical essay help: ccusa autobiographical essay help
After studying the course materials located on Module 4: Lecture Materials & Resources page, answer the following:
1) Read and make a summary of ERD Part 5 Introduction.
2) Explain the fundamental distinction between assisting or substituting vital organs.
3) List and give a functional description all the vital organs.
4) Describe the following practices and give an ethical analysis:
Dialysis
Respirator
Ventilator
Tracheotomy
CPR
5) Definition of unconsciousness. List and describe the different states of unconsciousness.
Submission Instructions:
The work is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
If references are used, please cite properly according to the current APA style. Refer to your syllabus for further detail or contact your instructor.
References:
Ethical and Religious Directives for Catholic Health Care Services (6th ed.). (2018).
Cioffi, A. (2019, March 9). BIO 603 VITAL ORGANS ASSIST SUBST 3 9 19 [Video file]. Retrieved from BIO 603 VITAL ORGANS ASSIST SUBST 3 9 19 (Links to an external site.)
Cioffi, A. (2019, March 24). BIO 603 UNCONSCIOUS 3 23 19 [Video file]. Retrieved from BIO 603 UNCONSCIOUS 3 23 19
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Summary of reaction/ reflection | essay help 123: essay help 123
**Notes for this unit should be recorded for (1)The 3 Types of Diversity That Shape Our Identities and (2)How Diversity Makes Us Smarter**
For accountability, please take notes on assigned readings and videos.
You may upload the notes in word, pdf, jpeg, etc. Feel free to choose a quote or phrase from one of the articles to react to. You can also write a summary as your reaction.
1-2 paragraphs
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