Category: Analysis papers

Disaster
Include at least two scholarly references to support your work.

In a 3-5 page paper in APA format, address questions 1, 2, 3, and 7 from the Learning Activities on page 583 in your text:

1. Assess the community where you live for potential disasters that could result in mass casualties.

a. What disasters are predictable?

b. Are there measures that can be taken to prevent or minimize injuries, death, or destruction?

2. Find out who is responsible for disaster management in your community.

a. What plans are in place for warning people and for communicating which actions to take in the event of a disaster?

b. Are the people aware of these plans?

3. What social and cultural factors need to be considered in disaster planning in your community?

a. Are there vulnerable populations with special needs (e.g. homeless, prisoners, mobility impaired)?

b. If evacuation of the community is mandated, have plans for evacuation of these groups been made?

7. What emergency supplies does your health care facility have available in the event of a disaster?

a. What provisions have been made available for vulnerable patients, when there is no electricity?

b. How would patients be evacuated from your facility to safe shelters?

Use at least two scholarly references to support your work.

I am living in New York. We had “Sandy” hurricane so some hospital closed due to flood. Could you write about disaster with hurricane and follow the grading rubric?

Assignment 6 Grading Rubric

Competency 11—9 points 8—5 points 4—1 points 0 points Points Earned
Assesses potential disasters that could produce mass casualties. Assesses potential disasters that could produce mass casualties. Illustrates potential disasters that could produce mass casualties. Identifies potential disasters that could produce mass casualties. Does not identify potential disasters that could produce mass casualties.
/11
Appraises the predictability of potential disasters. Appraises the predictability of potential disasters. Debates the predictability of potential disasters. Discusses the predictability of potential disasters. Does not discuss predictability.
/11
Justifies responsible parties for disaster management in the community. Justifies responsible parties for disaster management in the community. Inventories responsible parties for disaster management in the community. States who is responsible for disaster management in the community. Does not state who is responsible for disaster management in the community.
/11
Assesses the plans in place for warning people and for communicating which actions to take in the event of a disaster. Assesses the plans in place for warning people and for communicating which actions to take in the event of a disaster. Examines the plans in place for warning people and for communicating which actions to take in the event of a disaster. Explains the plans in place for warning people and for communicating which actions to take in the event of a disaster. Does not explain the plans in place for warning people and for communicating which actions to take in the event of a disaster.
/11
Supports measures that can be taken to prevent or minimize injuries, death, or destruction. Supports measures that can be taken to prevent or minimize injuries, death, or destruction. Applies measures that can be taken to prevent or minimize injuries, death, or destruction. Names measures that can be taken to prevent or minimize injuries, death, or destruction. Does not name measures that can be taken to prevent or minimize injuries, death, or destruction.
/11
Judges emergency supplies your health care facility have available in the event of a disaster. Judges emergency supplies your health care facility have available in the event of a disaster. Inventories emergency supplies your health care facility have available in the event of a disaster. Describes emergency supplies your health care facility has available in the event of a disaster. Does not describe emergency supplies the health care facility has available in the event of a disaster.
/11
Evaluates how patients would be evacuated from their facility to safe shelters. Evaluates how patients would be evacuated from their facility to safe shelters. Examines how patients would be evacuated from their facility to safe shelters. States how patients would be evacuated from their facility to safe shelters. Does not state how patients would be evacuated from their facility to safe shelters.
/11
Justifies what provisions have been made available for vulnerable patients, when there is no electricity.

 

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advertising campaign

Topic: Choose an advert or advertising campaign you have seen. It can be taken from any media and can be something you thought was really effective or not. Remember this is all about how you perceive things and you need to justify every point you make!

Subject: Advertising
CHOOSE ANY AD FROM 2010 TO 2013
Project: An analysis of an ad campaign of your choice. Your report must have the buying process as a main theme.
Guidelines: The ad campaign you choose must provide sufficient material for a full analysis
The campaign should have appeared across a range of platforms i.e. TV,Radio,Online etc.
The campaign should have an international application i.e. not just one country. You can choose an ad from your own country as long as you translate all elements of it.
Copies of the actual campaign must appear with your report.
Strongly recommend the use of “thumbnails” as visual support for your commentary.

 

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Organisational culture.

Compare and contrast the functionalist and interpretive perspective of organisational culture. Taking the interpretive perspective, examine its relevance for the organisation and administration of your own institution. Develop a metaphor to support your response.
Note: make sure you develop defensible set of criteria to support your analysis.
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What terrorists want

In what terrorists want, the author Richardson attempts to understand what drive terrorist groups in a nonpolitical way. For your research paper you are going to choose one radical group and use her definition to explain why or why ot this group fulfills her definition of a terrorist group. You need to compare and contrast the group with others terrorist groups in her book. You also must explain the group motives, tactics, and ultimate goal. Do not get lost in details and historical background here- you are explaining the most important aspects of the group and focusing on what’s important about it, not covering all fact connecting to the group.
Requirements: You need to have a thesis that makes a claim about the terrorist status of the group and sums up the most important things someone needs to understand about it.
You need to use subheading
You need to quote WTW at least three times and at least five credible sources you find your self

 

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Practical Application—Tying it all together
Paper instructions:
The instructions are to write a paper that responds to the following question:
What do you see as the value of studying Jewish history, culture and thought for your own professional work (running a Jewish not-for-profit organization). How can you utilize your growing academic background in Jewish Studies to improve your work ((running a Jewish not-for-profit organization) and how do your professional experiences impact your reading and study of Jewish history and Jewish texts?

 

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For this essay, you will be required to develop and defend a significantly expanded definition for either ‘hero’ or ‘villain’. As we have discussed in class, this is not an easy task and it requires careful thought and consideration. Also, we have established the importance of context in determining a reasonable definition for both of these terms, so your response must be limited to a public, reasonably contemporary context.
In selecting your particular individual, I am granting you significant latitude, so that your relevant interests can be utilized to develop a strong case. That being stated, your particular individual must be approved by me before the first draft of your paper is completed. This will ensure that you have selected a figure that will be compatible with our assignment and it will give me an opportunity to help guide your research in a productive direction. Your particular individual may be fictional, but I strongly suggest that you consider an actual person first, as the investigation may be much easier than with a fictional character with very limited moments of action.

Your essay must respond to one of the four following organizational frames:

1. Define the term ‘hero’ and produce a public figure that matches those criteria.
This will involve the establishment of reasonable criteria, a careful analysis of the public figure, and a defense of both the definition and the public figure that matches those criteria.

2. Define the term ‘villain’ and produce a public figure that matches those criteria.
This will involve the establishment of reasonable criteria, a careful analysis of the public figure, and a defense of both the definition and the public figure that matches those criteria.

3. Define the term ‘hero’ and produce a public figure who has been defined as a hero, but does not match your criteria.
This will involve adapting a definition to include new criteria that excludes the selected public figure from that definition, as well as a defense of the adapted definition and the public figure that has been reevaluated in light of the new criteria.

4. Define the term ‘villain’ and produce a public figure who has been defined as a villain, but does not match your criteria.
This will involve adapting a definition to include new criteria that excludes the selected public figure from that definition, as well as a defense of the adapted definition and the public figure that has been reevaluated in light of the new criteria.

Your paper must include the following elements:
Use of the Toulmin System (to organize your argument)
Use of either an Aristotelian or an Operational definition model (to provide a sound definition)
Proper MLA format (to ensure clarity of format)
5-6 pages, double-spaced, Times New Roman font, 12 pt. (to meet production expectations fairly)
3 or more sources, including background, rival definitions, etc.
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Technology

Paper instructions:
Infrastructure Delivery Manager Position
QUESTIONS

Motivation for making a change in jobs:
What is attractive about this job?
What skills and experiences do you possess that compliment this job?
How would you describe your work style?
What work atmosphere do you thrive in? (Fast, systematic, chaotic, organized, laid-back, and fun):
Briefly describe your “dream” job – location, position, role, etc.?
HOT BUTTON QUESTIONS:
These are the areas the manager has designated as critical to the success of this position. Please answer each question as thoroughly as possible
Explain your strengths in:
1. Building and maintaining the IT infrastructure –
Describe your experience in:
1. Professional experience in a mid to large scale infrastructure –
2. Outsourcing IT solutions as a vendor to the customer –
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Entwistle

You will write one 4-Mat Review for the Entwistle text. In preparing your 4-Mat Reviews, use each of the 4 sections listed below with corresponding APA-style, Level 1 headers:

1. Summary:
After listing the name of the book and author, summarize the book concisely in 500 “tight” words (no more than 2 pages). Prove that you comprehend the reading by writing a no-nonsense summary. The summary is not a commentary or listing of topics, but rather a heartfelt, condensed, insightful synopsis of the longer, more elaborate book. Cite the book in text at least once per paragraph, and include page numbers for direct quotations.
2. Concrete Responses:
Be vulnerable! In at least 250 words (no more than one page), write about a personal life episode that this book triggered in your memory. Relate your story in first person, describing action and quoting exact words you remember hearing or saying. In the teaching style of Jesus, this is your own parable, case study, and confession. You will remember almost nothing you have read unless you make this critical, personal connection. When reading the book, what video memory began to play in your mind? This is your chance to tell your story and generate new ideas.
3. Reflection:
What new questions arise for you in response to what you have read? Take notes as you read. Outsmart the author by asking better questions than he did. Begin with questions like, “What troubles me about this book?” Discuss the positives and negatives about the book. Limit this section to 250 words (no more than one page).
4. Action:
What are you going to do about it? Develop action steps based on core points of the book. This section must be a description of how main ideas will affect your counseling. What professional changes will you implement and share with others? Be precise in summarizing your action steps. Present these comments in at least 200 words (no more than one page).

Create and submit these assignments in Microsoft Word documents. Provide an APA-style title page including your name, the paper title (referring to the book title), and the institutional affiliation (University). Keep in mind that current APA recommends the title length not to exceed 12 words. Also, use a running head in the appropriate place and a page number on every page. You are also required to create a References page on which you provide the complete reference citation for book in compliance with current APA standards.
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14
Interpreting the Bill of Rights

Subject: Political Science
Here is the topic-

In many ways it seems that the Bill of Rights is an ambiguous document. Choose one protection offered in the Bill of Rights and explain how it has been interpreted in various ways. What does this say about the role of politics and the Constitution in defining the limits of governmental power? What does it say about the power of the Supreme Court in American politics?
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Contexts of Adult Education: Canadian Perspectives. Toronto, ON. Thompson.

Spenser, B. (2006). The Purposes of Adult Education: A Short Introduction. Toronto, ON. Thompson.

Discussion based on readings: A discussion of our first readings in the course texts- The Introduction in Contexts of Adult Education in Canada and Chapter 1 in Purposes of Adult Education. An introduction to what is covered in the texts and a survey of your personal adult education definitions.

 

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