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ATTACHED! NEED ALL WORK NO LATER THAN 9AM EST TOMMENGL101:9:Online English Composition IWriting Assignment – Using Core Concepts 1-5 Write a short persuasive essay about a debatable topic. For this week, begin with steps 1-5 of the core concepts. Complete the five steps below and submit your answers: Here is a list of topics to choose from, or you can choose your own:  Step 1: Explore a topic – Write 2 topic ideas that are interesting to you. For each one, write a few sentences about what you know about the topic and why it’s interesting to you. (Example: Should cigarette smoking be banned?)         Topic 1:         Topic 2: Step 2: Examine the Rhetorical Context – Choose one of your topics from step 1. In a few sentences, describe who your audience is and why they would care about this topic now. Step 3: Select a Medium – The medium for this project is a typed essay document. However, in one or two sentences, describe one more medium that would be effective to argue your opinion on this topic. Why would it be a good medium choice? (examples: video, PPT presentation, photo essay, etc.) Step 4: Have Something to Say – Write a thesis statement for your topic. Your thesis statement should clearly and strongly state a point of view. (Example: Smoking cigarettes should remain a personal choice for individuals.) Step 5: Back Up What You Say – Write at least three arguments to back up your thesis statement. Briefly explain each argument in a sentence or two. (Example: Banning cigarettes will lead to banning other activities people choose to do. For example…).      argument 1:      argument 2:      argument 3:Reading and Discussion Completion requirements Read  Strength in Numbers by Eric Klinenberg Post your answers to these questions: 1) In your own words, what is Eric Klinenberg’s main argument in this essay? 2) What kind of evidence does Klinenberg give to back up his claims? In your opinion, do you think it’s enough evidence? Explain. Strength in Numbers TO SURVIVE CLIMATE CHANGE, WE NEED TO BUILD TIGHT-KNIT COMMUNITIES AROUND THE WORLD. In the summer of 1995, a blistering heat wave settled over Chicago for three days. It killed 739 people, making it one of the most unexpectedly lethal disasters in modern American history. No statistical models of the heat wave predicted such a high death toll. Researchers in the American Journal of Public Health reported that their analysis “failed to detect relationships between the weather and mortality that would explain what happened.” Just as mysterious as the number of fatalities was the way they were distributed across the city. Several of the most deadly areas were entirely black and disproportionately poor, but so were three of the least deadly. Adjacent areas that looked alike-like Englewood and Auburn Gresham, two hyper-segregated black South Side neighborhoods with high poverty and crime-suffered vastly different effects. Scientists who study urban breakdowns like this usually focus on hard-line infrastructure: electrical grids, transit networks, communications systems, water lines, and the like. And to be sure, Chicago’s aging infrastructure was woefully equipped for extreme heat. The power grid failed, leaving tens of thousands without air conditioning. Roads buckled and drawbridges locked, leading to gridlock and long ambulance response times. But those failures blanketed the entire city; they didn’t explain the patchwork death toll. As a young sociologist who grew up in Chicago, I wanted to figure out why the heat wave killed who it did, where it did. So I set out to examine those pairs of “neighboring neighborhoods” that should have fared similarly but didn’t. Englewood and Auburn Gresham may have looked similar on paper. But when I got to know them at street level, they came to look like different worlds. Englewood had been hemorrhaging for decades: first the employers; next the banks, groceries, and restaurants; finally the people. Residents described the area as “bombed out” and “abandoned.” Empty lots, boarded-up houses, and broken, uneven sidewalks discouraged people from going outside, especially older people. During the heat wave, the residents of Englewood tended to hunker down in the safety of their homes-which became brick ovens. Englewood’s death rate was among the highest in the city. Auburn Gresham, on the other hand, never lost its core institutions or its people. Stores, restaurants, community organizations, and churches animated its streets, and people hung out on the sidewalks. Older people there belonged to block clubs; residents assured me they knew who they had to keep tabs on during the heat wave. Auburn Gresham has long been regarded as one of the worst neighborhoods in Chicago; but its death rate, three per 100,000, was among the lowest in the heat wave-far lower, in fact, than many of the wealthy white neighborhoods across town. Throughout the city, the variable that best explained the pattern of mortality during the Chicago heat wave was what people in my discipline call social infrastructure. Places with active commercial corridors, a variety of public spaces, local institutions, decent sidewalks, and community organizations fared well in the disaster. More socially barren places did not. Turns out neighborhood conditions that isolate people from each other on a good day can, on a really bad day, become lethal. This is important, because climate change virtually guarantees that, in the next century, major cities all over the world will endure longer, more frequent, and more intense heat waves-along with frankenstorms, hurricanes, blizzards, and rising seas. And it’s inevitable that cities will take steps to fortify themselves against this future. The first instinct of urban leaders is often to harden their cities through engineering and infrastructure, much of which is indeed pretty vital. But research keeps reinforcing the lessons of Englewood and Auburn Gresham. Just as the temperature of a heat wave, the height of a storm surge, or the thickness of a levee, it’s the strength of a neighborhood that determines who lives and who dies in a disaster. Building against climate change can either support vibrant neighborhood conditions or undermine them. We know how to do both. In October 2012, Superstorm Sandy smashed into New York. With 30-foot waves and 14-foot surges, the storm killed 24 people on Staten Island alone, ripped into the Jersey shore, and swamped lower Manhattan, one of the most densely populated zones in the US and home to thousands of public housing units, massive hospitals, major underground transit hubs, and several of the world’s largest corporations and financial institutions. When a major electrical substation in the East Village took on 4 feet of water, it exploded and snuffed out power for about 250,000 people below midtown. The outage left some of the most impoverished and some of the most affluent people in the city alike stranded on high floors of apartment buildings without water, electricity, or elevator service for nearly a week. Like the Chicago heat wave, Sandy turned up evidence for the importance of social infrastructure. A study conducted by the University of Chicago’s National Opinion Research Center and the Associated Press showed that residents of neighborhoods with low levels of social cohesion-as measured by how much people said they trusted their neighbors-reported longer recovery times. Much of the initial response to the storm, however, focused on hard infrastructure. Prominent climate scientists and engineers called for vast, colossally expensive seawalls around big cities and on coast lines. Even in pure engineering terms, sea gates and seawalls can impart a false sense of security: They can accelerate coastal erosion, and if they fail, they can fail catastrophically. They also erode the quality of neighborhoods; when an oceanfront area turns into a fortress, people lose their connections to the water, and street life dries up. Who wants to live behind an enormous seawall? (Plus, storm surge has to go somewhere. Who wants to live where the wall ends?) Luckily, officials have started to embrace the idea that social infrastructure is as essential to resilience as the hard stuff. In 2013, I started serving-at the behest of the White House-as the research director for an international competition called Rebuild by Design. The competition’s purpose was to allocate around $1 billion for major projects that would make the areas affected by Sandy more resilient against climate change and serve as pilots for the rest of the country. And a major requirement of the competition was that the projects should improve social infrastructure. WHEN THE FLOODS COME, NEIGHBORS ARE THE TRUE FIRST RESPONDERS. The six winning plans were announced in 2014. The highest-profile project, by architect Bjarke Ingels and the BIG Team along with One Architecture, essentially swathes lower Manhattan in a fortress of storm protection disguised as a smorgasbord of public space. The portion of the design proposed for the Lower East Side-which is, for now, the only funded part of the project-lines the waterfront with lushly planted berms that give pedestrians easier access to a slew of amenities on the water’s edge. The berms, which are 18.5 feet at their peak, absorb storm surges when necessary, but their everyday function is just as important: serving as parklands and recreational areas for people who live in an especially gray and unpleasant part of an especially gray city. Another winning design-far more low-key and far less expensive-will subtly transform the coastline of Staten Island. Being directly exposed to the Atlantic, Staten absorbed waves so large during Sandy that they tore through communities blocks from the ocean, where no one expected a deluge. Working from computer models of waves and tidal flow, the landscape design firm Scape proposed a necklace of submerged reefs and oyster beds to rim the island’s Atlantic coast-partially man-made, partially natural structures that will promote sedimentation and absorb a tremendous amount of wave energy. But not all of it. Scape’s plan makes a point of acknowledging the inescapable fact that water is coming: Part of the project even launches a new school curriculum to teach kids on the island how their fate is linked to the fate of the oceans. It also links people in the area to each other, with plans for the construction of several cultural and educational hubs along the shore. Neither project is under construction yet; the plan for lower Manhattan has received $335 million dollars in federal funding, and the Staten Island project has received $60 million. Both could get steered off course. Late-stage budget cuts could reduce the Lower East Side’s verdant berms to an ugly and imposing seawall, exactly the kind of project that Rebuild by Design was supposed to reject. But so far the plans have wide support from local and federal offices, and other cities around the world have taken notice. People are realizing that when the floods come or the heat wave settles, neighbors are the true first responders. Next up, we’ll be able to focus on an even more urgent problem: reducing our greenhouse gas emissions before there’s no way to adapt.Writing Assignment – Using Core Concepts 6-10 Submit: 1 essay outline and 1 argument essay Assignment summary: Create an outline and then write an argument essay  based on the topic you chose in last week’s writing assignment. -Write at least five paragraphs, including an introduction, three body paragraphs, and a conclusion. -Type your essay, double-spaced (preferably in a Word document). 2-3 pages -Use your own ideas and words in this project.  This is not a research-based essay, so choose arguments that you can discuss based on your own knowledge and experiences.Step 6: Establish a Form and Structure for Your ProjectCreate an outline for your essay first. Include your organized ideas for a thesis statement, at least three body paragraphs, and a conclusion. (Open the ‘Essay Outline Example’ on Moodle for ideas on how to organize your outline).Steps 7-10:  Write your whole essay. Make your arguments as well-developed and organized as possible. For now, work on revising and correcting your ideas on your own (you will get feedback and have a chance to do more revisions later). Step 7: Get Feedback; Step 8: Revise; Step 9: Strengthen Your Voice; Step 10: Make it Correct

ATTACHED! NEED ALL WORK NO LATER THAN 9AM EST TOMM

ENGL101:9:Online English Composition I

Writing Assignment – Using Core Concepts 1-5

Write a short persuasive essay about a debatable topic. For this week, begin with steps 1-5 of the core concepts. Complete the five steps below and submit your answers:

Here is a list of topics to choose from, or you can choose your own: 

Step 1: Explore a topic – Write 2 topic ideas that are interesting to you. For each one, write a few sentences about what you know about the topic and why it’s interesting to you. (Example: Should cigarette smoking be banned?)

        Topic 1:

        Topic 2:

Step 2: Examine the Rhetorical Context – Choose one of your topics from step 1. In a few sentences, describe who your audience is and why they would care about this topic now.

Step 3: Select a Medium – The medium for this project is a typed essay document. However, in one or two sentences, describe one more medium that would be effective to argue your opinion on this topic. Why would it be a good medium choice? (examples: video, PPT presentation, photo essay, etc.)

Step 4: Have Something to Say – Write a thesis statement for your topic. Your thesis statement should clearly and strongly state a point of view. (Example: Smoking cigarettes should remain a personal choice for individuals.)

Step 5: Back Up What You Say – Write at least three arguments to back up your thesis statement. Briefly explain each argument in a sentence or two. (Example: Banning cigarettes will lead to banning other activities people choose to do. For example…).

     argument 1:

     argument 2:

     argument 3:

Reading and Discussion

Completion requirements

Read
 Strength in Numbers by Eric Klinenberg

Post your answers to these questions:

1) In your own words, what is Eric Klinenberg’s main argument in this essay?

2) What kind of evidence does Klinenberg give to back up his claims? In your opinion, do you think it’s enough evidence? Explain.

Strength in Numbers

TO SURVIVE CLIMATE CHANGE, WE NEED TO BUILD TIGHT-KNIT COMMUNITIES AROUND THE WORLD.

In the summer of 1995, a blistering heat wave settled over Chicago for three days. It killed 739 people, making it one of the most unexpectedly lethal disasters in modern American history. No statistical models of the heat wave predicted such a high death toll. Researchers in the American Journal of Public Health reported that their analysis “failed to detect relationships between the weather and mortality that would explain what happened.”

Just as mysterious as the number of fatalities was the way they were distributed across the city. Several of the most deadly areas were entirely black and disproportionately poor, but so were three of the least deadly. Adjacent areas that looked alike-like Englewood and Auburn Gresham, two hyper-segregated black South Side neighborhoods with high poverty and crime-suffered vastly different effects.

Scientists who study urban breakdowns like this usually focus on hard-line infrastructure: electrical grids, transit networks, communications systems, water lines, and the like. And to be sure, Chicago’s aging infrastructure was woefully equipped for extreme heat. The power grid failed, leaving tens of thousands without air conditioning. Roads buckled and drawbridges locked, leading to gridlock and long ambulance response times. But those failures blanketed the entire city; they didn’t explain the patchwork death toll.

As a young sociologist who grew up in Chicago, I wanted to figure out why the heat wave killed who it did, where it did. So I set out to examine those pairs of “neighboring neighborhoods” that should have fared similarly but didn’t.

Englewood and Auburn Gresham may have looked similar on paper. But when I got to know them at street level, they came to look like different worlds. Englewood had been hemorrhaging for decades: first the employers; next the banks, groceries, and restaurants; finally the people. Residents described the area as “bombed out” and “abandoned.” Empty lots, boarded-up houses, and broken, uneven sidewalks discouraged people from going outside, especially older people. During the heat wave, the residents of Englewood tended to hunker down in the safety of their homes-which became brick ovens. Englewood’s death rate was among the highest in the city.

Auburn Gresham, on the other hand, never lost its core institutions or its people. Stores, restaurants, community organizations, and churches animated its streets, and people hung out on the sidewalks. Older people there belonged to block clubs; residents assured me they knew who they had to keep tabs on during the heat wave. Auburn Gresham has long been regarded as one of the worst neighborhoods in Chicago; but its death rate, three per 100,000, was among the lowest in the heat wave-far lower, in fact, than many of the wealthy white neighborhoods across town.

Throughout the city, the variable that best explained the pattern of mortality during the Chicago heat wave was what people in my discipline call social infrastructure. Places with active commercial corridors, a variety of public spaces, local institutions, decent sidewalks, and community organizations fared well in the disaster. More socially barren places did not. Turns out neighborhood conditions that isolate people from each other on a good day can, on a really bad day, become lethal.

This is important, because climate change virtually guarantees that, in the next century, major cities all over the world will endure longer, more frequent, and more intense heat waves-along with frankenstorms, hurricanes, blizzards, and rising seas. And it’s inevitable that cities will take steps to fortify themselves against this future. The first instinct of urban leaders is often to harden their cities through engineering and infrastructure, much of which is indeed pretty vital. But research keeps reinforcing the lessons of Englewood and Auburn Gresham. Just as the temperature of a heat wave, the height of a storm surge, or the thickness of a levee, it’s the strength of a neighborhood that determines who lives and who dies in a disaster. Building against climate change can either support vibrant neighborhood conditions or undermine them. We know how to do both.

In October 2012, Superstorm Sandy smashed into New York. With 30-foot waves and 14-foot surges, the storm killed 24 people on Staten Island alone, ripped into the Jersey shore, and swamped lower Manhattan, one of the most densely populated zones in the US and home to thousands of public housing units, massive hospitals, major underground transit hubs, and several of the world’s largest corporations and financial institutions. When a major electrical substation in the East Village took on 4 feet of water, it exploded and snuffed out power for about 250,000 people below midtown. The outage left some of the most impoverished and some of the most affluent people in the city alike stranded on high floors of apartment buildings without water, electricity, or elevator service for nearly a week.

Like the Chicago heat wave, Sandy turned up evidence for the importance of social infrastructure. A study conducted by the University of Chicago’s National Opinion Research Center and the Associated Press showed that residents of neighborhoods with low levels of social cohesion-as measured by how much people said they trusted their neighbors-reported longer recovery times. Much of the initial response to the storm, however, focused on hard infrastructure. Prominent climate scientists and engineers called for vast, colossally expensive seawalls around big cities and on coast lines.

Even in pure engineering terms, sea gates and seawalls can impart a false sense of security: They can accelerate coastal erosion, and if they fail, they can fail catastrophically. They also erode the quality of neighborhoods; when an oceanfront area turns into a fortress, people lose their connections to the water, and street life dries up. Who wants to live behind an enormous seawall? (Plus, storm surge has to go somewhere. Who wants to live where the wall ends?)

Luckily, officials have started to embrace the idea that social infrastructure is as essential to resilience as the hard stuff. In 2013, I started serving-at the behest of the White House-as the research director for an international competition called Rebuild by Design. The competition’s purpose was to allocate around $1 billion for major projects that would make the areas affected by Sandy more resilient against climate change and serve as pilots for the rest of the country. And a major requirement of the competition was that the projects should improve social infrastructure.

WHEN THE FLOODS COME, NEIGHBORS ARE THE TRUE FIRST RESPONDERS.

The six winning plans were announced in 2014. The highest-profile project, by architect Bjarke Ingels and the BIG Team along with One Architecture, essentially swathes lower Manhattan in a fortress of storm protection disguised as a smorgasbord of public space. The portion of the design proposed for the Lower East Side-which is, for now, the only funded part of the project-lines the waterfront with lushly planted berms that give pedestrians easier access to a slew of amenities on the water’s edge. The berms, which are 18.5 feet at their peak, absorb storm surges when necessary, but their everyday function is just as important: serving as parklands and recreational areas for people who live in an especially gray and unpleasant part of an especially gray city.

Another winning design-far more low-key and far less expensive-will subtly transform the coastline of Staten Island. Being directly exposed to the Atlantic, Staten absorbed waves so large during Sandy that they tore through communities blocks from the ocean, where no one expected a deluge. Working from computer models of waves and tidal flow, the landscape design firm Scape proposed a necklace of submerged reefs and oyster beds to rim the island’s Atlantic coast-partially man-made, partially natural structures that will promote sedimentation and absorb a tremendous amount of wave energy. But not all of it. Scape’s plan makes a point of acknowledging the inescapable fact that water is coming: Part of the project even launches a new school curriculum to teach kids on the island how their fate is linked to the fate of the oceans. It also links people in the area to each other, with plans for the construction of several cultural and educational hubs along the shore.

Neither project is under construction yet; the plan for lower Manhattan has received $335 million dollars in federal funding, and the Staten Island project has received $60 million. Both could get steered off course. Late-stage budget cuts could reduce the Lower East Side’s verdant berms to an ugly and imposing seawall, exactly the kind of project that Rebuild by Design was supposed to reject. But so far the plans have wide support from local and federal offices, and other cities around the world have taken notice. People are realizing that when the floods come or the heat wave settles, neighbors are the true first responders. Next up, we’ll be able to focus on an even more urgent problem: reducing our greenhouse gas emissions before there’s no way to adapt.

Writing Assignment – Using Core Concepts 6-10

Submit: 1 essay outline and 1 argument essay

Assignment summary: Create an outline and then write an argument essay 
based on the topic you chose in last week’s writing assignment.

-Write at least five paragraphs, including an introduction, three body paragraphs, and a conclusion.

-Type your essay, double-spaced (preferably in a Word document). 2-3 pages

-Use your own ideas and words in this project.
 This is not a research-based essay, so choose arguments that you can discuss based on your own knowledge and experiences.

Step 6: Establish a Form and Structure for Your Project

Create an outline for your essay first. Include your organized ideas for a thesis statement, at least three body paragraphs, and a conclusion.

(Open the ‘Essay Outline Example’ on Moodle for ideas on how to organize your outline).

Steps 7-10: 
Write your whole essay. Make your arguments as well-developed and organized as possible. For now, work on revising and correcting your ideas on your own (you will get feedback and have a chance to do more revisions later).

Step 7: Get Feedback; Step 8: Revise; Step 9: Strengthen Your Voice; Step 10: Make it Correct

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GUIDE FOR REFLECTION USING TANNER’S (2006) CLINICAL JUDGMENT MODELGuide for Clinical Judgment Model ReflectionThis Guide for Reflection is intended to help you think about a given clinical situation youhave encountered during your clinical intensive and your nursing response to that situation.The situation can be a specific physiological patient problem, such as an elevation intemperature, respiratory difficulty, or electrolyte imbalance. You may choose to describe asituation involving a patient’s family. The situation can be a description of your role ininterdisciplinary problem solving. The reflection situation may describe an ethical issue youencountered in practice. Use the guide for reflection as a way to help you tell the story ofthe situation you encountered.The guide provides you with a way of thinking about care that supports the development ofyour clinical judgment. Although there are many ways of organizing your thinking aboutpatient care and professional nursing practice, Tanner’s (2006) Clinical Judgment Modelprovides the framework for the questions in this study guide. Your professional development isfurther supported with feedback from faculty. Feedback about your reflections will beprovided using the Lasater (2007) Clinical Judgment Rubric.You will need to type up your answers to the reflection questions below and submit to yourClinical Instructor via email prior to your post-conference meeting.Introduction Describe the nursing situation you encountered during this clinical rotation. Background Describe your relationship with the patient at the time you noticed the situation (e.g., previous contact with the patient and/or family, the quality of the relationship). Consider experiences you have had that helped you provide nursing care in this situation. Describe your previous nursing experience with a similar problem, and/or personal experiences that helped guide you as you worked with the patient. Describe your beliefs about your role as a nursing working on the situation. Describe any emotions you had about the situation.Noticing What did you notice about the situation initially? Describe what you noticed as you spent more time with the patient and/or family.Interpreting Describe what you thought about the situation (e.g. its causes, potential resolutions, patterns you noticed). Describe any similar situations you have encountered in practice before. Describe any similarities and differences you observed when compared with the current situation.GUIDE FOR REFLECTION USING TANNER’S (2006) CLINICAL JUDGMENT MODELWhat other information (e.g. assessment data, evidence) did you decide you needed as you considered the situation? How did you obtain this information? What help with problem solving did you get from your preceptor? What did your observations and data interpretation lead you to believe? How did they support your response to the situation?Responding After considering the situation, what was your goal for the patient, family and/or staff? What was your nursing response, or what interventions did you do? Describe stresses you experienced as you responded to the patient or others involved in the situation. Reflection-in- ActionWhat happened? How did the patient, family, and/or staff respond? What did you do next?Refection-on- Action and Clinical LearningDescribe three ways your nurse care skills expanded during this experience. Name three things you might do differently if you encounter this kind of situation again. What additional knowledge, information, and skills do you needwhen encountering this kind of situation or a similar situation in thefuture?Describe any changes in your values or feelings as a result of this experience.

GUIDE FOR REFLECTION USING TANNER’S (2006) CLINICAL JUDGMENT MODEL Guide for Clinical Judgment Model Reflection This Guide for Reflection is intended to help you think about a given clinical situation you have encountered during your clinical intensive and your nursing response to that situation. The situation can be a specific

Your paper should include the following sections:YOUR BRAND IS GAMESTOPBrief brand history, mission and product or service category Sales Venue/Distribution Type – identify and define the type:Online only Brick-n-Click Brick stores usual retail location (indoor mall, strip mall, stand-alone)Are they a regional, national, or worldwide brand?Partnering Firms (provide one example such as Crayola & Colgate Toothbrushes, Kohl’s & Vera Wang, etc., and explain the nature of the partnership and/or affiliation.WEBSITE Analysis (two parts):Website Target Market Analysis and (include the URL in this section): Analyze the target market for the brand solely BASED ON A VISIT TO THEIR WEBSITE and on your overall impression regarding its current branding campaign. Provide an initial statement/opinion of the target market based on this one observation. Do you feel the website accurately attracts and speaks to its intended target audience? Why or why not? Remember, the website is one of, if not the most important marketing tool that influences consumer behavior. Include a screen shot of the website on the day(s) you visited it. Online Brand Personality Analysis: Read what the brand says about itself on its own website and, most importantly on external sites, blogs, social media, etc. “Listen in” to what experts and consumers are saying online about the brand in these blogs and review sites. Note any connections and/or disconnections between your findings thus far and their findings. Identify key words and sentiments currently being used about the brand/product.Identify the Target Market in terms of Demographics, Geographics, Behavioral Patterns and Psychographics:Demographics and Geographics (Address both)MRI Simmons and Claritas My Best Segments are required sources for this section. You may add other industry and/or database sites as well.Psychographics & Behavioral Aspects (Address both)VALS and Claritas’ My Best Segments’ (both are required for this section – See below). Consider the following:Hobbies Interests Values Specific behavioral patterns Benefits sought Comfort with technology Other consumer insights you feel are important to understanding your target audience’s behavioral and psychographic patterns, traits, etc.The VALS Site is a required source for this section to assess psychographic segmentation. Complete the survey in the context of the users’ persona. This requires you to put yourself in the shoes of your brand’s core/ideal customer.  to an external site.Use the “Claritas – My Best Segments” market research site to get psychographic/behavioral information. to an external site.2. Create a User Persona, which describes the quintessential, typical consumer for the brand and should be written in a “story line” format. Examples from prior students are posted on BB for reference. Who are they?  What interests do they have that relate to the brand?  Describe their lifestyle.  This section should be in-depth and at least one-half to three-fourths of a typed page. (This is a critical part of your paper and one that market researchers glean from both quantitative and qualitative research findings). Resource: https://digital.gov/2023/05/19/personas-learn-how-to-discover-your-audience-understand-them-and-pivot-to-address-their-needs/ 3. Competition: List and evaluate one top competitor to the brand.  Who are they? Do they target the same consumers? What advantages or disadvantages do they have? How are they perceived by their target audience? Be specific and provide “apples to apples” comparisons for each example. Possible sources include:  Hoover’s, National Retail Federation, Pew Center for Research, Statista. 4. Evaluation of Resources: Evaluate the usefulness of all sources used in the paper.  Be specific – explain why or why not they were useful. The word count of your paper should fall between 1000 to 1200 words of text (about four pages).  Supporting cites, sources, etc., are required and need to appear within your document and separately at the end of the paper in a Works Cited Section. At least six industry sources are required for this paper (this includes the required application of MRI Simmons, MyBestSegments and VALs). Use APA style for referring to sources within your paper and in your separate cite/source list. Make sure your Works Cited page is well organized and easy to interpret. I strongly recommend you number your sources and reference the numbers, in bold type, within your paper. I check the validity of all sources as well as the citation pattern within your document. Appendix A: Website Evaluation: Include a screen shot of the brand’s web page on the day(s) you visited to conduct your analysis.  AN EXAMPLE IS ATTACHED

Your paper should include the following sections: YOUR BRAND IS GAMESTOP Brief brand history, mission and product or service category Sales Venue/Distribution Type – identify and define the type: Online only Brick-n-Click Brick stores usual retail location (indoor mall, strip mall, stand-alone) Are they a regional, national, or worldwide brand?

   The role of perception in stress management, the various cognitive techniques that help            overcome distorted thinking as well as            Rational Emotive Behavior Therapy. Which            of these various techniques seems most useful to you?    

   The role of perception in stress management, the various cognitive techniques that help            overcome distorted thinking as well as            Rational Emotive Behavior Therapy. Which            of these various techniques seems most useful to you?    

Assignment Content 1. Top of FormIn this final case sudy, our focus will be in development of an effective crisis plan. Again, you can use the hyperlink provided in the reading to prepare your response on how well KFC responded to (or handled) this crisis.KFC and the shortage of chicken What Happened In February 2018, KFC had to close more than half of its 900 stores in the United Kingdom because of a shortage of…chicken. The social and mainstream media enjoyed the irony of a chicken shop without any chicken and went to town on the story. The cause was a delivery problem after the chain switched its contract to DHL which said that due to ‘administrative problems’ a number of deliveries were cancelled or delayed. Loyal customers vented on Twitter and took their families to McDonalds. Some even complained to their local politicians. Then KFC, even while struggling to get the restaurants re-opened, managed to switch the narrative entirely. It ran an apology advertisement that was extremely funny (especially to the brand’s core younger consumers) while taking ownership of the problem. The company was widely applauded by customers and the media for its deft handling of the situation and became the poster child for how well to handle a crisis. What We Learned Among the key elements in a best-in-class  crisis response plan  are: ·       An understanding of the brand’s key stakeholder, particularly the core consumers. Who are they? Where are they? What are there key considerations? What’s likely to be on their minds when the brand is facing challenges. ·       An understanding of the brand’s promise and ‘voice’. How is it positioned? What’s likely to support or break the trust in the brand in how it responds to a crisis. KFC’s clever, authentic and borderline obscene response showed it deeply understood both these factors. It knew its audience (young, hip and irreverent) and it followed through in exactly the kind of tone and language that was consistent with how the brand was positioned in other, more positive marketing. The result was a swift abatement of the criticism for the closed stores – and the sound of widespread applause for a model crisis response.Instructions: Using the two readings from weeks 1 and 2, and the information in the “crisis preparedness plans” reading (located in the hyperlink above), write a double-space two page paper (size 12 font) to evaluate KFC’s response to this crisis. Would you have done anything differently. Explain.You can use other sources as well, and be sure to cite your sources using APA formatting.   Bottom of Form

Assignment Content 1. Top of Form In this final case sudy, our focus will be in development of an effective crisis plan. Again, you can use the hyperlink provided in the reading to prepare your response on how well KFC responded to (or handled) this crisis. KFC and the shortage

please review the information below .Measurements of Length and Time Objectives To make basic measurements of length and time To practice graphing using spreadsheet software and paper and pencil.1. Length · Estimate a 1-meter length by putting a pen or pencil at one end of a table and placing a second pen or pencil about one meter away from the first. · Use the measuring tape or a ruler to measure the actual length of your 1 meter estimate. · Record the length of your meter estimate. · Calculate the percent error of your estimated meter from an actual meter.2. Time · Estimate a 30-s time period while someone else times you using a stopwatch. (If you do not have a partner, you can do this experiment by closing your eyes; start the stopwatch and stop it when you think 30 s have elapsed.) · Record the actual time of your estimate. · Calculate the percent error of the estimate from the actual time.Data Table 1: Estimation of various measurementsMeasurementEstimatedActual% ErrorLength (m)Time (s)· In this exercise you will use your hand, a ruler or a measuring tape to measure lengths of objects. You will then compare the precision of these different methods.Hand width (Measurement of your hand span) ________ cm_______ mData Table 2: Measurement of width and height of a door Instrument usedWidth(cm)Width(m)Height(cm)Height(m)Ruler or meter tapeHand unit** hand units x hand width– In this exercise you will use a stop watch (phone) and different cues to measure time.· Measure a vertical height of 2 m from the floor up. · Stand on a chair and hold a ball (marble) at the marked height in one hand and the stopwatch in the other hand. · Start your stopwatch at the same instant you release the object and stop the timer when you see the object hit the floor. · Repeat three times and calculate the average.Data Table 3: Time measurements using visual cuesDrop time (S)Trial 1Trial 2Trial 3Average **Ask one of your family member or a friend to help you for the next part. · Let your Family member time you while you drop the ball – use verbal commands like “start” or “now” to synchronize the dropping and timing. · Repeat 3 times, find the average drop time of the object.Data Table 4: Time measurements using auditory cuesDrop time (s)Trial 1Trial 2Trial 3Average– In Data table 5 include your measurements of round shaped objects around the house using string, ruler or meter tape * At least 4 different round objects.ObjectDiameterD (m)CircumferenceC (m)1 2 2………………… m………………… m2………………… m………………… m3………………… m………………… m4………………… m………………… m5………………… m………………… m6………………… m………………… mGraphing data and calculation of π based on the values from Data Table 5· The relationship between the circumference and the diameter of a circle is: C= π D · Plot C vs D, C- circumference on the Y axis and D- diameter on X axis and include it here . [All Graphs should be on Graphing Paper or EXCEL] ***Please pay attention the graph should be a line; use “best fit line” do not simply connect the points. Watch the video posted on ecampus if you are using EXCEL Questions 1. What are the SI units for length, time, and mass? 2. Can you think of an occasion when it would be adequate to use your “hand” measurement? 3. Considering the exact time of 0.64 s for a ball to drop from h=2m which of the time measurements (tables 3 and 4) is more accurate? 4. How much is the slope of the graph generated from data table 5? 5. Calculate the percentage error using the slope value as the experimental value of “pi” and π = 3.1415 for the accepted value.

please review the information below . Measurements of Length and Time Objectives To make basic measurements of length and time To practice graphing using spreadsheet software and paper and pencil. 1. Length · Estimate a 1-meter length by putting a pen or pencil at one end of a table and

 This  week you learned about sociocultural theory and the importance of adults  having control of their learning. This assignment provides you complete  control! You are to show your understanding of andragogy. How you show  your understanding is completely up to you. This could take the form of a  PowerPoint presentation, narrative, short story about your journey,  interactive poster, collage, animation, podcast, poem, outline, or any  other form. 

 This  week you learned about sociocultural theory and the importance of adults  having control of their learning. This assignment provides you complete  control! You are to show your understanding of andragogy. How you show  your understanding is completely up to you. This could take the form of a  PowerPoint presentation,

  To focus on the enjoyment one can gain from participation in art,  supply a variety of art materials to an individual group of school-age  children. Tell student/students to choose whatever materials they wish  to create or more original pieces of art.  Allow time to discuss the experience. Then write a detailed reflection of the experience. Was it difficult or easy to get started? What problems did they  encounter, and how did they solve them? What feeling did they have as  they worked, and how did they feel when they finished?

  To focus on the enjoyment one can gain from participation in art,  supply a variety of art materials to an individual group of school-age  children. Tell student/students to choose whatever materials they wish  to create or more original pieces of art.  Allow time to discuss the experience. Then write

InstructionsResearch Study Proposal Part 1   In this class, you will complete a Research Study Proposal. The Research Study Proposal is divided into three pieces:Research Study Proposal Part I, due in week 3 Research Study Proposal Part II, due in week 5 Research Study Proposal Final, due in week 8.  In this hypothetical research study proposal, you will investigate a social-psychological issue of your choice.     Requirements: Research Study Proposal Part 1 Proposed TopicDescribe the study's topic and focus (1-page minimum).This piece would include the statement of the problem and background information. Think of this piece as an introduction. Research QuestionDevelop a narrowly defined research question that clearly outlines what question you are seeking to answer to would add something new to the literature. You can find ideas for this by reviewing the researcher recommendations for future research; this is found at the end of research articles. You should only have a single research question that includes the variables you will be measuring. Hypothesis/HypothesesThis should be a clear answer to your research question and should not be more than a single sentence long. This should include a hypothesis and a null hypothesis (1 sentence for each). Be sure that your null hypothesis is identical to your hypothesis with the exception of the word “NOT” added in. VariablesList each of the variables you plan to study in your research. These should be specific and measurable. They must also be clearly stated in your research question. Participants (1/2 page minimum)Describe participant demographics (race, gender, age, religion, SES, area of the country in which they live, etc.).Each demographic must be individually explained and justified. A simple “Everyone can participate” will not be sufficient. Ensure that your sample will be reflective of the population you wish to study (i.e., population under study) and that you will be able to generalize your results to the overall population you are studying.Present the criteria that will be used to determine inclusion or exclusion from the study.What is the process for selecting/recruiting participants? What is the rationale for selecting them? Sampling MethodDiscuss the proposed sampling method and the rationale for selecting it (1-page minimum). Include ethe number of participants you will have in your sample and a justification as to why you choose that specific number (i.e., this should be developed from and supported by previous research).  Your paper must also:Be a minimum of 3 and a maximum of 4 full pages, size 12 font, Times New Roman, double spaced with 1-inch margins, NOT including the Title and References pages. Be in APA 7th edition format, including a title page and reference page. Incorporate a minimum of five supportive peer-reviewed, scholarly citations and references to support content and conclusions.  ” style=”display: block; overflow-wrap: break-word; overflow: auto hidden; text-align: start;”> Research Study Proposal Part 1 In this class, you will complete a Research Study Proposal. The Research Study Proposal is divided into three pieces:Research Study Proposal Part I, due in week 3 Research Study Proposal Part II, due in week 5 Research Study Proposal Final, due in week 8.In this hypothetical research study proposal, you will investigate a social-psychological issue of your choice. Requirements: Research Study Proposal Part 1 Proposed TopicDescribe the study’s topic and focus (1-page minimum).This piece would include the statement of the problem and background information. Think of this piece as an introduction.Research QuestionDevelop a narrowly defined research question that clearly outlines what question you are seeking to answer to would add something new to the literature. You can find ideas for this by reviewing the researcher recommendations for future research; this is found at the end of research articles. You should only have a single research question that includes the variables you will be measuring.Hypothesis/HypothesesThis should be a clear answer to your research question and should not be more than a single sentence long. This should include a hypothesis and a null hypothesis (1 sentence for each). Be sure that your null hypothesis is identical to your hypothesis with the exception of the word “NOT” added in.VariablesList each of the variables you plan to study in your research. These should be specific and measurable. They must also be clearly stated in your research question.Participants (1/2 page minimum)Describe participant demographics (race, gender, age, religion, SES, area of the country in which they live, etc.).Each demographic must be individually explained and justified. A simple “Everyone can participate” will not be sufficient. Ensure that your sample will be reflective of the population you wish to study (i.e., population under study) and that you will be able to generalize your results to the overall population you are studying.Present the criteria that will be used to determine inclusion or exclusion from the study.What is the process for selecting/recruiting participants? What is the rationale for selecting them?Sampling MethodDiscuss the proposed sampling method and the rationale for selecting it (1-page minimum). Include ethe number of participants you will have in your sample and a justification as to why you choose that specific number (i.e., this should be developed from and supported by previous research).Your paper must also:Be a minimum of 3 and a maximum of 4 full pages, size 12 font, Times New Roman, double spaced with 1-inch margins, NOT including the Title and References pages. Be in APA 7th edition format, including a title page and reference page. Incorporate a minimum of five supportive peer-reviewed, scholarly citations and references to support content and conclusions.

InstructionsResearch Study Proposal Part 1   In this class, you will complete a Research Study Proposal. The Research Study Proposal is divided into three pieces: Research Study Proposal Part I, due in week 3 Research Study Proposal Part II, due in week 5 Research Study Proposal Final, due in week

1) Briefly describe the major technology-related threats, risks, and challenges to protecting data. What are the major threats and risks?  2) The   “dark web” is big business. What is the “dark web”?  What threats does it pose to your personal/family     use and/or your organization’s use of technology and information? 3) How do we minimize the risks you discussed above? E.g., What are some best/next cybersecurity practices for protecting information and technology assets?    

1) Briefly describe the major technology-related threats, risks, and challenges to protecting data. What are the major threats and risks?  2) The   “dark web” is big business.  What is the “dark web”?  What threats does it pose to your personal/family     use and/or your organization’s use of technology and information?  3)

EDAS 647Legal Entanglement Project: Part 1 – Topic Selection and Ethical Analysis Assignment InstructionsOverview The first step in selecting a topic is for you to evaluate school strategies, policies, programs, and practices regarding their ethical and/or legal implications. The purpose of the analysis is for you to select a meaningful and relevant topic in a particular school. The topic is to be a legal and/or ethical issue that—left unaddressed—could escalate into a legal entanglement.Instructions The purpose of the analysis is for you to select a meaningful and relevant topic in a particular school.  If you are currently a school employee, you will use your school policy for the analysis. If you are not currently working in a school, you will want to reach out to a school where you might have connections (e.g., as a parent, where you have friends who work in a school, etc.). If you do not have connections, you will need to analyze a policy that is available online. The topic is to be a legal, moral, or ethical issue that—left unaddressed—could escalate into a legal entanglement (i.e., litigation). Using the provided Legal Entanglement Project: Part 1 – Topic Selection and Ethical Analysis Template, complete the following: A. Topic Selection and Evaluation: The first step in selecting a topic is for candidates to analyze school policy regarding moral and legal implications. Evaluate the policies in regard to the potential they have to be problematic morally and/or legally. i. Stating the existing policy you have selected exactly as it is currently worded. If you are proposing a new policy because there is no current policy, enter an explanation to that effect. ii. Next, in at least 250 words, provide a narrative that describes the process you used in selecting the topic and in evaluating the ethical and/or legal dimensions of the issue. B. Ethical Analysis: The second step in selecting a topic is critiquing the school policy selected. You will analyze the policy through the lens of the Model Code of Ethics for Educators (MCEE). Click on the Model Code of Ethics for Educators (MCEE) link provided with this assignment and read through the principles that comprise the MCEE. i. With your topic in mind, select three of the most relevant MCEE principles as a framework to analyze your selected topic. Identify each MCEE principle by number (e.g., Principle II.B.3, Principle IV.E.1, Principle V.C.3, etc). ii. Type the exact wording of the three MCEE principles in the areas noted in the template. Example: Principle I.A.6: Avoiding the use of one’s position for personal gain and avoiding the appearance of impropriety. iii. For each MCEE principle, write a brief paragraph analyzing your selected topic using the MCEE principle as an ethical framework. Consider the degree to which the topic complies or does not comply with the MCEE principle. When completed, your assignment template should be 1–2 pages, not including the required title page and reference page. Note: As each part of this project builds from one section to the next, it is important to make corrections as you continue working on the subsequent part. Implement the feedback you receive from your instructor on this assignment as you work to complete the next assignment in the project series.Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.Page 2 of 2

EDAS 647 Legal Entanglement Project: Part 1 – Topic Selection and Ethical Analysis Assignment Instructions Overview The first step in selecting a topic is for you to evaluate school strategies, policies, programs, and practices regarding their ethical and/or legal implications. The purpose of the analysis is for you to select

1)  From your perspective what are the major ethical and legal challenges and risks for abuse that we must keep top of mind in the collection, management, and use of information and technologies overall—and in the public arena specifically?  2)  Suggest guidelines to help prevent unethical uses of data in general and especially in the public sector.

1)  From your perspective what are the major ethical and legal challenges and risks for abuse that we must keep top of mind in the collection, management, and use of information and technologies overall—and in the public arena specifically?  2)  Suggest guidelines to help prevent unethical uses of data in

  Post a response to the following:Identify one policy or program that would be relevant to the circumstances in the case study. Explain how the perspective you chose (e.g., culture, immigration, geography) informs: The perceived need for the policy. The ability to implement the policy both generally and specifically for the client in the case study

  Post a response to the following: Identify one policy or program that would be relevant to the circumstances in the case study. Explain how the perspective you chose (e.g., culture, immigration, geography) informs:  The perceived need for the policy. The ability to implement the policy both generally and specifically

Copy of NURS 2910 Acute Adult Health-AACNEssentials Paper Rubric Course: Acute Adult Health Nursing Section A Spring 2024 COCriteria Level 3 Level 2 Level 1 Criterion ScoreIntroduction / 10Body – Area andTypes ofPatientsimpacted/ 15Body – Currentpractice/ 1010 pointsProvides a thorough description of the AACN Essentials topic/research and why it provides a framework and expectations for professional nursing education. Includes strong statistical evidence.8 pointsProvides a brief description of the topic/research and why it is important to the framework and expectations for [professional nursing education. Includes some applicable statistics.6 pointsProvides a minimal description of the topic and why it is important to the framework and expectations for professional nursing education or provides only one or the other requirement. No statistical support provided.15 pointsIntroduces and thoroughly describes the area of healthcare and types of patients that this research impacts with examples that show connections.12 pointsIntroduces and describes the area of healthcare and types of patients that this research impacts with clear understanding and connections evident.10 pointsAttempts to introduce and describe the area of healthcare and types of patients that this research impacts but shows poor understanding and connections.10 pointsProvides clear and distinct details about the current practice in the healthcare setting. Provides references to support.8 pointsProvides details about the current practice in the healthcare setting.6 pointsProvides minimal details or no details about the current practice in the healthcare setting.Criteria Level 3 Level 2 Level 1 Criterion ScoreBody- AACNCompetencies/ 30Body –Implementationof Research/ 15Conclusion –summary andpracticalapplicability ofresearch/ 10Professionalreferences/ 530 pointsClear, thorough, and reasonable identification and explanation of the AACN Essential most effected by the research or findings in the article. Clinical reasoning very evident.26 pointsIdentification and explanation of the area of the AACN Essential most effected by the research or findings in the article. Clinical reasoning evident.23 pointsMinimal identification and explanation of the area of the AACN Essential most effected by the research or findings in the article; OR identification without explanation. Clinical reasoning weak or absent.15 pointsClear, concise, and reasonable discussion of the implementation of the research including current practice change, future research needs, and ease of transition.12 pointsDiscussion of the implementation of the research including current practice change, future research needs, and ease of transition.10 pointsMinimal discussion of the implementation of the research, and or components that are missing (current practice change, future research needs, and ease of transition).10 pointsSummarizes paper clearly. Clinical reasoning evident through ability to explain applicability of research findings in real-world healthcare8 pointsAttempts to Summarize paper. Some evidence of clinical reasoning present through ability to explain applicability of research findings in real-world healthcare6 pointsWeak/minimal summary of paper and inability to explain applicability clearly.5 pointsIncorporates 3 or more references including 1 or more professional nursing articles dated within the last 5 years4 pointsIncorporates 3 references including1 professional nursing articles dated within the last 5 years3 pointsIncorporates less than 3 references with 0 professional nursing articles dated within the last 5 yearsTotal / 100Overall ScoreCriteria Level 3 Level 2 Level 1 Criterion ScoreAPA Format,page length,Grammar syntax/ 55 pointsMinimal (less than 3) errors APA format,grammar and/orsyntax. 3-5 pages in length (not includingtitle and reference page4 points3 errors with APA format, grammar and/or syntax. 3-4 pages in length (not including title and reference page)3 pointsMore than 3 errors with APA format, grammar and/or syntax. Less than 3 pages in length (not including title and reference page)Level 3 8 points minimumLevel 2 5 points minimumLevel 1 0 points minimum

Copy of NURS 2910 Acute Adult Health-AACN Essentials Paper Rubric Course: Acute Adult Health Nursing Section A Spring 2024 CO Criteria Level 3 Level 2 Level 1 Criterion Score Introduction / 10 Body – Area and Types of Patients impacted / 15 Body – Current practice / 10 10 points

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