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Government agency to determine how it contributes to public health and safety improvements

Community Resources

INSRUCTIONS-Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.

INSTRODUCTION – Many organizations work to better local and global communities’ quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.

PREPARATION– You are interested in expanding your role as a nurse and are considering working in an area where you can help to promote equal opportunity and improve the quality of life within the local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You have particular interest in one of these organizations but would like to know more about its contributions to public health and safety improvements. You would like to report the results of your research in a scholarly paper that you could submit for publication.

Research a selected local, national, or global nonprofit organization or government agency from the list provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.

As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and

improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.

Choose the organization or agency you are most interested in researching:

· American Red Cross .

· Habitat for Humanity .

· United Way .

· Doctors Without Borders .

· The Salvation Army .

· United Nations Children’s Fund (UNICEF) .

· Federal Emergency Management Agency (FEMA) .

· Centers for Disease Control and Prevention (CDC) .

· National Center for Transgender Equality .

· National Resource Center on LGBT Aging .

· Advocacy & Services for LGBT Elders .

· Equal Justice Initiative .

· National Alliance to End Homelessness .

· Urban Triage .

· World Health Organization .

· The Arc: For People With Intellectual and Developmental Disabilities .

· Alliance for Retired Americans .

· Futures Without Violence .

· Blue Campaign: What Is Human Trafficking?

· Covenant House .

· Cultural Survival .

Note: As you revise your writing, check out the resources listed on the Writing Center’s  Writing Support  page.

Instructions

Research a selected local, national, or global nonprofit organization or government agency from the list provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report.

As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment. After completing this activity, choose an organization or agency from the list that you are most interested in researching.

Document Format and Length

Format your paper using APA style.

· Refer to the  APA Style Paper Tutorial [DOCX]  to help you in writing and formatting your paper. Be sure to include:

· A title page and references page. An abstract is not required.

· Appropriate section headings.

· Your paper should comprise 3-5 pages of content plus title and references pages.

Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.

Graded Requirements

The research requirements, outlined below, correspond to the grading criteria in the assessment scoring guide, so be sure to address each point.

· Explain how the organization’s mission and vision enable it to contribute to public health and safety improvements.

· Include examples of ways a local and/or global initiative supports organizational mission and vision and promotes public health and safety.

· Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in the community.

· Consider the effects of social, cultural, economic, and physical barriers.

· Assess the impact of funding sources, policy, and legislation on the organization’s provision of services.

· Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.

· Explain how an organization’s work impacts the health and/or safety needs of a local community.

· Consider how nurses might become involved with the organization.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

· Write with a specific purpose and audience in mind.

· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Additional Requirements

Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Analyze health risks and health care needs among distinct populations.

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· Explain how an organization’s work impacts the health and/or safety needs of a local community.

Competency 2: Propose health promotion strategies to improve the health of populations.

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·

· Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

Competency 3: valuate health policies, based on their ability to achieve desired outcomes.

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·

· Assess the impact of funding sources, policy, and legislation on an organization’s service delivery.

Competency 4: Integrate principles of social justice in community health interventions.

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· Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

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·

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Scoring Guide

Use the scoring guide to understand how your assessment will be evaluated.

Community Resources Scoring Guide

CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHED
Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

Assess the impact of funding sources, policy, and legislation on an organization’s service delivery.

Explain how an organization’s work impacts the health and/or safety needs of a local community.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

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Determine if the sequence is monotonic (or is monotonic after some finite value of n).

Work the problems below as directed. Show all work. Clearly mark your final answers. Use exact values unless the problem specifically directs you to round. Simplify as much as possible. Partial credit is possible, but solutions without work will not receive full credit. Part 1: These questions you will submit answers to in Canvas. Show all work and submit the work with Part 2 of the exam. But you must submit the answers in Canvas to receive credit. Each question/answer will be listed separately. The Canvas question will refer to the number/part to indicate where you should submit which answer. The questions will appear in order (in case there is an inadverten t typo). Correct answers will receive full credit with or without work in this section, but if you don’t submit work and clearly label your answers, you won’t be able to challenge any scoring decisions for making an error of any kind. 1. Find the limit of th e infinite series. (10 points) 2. Determine the convergence or divergence of each series. (6 points each) a. b. ∑ 1 (− 1)4/5 ∞ = 2 c. d. ( )   = + 1 2 4 n n n   = − 1n n ne   = − 1 3 1 4 1 n n   = + − − 1 2 5 2 3 5 n n n n e. f. g. 3. For the series , if the series converges, does it converge conditionally or absolutely? Find the partial sum of the first six terms and then state the maximum error on the sum at that term. (16 points) 4. Find N such that for the convergent series. (10 points) 5. Use the first four terms of the Taylor series to approximate . (10 points) ( )   = + − 1 1 ln )1 ( n n n   = +     − 1 2 1 3 2 )1 ( n n n n n n n n 2 1 1 3 2   =       + − 1 2 1 ( 1) n n n +  = −  0.001 NR  4 1 1 n n  =  − 1 0 2dx e x 6. For the sequence below. i) Determine if the sequence is monotonic (or is monotonic after some finite value of n). You may determine this graphically or by calculating derivatives. ii) Determine the bounds (above and below of the sequence). iii) Can you apply the bounded & monotonic theorem for convergence to this sequence? iv) Does this sequence converge by another theorem? If so, which one? v) If the sequence converges, what does it converge to? ( 20 points) Part 2: In this section you will record your answers on paper along with your work. After scanning, submit them to a Canvas dropbox as directed. Th ese questions will be graded by hand. 7. Find an expression for the nth partial sum of . (12 points) 8. For each of the series in #2, state the test used to determine convergence. (9 points each) a. b. ∑ 1 (−1)4/5 ∞ =2 c. /2n na ne − = ( )   = + 1 2 4 n n n   = − 1n n ne   = − 1 3 1 4 1 n n d. e. f. g. 9. Determine the radius of convergence for the series . State the interval of convergence and clearly indicate whether it is open, closed or half -open. (10 points)   = + − − 1 2 5 2 3 5 n n n n ( )   = + − 1 1 ln )1 ( n n n   = +     − 1 2 1 3 2 )1 ( n n n n n n n n 2 1 1 3 2   =       + −   = + + − 0 1 )1 ( )1 ( n n n x n 10. Find the nth Taylor polynomial centered at the given c. Use the included table to show work.

(15 points) n n! 0 1 2 3 4 5 6 11. Find a power series for the functions using the geometric series method. (20 points each) a. b. ( ) cos 4 , 6, 2 g x x n c  = = = () ()nfx () ()nfc () n xc− () () () !

n n fc xc n − ()nPx = 3 () 21 fx x = − 3 24 7 () (1 3 ) x fx x = +

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Determine the “know” and “do” for your content standard.

The purpose of this Assignment is to get you thinking about your Five-day Instructional Unit, which will be due in Unit 6. You should plan to work on your Instructional Unit a little bit each week.

For this Assignment, think about the topic and learning objectives of your Five-day Instructional Unit. You may want to orient your curriculum around a theme (e.g., “change” or the relationship between individual and society; themes that are important in many academic disciplines); an entity (e.g., a literary text or an event or trend); a skill (e.g., conjugating verbs or understanding and applying the Pythagorean Theorem), or a sensibility (e.g., understanding and appreciating “perspective” in drawing). Do not be afraid to think “outside the box” for your discipline. Consider units that are oriented in non-traditional ways (e.g., a social studies unit not based on an event but on the acquisition of map-reading skills. Alternatively, a Language Arts unit based not on the entity of a book but on a particular theme, etc.).

Before you begin your Assignment, view this interaction about writing objectives.
(https://kapextmediassl-a.akamaihd.net/gradEd/Media/ED532/LearningOutcomeGenerator/story_html5.html)

Include the following information in your plan and use the Unit 1 Assignment template to complete it: attached

Decide on a central focus or theme for your Instructional Unit. The topic should be from the primary academic curriculum.
Select the content standard(s) that are related to your topic/theme.
Determine the “know” and “do” for your content standard.
Determine the necessary vocabulary in order to understand the standard.
Include as many learning objectives in your plan warranting 5 days of instruction. These important learning objectives will become your lesson topics and should include concepts, principles, and skills encompassed in your topic/theme.
Identify each type of learning objective (Thinking, Content, or Product).

Unit 1 Assignment TemplateBlack and gold Purdue University Global logo

Assignment Directions:

***STUDENTS, ERASE THE DIRECTIONS BELOW BEFORE SUBMITTING YOUR ASSIGNMENT****

For this Assignment, think about the central focus for the learning segment. You may want to orient your curriculum around a theme (e.g., “change” or the relationship between individual and society; themes that are important in many academic disciplines); an entity (e.g., a literary text or an event or trend); a skill (e.g., conjugating verbs or understanding and applying the Pythagorean Theorem), or a sensibility (e.g., understanding and appreciating “perspective” in drawing). Do not be afraid to think “outside the box” for your discipline. Consider units that are oriented in non-traditional ways (e.g., a social studies unit not based on an event but on the acquisition of map-reading skills. Alternatively, a Language Arts unit based not on the entity of a book but on a particular theme, etc.).

Include the following information in your plan:

  • Decide on a central focus or theme for your Five-day Instructional Unit. The topic should be from the primary academic curriculum.
  • Select the content standard(s) that are related to your topic/theme.
  • Include as many learning objectives in your plan warranting 5 days of instruction. These important learning objectives, which will become your lesson topics, should include concepts, principles, and skills encompassed in your topic/theme.
  • Create learning objectives for the unit that are student-centered/thinking-centered and state what students will know (concepts that they will understand) and be able to do (skills) by the end of each day.

Use the template below to complete your Five-day Instructional Unit.

Instructional Plan

Central Focus: (Decide on a broad topic or theme for your Five-day Instructional Unit. The topic should be from the primary academic curriculum.)

<Erase this and type your topic here.>

Content Standard(s)(type it out exactly as worded):    
Look at your content standard above, review what it is asking them to do? What do they need to know in order to master the standard? (terms, facts, formulas, events, procedures, etc.)    
Look at your standard above and asking yourself that question…”what do they need to be able to do?” (big ideas, concepts, principles, “how’s and whys”)    
What TERMS will students need to know? (vocabulary)  
Now that you have determined the “know” and “do” from the above content standard, break it up into five days of instruction. If your standard can be accomplished in a day or two, then complete the process above for the next sequential standard and continue the process until you have five days’ worth of instructional goals.
Five Day Learning ObjectivesWhat students know…?     (Explain what students will know by the end of the day)What students will be able to do…?   (Explain what the students will be able to do by the end of the day)Type of Learning Objective:   Thinking Skill Content Objective Product Objective  
Learning Objective Day 1:   
Learning Objective Day 2   
Learning Objective Day 3   
Learning Objective Day 4   
Learning Objective Day 5   

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determine the maximum displacement and rotation of the beam

Finite Element Analysis Coursework (v10)

10

Task 06 (10 marks)

Beam Analysis

The beam is made of ASTM A36 ISO sb beam 80 x 6 mm as shown in Figure 6.

• Crossed section area (As) = 768 mm2

• Modulus of Elasticity (E) = 200 GPa

• Moment of Inertia (I) = 775549 mm4

• Point Load (F) = 7th digit of Student ID × 1000 N

• Uniform Distribution Load (W) = 5th digit of Student ID × 1000 N/m

This is a linear static implicit FE analysis.

Figure 6 (Raoufi, 2015)

1. Create the FE model of the beam and name it YourFullName_Task06.sldprt, using the

Solidworks Simulation to

• determine the maximum displacement and rotation of the beam.

• determine the reaction force A and B.

• create the Shear Force and Bending Moment Diagram.

• determine the axial stress in the beam.

2. For the statically indeterminate beam, using the Direct Stiffness Method to

• determine the maximum displacement and rotation of the beam.

• determine the reaction force A and B.

• sketch the Shear Force and Bending Moment Diagram.

• determine the axial stress of the beam.

3. Tabulate, compare and discuss the results. Word count 500 words (+/– 10%)

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Determine the maximum displacement and rotation of the beam

Finite Element Analysis Coursework (v10)

10

Task 06 (10 marks)

Beam Analysis

The beam is made of ASTM A36 ISO sb beam 80 x 6 mm as shown in Figure 6.

• Crossed section area (As) = 768 mm2

• Modulus of Elasticity (E) = 200 GPa

• Moment of Inertia (I) = 775549 mm4

• Point Load (F) = 7th digit of Student ID × 1000 N

• Uniform Distribution Load (W) = 5th digit of Student ID × 1000 N/m

This is a linear static implicit FE analysis.

Figure 6 (Raoufi, 2015)

1. Create the FE model of the beam and name it Your FullName_Task06.sldprt, using the

Solidworks Simulation to

• determine the maximum displacement and rotation of the beam.

• determine the reaction force A and B.

• create the Shear Force and Bending Moment Diagram.

• determine the axial stress in the beam.

2. For the statically indeterminate beam, using the Direct Stiffness Method to

• determine the maximum displacement and rotation of the beam.

• determine the reaction force A and B.

• sketch the Shear Force and Bending Moment Diagram.

• determine the axial stress of the beam.

3. Tabulate, compare and discuss the results. Word count 500 words (+/– 10%)

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determine the maximum displacement and rotation of the beam

Finite Element Analysis Coursework (v10)

10

Task 06 (10 marks)

Beam Analysis

The beam is made of ASTM A36 ISO sb beam 80 x 6 mm as shown in Figure 6.

• Crossed section area (As) = 768 mm2

• Modulus of Elasticity (E) = 200 GPa

• Moment of Inertia (I) = 775549 mm4

• Point Load (F) = 7th digit of Student ID × 1000 N

• Uniform Distribution Load (W) = 5th digit of Student ID × 1000 N/m

This is a linear static implicit FE analysis.

Figure 6 (Raoufi, 2015)

1. Create the FE model of the beam and name it YourFullName_Task06.sldprt, using the

Solidworks Simulation to

• determine the maximum displacement and rotation of the beam.

• determine the reaction force A and B.

• create the Shear Force and Bending Moment Diagram.

• determine the axial stress in the beam.

2. For the statically indeterminate beam, using the Direct Stiffness Method to

• determine the maximum displacement and rotation of the beam.

• determine the reaction force A and B.

• sketch the Shear Force and Bending Moment Diagram.

• determine the axial stress of the beam.

3. Tabulate, compare and discuss the results. Word count 500 words (+/– 10%)

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Conducting simulated lab and field tests to determine pH levels of collected samples

 Review the following videos for help submitting your Individual Project:

Assignment Details

Welcome back, Scientists! Chemistry is all around us. This week, you will explore the impact of pH by conducting simulated lab and field tests. 

  • Start this week with the Unit 2 Learning Path in intellipath® (located in the Assignments list). Here, you will be taught the following fundamental aspects of chemistry that you will need to complete this week’s lab activity, the Unit 2 Individual Project:
    • pH
    • Acids and bases
    • Acid rain
  • Continue on to the Unit 2 Individual Project (instructions below): 
  • Don’t forget to read! You will learn more about the basics of chemistry, such as the following: 
    • Types of elements
    • Chemical bonds
    • Chemical reactions                   
  • Don’t be a stranger! Your instructor loves hearing from you. Let them know how you are doing this week, and touch base with any questions you might have. You’re doing great!

Lab 2: Measuring pH Levels

For this assignment, you will use the Unit 2 Measuring pH Levels Learning Module to complete the Unit 2 Lab Report worksheet. You will be conducting simulated lab and field tests to determine pH levels of collected samples.

  1. If you haven’t already, download the Lab Report worksheet.
  2. Then, view the Unit 2 Lab: Measuring pH Levels to complete the virtual lab and Lab Report worksheet.
  3. Submit your completed assignment in one of the following ways:
    • Upload your completed Lab Report.
    • Upload an image with your completed Lab Report.
    • Type in your responses to the Lab Report in the IP submission text box.

View the Individual Project Demo for guidance on how to submit your Lab Report as an Individual Project via the Virtual Classroom or the CTU Mobile app.

Assignment-Specific Grading Criteria

SCI103 Unit 2 Individual Project Grading CriteriaMax PointsThe pH values, solutions, and acid/base identifications are accurate.

5

The three lake pH’s are accurate, and the two most acidic lakes are identified correctly.

5

Three to five sentences are used to describe acids found in the home and their common attributes.

5

Three to five sentences are used to describe bases found in the home and their common attributes.

5

Three to five sentences are used to explain what acid rain is. Data from Part 1 is used to discuss how each lake’s location causes varying impacts of acid rain.

9

The acidic concentration change from pH 6 to pH 3 is given correctly, and environmental impacts of this change are accurately presented in 3–5 sentences.

9

Uses proper spelling, punctuation, and grammar to write clearly and effectively

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What information will help you to allocate funds?

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Analyze the business-level strategies for the corporation you chose to determine the business-level strategy you think is most important to the long-term success of the firm and whether you judge this to be a good choice. Justify your opinion

 Write a 6-8 page paper in which you do the following:

  • Analyze the business-level strategies for the corporation you chose to determine the business-level strategy you think is most important to the long-term success of the firm and whether you judge this to be a good choice. Justify your opinion.
  • Analyze the corporate-level strategies for the corporation you chose to determine the corporate-level strategy you think is most important to the long-term success of the firm and whether you judge this to be a good choice. Justify your opinion.
  • Analyze the competitive environment to determine the corporation’s most significant competitor. Compare their strategies at each level and evaluate which company you think is most likely to be successful in the long term. Justify your choice.
  • Determine whether your choice from Question 3 would differ in slow-cycle and fast-cycle markets
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What three to five indicators from Figure 9.3 would you want the team to explore in order to determine why there is a decline in the scores?

Discussion 4

Data in Action

Directions

In this Discussion Board, you will look at the use of data and factors that support growth essential to student achievement and standards-based teaching and learning.

Figure 9.3 (Indicators of Standards-Based Teaching and Learning p.160 in the Text: Getting More Excited About Using Data) lists 15 attributes that were compiled to provide a more complete understanding of standards-based teaching and learning.

Figure 1.2 (Sources of Data, p.11 in the text: Getting More Excited About Using Data) lists 30 different sources of data that are useful in addressing important aspects of teaching and learning.

You have been asked by your building administrator to participate on a task force to identify why the school is seeing two years of declining scores in the area of English Language Arts (ELA) or Math. In the Discussion Board post the following:

Identify if you have chosen to serve on the ELA team or the Math team.

What three to five indicators from Figure 9.3 would you want the team to explore in order to determine why there is a decline in the scores?

Share each indicator chosen from Figure 9.3 and explain why you believe the data source would help the school make improvement decisions to facilitate increased student performance.

Match the appropriate sources of data from Figure 1.2 that would guide the team in determining data points for decision making and planning based upon the three to five indicators you selected from Figure 9.3.

What would the data sources tell you about students, their learning and their instructional needs?

Discussion 5

ffective School-Wide Leadership

Directions

Leadership is not a one size fits all process. Leaders come to their role with different skills, different abilities and different levels of needed growth. In the discussion, you will look at how leadership models matched with personal style, behaviors, and skills are used to build a school-wide culture of leadership in schools. In this Discussion Board you will compare three different leadership philosophies and models. Before starting your Discussion Board posting, complete these three assessments from your textbook:

Your leadership style model (Figure 4.2 p. 93-94)

Your emphasis on task and relationship behaviors survey (Figure 5.2 p.111-112)

Your leadership skills survey (Figure 6.2 p.134-135)

In the Discussion Board, reflect on your results of each survey and discuss how the model and your style, behaviors and skills relate to each. You will share your strengths and weaknesses in style as it relates to each model.

How would you use these surveys?

What would you expect to do with the information to create a school-wide culture?

How would these surveys help you to identify the leaders within the school?

How would you classify the teachers into leadership groups to create a culture of leadership?

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  • Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals What three to five indicators from Figure 9.3 would you want the team to explore in order to determine why there is a decline in the scores?

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Using your knowledge of BITS, determine the functional dependencies that exist in the
following table.

Exercise “Project” -2
1. Using your knowledge of BITS, determine the functional dependencies that exist in the
following table. After determining the functional dependencies, convert this table to an
equivalent collection of tables that are in third normal form:



2. List the functional dependencies in the following table that concern invoicing (an
application BITS is considering adding to its database), subject to the specified
conditions. For a given invoice (identified by the InvoiceNum), there will be a single
client. The client’s number, name, and complete address appear on the invoice, as does
the date. Also, there may be several different tasks appearing on the invoice. For each
task that appears, display the TaskID, description, category, and price. Assume that each
client that requests a particular service task pays the same price. Convert this table to an
equivalent collection of tables that are in third normal form:



3. BITS wants to store information about the supervisors, including their supervisor number
and the relationship to consultants. Supervisors can work with multiple consultants, but
consultants only have one supervisor. In addition, supervisors specialize in working with
clients in specific task categories. Using this information, convert the following
unnormalized relation to fourth normal form:

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