In your discussion this week, you examined a few Web sites from which you can make inferences about the health status of your community. This week, you will write a brief report on the risk factors and social determinants of health that impact your community. In your report, answer the following:
What are the risk factors that promote health conditions in your community?
What are the social determinants of health in your community?
Which diseases or health conditions are most prevalent in your community?
What is the difference between social determinants of health, health disparities, and health inequities?
What are the health disparities and inequities that you have observed in your community?
What recommendations might you make to the decision or policymakers in your community to address these?
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certain risk factors that heighten the potential for a family to experience domestic violence
Amy King, 38, and Marty King, 42, are a married couple of 19 years with two teenage children: Ashley, 15, and Aaron, 17. The family resides in a middle-class community in suburban Chicago. Amy is a stay-at-home mother, while Marty is the manager at a popular local restaurant. For the last 15 years, the family has struggled financially. Amy has attempted to obtain employment on numerous occasions, but each time she gets a new job, she has to leave the employment within a few weeks citing the need to “take care of personal matters.” Marty handles the family finances and keeps a tight reign over spending.
For several years, there have been allegations of domestic violence in the home in varying forms. Amy has had numerous injuries, including the following:
Black eyes
Bruising
Broken arm (spiral fracture)
Concussion
Burns
The alleged perpetrator of the injuries is Amy’s husband, Marty. Both Amy and Marty have significantly downplayed the amount of violence in the home to concerned family and friends, who rarely get to see Amy and the kids. The only real contact the extended family has with the Kings is during the holidays. The police are very familiar with the King family, because there have been no less than 10 domestic violence calls to the home since 2000. Usually when the police come to the home, no arrests are made; however, in 2010, Marty was charged with domestic battery against Amy. With the assistance of her family and a victim advocate, Amy and the kids moved out of the home and filed an order of protection against Marty. However, Amy failed to appear in court, and the court dismissed the order. The criminal case was also dismissed. A few months later, Amy and the kids moved back into the family home.
In addition to the intimate partner violence in the home, Amy and Marty are faced with criminal charges being filed against their son, Aaron. Aaron was involved in a fight at school that resulted in the other student being hospitalized. Aaron was arrested for battery and is awaiting trial in juvenile court. Aaron presents as a very angry young man with multiple discipline issues in school and poor academic performance. Aaron has also presented at school with bruises to his face, which he states are caused during fights with peers.
The Kings’ daughter Ashley is a good student, a member of the track team, and is dating a fellow student, Jake. Ashley and Jake are inseparable, and Ashley’s parents have been concerned that Ashley spends too much time with Jake and that Jake is very controlling over Ashley. Marty recently forbid Ashley from spending any more time with Jake, but Ashley is defiant. She tells Marty and Amy that Jake is the only one who loves and understands her and that Jake needs her. Ashley has also had bruises to her neck and arms that she reports as track accidents. Aaron reports to his mother that he has seen posts on social media sites where Jake has made troubling comments about Ashley.
You will assume the role of a domestic violence (DV) victim advocate and draft a memo to your supervisor detailing what would be the best possible intervention options for the King family. The memo will include the following:
Identify the key risk factors in the family
The domestic violence phase the family is currently in based on the cycle of DV
A discussion of the teen dating violence experienced by Ashley
The ramifications of DV on Aaron’s behavior and criminal case
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certain risk factors that heighten the potential for a family to experience domestic violence
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What factors contribute to the differences in these types of violence?
There are certain risk factors that heighten the potential for a family to experience domestic violence. The King family has a number of dynamics that make them particularly susceptible to family violence. Discuss the following:
Identify at least 3 risks factors that contribute to the family violence in the King household.
As a domestic violence counselor, what are some signs or symptoms that would concern you as an advocate for the King family?
Can an argument be made that Ashley and Aaron are experiencing childhood abuse or neglect while living with their parents?
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write an article on Internal and External Factors Affecting the Management Function at Bridgestone. It needs to be at least 1000 words. The essay will use the Bridgestone Corporation as the case study and according to Qontro Business Profiles (2008). Bridgestone is a Japanese multinational corporation that was established in 1931 and its main speciality is the manufacture of motor vehicle tires. However, the company also deals in other diversified products that include a wide range of industrial products such as conveyor belts, water hoses, and polyurethane foam. Other products include Bridgestone branded bicycles, Bridgestone aircraft tires, and an array of golf products. The company has a wide global presence that is supported by more than 140 production facilities that are spread wide across 24 countries.
The four management functions that will be investigated are planning, organizing, directing, and controlling.
Planning
In reference to the studies by Daft (2011), he described planning as the core function of management and even the foundation of the other three functions of management. In the planning process, Bridgestone’s management diagnoses the status or health of the company in line with the planned future goals and objectives of the company, and then devise appropriate action plans that will enable the attainment of these goals and objectives. However, Hersey et al. (2000) stated the planning factor is influenced by both external and internal factors and at times, these factors may be uncontrollable thereby potentially affecting Bridgestone in a positive and/ or negative manner. Daft, R. (2011) stated that the act of realigning a company with these external and internal factors is referred to as strategic planning.
During strategic planning, the external factor of globalization always makes Bridgestone’s managers consider the impact of competition from their rivals that include Firestone. Secondly, the issue of globalization ensures that managers of the company make strategic plans that will position the company to strategically compete in the international market and keep in line with international qualities for all the products that deal with.
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How do you define operational excellence? What factors are involved in achieving operational excellence? Who (within an organization) is responsible for operational excellence and why is this important? ** Please note you have minimal space and time to complete the assignment, do not write an introduction, rather just answer the selected question noted above. This is a test of both knowledge and your ability to be succinct in messaging
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In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
Who is the audience
What action verb will be measured during instruction/assessment
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a visual of the planet Earthand ask students to describe what Earth looks like.
· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.
· I will model one example of solving a number sentence on the white board before having students search for the matching card.
· I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choicesto demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you willprovide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underlinethe names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
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Written assignment (case, essay) Activity brief BBA311 – Supply Chain Management Online campus Professor: Dr. Petros Bouchoris | petros.bouchoris@euruni.edu
Description
Visibility,Traceability,Data management and Supplier relations used to be the biggest challenges facing supply chain professionals. However, over the last 15 months, uncontrollable factors like COVID-19 have merged with technological evolutions to create a number of new supply chain dynamics. In this context please answer the following questions: 1. Discuss the relationship between service level, uncertainty, safety stock,and order quantity. How can trade-offs between these elements be made 2. Discuss and the role warehouses play in your logistics in the context of the growth of e-commerce and digital transformation. 3. Discuss and compare Lean vs Agile Supply Chain and suggest the best option, justifying your suggestion 4. Which type of operations and supply chain environment do you think would have a more difficult time managing change from external factors—an environment supporting standardized products/services or one supporting customized products/services? Why? 5. According to recent study 72% of consumer product organizations and 58% of retailers are actively investing in regionalizing or localizing their manufacturing base or nearshoring production to prevent future disruption. What is your suggestion as Supply Chain Manager. What are the implications in Transportation, Warehousing and Inventory?
Format
This activity must meet the following formatting requirements: · Font size 12 · Double-spaced · 2100 words · Harvard Referencing System · pdf only
Goal(s)
– –
Understand the different supply chain management strategies and their impact in business Understand the impact of current trends and digital transformation in supply chain management decisions
Due date
Date: Monday, 19 July 2021 Time: 14:00
Weight towards final grade
This activity has a weight of 60% towards the final grade.
Learning outcomes
• •
Assess the impact of supply chain management decisions on a company and its internal processes Appraise the important role of logistics and supply chain in 21st century organizations
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We have explored the area of new service innovations in this module. It should be clear there is considerable overlap between product development and service development. There are clear differences between products and services, most notably with services the consumer is co-producer, but so many products now incorporate services that it is sometimes unclear why we treat them separately. There is a wide range of services within the economy, and new technology is providing a driving force for many new services.
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Subject Code and Title PUBH6002: Global and Environmental Health Issues Assessment Assessment 1 – Report: Guided policy analysis Individual/Group Individual Length 1000 words (+/- 10%) Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Examine environmental factors from the local to the global levels that influence health and interpret the relevance to the health of populations. b) Interpret and analyse the impacts of globalisation on the social, economic, and political determinants of global and local health. c) Critically analyse ethical elements relevant to environmental health protections, policies, and industry practices, including identification of vulnerable groups d) Investigate the relationships between environmental risk factors and social, economic, and political determinants of illness and injury. Submission Due by 11:55pm AEST/AEDT Sunday end of Module 4 (Week 4). Weighting 25% Total Marks 100 marks Context Equitable, effective and evidence-based health policy is essential to population based health management and disease prevention. The ability to review and analyse policy options and comment on their efficacy and feasibility is a key skill within public health. By conducting a policy analysis, student will gain an understanding of the importance of policy development and implementation to minimize health burdens. Policy analysis also introduces skills of critical thinking, literature research, and analysis. Task After critically reviewing the WHO Framework Convention on Tobacco Control and the National Tobacco strategy, write a 1000 (±10%) guided policy analysis report using the Report template provided on Blackboard. Please refer to the Task Instructions for details on how to complete this task. Instructions The WHO Framework Convention on Tobacco was developed in response to the global epidemic of tobacco (e.g. tobacco consumption rates) and the increased burden of disease as a result of its consumption (e.g. tobacco-related disease). It is an evidence-base treaty aiming to provide the Legal and practical strategies that nations states can apply to regulate key structural factors that contribute to tobacco consumption globally, these factors include:
trade liberalization
direct foreign investment
global marketing
transnational tobacco advertising
promotion and sponsorship
international movement of contraband and counterfeit cigarettes (World Health Organization [WHO], 2021). Review the following documents:
The WHO Framework Convention on Tobacco Control (World Health Organization. (2003). WHO Framework Convention on Tobacco Control. World Health Organization. https://www.who.int/fctc/text_download/en/)
The National Tobacco Strategy 2012-2018 (Department of Health and Aging. (2012). National Tobacco Strategy 2012-2018. Commonwealth of Australia, Department of Health and aging. https://www.health.gov.au/sites/default/files/national-tobacco-strategy-20122018_1.pdf) Then conduct a policy review of The National Tobacco Strategy implemented in Australia, in relation to the WHO Framework Convention on Tobacco Control Framework Write in 1000 words (±10%) a report guided by the following four questions: Introduction/Background (Approx. 150 words)
In the introduction present the burden of disease and smoking rates in Australia before the implementation of the National Tobacco Strategy and discuss tobacco control legislation prior to the policy.
Finally, briefly discuss the impact the implementation of the National Tobacco Strategy has had on the tobacco related burden of disease. Policy analysis (Approx. 600 words)
Discuss how the WHO Framework Convention on Tobacco Control informed the development and implementation of Australia’s National Tobacco Strategy? Who were the key stakeholders in this development and what were their role?
Describe the expected intermediate and long-term outcomes and the strengths of Australia’s National Tobacco Strategy based on successful achievements?
Discuss 2 strategies that have been less successful or unsuccessful at reducing tobacco consumption in Australia. Recommendations and conclusions (Approx. 250 words)
How could the National Tobacco Strategy be improved? Provide 3-4 recommendations to improve the implementation and efficacy of the NTS based on your policy analysis. Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here https://library.torrens.edu.au/academicskills/apa/tool Submission Instructions Submit this task via the Assessment 1 link. Please save your Assessment and submit it as the title of your submission using the following naming convention: subj code_Module#_surname_first name initial_assessment title E.g., PUBH6002_M2_Jones_S_Report Academic Integrity Declaration I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly. Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Grade Description Evidence of unsatisfactory achievement of one or more of the learning objectives of the subject, insufficient understanding of the subject content and/or unsatisfactory level of skill development. Evidence of satisfactory achievement of subject learning objectives, the development of relevant skills to a competent level, and adequate interpretation and critical analysis skills. Evidence of a good level of understanding, knowledge and skill development in relation to the content of the subject or work of a superior quality on the majority of the learning objectives of the subject. Demonstration of a high level of interpretation and critical analysis skills. Evidence of a high level of achievement of the learning objectives of the subject demonstrated in such areas as interpretation and critical analysis, logical argument, use of methodology and communication skills. Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills. Knowledge and understanding of policy foundation and developing process to target the impact of smoking and tobacco products consumption in the given population. Percentage for this criterion = 30% The report does not discuss the burden of disease associated with tobacco consumption and does not cover the situation legislative environment prior the implementation of the policies. The report shows a basic synthesis of the burden of disease associated with tobacco consumption and legislative environment prior the implementation of the policies (Both FCTC and the National Tobacco strategy). The report shows a proficient synthesis of information of the burden of disease associated with tobacco consumption and legislative environment prior the implementation of the policies (Both FCTC and the National Tobacco strategy). The report shows an advance synthesis of the introduction of the key information of the burden of disease associated with tobacco consumption and legislative environment prior the implementation of the policies (Both FCTC and the National Tobacco strategy). The report demonstrates a sophisticated understanding and ability to summarise key information of the burden of disease associated with tobacco consumption and legislative environment prior the implementation of the policies (Both FCTC and the National Tobacco strategy). . The report does not address the bases of policy foundation and development. Demonstrates a functional knowledge of the bases of policy foundation and development, however, indicates only a limited understanding of the topic and develops the minimum aspects of the task. Demonstrates proficient knowledge the bases of policy foundation, development, and the role of key stakeholders. Demonstrates advanced knowledge of the bases of policy foundation, development, and the role of key stakeholders. Demonstrates exceptional knowledge of the bases of policy foundation, development, and the role of key stakeholders. The report shows little/no evidence of research or enquiry of the policy and the key stakeholders. The report shows some basic knowledge of the role of key stakeholders. Demonstrates proficient understanding of the policy outcomes and the strengths and limitations and their implications. . Demonstrates advance understanding of the policy outcomes and the strengths and limitations and their implications. Demonstrates exceptional understanding of the policy outcomes and the strengths and limitations and their implications. Demonstrate analysis of the policy and its implementation in the specific context. Percentage for this criterion = 35% Limited synthesis and analysis of key concepts of the objectives, challenges, and outcomes required to support the analysis of the policy and its implementation in the specific context. Demonstrated analysis and synthesis of new knowledge with application of key concepts of the objectives, challenges, and outcomes required to support the analysis of the policy and its implementation in the specific context. Well-developed analysis and synthesis with application of recommendations linked to synthesis of key concepts of the objectives, challenges, and outcomes required to support the analysis of the policy and its implementation in the specific context. Thoroughly developed and creative analysis and synthesis of key concepts of the objectives, challenges, and outcomes required to support the analysis of the policy and its implementation in the specific context. Highly sophisticated and creative analysis, synthesis of key concepts of the objectives, challenges, and outcomes required to support the analysis of the policy and its implementation in the specific context. Critical analysis of the challenges and proposes recommendations for the improvement of the policy. Percentage for this criterion = 25% Limited application/recommend ations that does not align with the outcomes of the policy analysis. The report shows acceptable recommendations that align somehow with the outcomes of the policy analysis. The report shows precise recommendations that align logically with the outcomes of the policy analysis. The report shows coherent recommendations that align logically with the outcomes of the policy analysis. The report shows exceptional recommendations that align logically with the outcomes of the policy analysis. The report has limited or no evidence-based rational provided for the recommendations. The report shows some evidence-based rational provided for the recommendations. The report shows evidence-based rational provided for some recommendations. The report shows a clear evidence-based rational provided for most recommendations. The report shows a comprehensive evidence-based rational provided for each recommendations. Academic standards and general criteria Percentage for this criterion = 5% Poorly written with errors in spelling, grammar. Is written according to academic genre (e.g., with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Is well-written and adheres to the academic genre (e.g., with introduction, conclusion or summary). Is very well-written and adheres to the academic genre. Expertly written and adheres to the academic genre. Referencing Percentage for this criterion = 5% There are mistakes in using the APA style. There are minimal mistakes in using the APA style. There are no mistakes in using the APA style. There are no mistakes in using the APA style. There are no mistakes in using the APA Style. The following Subject Learning Outcomes are addressed in this assessment SLO a) Examine environmental factors from the local to the global levels that influence health and interpret the relevance to the health of populations. SLO b) Interpret and analyse the impacts of globalisation on the social, economic, and political determinants of global and local health. SLO d) Investigate the relationships between environmental risk factors and social, economic, and political determinants of illness and injury SLO e) Critical analysis and application of actions to mitigate an environmental health issue.
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