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  • How first responders use the Emergency Response Guidebook (E…

    Instructions: You will need to submit research paper topic for approval by no later than the end of third week. You have considerable freedom in choosing a topic. The requirement is that you choose a topic that requires academic research not business research and that you submit both your paper topic (which should not contain question) and a full paragraph statement, that statement must contain a research question to be answered or a hypothesis to be tested. Most “why” questions focus more on workplace related issues and business not academic or scholarly research so they seldom are acceptable questions for scholarly research. Submission Instructions: Please submit your title and a paragraph describing the topic. Remember, the topic must be directly related to this course or the topic will be denied. If the topic is unacceptable, your professor will contact you with further directions. *Subject: Emergency Response & Incident Management -How first responders use the Emergency Response Guidebook (ERG) Explain isolation distances, protective actions, and initial response priorities. -Case studies of major hazmat accidents Analyze what went wrong and what changed afterward (e.g., train derailments, chemical spills). -Environmental consequences of hazmat incidents Longterm soil, water, and air impacts from spills or explosions.

    Attached Files (PDF/DOCX): APUS Assignment Rubric Undergraduate Level.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Health Promotion on a Budget: Build-a-Kit for a Community We…

    WEEK 6: “Health Promotion on a Budget: Build-a-Kit for a Community Wellness Program”

    Purpose:

    Students will take on the role of a health promotion coordinator tasked with designing a low-cost resource kit for a specific community wellness initiative. This project emphasizes practical resource selection, critical thinking, and budget-conscious program planningskills essential to real-world health education delivery.

    Assignment Components

    Part 1: Select a Community Wellness Topic

    Choose a health promotion topic and target audience (e.g., healthy eating for single-parent families, stress relief for college students, diabetes prevention for older adults). Briefly describe (150200 words):

    • The population
    • The health challenge
    • The setting (school, clinic, park, community center, etc.)

    Part 2: Design a “Wellness Resource Kit”

    Create a list of 68 specific, tangible items or tools you would include in a resource kit for a health promotion event or program, keeping your budget under $150 total.

    For each item, include:

    • Name & brief description
    • Purpose (how it supports health promotion goals)
    • Estimated cost (based on real pricing or online estimates)

    Examples of items: printed brochures, stress balls, measuring cups, jump ropes, bus passes, health literacy worksheets, water bottles with motivational messages, etc.

    Part 3: Written Rationale & Resource Management Strategy (400500 words)

    In a written narrative, address the following:

    • How you selected your topic and target population
    • Why each item was included in the kit and how it meets health education needs
    • How you considered equity, access, and cost-effectiveness
    • What logistical steps would be needed to manage and distribute these resources (partnerships, outreach, storage, transportation, etc.)

    Include at least one reference to a best practice in resource management or culturally relevant material selection (from the open resources provided).

    Submission Format:

    Upload a single PDF or Word file that includes:

    • Topic & population description
    • Resource Kit table or bulleted list
    • Written rationale
    • Budget breakdown

    No AI to complete the assignment

    Reference has to be 5 years old

    Simple wording to complete this assignment please

  • Business Question

    • Scholars involved in leadership research use many different methods to study it in various settings. Some of the earliest leadership researchers used experiments and field observations. With the advent of fast and efficient statistical computer programs, leadership research shifted to surveys and psychometric measures that allowed researchers to collect big data sets and analyze them to identify correlations and make inferences about the way leadership variables interact and sometimes predict leadership outcomes. All of this research is used to engage with leaders and students like you who are both consumers of leadership and key sources of new knowledge. This week, you will read about the language of social science and learn about basic research methods used in leadership studies. The goal is to help you gain a deeper understanding of how to interpret information in the methods section of scholarly articles. The insights you gain from the readings and assignments are designed to help make you a more informed consumer of leadership research. Weekly Outcomes
      1. Review information on how research is conducted in leadership studies.
      2. Discuss the main features of predominant quantitative and qualitative leadership research methods.

    • The Science of Leadership Research

    • Quantitative and Qualitative Research

    • Readings

      Attached Files:

      • (11.839 MB)

      Book Chapter: Pierce, J. L. & Bell, G. G. (2011). The language of science: A lens for understanding the organizational sciences literature. In J. L. Pierce & J. W. Newstrom (Eds.), Leaders and the Leadership Process, (pp. xxvii-xlii). New York, NY: McGraw Hill. (Out of print. See attachment above.)Radmacher, S. A., & Martin, D. J. (2001). . The Journal of Psychology, 135(3), 259-68. VideosAshley, G. & Linenberger, S. J. (2020). The basics of quantitative research in leadership studies [Video]. Bellevue University. Center for Research Quality. (2015). Overview of qualitative research methods [Video]. YouTube.

    • Compose a reflective post that describes any new awareness or insights you have gained on social science research from the book chapter, The Language of Science (see link above). Explain how your view of this topic has developed or been challenged by the information presented in this chapter.Submission Requirements

      • Your main post should be 250-300 words.
      • APA citations and references are required.

    • Compose a reflective post that describes any new awareness or insights you have gained on quantitative research from the video, The basics of quantitative research in leadership studies. Explain how your view of this topic has developed or been challenged by the information presented in the video. You will want to have the Radmacher (2001) article (see link above) and Chapter 3 of the SAGE Handbook of Leadership open while watching the video. Both of these sources are discussed as examples of correlation and causation.Submission Requirements

      • Your main post should be 250-300 words.
      • APA citations and references are required.
      • Post

    • Compose a reflective post that describes any new awareness or insights you have gained on qualitative research from the video, Overview of Qualitative Research Methods. Explain how your view of this topic has developed or been challenged by the information presented in the video.Submission Requirements

      • Your main post should be 250-300 words.
      • APA citations and references are required.

    Requirements: Listed

  • week 3 project 4560

    Annotated Bibliography

    This week, you will complete a annotated bibliography for a paper that will be due in Week 5. For more information on the required format of the bibliography, visit the page.

    Choosing what area of I/O psychology you want to study begins with examining the following areas related to the course competencies. Choose 3 areas from the list below. Remember, this is a course on psychology of the workplace, so the research should relate to that.

    1. The origins of I/O psychology and its importance to the vitality of industries.
    2. I/O psychology as part of the science of psychology.
    3. Job analysis, recruitment and selection.
    4. Training and performance design and issues in the workplace.
    5. Organizational culture and dynamics in an organization.
    6. Main theories and practices regarding leadership and management, worker motivation, and employee satisfaction.
    7. The role of I/O psychology in improving the workplace environment.
    8. Issues regarding group behavior and conflict in the workplace.

    Using the South University Online Library database (ProQuest or EBSCOHOST) only, find 2 journal articles related each of the chosen areas. You will need to locate research articles that have been published in scholarly journals. Scholarly journal articles are also referred to as primary-source, peer-reviewed articles. The articles must also be current, that is, published within the last 5 to 6 years. Finally, Web sites, magazines, newspapers, textbooks, and other books cannot be used for this assignment.

    • Write a summary for each of the journal articles found.
    • Write an analysis and evaluation for each of the journal articles found.

  • Experiential learning

    Purposes of this assignment:

    • Obtain first-hand information about harm reduction practices
    • Learn about local services (WAC 246-811-030.3.i)
    • Connect with professionals in our field
    • Understand substance abuse and addiction treatment methods (WAC 246-811-030.3.c)

    Tasks:

    1. Visit a local harm reduction program. This could be a methadone program, a syringe exchange program (here’s a
    2. ), a safe/supervised use site, “wet” housing such as 1811 Eastlake, safer sex services, outreach to people involved in prostitution… Some of these services are open to drop-in visitors. Others would have to approve your visit in advance. I strongly suggest checking with them in advance, many days before you hope to visit.
    3. Find out what they do. Learn about their clientele, services, and outcomes by meeting with a staff member and/or client, in conjunction with their published materials and your own observations.
    4. Share your findings. Tell me where you went and what you learned. Include your assessment of its advantages and disadvantages. Explain the impact on you of directly experiencing/meeting the personnel, the clients, and/or the environment. You could do so through an essay, a blog, or a video.

    Grading criteria: Please see

    . The instructor is not looking for you to take a particular stance. You get to make your judgment. You will be graded, however, on your ability to support your ideas with good reasoning or evidence.

    Note: An agency may have a variety of programs or provide various services. Focus on their harm reduction programming.

    Suggestions:

    Before your visit:

    1. Decide what type of service you’re interested in seeing. Your instructor suggests choosing something you’re unfamiliar with, something new to you.
    2. Find out who provides that service in our area. (Google it.)
    3. Contact them to see if you can visit. Contact them at least 5 days in advance. Tell them you are a student studying Harm Reduction. Ask if you can visit. See if they have any particular requests or instructions for you. Follow them.
    4. Read a little about them before you go.

    During your visit:

    1. Take a friend or the instructor, if you’re nervous.
    2. Respect those involved. Do not take photos or make recordings without the clear consent of the program and those portrayed. Respect their privacy.
    3. Look, listen, ask, and feel.

    After your visit:

    1. Gather your thoughts. Put down your information, ideas, feelings, and remaining questions.
    2. Write a clear thesis statement.
    3. Write a justification. Explain your reasons.
    4. Choose a format to provide your results.

    Attached Files (PDF/DOCX): Experiential Learning report rurbric.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Enzyme Function Lab

    Please submit the lab questions as a seperate doc and do not include with the lab report

    Attached Files (PDF/DOCX): Enzyme Function Biol3111L (1).pdf, Enzyme Function Lab Questions (1).pdf, Enzyme Funtion Lab Data.pdf, Enzyme Lab Results and Discussion Grading Sheet_updated 2-9-26.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Ensuring Ethical Data Collection in Qualitative Research

    • Begin your assignment by stating your research question and briefly restating your chosen qualitative methodology (GQI, case study, or phenomenology) to provide context for your data collection plan.
    • Outline a data collection plan, describing the methods you will use to gather data for your qualitative research. Be sure to distinguish between your qualitative methodological approach and your data collection techniques (e.g., interviews, focus groups). Provide examples that show how your chosen technique supports your methodological approach.
    • Identify and analyze the ethical considerations associated with your data collection plan, topic, and population. Consider issues such as informed consent, confidentiality, and the protection of vulnerable populations. How do these issues apply specifically to your proposed population?
    • Explain how you will address and mitigate potential ethical risks related to your study. Discuss how you will comply with Institutional Review Board (IRB) requirements and ensure that your research adheres to ethical standards.
    • Describe the steps you will take to ensure the credibility and trustworthiness of the data you collect. Consider strategies such as member checking, triangulation, and reflexivity.
    • Use at least five scholarly references to support your discussion of ethical considerations and data collection strategies.

    Deliverable: Submit a 46 page paper (excluding references) that outlines your data collection plan, discusses ethical considerations, explains how you will mitigate ethical risks, and describes strategies for ensuring credibility and trustworthiness in your qualitative research.

    Attached is the previous paper from Week 4. Please use as reference

    Requirements: 4-6 pages

  • week 3 discussion 4560

    People are motivated to behave in a particular way because they receive some extrinsic and intrinsic rewards. Extrinsic rewards are received from the environment, while intrinsic rewards are derived from a sense of accomplishment, competence, and autonomy over one’s work. Related to motivation and performance is the stress that the job creates. Stressors can be positive motivating factors, such as the ability to accomplish a challenging task in order to be rewarded (either intrinsically or extrinsically), and negative motivating factors, such as the inability to meet job task requirements.

    Explain how being paid may or may not have a negative effect on performance based on intrinsic motivation. On the basis of your experience, give examples from school or work that worked as intrinsic motivators for you. Describe the factors that contribute to job satisfaction for most workers and explain if these factors are entirely under the control of the organization.

    Work overload, deadlines, and difficult bosses or coworkers are just some work-related stressors. Based on your own experiences describe some other type of negative stressors. Explain why organizations should be concerned about employee stress. Along with that explain why it is important for organizations to look at the broad picture of an individuals total stress rather than focusing only on stress derived from work. Finally, explain how organizations can decrease negative stressors.

  • Apocalypse Now

    For Grand Illusion, we asked you to look at aspects of the film that involved camera movement and composition in depth, but for Apocalypse Now, wed like you to identify some parts of the film that use any/and/or all of the film techniques we have been studying for the past few weeks. How does the film use editing, sound, lighting, set design, and composition in depth?

    This time Id like you to look at the whole ball of wax and look for mise en scene, framing, use of sound, production design, lighting, editing, all the tools of the filmmaker, and how they are being used in the film to help tell the story and make meaning.

    As the first film mixed in Dolby 5.1 Surround, the films use of sound is well known the contrast of loud and quiet sequences, the use of music, and overlapping sound cues, such as mixing the helicopter sounds with the ceiling fan spinning in the opening.

    The editing similarly has numerous sequences that the film is known for, from the opening hotel room flashback, not in the script but built wholly in the editing room, to the ending, where a murder is intercut with the slaughter of a cow for symbolism. (This is actually stolen from Sergei Eisensteins first film STRIKE, where the slaughter of striking workers by Cossacks is intercut with the slaughter of cattle.)

    Vittorio Storaros cinematography in the film is also well known Kurtz at end of the film is seen primarily in shadow, often only lit by candlelight, showing how that character is on the dark side and the use of camera in the film varies from hand-held footage in some of the combat scenes to give the film to tracking shots that create meaning through composition in depth. Dean Tavoulariss production design and sets similarly create their own meaning, from the Americanesque trailer the generals hole up in at the start of the film to the surreal abandoned temple at the films end. What examples of film technique can you find being used in the film?

    The textbook advises (p.307) to Look and listen carefully, and also to Think like a filmmaker why is the director making the choices he/she is making? This is also a good “dry run” for your paper, as you will be doing much the same thing for that. At least 150 words, please, and again, I dont need more than one page.

  • INSS 675 – Information Systems Project Management

    Complete Person 3 in the drafted deliverable 3 plan. Use the other two documents to answer and complete it. You can use some of this info – Project Scope

    The BSU Smart Laundry Management System project focuses on developing and implementing a digital system that improves how laundry facilities are accessed and managed within university residential housing. The main purpose of the system is to make it easier for students to check machine availability, reduce unnecessary waiting time, and improve communication between students and facilities staff.

    The project includes designing a digital platform that provides real-time updates on washer and dryer availability. Students will be able to receive notifications when machines are available or when their laundry cycle is complete. The system will also support digital payment options to reduce the use of coins or cash. A maintenance reporting feature will allow students to report broken machines directly through the system, while facilities personnel will be able to track usage trends and machine performance to respond quickly to issues.

    This project will involve gathering system requirements, identifying stakeholder needs, defining user roles, outlining system specifications, and preparing an implementation plan. The scope also includes basic system testing to ensure functionality and usability before the system is introduced within selected campus residential halls. User guidance materials will be prepared to support initial deployment.

    The project does not include replacing laundry equipment, renovating physical laundry spaces, or expanding the system beyond the assigned locations. Long-term system maintenance and future upgrades are also outside the scope of this phase of the project.

    This defined scope ensures that the project remains realistic and focused on delivering a functional digital solution within the available time and resource constraints.

    In Scope

    The following items are included within the scope of the BSU Smart Laundry Management System project:

    • Development of a digital platform that provides real-time washer and dryer availability status
    • Notification feature to alert students when machines become available or when a cycle is complete
    • Digital payment functionality for laundry transactions
    • Maintenance reporting feature that allows students to report broken down equipment
    • Dashboard access for facilities personnel to monitor machine usage and maintenance trends
    • Identification of user roles (students, housing staff, facilities staff)
    • Requirements gathering through stakeholder input
    • System design and functional specifications
    • Basic system testing to ensure usability and performance
    • Preparation of user instructions or guidance materials

    Out of Scope

    The following items are not included in the BSU Smart Laundry Management System project:

    • Replacement or purchase of new laundry machines
    • Physical renovation or expansion of laundry rooms
    • University-wide infrastructure upgrades beyond what is required for system operation
    • Long-term system maintenance and technical support after the initial implementation phase
    • Marketing or promotional campaigns for the system
    • Expansion of the system beyond the selected residential halls during the initial rollout
    • Integration with unrelated university systems not directly connected to laundry operations

    The project team can stay focused on delivering the digital management system without expanding beyond available time and resources.

    Requirements: until complete