Analyze an aviation or aerospace industrial management issue related to production/operations management, write a research paper. Considering the 10 Operations Management decisions, research and identify an issue that was caused by a failure of production/operations management. Use trade publications, published research, and the Internet to determine your issue. *do not write about the 737 MAX crisis* must be a newer issue

The synthesis paper should have all of the following:

• Introduction (1 paragraph)
• Why this topic is important (2-4 sentences)
• Purpose statement (1 sentence)
• Roadmap statements (2-3 sentences)
• Synthesis (2 paragraphs)
• Each paragraph will provide evidence for exactly one of the roadmap statements.
• Paragraphs will have topic sentences with appropriate transitions, at least three major details, and a concluding sentence.
• Paragraphs will weave together ideas from multiple sources in order to form an overall or new idea, rather than simply summarizing the works of authors.
• Paragraphs will be 5-8 sentences long, as appropriate.
• Reflection (1 paragraph)
• The reflection will restate your purpose statement but from your own perspective. It will then use the roadmap statements to either 1) provide real-world examples of how you have experienced the topic; or 2), explain how you will apply this knowledge as a future leader.
• Conclusion: Whereas the introduction explains the purpose and then breaks down how the purpose will be supported, the conclusion puts the main idea back together again. It not only summarizes the main ideas, but weaves them back together into a coherent whole. It may also explain points for future study.

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Note: FILM MAY BE CONSIDERED EXTREMELY DISTURBING

Watch one of the following films (sign-in to confirm adult age may be necessary):

“Farm to Fridge” (https://www.youtube.com/watch?v=ju7-n7wygP0&t=616s) [kindly notify me if the link needs to be updated] .

“Slaughterhouse Made in France – Certified Organic” (https://youtu.be/DgzcLfQJLPI)

Upon completion of the movie, answer the following questions in your own opinion (identify the movie watched in the title of the paper); for questions 2 and 5, answer only A or B, no one is both:

1. Do you consider the practices observed in the film necessary in order to maintain or elevate the health of the general population via the final products provided?

2. Choose A or B

2A. If you do consume meat from conventional locations, would you be able to perform these actions yourself if you were not paying someone else to do it for you?

2B. If you do not consume meat from conventional locations or at all, briefly describe how you obtain the nutrients typically provided by consuming animal flesh, such as vitamin B12.

3. Considering the nature of the films, identify a scene considered personally disturbing, bothered you most in the film, and why? Take a screenshot of the scene, and be sure to state the time stamp of the actual segment for verification.

4. What is one effect you believe will occur physiologically (do not use psychological aspects here) when a person consumes animals that have been treated in this manner, especially for a prolonged period of time? Provide a citation (academic source) for the hypothesis.

Note: to save potential students the trouble, do not, under any circumstances, state that there are no studies that demonstrate this, and do not use the article (this is not even an academic source) provided by Science Norway from 2014 that claims no physiological effects occur. Either of these actions will result an in automatic -3.

5. Choose A or B

5A. If you currently consume animal flesh from conventional locations, will you still consider eating food from a conventional food supplier (corner store, fast food restaurant, supermarket, etc.) after watching this film? Why or why not?

5B. If you do not currently consume animal flesh, do you feel that the agenda on the film demonstrate an accurate or skewed view of how most farming operations process animal flesh? Why do you feel this way?

Note: There is a message promoting veganism at the end of the video. This is NOT the intent of the assignment, no one should try to make anyone “become” anything. The intent of the video as an assignment is to provide awareness of how common animal-based products are typically mass produced. If one chooses to attempt veganism due to the feelings developed from watching the video, then it is on the individual’s conscious and desire.

Do not “fake” becoming vegan after watching these films believing that it will improve your grade (I am not vegan, and if I was, this should not result in students receiving a higher grade on the assignment for agreeing with the video, this would be bias). The message at the end of the video is irrelevant to the purpose of this assignment, and students will not be graded on the choice to follow in or reject the agenda promoted, nor will a student’s grade will be impacted based on the opinion provided to question #5, grading will be based on respectfully answering the question.

Also note that the videos do not demonstrate the practices of ALL farms (if what is demonstrated in the video can even be truly considered a “farm,” at least in the traditional sense).

There is no page requirement for this assignment. The focus is on quality. One can answer all questions in 20 complex sentences and have all the information requested with a strong foundation for each response, whereas one can write 10 pages, yet dance around every single question with verbose yet meaningless information due to lack of content knowledge.

One can choose to simply answer the questions in lieu of writing in essay format, but all questions must be provided prior to the answer for the assessment analysis if utilizing a question/answer format. Failure to do so will result in an automatic 1 out of 5 for the appearance category. No exceptions. If unsure of what encompasses an essay, perform a search online with the inquiry “what are the three components of an essay” and see if an essay is still the desired format.

Additionally, at my discretion, a lack of verification will either penalize or automatically disqualify the paper (this will depend on the severity of the attempt at academic dishonesty), as the student will be considered to not have watched the film, but instead merely read a synopsis available on the internet, thus defeating the ENTIRE point of a reaction paper based on a video. If students do not want to watch such videos, students can instead complete the video presentation assignment, found under the discussion board.

In regards to appearance, the following guidelines are to be followed if one desires maximum points for appearance

Font: Arial, Courier, Georgia, Trebuchet, Times New Roman, or Verdana

Font size: 10 – 14

Line spacing: 1.5 to 2

Assignments not submitted by the deadline or submitted after the due date are considered a 0 in this evaluation (if the submission says “Late” it’s a 0, no arguments will be entertained). Assignments are to be submitted via Brightspace only, and preferably sent as a *.doc(x), *.rtf, or *.txt file. Files submitted in a format that is not accepted by Blackboard cannot be graded, and the student will receive no credit; assure that the file being submitted is compatible with Blackboard.

If the document cannot be opened through Brightspace, credit cannot be given for the assignment; it is up to the student to check that the assignment can be seen in the preview screen. Bring awareness to the situation at least 1 week (2 days during the short session) PRIOR to the due date so that an additional attempt may be provided to submit a document that can be opened properly.

DO NOT UTILIZE THE COMMENT FEATURE TO DO YOUR ASSIGNMENT. THIS WILL RESULT IN A 0, REGARDLESS OF CONTENT QUALITY.

Develop a proposal for an intervention to address your current issue of concern at your practicum site, and prepare a professional presentation to deliver to your peers. Submit your required practicum hours. Hours must be detailed per shift and confirmed by your preceptor before submitting your assessment. Papers submitted without detailed and confirmed hours will not be graded.

Expand AllIntroduction

In Assessment 5, you will submit evidence of your detailed and confirmed practicum hours. You should have completed 40 hours by this time. You will also download and submit your four reflective journal entries.

Instructions

In this assessment, you will develop a proposal for an intervention to address a current practice or issue of concern. You will also develop a professional presentation to deliver to your peers to convince your peers at your practicum site to adopt and implement your proposal.

Your assessment is in two parts:

• Part 1: Intervention proposal:
• 57 page scholarly paper.
• Part 2: Narrated presentation to encourage adoption of the proposal, using Kaltura. Include:
• No more than nine slides, not including the title and reference slide.
• Title and reference slides.
• A written, detailed Word document of the narration.

Part 1

In your intervention proposal paper:

• Identify your practice issue of concern.
• Identify current practice.
• Propose strategy to improve current practice. What is the strategy, including the changes for people and process needed?
• How does this enhance quality, safety, and reduce cost?
• Describe the application of technology in your strategy for improvement.
• What evidence are you basing your decisions on?
• How would you implement this strategy at your practicum site? What challenges for implementation do you see at your site, and how would you overcome them?
• What does successful interprofessional collaboration look like to implement this strategy? What interprofessional collaboration have or would you implement?

Part 2

Now develop a short, narrated presentation to make the actual change. Your presentation should explain to your peers at your practicum site and you should appear on video in professional attire:

• The need for change.
• The key aspects of your proposal.
• Include the reason to implement it.

In the presentation, you’re selling your proposal and educating your peers on how to put it into action.

Presentation Length and Format

• Your presentation must use Kaltura for the narration of the slides (and include you presenting your slides, if you choose to film yourself presenting). Do not submit a voiced-over PowerPoint. The file will be too large to upload.
• Integrate relevant sources to support your arguments, correctly formatting citations and references using current APA style.
• Limit it to no more than 7-9 slides of content, plus a title and reference slide. The presentation should go no longer than 10 minutes..
• Include your written narrative or script of the presentation in a Word document.

Add the link to your video at the end of your written narrative.

Other Presentation Guidelines

Remember to create a persuasive and professional audiovisual presentation.

• Make sure the audio is clear.
• If you appear on camera, be sure to appear in professional attire.
• Slides should be clean with properly formatted in-text citations and setup. Slides should be professional in appearance with appropriate images and transitions

Refer to to record and upload your video.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact

Requirements

Your assessment should meet the following requirements:

• Length of paper: 57 page scholarly paper.
• Length of video: 510 minutes.
• References: Cite at least three professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
• APA reference page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video. Be sure to format the reference page according to current APA style.
• Video and Narrative: You must submit a written narrative of all of your video content. Add the link to your video at the end of your written narrative.

Practicum Hours SubmissionReflective JournalingSubmission ChecklistCompetencies Measured

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

• Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
• Describe a strategy to improve current practice at a site, including the changes needed for people and processes.
• Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
• Explain how a strategy to improve current practice enhances the quality, safety, and cost of patient care.
• Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
• Describe the application of technology in a strategy for improvement.
• Competency 5: Collaborate interprofessionally to improve patient and population outcomes.
• Describe interprofessional collaboration that supports a strategy to improve practice.
• Competency 6: Implement patient centered care to improve quality of care and the patient experience.
• Explain how to implement an improvement strategy at a site, including site-specific challenges and ways to overcome them.
• Competency 8: Apply professional, scholarly, evidence-based strategies to create effective written and oral communications.
• Create a persuasive, coherent, and effective audiovisual presentation; integrate sources to support arguments, correctly formatting citations and references using current APA style

PLEASE INCLUDE PLAGARISM REPORT

NO AI PLEASE

please do a book review on this book Figliuzzi, Frank. (2024). Long Haul: Hunting the Highway Serial Killers. Mariner Books.

Community Health Teaching Project

Part 2 – Outline

Objective:

After you have completed Part 1 – Goals for the teaching project, the next step is to outline a Community Health Plan and Health Education Lesson Plan for his/her community and implement this in his/her community. See the example

for your reference. This Part 2 is worth 10 points of the Community Health Teaching Project.

The topics are Hypertension and heart disease

Instructions:

1. This part could be presented as a written paper or PowerPoint presentation.
2. Within your paper or PowerPoint, the following questions must be answered:
3. Assess a targeted population in your community to see what needs to exist. This is done by researching health data for your population. Make sure you select and define your community by noting its history.
4. Capture a picture of your selected community. What are the vital statistics of your community? Think about socioeconomic statistics. What illnesses or diseases are present in your community? Do citizens in your community have easy access to primary care? What are the most prevalent health problems in your community?
5. Formulate a community health nursing diagnosis related to this health need. Based on this data, what are the strengths and needs of your community?
6. Plan community intervention. Ask yourself if this will have a positive health impact on the designated population. How do you know?
7. Propose an educational presentation that will address the most important needs of your population. The presentation must be arranged with your instructor. The instructor will attend your presentation virtually or in person.
8. Propose an Evaluation Plan: How would you evaluate your intervention?
9. See the examples below for this Part 2 – Outline.

Examples for the Project:

• Assessing client satisfaction with public health services
• Chip (Community Health Improvement Plan)
• Depression screening of college students
• Design and after-school program for at-risk students
• Develop a disaster plan
• Get a sidewalk or a gym, or a recreational center built
• Health education
• Health screening
• Increase immunization rates in school-age children
• Intervene in a communicable disease outbreak situation
• Marketing prenatal care
• Obesity prevention, nutrition programs
• Organize a home visitation for at-risk teen moms
• Physical fitness programs
• Provide car seats for children in poverty areas
• Provide training to inmates or correctional facility staff on infection control
• Safety (texting while driving)(car seats)(firearm)(summer)
• STD/HIV reduction rate program in a specific population
• Teaching nutritional cooking to moms receiving WIC
• Teaching parents alternative discipline methods
• Tobacco cessation, etc.

Attached is an example.

the topics are Hypertension and heart disease

Teaching Project Outline

Teaching Project Outline

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Used Goal to Develop Plan

10 pts

Outstanding

Goals or strategies are used to plan the teaching project. It uses identified objectives to establish the educational needs.

5 pts

Developing

Goals or strategies are partially used to plan the teaching project. It uses identified objectives to establish the educational needs.

3 pts

Needs Improvement

Minimal use of the goals and objectives in the draft of the teaching project.

10 pts

This criterion is linked to a Learning Outcome

The student has thoroughly identified possible barriers to goal attainment or needs.

10 pts

Outstanding

Clearly and completely describes identified health concerns. Directly links findings to community assessment.

5 pts

Developing

The description of the identified health concern is incomplete. Linkage to community assessment not clearly defined.

3 pts

Needs Improvement

Minimal description of identified health concern. Minimal or no linkage to community assessment.

10 pts

This criterion is linked to a Learning Outcome

Identify the major nursing diagnosis

10 pts

Outstanding

Clearly and completely describes the major nursing diagnosis because of identified health concerns.

5 pts

Developing

Partially describes the major nursing diagnosis of identified health concerns.

3 pts

Needs Improvement

Minimal or no description of the nursing diagnosis of identified health concerns.

10 pts

This criterion is linked to a Learning Outcome

Plan an Evidence-Based Teaching Intervention

10 pts

Outstanding

Clearly and completely describes overview of the planned teaching project. Identifies possible community resources.

5 pts

Developing

Partially describes planned teaching project, with minimal detail. Minimal identification of possible community resources.

3 pts

Needs Improvement

Minimal or no description of planned teaching project or possible community resources.

10 pts

This criterion is linked to a Learning Outcome

Identify the obstacles to the teaching project

10 pts

Outstanding

Obstacles to the completion of the teaching project are identified and solutions are proposed.

5 pts

Developing

Obstacles to the completion of the teaching project are partly identified and minimal solutions are proposed.

3 pts

Needs Improvement

Obstacles to the completion of the teaching project are not identified and no solutions are proposed.

10 pts

This criterion is linked to a Learning Outcome

Propose Educational Intervention

10 pts

Outstanding

The educational project proposal is feasible and can be accomplished in the time frame.

5 pts

Developing

The educational project is feasible, but time may be an issue with the completion.

3 pts

Needs Improvement

The project is not feasible and may have problems implementing the educational project.

10 pts

This criterion is linked to a Learning Outcome

Propose Evaluation of the Educational Project

10 pts

Outstanding

Describes the mechanism to evaluate the teaching project learning objectives.

5 pts

Developing

Describes the method to evaluate the teaching project.

3 pts

Needs Improvement

Provides some ideas to evaluate the teaching project but is no comprehensive or feasible.

10 pts

This criterion is linked to a Learning Outcome

Grammar/punctuation/spelling

10 pts

Outstanding

Consistent, correct use of rules of grammar, punctuation, and spelling. Language is clear and precise.

5 pts

Developing

Consistent correct use of rules of grammar, punctuation, and spelling, with a few minor errors.

3 pts

Needs Improvement

Numerous grammatical, punctuation, and spelling errors. Poor use of language.

10 pts

This criterion is linked to a Learning Outcome

APA Guidelines

20 pts

Outstanding

Supports identified educational need with significant evidence-based research presented in correct APA format (at least 5 sources)

10 pts

Developing

Supports identified educational need with evidence-based research presented in correct APA format (3-4 sources)

5 pts

Needs Improvement

Supports identified educational need with evidence-based research (1-2 sources). May have a few formatting errors

20 pts

Total Points: 100

Can the references be peer reviewed please

Please post a thread based on the ” Federal Reform of Healthcare?” case study in Chapter One of the textbook. Also please respond to at least one of your classmates. Your thread should address the three questions at the end of the case study.

Textbook: TEXT: Strategic Healthcare Management, 3rd ed.2023; Stephen L. Walston, HAP/AUPHA

1. Overview

At the beginning of this class, you completed a short survey sharing some of your thoughts about language (see LING 106 Initial Survey on Canvas). Soon after, you learned two approaches to language and grammarprescriptivism and descriptivism. These approaches differ in many important ways including (1) whether the rules of language are driven by grammar books and language experts or by native speakers of the languages themselves, and (2) whether some languages or language varieties are seen as superior to others or whether all language varieties are seen as equally valuable because all languages are equally systematic.

The goal of this assignment is to consider where you started in terms of your views on language at the beginning of the semester and where you are now, evaluating two important global case studies below:

• Haitian Creole: In Haiti, although Haitian Creole is spoken by most of the population and French is spoken by a very small minority, only French has been welcome in This language policy has contributed to Haiti having one of the lowest literacy rates in the world as well as very high dropout rates in elementary school. This example shows how language policies which view some languages as superior can have high-stakes consequences.
• Language policy in Singapore: In Singapore, the government has launched a campaign to encourage the use of standard English, opposing the use of Singlish, a local language variety strongly associated with Singaporean identity.

Your final essay must answer the following questions:

• What is your opinion on the issues raised in the reading materials about the use of Singlish and the controversy surrounding it?
• What connections do you see between the case of Haitian Creole as we discussed it and that of Singlish, and how does this relate to how one might view Singlish?
• How have your thoughts about these kinds of language issues developed throughout this course? We will ask you to revisit your responses to the initial survey and to review course materials.

1. Required Readings

Haitian Creole: Background and linguistic features

Singlish: Background and linguistic features

2. English language teaching

Controversy and contemporary issues surrounding Singlish

1. Harbeck, J. (2016). The language the government tried to suppress. BBC. September 19,
2. 2016. Retrieved from https://www.bb c.com/culture/article/20160919-the-language-the-government-tried-to-
4. Lee, W. (2020). In defense of Singlish: a cultural interpretation of Singapore English. The
5. Morningside Review, 12. Retrieved from

B. Optional Readings

Content

• First, summarize and give your opinion/position on the use of Singlish, in one paragraph. At least two specific points from the reading materials must be discussed explicitly and meaningfully engaged.
• Then, summarize, in at least one paragraph, connections youve identified between issues surrounding Haitian Creole and Singlish, following the instructions below:
• Two specific points from either class lectures or the readings on Haitian Creole must be discussed explicitly and meaningfully
• Note that this part should go beyond simply comparing the linguistic properties of Singlish and Haitian Creole. There should be some discussion of how the issues related to language prestige are similar or different in the two countries.
• Lastly, discuss, in at least one paragraph, how your thoughts on this type of language issue have developed throughout this course, answering the following questions:
• How have your views on language (whether they be descriptive or prescriptive) changed or have been refined/expanded?
• Importantly, what evidence from class lectures and readings has been most significant in informing those views?

Your discussion must include reference to two specific aspects of your survey results AND two specific topics discussed in class. These points must be cited explicitly, explaining your points in full, and be meaningfully discussed.

1. References

Your paper should refer to the required readings, your own survey that you took at the beginning of the semester, and course materials. It isnt necessary to refer to any other sources. If you include any examples in your paper (linguistic or otherwise), you must include the source if you did not come up with the examples on your own. See Section IV. below on citing sources in APA format.

• In text: You should refer to the sources you are citing in the text as you
• Reference list: List all sources that you cited and consulted in the writing of the paper in APA format in a reference list at the end of the References for the required readings are given above. You do not need to list your own survey in the reference list. You should list any lecture slides that you refer to.

APA reference guide

Use these guidelines when discussing information from the reading materials. The examples below use a made-up text and quotes to provide examples of how to refer to these readings. Your paper should not rely heavily on quotes at all. Instead, paraphrase the ideas that you read about and then refer to the relevant readings.

A. How to cite references in text

Works with 1 author:

• Citations within text Thompson (2009) argued that the claim that certain language varieties do not have rules is not valid.
• Parenthetical It has been argued that there is evidence against the claim that certain language varieties do not have rules (Thompson, 2009).

Works with 2 authors:

• Citations within text Sullivan and Green (1998) argued that the claim that certain language varieties do not have rules is not valid.
• Parenthetical It has been argued that there is evidence against the claim that certain language varieties do not have rules (Sullivan & Green, 1998).

B. How to cite sources when using direct quotes

Direct quotes should be used very sparingly, only in cases where a particular brief statement is very powerful. If you feel you must use a quote, here is an example of how to include a short quote in your paper.

C. How to format your reference list

Include all references that have been cited in your paper, as well as any other sources you have consulted. The full references for the required readings are listed above. You do not need to list your own survey results in this list. See below for the basic format and an example, showing how to cite different kinds of sources in APA format.

• Journal article

Author, A., Author, B., & Author, C. (year). Title of article. Journal Title, issue #, pages.

Jones, R. L., Yu, S. K., Warrick, E. P., & Wilcox, Z. (2003). Effects of corrective feedback on second language outcomes of adolescent learners. Journal of Second Language Education, 12, 321-355.

Book chapter

Author, A. & Author, B. (year). Title of chapter. In A. Editor & B. Editor (Eds.), Title of book (pp. pages). Location: Publisher.

Sullivan, D. L. & Green, J. (1998). Syntactic processing in second language learners of French. In F. Campbell, J. P. Dunn, & R. Mumah (Eds.), Handbook of second language learning (pp. 27-60). New York, NY: Pearson.

Book

Author, A. B. (year). Title of book. Location: Publisher.

Thompson, W. B. (2009). Researching second language acquisition. Philadelphia, PA: John Benjamins.

Here is the results of my survey :

All languages have rules.

7 (Completely Agree)

Some languages dont use proper rules.

7 (Completely Agree)

Sign languages have rules just like spoken languages.

7 (Completely Agree)

Some dialects or languages shouldnt be allowed to be used in schools.

3

It is better for a school system to use just one language.

4

It is important to me that people think that I try to use proper grammar.

7 (Completely Agree)

It is important to me that other people try to use proper grammar.

7 (Completely Agree)

Using a dialect other than the standard probably means that that person is less educated.

1 (Completely Disagree)

Some dialects dont use proper rules.

5

There is a proper version of every language, and some dialects are more proper than others.

4