Assignment #1Read the article entitled, “I’m Not Black, I’m Dominican” page. Answer the following questions in detail 1. In what ways can you relate to Julissa’s experience, if at all?2.What generational differences are reflected in Julissa’s personal account?3. In what ways does Julissa’s personal account reflect the binary of race in the US?4. What do you think Julissa’s understanding of her racio-ethnic identity is different than her brother’s sense of self? 5.How might the experiences of Julissa’s parents living in the Dominican Republic influence their perceptions about race? 6. What does Julissa’s experiences (moving from Queens to Tennessee or any other part of her experience) say about race in America? Assignment#2Read “ The Jamaicans: Race and Ethnicity among Migrants in New York City,â€New Immigrants in New York City by Nancy Foner (ed), NY: Columbia University Press, 1987.Write an essay explaining the experience of Jamaican immigrants to New York City in terms of time of arrival, immigrations policy, types of employment, and structure of family and issues of race.PROPER CITATIONS FOR YOUR ESSAYBe specific in your essay by referring ideas and/or excerpts of the article (cite with in-text citations and page numbers)SEE EXAMPLE BELOW Hooks (2004) writes, “Many males were as uninterested in traditional sexist roles as were females, if not more so (11).â€OR“Many males were as uninterested in traditional sexist roles as were females, if not more so†(Hooks, 11).“I’m Not Black, I’m Dominican†By Julissa CastilloFor the first decade of my life, race and ethnicity were things I never thought about. For starters, I was a child. But my family also lived in Queens, New York, and lots of people looked like us, or didn’t look like us, and frankly nobody cared. All I knew was that we were Dominican and all my birthday parties were bomb.Then we moved to Tennessee the summer before I was to begin fourth grade, and all of a sudden, things were very, very different. It marked the first time anybody ever asked me, “What are you? Are you mixed?†And it certainly wasn’t the last. In fact, it became common for strangers to ask me this moments after meeting me, as if they could not proceed further with our interaction without knowing exactly how to categorize me.Soon, I learned that what people wanted to know was where my parents were from. The first time this happened, I was so taken aback, I truly did not know how to answer. I had never even heard the term “mixed.†Eventually, I came to understand that — to them — the term meant “mixed with black and white.†But since both of my parents were Dominican, I replied simply, “No, I’m Dominican.†In my small town, just a county away from where the KKK was first formed, I’m not certain people would have understood the nuances between race and nationality.As we settled into our new lives in this strange little town, my family constantly shared stories about people around town thinking we were Mexican, or Indian, or Honduran, or any number of other things. The most ludicrous assumption however — at least to my parents — was that we were black. We’re Dominican, not black!Let me give you a little history about Dominicans, in case you didn’t know. The Dominican Republic is a country in the Caribbean that shares the island of Hispaniola with Haiti. Haitians, as you might know, are black. Yet, somehow, many Dominicans believe that the border makes them decidedly NOT BLACK. They believe this despite the fact that the first slaves brought over to the New World were actually taken to Hispaniola.At this point, I should also tell you that my father is from a town directly on the Haitian border. On the Dominican side, of course. His family lived there for generations. It used to be a funny joke to say, “we’re Haitian!†to my dad and see how angry he would get. My late grandmother’s nickname for my dark-skinned little brother was “Haitiano.†I never gave it much thought as a child, just thinking it was one of abuela’s kooky nicknames. When I got older and realized that basically my grandmother was calling my brother “little Haitian†all his life, I felt, to say the least, conflicted.Suddenly, I started noticing these microaggressions within my own family. When I brought home a black boyfriend in high school, the controversy spread like wildfire throughout my family. How dare I date someone darker. Within many Dominican families, there is an unspoken expectation that you should “marry up†to better the race. My maternal grandmother often cites this as her reason for marrying my grandfather — so that her kids could have lighter skin and good hair.It took some self-reflection and educating myself on the history of our island to realize . . . hey, we ARE black. The Black Lives Matter movement and Black Twitter really helped me understand my own history. Suddenly, I was seeing all kinds of black folks embracing their blackness: Brazilians, Cubans, Puerto Ricans, and yes, Dominicans. I read essays and stories written by people just like me — people who grew up thinking there was something inherently wrong with being black.More than likely, my ancestors are a mix of slaves and Spaniards. My father is darker than Denzel Washington (and just as good-looking, my mother might say). People in my family are constantly worried about “good hair.†Greña (mop) is a word I constantly heard as a kid. As in “peinate esa greña!†Basically, my mom was telling me to brush my nappy hair. Perhaps my Nigerian friend of mine said it best when she told me, “Only black people worry about good hair or bad hair. Your family is B L A C K.â€And that’s okay! “It’s okay to be black†is what I want to shout at my family members. But they already think I’m crazy. My mom puts feminism in air quotes when she talks to me about it. They are used to me having “different†ideas. So my embrace of our blackness is something else for them to roll their eyes at while wondering what Los Angeles has done to their baby.I worry constantly about my brothers — both are still living in Tennessee. When I was home for the holidays, I got into a frank discussion with them about knowing their rights. We laughed as my older brother (who still echoes my grandmother’s words that “he’s Dominican, not blackâ€) recounted how many times he has been pulled over — once for not wearing a seatbelt, while he was wearing a seatbelt. It’s funny and ridiculous, sure, but it is also terrifying. My little brother, the “Haitiano†— the only other family member who identifies as black — could have easily been Trayvon Martin, or Freddie Gray, or Oscar Grant, or any countless number of black men who have been murdered simply for their skin color.For the record, I am both black and Dominican. These identities are not mutually exclusive. It is important for me to embrace this duality because denying it — denying this fundamental part of myself — means that on some level, being black is a bad thing, that it’s something to be ashamed of.So, congratulations mom and dad — you have a black daughter! I hope that’s okay with you. It’s certainly okay with me.
solved After your presentations and debates, each student needs to upload
/in /by adminAfter your presentations and debates, each student needs to upload a brief document (use DOC or PDF format to upload to Canvas) that states your name and student ID#, picks one representative quote from one of the relevant readings (a different one for each group member!), one sentence explaining that quote in your own words, and one or two sentences providing your argument or spin on this quote and its importance.Below are our presentation topics. And I’m in 2A group.85C (2021) Group Assignment: Privacy on the InternetMobile apps, social networks, internet service providers, phone networks, and others online collect as much as they can in order to monetize such data. The lectures and screenings and readings for 85c touch on privacy as a contentious issue in media studies, including but not limited to questions regarding customer approval (explicit opt-in or opt-out, vs covert or implicit aggregation), advertising models, data security, etc. On one side, you have online media collecting copious amounts of customer information (device identifiers, advertising identifiers, location data, user interests, content you create, etc). On the other side, you have advocates calling for the protection of personally identifiable information (your contacts, location, interests, and other behavioral data, your household information, date and place of birth, etc). Regulatory frameworks differ in stipulating how consumers should be able to exercise certain rights in their interactions with media platforms, but they serve us as starting points for considering consumer privacy protections. Inversely, regulatory frameworks also stipulate that a business is allowed to collect and use personal information to provide the core functionality of a service or application.This group project will have you team up to research, present, and debate the most salient aspects of consumer privacy online. Documenting each of the three steps will earn your group academic credit in this class. Each step will take place partly in the 85C discussion sections and partly in between meetings.Each 85C discussion section will be divided into four groups for this project. Groups 1a and 1b will research, present, and debate a Californian case (or an international app hoping to do business in in California); groups 2a and 2b will study a European case (or an international app hoping to do business in Europe). Groups 1a and 2a will act as lobbyists for an app (which could be a real or imaginary game, dating app, or messaging service); groups 1b and 2b will act as policy advisers advocating privacy protections via regulations.Group 1a: You are industry lobbyists trying to convince the California Legislature of your position (your classmates are California politicians). As you define your position, please refer specifically to the CCPA. What does the imposition of these regulations mean to your users, to the cost of your app, to your online advertising business model? Present your most persuasive arguments against regulation.Group 1b: You need to convince the same politicians to defend consumer privacy by regulating what an app like the one offered by your 1a opponents may collect about its customers. In the context of the CCPA, what expectations of online privacy do you have? Raise doubt about what information their app collects about you. Ask whether one could restrict the collection of this information using technical means. Worry what the company might do with the information it collects about users. Address their arguments against regulations impacting the app.Group 2a: You are industry lobbyists trying to convince a European Legislature of your position (your classmates are European politicians). As you define your position, please refer to the GDPR. What does the imposition of these regulations mean to your users, to the cost of your app, to your online advertising business model? Present your most persuasive arguments against regulation.Group 2b: You need to convince the same politicians to defend consumer privacy by regulating what an app like the one offered by your 2a opponents may collect about its customers. In the context of the GDPR, what expectations of online privacy do you have? Raise doubt about what information their app collects about you. Ask whether one could restrict the collection of this information using technical means. Worry what the company might do with the information it collects about users. Address arguments against regulations impacting the app.Each group will use the week eight discussion section to start researching the resources provided, and to prepare a persuasive presentation for the following week (but you will probably want to continue doing some of this work between meetings). Each five-minute presentation in the subsequent discussion section(s) will be debated with the others in your section; to make this possible, presentations need to be both very succinct and very well informed. Your group’s grade on this assignment depends on your preparation, presentation, and discussion performances, so make sure all members of your group contribute in ways the TA can recognize. Please note: your TA may decide to schedule presentations and debates either all in week 9, or half in week 9 and half in week 10.Resources- News CoverageCory Doctorow, “The Curious Case of Internet Privacy (Links to an external site.),†MIT Technology Review (June 6, 2012)Cameron F. Kerry and John B. Morris, “Why data ownership is the wrong approach to protecting privacy (Links to an external site.)” Brookings (June 26, 2019)Salvador Rodriguez, “Facebook strikes back against Apple privacy change, prompts users to accept tracking to get ‘better ads experience’ (Links to an external site.)”, CNBC (Feb 1, 2021)Kate Cox, “Virginia is about to get a major California-style data privacy law (Links to an external site.)” Ars Technica (Feb 11, 2021)Drew Fitzgerald, “T-Mobile to Step Up Ad Targeting of Cellphone Customers (Links to an external site.)†Wall Street Journal (March 9, 2021) Lauren Sarkesian and Spandana Singh, “Your Dating App Data Might Be Shared With the U.S. Government (Links to an external site.)†Slate (March 5, 2021) Joseph Cox, “Military Unit That Conducts Drone Strikes Bought Location Data From Ordinary Apps (Links to an external site.)†Vice (March 4, 2021) Kara Swisher, “Apple’s C.E.O. Is Making Very Different Choices From Mark Zuckerberg” The New York Times (April 5, 2021)James Graham, “People You May Know (Links to an external site.): We know what you did during lockdown”, FT Film (May 21, 2021)- Regulatory frameworksEurope: GDPR (Links to an external site.) USA: FCC Broadband Privacy Order (Links to an external site.) California: CCPA (Links to an external site.) United Nations General Assembly: The right to privacy in the digital age (Links to an external site.)- Background readingsUniversity of California Privacy Principles (Links to an external site.)Congressional Research Service – Privacy Protections for Personal Information Online (Links to an external site.)Cybertelecom – Privacy (Links to an external site.) Pew Charitable Trust – The Future of Privacy (Links to an external site.)FTC – Protecting Consumer Privacy in an Era of Rapid Change
solved Assignment #1Read the article entitled, “I’m Not Black, I’m Dominican”
/in /by adminAssignment #1Read the article entitled, “I’m Not Black, I’m Dominican” page. Answer the following questions in detail 1. In what ways can you relate to Julissa’s experience, if at all?2.What generational differences are reflected in Julissa’s personal account?3. In what ways does Julissa’s personal account reflect the binary of race in the US?4. What do you think Julissa’s understanding of her racio-ethnic identity is different than her brother’s sense of self? 5.How might the experiences of Julissa’s parents living in the Dominican Republic influence their perceptions about race? 6. What does Julissa’s experiences (moving from Queens to Tennessee or any other part of her experience) say about race in America? Assignment#2Read “ The Jamaicans: Race and Ethnicity among Migrants in New York City,â€New Immigrants in New York City by Nancy Foner (ed), NY: Columbia University Press, 1987.Write an essay explaining the experience of Jamaican immigrants to New York City in terms of time of arrival, immigrations policy, types of employment, and structure of family and issues of race.PROPER CITATIONS FOR YOUR ESSAYBe specific in your essay by referring ideas and/or excerpts of the article (cite with in-text citations and page numbers)SEE EXAMPLE BELOW Hooks (2004) writes, “Many males were as uninterested in traditional sexist roles as were females, if not more so (11).â€OR“Many males were as uninterested in traditional sexist roles as were females, if not more so†(Hooks, 11).“I’m Not Black, I’m Dominican†By Julissa CastilloFor the first decade of my life, race and ethnicity were things I never thought about. For starters, I was a child. But my family also lived in Queens, New York, and lots of people looked like us, or didn’t look like us, and frankly nobody cared. All I knew was that we were Dominican and all my birthday parties were bomb.Then we moved to Tennessee the summer before I was to begin fourth grade, and all of a sudden, things were very, very different. It marked the first time anybody ever asked me, “What are you? Are you mixed?†And it certainly wasn’t the last. In fact, it became common for strangers to ask me this moments after meeting me, as if they could not proceed further with our interaction without knowing exactly how to categorize me.Soon, I learned that what people wanted to know was where my parents were from. The first time this happened, I was so taken aback, I truly did not know how to answer. I had never even heard the term “mixed.†Eventually, I came to understand that — to them — the term meant “mixed with black and white.†But since both of my parents were Dominican, I replied simply, “No, I’m Dominican.†In my small town, just a county away from where the KKK was first formed, I’m not certain people would have understood the nuances between race and nationality.As we settled into our new lives in this strange little town, my family constantly shared stories about people around town thinking we were Mexican, or Indian, or Honduran, or any number of other things. The most ludicrous assumption however — at least to my parents — was that we were black. We’re Dominican, not black!Let me give you a little history about Dominicans, in case you didn’t know. The Dominican Republic is a country in the Caribbean that shares the island of Hispaniola with Haiti. Haitians, as you might know, are black. Yet, somehow, many Dominicans believe that the border makes them decidedly NOT BLACK. They believe this despite the fact that the first slaves brought over to the New World were actually taken to Hispaniola.At this point, I should also tell you that my father is from a town directly on the Haitian border. On the Dominican side, of course. His family lived there for generations. It used to be a funny joke to say, “we’re Haitian!†to my dad and see how angry he would get. My late grandmother’s nickname for my dark-skinned little brother was “Haitiano.†I never gave it much thought as a child, just thinking it was one of abuela’s kooky nicknames. When I got older and realized that basically my grandmother was calling my brother “little Haitian†all his life, I felt, to say the least, conflicted.Suddenly, I started noticing these microaggressions within my own family. When I brought home a black boyfriend in high school, the controversy spread like wildfire throughout my family. How dare I date someone darker. Within many Dominican families, there is an unspoken expectation that you should “marry up†to better the race. My maternal grandmother often cites this as her reason for marrying my grandfather — so that her kids could have lighter skin and good hair.It took some self-reflection and educating myself on the history of our island to realize . . . hey, we ARE black. The Black Lives Matter movement and Black Twitter really helped me understand my own history. Suddenly, I was seeing all kinds of black folks embracing their blackness: Brazilians, Cubans, Puerto Ricans, and yes, Dominicans. I read essays and stories written by people just like me — people who grew up thinking there was something inherently wrong with being black.More than likely, my ancestors are a mix of slaves and Spaniards. My father is darker than Denzel Washington (and just as good-looking, my mother might say). People in my family are constantly worried about “good hair.†Greña (mop) is a word I constantly heard as a kid. As in “peinate esa greña!†Basically, my mom was telling me to brush my nappy hair. Perhaps my Nigerian friend of mine said it best when she told me, “Only black people worry about good hair or bad hair. Your family is B L A C K.â€And that’s okay! “It’s okay to be black†is what I want to shout at my family members. But they already think I’m crazy. My mom puts feminism in air quotes when she talks to me about it. They are used to me having “different†ideas. So my embrace of our blackness is something else for them to roll their eyes at while wondering what Los Angeles has done to their baby.I worry constantly about my brothers — both are still living in Tennessee. When I was home for the holidays, I got into a frank discussion with them about knowing their rights. We laughed as my older brother (who still echoes my grandmother’s words that “he’s Dominican, not blackâ€) recounted how many times he has been pulled over — once for not wearing a seatbelt, while he was wearing a seatbelt. It’s funny and ridiculous, sure, but it is also terrifying. My little brother, the “Haitiano†— the only other family member who identifies as black — could have easily been Trayvon Martin, or Freddie Gray, or Oscar Grant, or any countless number of black men who have been murdered simply for their skin color.For the record, I am both black and Dominican. These identities are not mutually exclusive. It is important for me to embrace this duality because denying it — denying this fundamental part of myself — means that on some level, being black is a bad thing, that it’s something to be ashamed of.So, congratulations mom and dad — you have a black daughter! I hope that’s okay with you. It’s certainly okay with me.
solved Part II: Diet Analysis (170 pts)Step 1: Creating a Profile1.
/in /by adminPart II: Diet Analysis (170 pts)Step 1: Creating a Profile1. Go to the following website: https://cronometer.com/ IMPORTANT: Instructions below apply to the web-based Cronometer application. Do NOT use the mobile device App. 2. Click on Sign Up for Free in the middle of the screen.Create your profile by entering your school email and password (8 characters).Next, enter your sex, birth date, height, and weight. For females, leave as normal unless you are pregnant or lactating, which can be selected from the drop down menu.Click the check box to agree to Terms of Service and click Create Account at the bottom of the screen.3. Once you have entered the Cronometer site, click on SETTINGS at the top of the screen. Once you open SETTINGS, you will see a drop down for PROFILE. It is here you will see your ACTIVITY LEVEL. Also, the email settings are in the SETTINGS then ACCOUNT tab.Under email, be sure to uncheck any checked boxes. Leaving these boxes checked results in promotional emails from Cronometer. Cronometer is not endorsed by UMGC, and we do not support any fad diet information that may be sent to you. 4. Staying in Profile, using the drop down menu, adjust your Activity Level to the appropriate selection based on your habits and lifestyle. Clicking on Activity Level can provide guidance on which activity level is appropriate for your lifestyle.Note: for this project, do not link your Cronometer account with any fitness tracking devices as it may alter the accuracy of your results for this project.Step 2: Using the Food Database1. To begin entering your foods for Day 1, ensure you are under the Diary tab at the top of the screen. 2. Select the appropriate calendar date. It is highly recommended that you enter all three food diaries at once, using consecutive days on the Cronometer calendar (even if your log days were not consecutive), and use dates closest to today’s actual date. Because we are using the free version of the site, reports can only be done for the last 7 days so you will be unable to get a report for the days you enter if they are more than 7 days away. It’s not a problem to edit the dates in this way–it will not impact your results.3. Click on Add Food at the top of the screen. Type the first food from your food log into the search bar and click Search. Select the food item that best matches the food you ate in the Search Results. 4. Choose the amount that you consumed at the bottom of the search box. Use the drop menu to select the most appropriate serving measurement and enter the number of servings. If less than 1 serving, use a decimal to indicate the percentage of one serving consumed. Click on Add Serving.Note: Do not include any supplements into your food diary as you are doing an assessment of your dietary intake only.5. If you need to delete a food item from your diary, simply right click on the food item and select Delete Selected Items.6. Continue Steps 1-3 for all food items for your Day 1 Food Diary.7. After you have entered all food and drink items for the first day, click on the gear found at the top right of the screen. Select “Mark Day Completeâ€.8. Repeat for Days 2 and 3 by changing the date in the calendar. Again, ensure dates are consecutive in the Cronometer calendar; are within a 7-day window; and are as close to today’s date as possible.Step 3: Obtaining Your Nutrition Report1. Once you have entered all of your foods into the Diary for all three days and marked all three days as complete, you need to create your nutrition report to analyze your average intake of nutrients over the three days. Click on the Trends tab at the top of the screen. Select Nutrition Report.2. At the top, select the parameters for your search [see screenshot below]. Ensure your 3 days are included in the last 7 days as the free version of this site only allows for averages from the last 7 days.Select include today only if one of your three days was entered on today’s date in the Cronometer calendar.From the drop down menu, select “Completed Days†instead of the default “All Daysâ€. This will ensure your report is accurate and includes values for only days in which food was entered.Do not include supplements in this report.3. After your report is generated, take a screen shot of your Nutrition Report to show all nutrient values from Nutrition Report dates at the top down to Zinc You will likely need to take two screen shots in order to include the required data. [See sample screenshot below]. This step must be done as it is a requirement that you turn this in with the analysis.4. Open this file to complete the rest of the assignment. Using the Nutrition Report above, fill in the Average Eaten columns of Tables of 1 and 2 of the file you just opened. To fill in Table 1, Energy and Macronutrients (percent of calories), use the top of the report as shown below. You will need to hover over each macronutrient name to see percent of calories from each. Do NOT use information from the sections that are crossed out on the image below.For remaining macronutrient components and the micronutrients, use the Nutrition Report tables to obtain the information to fill remaining average intakes for Tables 1 and 2.Using the screenshot below as an example (vitamins in this case), you will use the 1stcolumn values rather than the red/yellow/green bar values in the 2nd column.5. Finish Tables 1 and 2 in the document you downloaded by using the following resources for Target or RDA/AI Nutrient values.Macronutrients: Use the AMDRs that you learned about in your text for Target values. These can be found in their respective chapters in the text (Chapters 4, 5, and 6).Micronutrients: Use the link below for RDA/AI values for all vitamins and minerals except Vitamins A and D. For Vitamins A and D, the units from Cronometer do not match the RDA/AI units found in the link below. While this is the most recent publication for RDA/AIs, presently IUs are the preferable measurement for vitamins A and D. As a result, Cronometer provides their results in IUs for these two vitamins. Use the following reference: Vitamin A – RDA 3000 IU for males RDA 2,333 IU for females Vitamin D – RDA 600 IU for males and femalesHere is a detailed reference for Dietary Reference Intakes for all vitamins and macronutrients (see pp. 1-5), which will benefit the analysis portion of your paper: DRI ValuesStep 4: Analysis Questions1. Answer Questions 1-9 in the file you downloaded above based on your results in Tables 1 and 2. Use complete sentences and ensure proper grammar and spelling.2. In order to calculate the EER equation (question #2 on the Word document you have downloaded in order to complete this assignment), you will need your PA value (physical activity). Use the following PA levels for your equation based on your gender and activity level:Men1.0 for sedentary1.11 for low active1. 25 for active1.48 for very activeWomen1.0 for sedentary1.12 for low active1. 27 for active1.45 for very activeStep 5: SubmissionThe following should be submitted as attachments when you have completed this part of your project:1. Nutrition Report screen shots (as .doc or .pdf file)2. Completed Analysis to include tables and answers to diet analysis questions (found here)
solved The UA project went very well. When dropping you at
/in /by adminThe UA project went very well. When dropping you at the airport, Kate says: “I know some people who are looking for a pricing consultant. Yesterday I was contacted by a company called FYRE looking to rent an aircraft for some charter flights. They told me that they are organizing a big music festival in the Bahamas.Search on youtube for their promotion vidoe. I can give you FYRE’s contact, since you are already in the US, I think they will be happy to pay for your plane ticket to Nassau and cover your expenses while in thereâ€. After talking to Lukas, you call FYRE and, with Kate Ìs reference, they are happy to bring you in as a pricing consultant for the music festival. Once in Nassau, you meet FYRE’s marketing manager Grant. He explains that they are organizing the festival in a small and remote island, so they are currently busy in planning the transportation (by plane or boat), accommodation, and catering for all attendees. However, your job is exclusively about pricing: Grant is very clear about the different types of festival experiences that he wishes to offer, however, the previous pricing consultant resigned due to disagreements with him. You can access all the data available so far and continue the project from there. Grant has designed three types of tickets, which only differ in terms of the quality of transport, accommodation and catering provided for the festival attendees: 1) the basic “Lodge†ticket, which includes flights, standard meals, and shared accommodation in a beach lodge; 2) the middle-end “Villa†ticket, which improves the quality of meals and includes private accommodation for small groups; and 3), the high-level “Ocean†ticket, which includes transportation and accommodation in a cruise ship, as well as luxury meals. After doing some research, the previous pricing consultant identified five demand segments (“VIPâ€, “Influencerâ€, “Travellerâ€, “Musicâ€, and “Civilianâ€). He estimated the average willingness to pay of a representative individual in each segment for each of the three types of tickets. In addition, there are estimates of the market size and the costs of the marketing campaign that would be necessary to reach each segment. The operations team has also provided estimates of fixed costs and unit costs associated to each ticket version. All this information is summarized in Table 1. Finally, the marketing team also advises that reaching the “Civilians†segment is going to require distribution through third-party booking platforms (i.e. like Ticketmaster) which will take a 30% commission on our recommended retail price. The next day in the office, one of your co-workers reveals that the costs above do not cover renting the land for the festival site as well as other “hidden fees†that FYRE must pay to government officials. These extra costs add up to 2 million US dollars and they must be paid upfront so they need to make the highest possible profit from ticket sales. She also says that the last consultant got into a huge fight with Grant because of the number of ticket versions to offer. In this context, your job is to determine the optimal pricing strategy for the FYRE festival: how many ticket versions should they offer? At what prices? Summarize your method and conclusions in a short report (approx. 1,000 words plus tables). If you must cancel a ticket version, bear in mind that Grant will not accept any recommendation that is not supported by numerical data. After looking at the final results, do you have any further advice for the festival organizers? Client: FYRE festival Task: Determine the optimal versioning strategy for the festival Method: Pricing Analysis (profit maximization) Data: See cost, demand, and WTP estimates in the table 1 which is attached as a file! Make sure use the right data which says Lodge, Villa and Ocean : A short report (approx. 1,000 words) including: a) Methodology b) Single-version solutionc) Multi-version solutiond) Optimal profits and recommendations We want numerical numbers of the optimal profits and cover all the parts! Make sure to provide tables, figures, screenshots, and appendices (e.g. with additional calculations) to support your arguments. These contents will not be part of the word count . Look for additional references, which can include academic papers, industry reports, press releases, legal documentation. Separate lists of references must be provided at the end of each section. An extremely good formatting, presenting and writing style. Important notes The client is in the US, so use USD as the symbol,At least 7 sources for referencing, all referencing for the reference list and in text referencing must be HAVARD referencing.Arial 11, spacing 1.5 In the file set of two questions, read the question 1 and 2 and their answers, the answer are in the slideshow which is called question 1 and 2 answers. Look at the example 1 and example 2 to help you construct similar tables. CS is an important part! Now there needs to be a through read through about the powerpoint which says essay last , take extremelly care about the second slide which is about the clothing about the luxury stores. Slide 9 about versioning and slide 10 about the self -selection constraint. Take extremely care in each slide and the self-selection constraint must be emphasized in the essay, its extremely important and it must be included and emphasized, also make reference about it. With versioning, think about apple and its products. Now make sure to put this in the essay optimal versions and which end will launch summary all the information you have in a table. And then you are able to solve it. no mathematical demand functions and try different options and check out profits for different options, One version of the product, eg only the full versionLaunch the striped versionThe both version Bear these in mind which is related to question 1 and 2) and will help in the essay consumer WTP, the 1000, the high end users will but it but the profits is much reduced. the high end and low will still buy it. look at the numbers in the table to check points. high version pnly and then only striped down version. so the multiversion, the full price at the highest WTP. only one version, only launch the higher one for the high end consumers but with limitations, eg only 1 milion custoemrs and less revenue. Emphasize on the consumer surplus. For the single pricing strategy, implement exactly every line shown in the question 1 and 2 answers PowerPoint. Versioning, second price discrimination, the consumers have many choices. Criteria to model consumer’s choice. eg cs. Which is the WTP and the price they are paying . rule of thumb, search the optimal prices, the price that extracts all the CS. We want the high end consumers to buy the high end products. Also consider different costs and draw up a table, there are three different versions of the product, five different segments of demand. For some tables, you can use the tables from the slides and no problem about this. For the last slide in the question one and question two, the tables has the biggest hint, middle version will not be launched as although VP gives some profits, the higher end it gives more profit.
solved For this assessment you will develop a short (minimum 9,
/in /by adminFor this assessment you will develop a short (minimum 9, maximum 10 minute) audio-visual presentation on how a religion/spiritual tradition of your choice conceptualises and practices wellbeing. Your audio-visual will include:1. An initial slide/audio identifying the religion/spiritual tradition you are exploring and briefly outlining the main aspects of this tradition (e.g. its origins, where it is practised and how widespread it is, whether it represents a particular sect/interpretation)2. An outline of how this religion/spiritual tradition define(s) (there may be more than one definition) wellbeing/’a good life’ (this will draw on reputable sources i.e. not Wikipedia or websites but spiritual texts, published interpretations, and academic writing) 3. An outline of what beliefs and practices this religion/spiritual tradition sees as integral to wellbeing (this will draw on reputable sources i.e. not Wikipedia or websites but spiritual texts, published interpretations, and academic writing)4. A brief analysis of which definitions, beliefs and practices of this religion/spiritual approach have been found in the research to be related to wellbeing (you may not find research on ‘Buddhist prayer’ or ‘Christian tithing’ and wellbeing, but you will find research on the general practices of prayer and giving for example)5. A discussion of how this approach is similar to and/or different from your own spiritual/religious understanding of wellbeing6. A slide with a list of referencesYou must use APA style for referencing, and provide correct in-text citations, on your slides as well as a complete reference list of those citations on your final slide. In your presentation, you are welcome to use creative ways to present your findings – animation, images, music. You might also simply use PowerPoint which includes audio. This doesn’t have to be an epic masterpiece of filming. If you use photos to support your findings visually they must be source cited if not your own. LENGTH: Your short film will be a minimum of 9 and a maximum of 10 minutes in lengthSUBMISSION DETAILS: Please submit either your narrated/animated PowerPoint video directly into Moodle or submit a word document which includes the link to your film if you’ve uploaded it onto YouTube. Moodle accepts files up to 100MB. If your file is larger than this, you will need to use the YouTube option. Please ensure you create the YouTube video as ‘unlisted’ rather than ‘private’.You need to obtain a minimum grade of 50% for this assessment in order to pass the Unit. PSYC20039 – Interdisciplinary & Cross-cultural Approaches to Wellbeing Marking Rubric for Assessment 2 CriteriaHD D C P FAn outline of the theory, beliefs and practices for achieving wellbeing in this religion/spiritual tradition. The outline is of a very high standard, well considered and accurate. Excellent quality of resources, including peer-reviewed articles or books where available. The outline is of a high standard, well considered and accurate. Good to excellent quality of resources, including peer-reviewed articles or books where available. The outline is of a fair standard, well considered and accurate. Reasonable quality of resources, including peer-reviewed articles or books where available. The outline is of a basic standard. Some inaccuracies.Mixed quality of resources. The outline of beliefs and practices is inaccurate. Suitable resources have not been drawn upon.Summarising the research support for the spiritual/religious thinking and practices and their relationship with wellbeing The summary is of a very high standard. The links made between the beliefs, practices and research are accurate and demonstrate an excellent comprehension of the research evidence. Excellent quality of resources, including peer-reviewed articles or books The summary is of a high standard. The links made between the beliefs, practices and research are accurate and demonstrate a very good comprehension of the research evidence. Very good to excellent quality of resources, including peer-reviewed articles or books The summary is of a good standard. The links made between the beliefs, practices and research are mostly accurate and demonstrate a good comprehension of the research evidence. Good quality of resources, including peer-reviewed articles or books The summary is of a basic standard. The links made between the beliefs, practices and research are mostly accurate and demonstrate a beginning comprehension of the research evidence. Quality of resources, including peer-reviewed articles or books is mixed The summary does not meet the minimum standards. The links made between the beliefs, practices and research are inaccurate and demonstrate limited comprehension of the research evidence. Quality of resources, including peer-reviewed articles or books does not meet academic standards or not includedEvidence of critical thinking in the comparison of one’s own spiritual/religious beliefs and those of religion/spiritual tradition considered in the presentation. A very high level of critical thinking in the comparison.Demonstrates excellent self-insight to identify similarities and differences between one’s own and other’s points of view. A high level of critical thinking in the comparison.Demonstrates very good self-insight to identify similarities and differences between one’s own and other’s points of view. A moderate level of critical thinking in the comparison.Demonstrates moderate self-insight to identify similarities and differences between one’s own and other’s points of view. A basic level of critical thinking in the comparison.Demonstrates some self-insight to identify similarities and differences between one’s own and other’s points of view. Limited critical thinking in the comparison.Demonstrates limited self-insight to identify similarities and differences between one’s own and other’s points of view.The overall quality of the short film and creative thinking utilised to present the program A very high-quality presentation and excellent use of creative thinking in the design and creation. A high-quality presentation and very good use of creative thinking in the design and creation. A moderate-quality presentation and evidence of good creative thinking in the design and creation. A basic-quality presentation Some evidence of creative thinking in the design and creation. A poor-quality presentation and limited evidence of creative thinking in the design and creation.Accuracy of, and adherence to, current APA style referencing. Time limit met.Referencing (in-text citations and Reference list) conforms to current APA style. HD performance is error free. Time limit met. Referencing (in-text citations and Reference list) largely conforms to current APA style. There are some minor errors.Time over or under by 10 seconds. Referencing (in-text citations and Reference list) is somewhat recognisable as current APA style.Time over or under by 25 seconds. Referencing (in-text citations and Reference list) is consistently incorrect and/or not APA style.Time over or under by 50 seconds. No, or very poor, referencing (in-text citations and Reference list). Time over or under by over 1 minute.
solved Please respond to jessica with 200 words also evaluate her
/in /by adminPlease respond to jessica with 200 words also evaluate her questions with the following questions .You may want to look at the following:- Is the activity supporting the child’s learning process to the next highest developmental level? – Is the activity has clear goals and objectives- Is the activity has preschool foundations (minim of 3 foundations) as well as curriculum frameworks, at least a brief description and page number -Is the step by step procedures reflect the goals/objectives? reflect and support the foundations?CHDV 160Activity Planning FormName of Activity: Musician interaction with Music and dance like a dinosaurDRDP Domain: Social-Emotional DevelopmentDRDP Measure (write out the entire name of the measure): D-HLTH 2: Gross LocomotorMovement Skills, SED 1: Identity of self in relation to othersCurrent Level (write out entire description): Building-Middle (Participates in extendedepisodes of cooperative play (including pretend play) with one or two friends)Emerging to Level (write out entire description): Building- Later (Initiates sustained episodesof cooperative play (including pretend play), particularly with friends)Foundation Domain: Visual and Performing Arts (Foundation, Volume 2)Foundation Strand: Social InteractionFoundation sub-strand: Develop Skills in Dance- 2.0Foundation: Participate in simple sequences of pretend play (Foundation 2.2)Framework Reference (page/s and a couple of sentence about the specific frame working relatingto the foundation. Develop skill in dance 2.0 children being supported by development of dance and movement, that each child make on their own and structure learning activities so children are active participants (Framework Volume 2, p. 105). Teachers can support children with dance and movement by dancing the dance the children make on their own. Teachers should encourage children by modeling movement and making it fun forthe children. “Provide frequent encouragement by calling out individual names and remarking onan inventive movement or a skillful leap, and, most important, laugh with the children so theyare reminded that movement is joyous and fun†(Framework Volume 2, p. 104). Length of Activity:15-20 minutesLearning Objectives (must reflect DRDP measure and Foundation):The child will be able to copy large body movements.The child will be able to balance their whole body standing on one leg for 5 seconds.The child will be able to gain motor movement with their hands and fingersMaterial/Equipment Needed:Streamers, dresses, and hats with familiar culture and some dinosaur clothing with differentdesigns on it. We would also have instruments that would be from all around the world thatparents donated to us.Preparation (What do you need to do beforehand?):I would be discussing the plan and the theme with culture music and instruments during circletime. Teachers would ask parents to donate anything from their culture.Children Preparation: Children would be able to wear outerwear as in shoes, jackets, hats, etc.Procedures (step by step) – Be Specific*Beginning (How will I introduce activity?)â— I would be introducing this activity during circle time. I would explain to them about themusic where it comes from and explain the way the culture would dance to this musicand the way they would use the instruments. I would explain to them about the full itemsthe instrument has as bright and the colors. Some of the children would understand andsome won’t understand.â— I will engage with the children in this activity by explaining to them a sample of myculture dance. “See how Mrs. Jessica can make her moves with the music? Can you showme how you make your own moves!â€â— The material I would be having ready before school starts and I will be telling thestudents that they would be learning different dance moves like dinosaurs..â— The only guideline I will make the children be aware of is avoiding tripping on peers,hitting with the arms while dancing time. They would be wearing appropriate shoespreferably shoes. I would also be talking to them about using their instruments in anappropriate way by not throwing and swinging it around because they can hurtthemselves and other children around them.â— I will get the students by having them make their own dinosaur dance. “Now that you seeMrs. Jessica make her dinosaur move, let’s see how you make your own dinosaur dance!â€*Middle: (How will I support/enhance/scaffold?) – The person reading your lesson planshould be able to identify what you are saying or doing to support your stated learningobjectives. THIS IS VERY IMPORTANT.â— I will be supporting the student by helping them with any problems they may have. I willhelp them by moving each child 6 feet away from each other.â— I will be observing the children when they are using open-ended questions.â— To support the children individually, I would be doing discussion about the music. “Howdo you feel about this music you are listening to? How else can you move like adinosaur? How do people move when dancing? How would you teach another person todance? Why do you sing in more than one language?â€â— I would be having enough space for the children to have to be moving around and not hitanything next to them. I would be having a piece of cloth with a special design as adinosaur for the children to feel more involved. I will turn on the music and let thechildren feel comfortable to dance. Show me all the exercises you can do as a dinosaur!â€Show me how dinosaurs dance. Show me all the sounds they make!†The students areable to come up with their own dinosaur moves. I will be helping them with certainrhythmic patterns of moving with the music. “Children Listen carefully to the musicpatterns. Move one leg up, move another leg down, and shake your tail†What is anotherpattern we can make?’*End: (How will I bring activity to conclusion and transition to next activity?)â— When they are done with the instruments and the music, the children would be singingthe clean up song. They would put the instrument into the box and start to line up to goinside. We will follow the leader who would be a dinosaur walking slowly back to theirchairs.â— I would be having the children clean up the instruments back into their boxes. I would behaving some children holding the boxes and having other children walk to them and putwhere the instruments go.â— After all the children have displayed their feelings by dancing like a dinosaur, I will havechildren put their instruments on the box. I would answer the children’s open-endedquestions about this activity. Finally, I would have the children line up to go to thebathroom to wash their hands and then I would have them sit down at the tables for theirsnack.Adjustment (if children with special needs/Variation/Extension: How will I just? How will Iextend the activity?If one of my students had a special need I would not give them more assistance as far as comingor being together into a group while dancing like dinosaurs. I would let the child move at theirown pace, but I would be keeping an eye on the child if she/he needed more help. I would beletting each child lead their dance moves as exercises routines and teaching them to otherstudents in the room.
solved I have to Reply FIRST REPLY Toolkit link: https://www.cdc.gov/coronavirus/2019-ncov/communica
/in /by adminI have to Reply FIRST REPLY Toolkit link: https://www.cdc.gov/coronavirus/2019-ncov/communication/toolkits/index.html#print (Links to an external site.)Centers for Disease Control and Prevention (CDC) provides many useful toolkits regarding COVID-19. An advanced practice nurse can utilize the toolkit for people with disabilities which is a population that often face healthcare inequities. The toolkit provides resources for people with disabilities regarding COVID-19 related issues. Wickenden et al. (2020) discusses the difficulties people with disabilities face regarding access to healthcare and identified transportation as a barrier. Physical access to services is hard if you cannot drive or get yourself to places independently. Centers for Disease Control and Prevention (2021) provides information on vaccinating homebound people. Nurses can use this resource to develop plans so their homebound disabled patients can receive the COVID-19 vaccine. It also reminds healthcare providers of the storage and handling requirements the COVID-19 vaccines has so they are successful in delivering it to their patients who are homebound. Sabatello et al. (2020) discusses the different dilemmas that emerge for people with disabilities during the COVID-19 pandemic. Although many people with disabilities are not at an actual higher risk for contracting COVID-19 many people with disabilities have difficulty protecting themselves from COVID-19. Centers for Disease Control and Prevention (2021) toolkit provides healthcare providers with information and materials that they can pass on to their patients with disabilities to help make sure they stay safe and take proper precautions against COVID-19.ReferencesCenters for Disease Control and Prevention. (2021, May 14). Toolkit for People with Disabilities. https://www.cdc.gov/coronavirus/2019-ncov/communication/toolkits/people-with-disabilities.html (Links to an external site.)Sabatello, M., Burke, T. B., McDonald, K. E., & Appelbaum, P. S. (2020). Disability, Ethics, and Health Care in the COVID-19 Pandemic. American Journal of Public Health, 110(10), 1523–1527. https://doi-org./10.2105/AJPH.2020.305837 (Links to an external site.)Wickenden, M., Kuper, H., & Hashemi, G. (2020). Barriers to accessing primary healthcare for adults with disabilities in low- and middle-income countries—Implications for OT. American Journal of Occupational Therapy, 74(1), 1. https://doi-org./10.5014/ajot.2020.74S1-PO6718 SECOND REPLY Week 5: Online Class ActivityHealthy People 2030 Diabetes ToolkitMillions of Americans have been diagnosed with diabetes with high prevalence in the 18 delta counties. Identifying vulnerable groups and seeking to establish the key reasons such populations face health inequalities as well as examining outcomes is crucial in attaining health equity (Urban et al., 2021). The Healthy People 2030 diabetes toolkit contains evidence-based procedures on lifestyle changes such as exercises, avoidance of smoking, and diets to minimize the onset of Type 2 diabetes (Healthy people, 2020). Advanced practice nurses can utilize the process, structure, and outcome framework of healthy people 2030 to recognize outcomes and analyze the structure and processes in place in attaining results. The Rural Delta community is most interested in what will solve their healthcare disparity and inequalities. It may include increasing their access to affordable and healthy food choices as well as improving the presence of health screenings within the community. The Healthy People 2030 diabetes framework also allows an APN to select the appropriate diabetes objective to administer for a particularly vulnerable population (Healthy people, 2020). Besides, it provides important insights on why particular populations are vulnerable which is significant in reducing the burden diabetes imposes on patients from the delta community and the healthcare structure. Additionally, the Healthy People 2030 diabetes tool kit also offers a variety of preventative care techniques to recognize, prevent, educate and manage diseases in vulnerable populations (Healthy people, 2020). Individuals from minority groups have a high likelihood to be inflicted by type 2 diabetes. The healthy people 2030 Diabetes toolkit also offers important guidelines which an advanced nurse may utilize to reduce incidence levels of type 2 diabetes among the rural delta populations.ReferencesHealthy people. (2020, January 2). Healthy people 2030. Home of the Office of Disease Prevention and Health Promotion – health.gov. Retrieved May 21, 2021, from https://health.gov/healthypeopleUrban, K., Malaty, S., Turner, A., & Radhakrishnan, P. (2021). Identifying state-wide health disparities in diabetes mellitus management in Arizona: Review of healthy people 2020 performance. Cureus. https://doi.org/10.7759/cureus.12993 THIRD REPLY Hello Class,Diabetes Type 2 has a very high rate of morbidity, mortality, and debility in the United States. Ethnic and racial minority women have been found to be disproportionately affected by type 2 diabetes (Brown et al., 2016). Minority populations tend to be more overweight, lack physical activity and eat more processed food than other populations (Brown et al., 2016). These factors greatly increase the risk of the development of diabetes type 2. Advance practice nurses can partner with their patients and use the CDC’s toolkit on diabetes self-management to make sure patients have the resources they need to manage their disease. This toolkit includes resources for providers and patients. For example, the toolkit includes multiple handouts, videos, and power points for providers to use to educate their patients (Center for Disease Control and Prevention, 2018). The toolkit gives suggestions on how these resources can be used during individual appointments and during larger educational sessions. The advanced practice nurse can adapt these strategies to one-on-one appointments as well as offer group sessions like lunch and learns to reach a larger audience. For patients, the toolkit not only offers these same resources but also includes referral services where patients can be linked to a nutritionist or diabetic educator (Center for Disease Control and Prevention, 2018). The advanced practice nurse is vital in introducing patients to resources such as this one. Many practitioners often don’t have time to provide extensive amount of information on chronic conditions, but they can however walk patients through how to access resources during in patient appointments (Brown et al., 2016). Between incorporating some of this education into practice and teaching patients how to utilize this information it could greatly decrease some of the health disparities that exist regarding type 2 diabetes.Brown, S. D., Ehrlich, S. F., Kubo, A., Tsai, A.-L., Hedderson, M. M., Quesenberry, C. P., & Ferrara, A. (2016). Lifestyle behaviors and ethnic identity among diverse women at high risk for type 2 diabetes. Social Science & Medicine, 160, 87-93. https://doi.org/10.1016/j.socscimed.2016.05.024Center for Disease Control and Prevention. (2018, March 6). Diabetes self-management education and support (DSMES) toolkit. https://www.cdc.gov/diabetes/dsmes-toolkit/
solved Need help with my Health & Medical question – I’m
/in /by adminNeed help with my Health & Medical question – I’m studying for my class.
Assessment 1: Financial BasicsPrepare a lecture for an introductory health care finance class on types of revenue sources for health care organizations. For each revenue source, explain the purpose of the program, how the organization is reimbursed, and the benefits of the program.IntroductionNote: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.Sustainable health care organizations are charged with balancing clinical and fiscal facets of the operation. It has become increasingly important for health care leaders at all levels within an organization to become comfortable with financial statements and basic accounting principles. As an early careerist, you may be involved in conversations to evaluate existing and new health care service lines. You may be asked to participate in various financial activities such as team budgeting activities, developing a departmental budget, or contributing to strategic planning or finance department meetings. As a mid or advanced careerist, you may be evaluating higher-level organization financing options, determining cash flow needs, or perhaps presenting financial information to the CEO and board.Regardless of your position within the organization, a basic understanding of health care finance is a critical success factor for effective and responsible health care leadership.To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.What types of accounting are you familiar with? How have you used it or seen it used?How can you use knowledge of revenue sources to help in financial forecasting?PreparationLook in the Capella University Library and on the Internet to find resources on Medicare, Medicaid, and managed care. Specifically, you need information on what each program is, how it works, and how organizations receive reimbursements from each. You will need these resources to complete this assessment.For the purpose of this assessment, suppose you work for a large health care organization that partners with the local college on a number of initiatives. As a part of that partnership, you have been asked to be a guest presenter for an introductory health care finance class. You need to explain sources of health care revenue and how the reimbursement process works. You need to prepare a 45-minute lecture on that topic.There is no prescribed format for this assessment, but you must reference at least three resources and follow the APA guidelines. Just be sure that your assessment is organized logically and your information is presented clearly.RequirementsWrite a 45-minute lecture plan for an introductory health care finance class. (You will not be evaluated on whether your lecture plan is actually 45 minutes in length.) The three types of revenue sources you will cover are the following:Medicaid.Medicare.Managed Care.For each of the revenue sources, you must do the following:Explain the purpose of the program.Analyze the process of reimbursement for health care organizations.What steps must be taken in order to receive reimbursement for services?How complicated is each step?What kind of information is required from the organization?How long does it take to receive reimbursement?Explain the benefits of the program for both patients and health care organizations.The length of this assessment will vary depending on the format you use. If your completed assessment is longer than eight pages, you may need to be more concise in your writing. If you have only two pages, you have probably not fully addressed all elements of the assessment.Please include a title page and reference page, even though you would not include those in real life.Additional RequirementsInclude a title page and reference page.Number of pages: Roughly 4–7.At least three current scholarly or professional resources.APA format for in-text citations and references only.Times New Roman font, 12 point.Double-spaced.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Develop financial strategies to address dynamic environmental forces. (L24.2, L24.5, L17.2)Explain the benefits of reimbursement programs.Competency 2: Analyze the cost and revenue implications for organizational changes due to environmental forces. (L18.2, L12.1)Analyze the reimbursement process that health care organizations must undertake.Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration. (L6.1, L6.2, L6.3, L6.4)Explain the purpose of health care reimbursement programs.Write content clearly and logically with the correct use of grammar, punctuation, and mechanics.Format citations and references using the APA style.Resources: Financing for Health CareThe resources provided here are suggested and provide helpful information about topics relevant to the assessment. You may use other resources of your choice to prepare for this assessment however, you will need to ensure that they are appropriate, credible, and valid. The MHA Program Library Guide can help direct your research.Harrison, C., & Harrison, W. P. (2013). Introduction to health care finance and accounting. Clifton Park, NY: Cengage Learning/Delmar. Available in the courseroom via the VitalSource Bookshelf link.Chapter 1, “Overview of the American Health Care System,” pages 3–22.Chapter 2, “Paying for Health Care,” pages 23–38.Chapter 3, “The Rising Costs of Medical Services and Health Care Reform,” pages 39–56.Resources: Additional Resources for Further ExplorationThe resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. MHA-FP5006: Health Care Finance and Reimbursement Library Guide can help direct your research. You may use the following optional resources to further explore topics related to competencies.This tool enables you to practice learning health care finance and accounting commonly used terms.Health Care Finance Flashcards | Transcript.This website contains information on care coverage, facility reimbursement, and costs of care.Medicare.gov. (n.d.). https://www.medicare.gov/This website contains comprehensive information on Medicaid and CHIP coverage and reimbursement.Medicaid.gov. (n.d.). https://www.medicaid.gov/This article discusses managed care plans including HMO, PPO, and POS plans and provides links to helpful websites.U.S. National Library of Medicine: Medline Plus. (n.d.). Managed care. http://www.nlm.nih.gov/medlineplus/managedcare.htm…This is the website for the leading association for health care finance leaders with links to industry initiatives, education, forums, and publications.Healthcare Financial Management Association. (n.d.). http://www.hfma.org/
solved I’m working on a english discussion question and need an
/in /by adminI’m working on a english discussion question and need an explanation to help me understand better.
Topic 1 DQ 2
Review your state’s department of education website. Identify and describe three resources from the website that are available to schools and teachers in your state regarding compliance with IDEA. How do these resources specifically support students with disabilities and their families? What is your opinion of the site? Was it easy to find? Is it easy to navigate? Do you think families will find it helpful? Why or why not?
Read chapters 1,2, and 3.
URL:
http://www.gcumedia.com/digital-resources/pearson/2015/law-and-special-education-the_ebook_4e.php
Read “The Difference Between IEPs and 504 Plans ,” by The Understood Team, located on the Understood website (2018).
URL:
https://www.understood.org/en/school-learning/special-services/504-plan/the-difference-between-ieps-and-504-plans
Explore the Americans with Disabilities Act website.
URL:
http://www.ada.gov/
Read, “The Special Education Handbook: A Brief Overview of the History and Requirements of Part B of the IDEA,” located on the Arizona Department of Education Special Education website (2018).
URL:
https://cms.azed.gov/home/GetDocumentFile?id=5a70ec153217e1086cb2944c
Review, the “Exceptional Student Services: Parents and Families,” located on the Arizona Department of Education Special Education website.
URL:
http://www.azed.gov/specialeducation/parents/
Read “Professional Dispositions of Learners,” located on the College of Education site in the Student Success Center.
Topic 2 DQ 1
Under IDEA, consider the rights afforded to students with disabilities who attend private schools and who are eligible for special education services. How do they compare to those who attend public schools? Describe the related obstacles for students who receive services in private school settings.
Topic 2 DQ 2
The special education referral process involves a variety of stakeholders. Who are the stakeholders, and what unique information should be offered to each during the process? Sometimes it can be overwhelming for parents to go through the special education process and attend meetings with multiple professionals. How can a teacher help to alleviate this?
Read chapter 9.
URL:
http://www.gcumedia.com/digital-resources/pearson/2015/law-and-special-education-the_ebook_4e.php
Read, “IEP vs 504,” located on the School Psychologist Files website (2018).
URL:
http://schoolpsychologistfiles.com/which-is-better-a-504-plan-or-an-iep/
Read “A Guide to the Individualized Education Program,” located on the U.S. Department of Education website.
URL:
https://www2.ed.gov/parents/needs/speced/iepguide/index.html
Read “10 Basic Steps in Special Education,” located on the Center for Parent Information and Resources website (2017).
URL:
http://www.parentcenterhub.org/repository/steps/
Read “Evaluating Children for Disability,” located on the Center for Parent Information and Resources website (2017).
URL:
http://www.parentcenterhub.org/repository/evaluation/
Read “Legal Implications of Response to Intervention and Special Education Identification,” located on the RTI Action Network website.
URL:
http://www.rtinetwork.org/learn/ld/legal-implications-of-response-to-intervention-and-special-education-identification
Questions and Answers on Response to Intervention (RTI) and Early Intervening Services (EIS),” located on the U.S. Department of Education website.
URL:
https://sites.ed.gov/idea/files/07-0021.RTI_.pdf
Read “What’s the Difference between RTI and MTSS?,†by Cunningham, located on the Understood website.
URL:
https://www.understood.org/en/school-learning/special-services/rti/whats-the-difference-between-rti-and-mtss
Read “The Discrepancy Model: What You Need to Know,†by Rosen, located on the Understood website.
URL:
https://www.understood.org/en/school-learning/evaluations/evaluation-basics/the-discrepancy-model-what-you-need-to-know
Topic 3 DQ 1
When conflicts relating to special education services lead to due process hearings or go to court, teachers may be asked to submit data regarding the student involved. What types of data should you, as the teacher, be collecting continuously on all students? What are some ways to organize that data so that it can quickly be submitted when requested?
Topic 3 DQ 2
Consider the following scenario:
Francisco is a fifth grade student who meets the eligibility requirements for emotional behavioral disorder. While his testing indicates no cognitive deficiencies, he consistently performs in the average to below average range in most subjects. He has current IEP goals to work on requesting assistance, anger and stress management, and completing requested tasks.
In the past two weeks, Francisco has had five referrals for behaviors such as yelling at the teacher, tossing paper and books on the floor, refusing to comply with requested tasks, and pushing another student while on the way to the office.
The IEP team has been working with Francisco on his goals and an FBA has already been completed. The function of the behavior has been determined as task avoidance. His work has already been reduced and modified to make sure it is at the correct level of difficulty and prompts and frequent breaks have been offered.
Positive behavior supports have also been put in place to help Francisco in meeting his goals (i.e., cue card to remind him of his options when he is frustrated, praise reinforcement, and earned breaks to work or play on the computer before returning to work when a task is finished).
Despite the interventions, the team feels Francisco’s disruptive behavior is escalating. On two recent occasions, the class had to be moved away from him because of his outbursts when he refused to go to the office.  Â
What additional steps might the team take to assist Francisco? How should they determine whether a different placement is needed? How might FAPE and LRE affect this decision-making? Rationalize your choices.
Read chapters 5 and 8.
URL:
http://www.gcumedia.com/digital-resources/pearson/2015/law-and-special-education-the_ebook_4e.php
Explore “Exceptional Student Services: Key Definitions,†located on the Arizona Department of Education website (2018).
URL:
http://www.azed.gov/specialeducation/resources/key-definitions/
Review the “OSEP Grant Opportunities and Funding,” located on the United States Department of Education website.
URL:
http://www2.ed.gov/fund/grant/apply/osep/index.html
Explore the Wrightslaw website.
URL:
http://www.wrightslaw.com/
Read “Questions and Answers on Least Restrictive Environment (LRE) Requirements of the IDEA,” located on the Wrightslaw website.
URL:
http://www.wrightslaw.com/info/lre.osers.memo.idea.htm
Read “Considering LRE in Placement Decisions,†located on the Center for Parent Information & Resources website (2017).
URL:
Read “Placement Issues,†located on the Center for Parent Information & Resources website (2017).
URL:
Read “Changing Placement: Helpful Legal References,†located on the Wrightslaw website (2011).
URL:
solved Personal Assessment of Conflict Management: In this first discussion for
/in /by adminPersonal Assessment of Conflict Management: In this first discussion for the final week, you will consider areas of strength and improvement associated with your own style of conflict management based on your own experiences.
Read Chapter 11 from The Interpersonal Communication Book; answer the 10 true/false statements regarding your interpersonal conflict behavior (p. 297 – 298). Then, review your results and consider whether your interpersonal conflict management skills are effective or ineffective.
Before reading about the various conflict management strategies, examine your interpersonal conflict behavior by responding to the following statements with true (T) if this is a generally accurate description of your interpersonal conflict behavior and false (F) if the statement is a generally inaccurate description of your behavior.
____ 1. I strive to seek solutions that benefit both of us.
____ 2. I look for solutions that give me what I want.
____ 3. I confront conflict situations as they arise.
____ 4. I avoid conflict situations as best I can.
____ 5. My messages are basically descriptive of the events leading up to the conflict.
____ 6. My messages are often judgmental.
____ 7. I take into consideration the face needs of the other person.
____ 8. I advance the strongest arguments I can find, even if these attack the other person.
____ 9. I center my arguments on issues rather than on personalities.
____ 10. I use messages that may attack a person’s self-image if this helps me win the argument.
These questions were designed to sensitize you to some of the conflict strategies to be discussed in this section of the chapter. As you’ll see, if you answered true (T) to the odd-numbered statements (1, 3, 5, 7, and 9) and false (F) to the even-numbered statements (2, 4, 6, 8, and 10), you’d be following the guidelines offered by communication researchers and theorists. As you think about your responses and read the text discussion, ask yourself what you can do to improve your own conflict management skills.
Initial Post: Prepare a 300-word minimum reply that sufficiently addresses each of the items below. Don’t forget that it is critical to cite your sources of information, including the textbook, using APA formatting.
1)Identify personal communication strengths and growth. Describe at least two strengths and two growth areas.
2)Consider an actual example from your own personal or professional experience where you could have been more effective. How would you go about following the conflict management steps on pp. 292-296?
Understanding Interpersonal Theory & Research
CONFLICT STYLES
The way in which you engage in conflict has consequences for the resolution of the conflict and for the relationship between the conflicting parties. Conflict researchers identify five styles of engaging in conflict (Kilmann & Thomas, 1977, 2002; Blake & Mouton, 1984). As you read through the following descriptions of these conflict styles, try to identify your own often-used conflict style as well as the styles of those with whom you have close relationships.
Competing—I Win, You Lose The competing style represents great concern for your own needs and desires and little for those of others. As long as your needs are met, the conflict has been dealt with successfully (for you). In conflict motivated by competitiveness, you are likely to be verbally aggressive while blaming the other person.
This style represents an “I win, you lose†philosophy. With this philosophy, you attempt to manage the conflict so that you win and the other person loses. As you can tell, this style might be appropriate in a courtroom or in buying a car, two situations in which one person benefits from the other person’s losses. But in interpersonal situations, this philosophy can easily lead to resentment in the person who lost, which in turn can easily morph into additional conflicts. Further, the fact that you win and the other person loses probably means that the conflict really hasn’t been resolved, just concluded (for now).
Avoiding—I Lose, You Lose Using the avoiding style suggests that you are relatively unconcerned with your own or with the other’s needs or desires. The avoider shrinks from any real communication about the problem, changes the topic when the problem is brought up, and generally withdraws from the scene both psychologically and physically.
As you can appreciate, this style does little to resolve any conflicts and may be viewed as an “I lose, you lose†philosophy. Interpersonal problems rarely go away of their own accord; rather, if they exist, they need to be faced and dealt with effectively. The avoidance philosophy just allows the conflict to fester and probably to grow, only to resurface in another guise.
Accommodating—I Lose, You Win In the accommodating style, you sacrifice your own needs for the sake of the needs of the other person. Your major purpose is to maintain harmony and peace in the relationship or group. The accommodating style may help you attain the immediate goal of maintaining peace and perhaps satisfying the other person, but it does little to meet your own needs—which are unlikely to go away.
Accommodating represents an “I lose, you win†philosophy. And although this style may make your partner happy (at least on this occasion), it’s not likely to prove a lasting resolution to an interpersonal conflict. You’ll eventually sense the unfairness and inequity inherent in this approach to conflict, and you may easily come to resent your partner and perhaps even yourself.
Collaborating—I Win, You Win In the collaborating style, your concern is with both your own and the other person’s needs. Often considered the ideal, collaborating takes time and a willingness to communicate, and especially to listen to the perspectives and needs of the other person.
Ideally, collaborating allows each person’s needs to be being satisfied, an “I win, you win†situation. This is obviously the style that you want to use in most of your interpersonal conflict. Collaborating promotes resolutions in which both people get something.
Compromising—I Win and Lose, You Win and Lose The compromising style is in the middle; there’s some concern for your own needs and some concern for the other’s needs. Compromising is the kind of strategy you might refer to as meeting each other halfway, horse trading, or give and take. This strategy is likely to result in maintaining peace, but there also will be dissatisfaction over the inevitable losses that have to be endured.
Compromising could be called an “I-win-and-lose and you-win-and-lose†strategy. There are lots of times when you can’t both get exactly what you want. For example, you can’t both get a new car if the available funds allow for only one. Still, you might each get a better car than what you now have—so you would win something but not everything. You wouldn’t get a new car, and the same would be true of your partner.
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REQUIRED TEXT
1. DeVito, J.A. (2016). The interpersonal communication book (14th ed.). Retrieved from https://content.ashford.edu
Chapter 11: Interpersonal Conflict and Conflict Management (pp. 283-304)Â