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Write a 1,050- to 1,400-word paper, I will only pay $25.00 if you want more do not reply.  Due in 24 hours or less, no plagiarism and do not be late.   I will send all required materials once we make the deal. No references older than 10 years. Warning if you deviate from any part of my instructions including be being late at all, I will ask for a full refund or dispute. NO PLAGIARISM!!!    

 

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Assignment 2: Required Assignment—Potential Public Health Impacts

Public health professionals play various roles including being expert witnesses. This case study presents a situation where you are called upon to provide expertise.  Consider the following scenario:   A major agribusiness is interested in opening a beef confined animal feeding operation (CAFO) in your community. To ensure compliance to procedures, there will be public hearings on the proposal. The local government is very interested in seeing the operation established because it will generate employment and income for the community.  Using the readings for this module, Argosy University online library resources, and the Internet, explain the health impacts the CAFO can have on the community in a 6–8-page research paper. In your research paper, at a minimum, make sure you address the following: 1.Describe the typical health effects a CAFO can have on a community. Remember to: a.Discuss both natural and man-made health issues that may arise from the CAFO. b.Discuss both short- and long-term effects, individual and community effects, and environmental effects.  2.Explain the legal standards surrounding CAFO as they are in the United States, and explain how the local government agencies would respond to help alleviate or mitigate any health risks. 3.Propose specific efforts the community can make to provide risk reduction, risk control, and risk communication, helping to mitigate any negative effects of the CAFO in the community.  Your paper should be written in proper research paper format with full APA compliance, to include a title page, header, page numbers, abstract, use of Level I and II headings, in-text citations, and a properly formatted references page.  By the due date assigned, deliver your assignment to the Submissions Area.  Assignment 2 Grading Criteria     Assignment Components  Proficient   Maximum Points   Discuss both natural and man-made health issues that may arise from the CAFO. Natural and man-made issues that may arise from the CAFO identified are accurate and represent all common issues. How they arise is discussed. Support from scholarly evidence is used.  36   Discuss both short- and long-term effects, individual and community effects, and environmental effects. Effects discussed are clear, specific, and accurate. Specific examples of short, long, individual, community, and environmental effects are presented and discussed.  36   Explain the legal standards surrounding CAFO as they are in the United States, and explain how the local government agencies would respond to help alleviate or mitigate any health risks. Legal standards identified are accurate and complete. Explanation of how the local government agencies would respond to help alleviate or mitigate any health risks is clear, accurate, and provides specific examples. Evidence from scholarly sources is used to support ideas.  36   Propose specific efforts the community can make to provide risk reduction, risk control, and risk communication, helping to mitigate any negative effects of the CAFO in the community. Efforts proposed are specific, clear, and appropriate for the scenario. They clearly will provide risk reduction, risk control, and risk communication. How they will help mitigate any negative effects is discussed. Evidence from scholarly sources is used to support ideas.  44   Writing Components    Organization:  Write with clear organization appropriate to required format, including introduction, thesis/main idea, transitions, and conclusion, when appropriate.  Introduction has a clear opening, provides background information, and states the topic. The assignment (e.g., report, presentation) is organized around an arguable stated thesis or main idea. Transitions are appropriate and help the flow of ideas. Conclusion summarizes main argument and has a clear ending. Writing generally provides a consistent coherency among ideas.   12   Usage and Mechanics:  Write using proper grammar, spelling, usage, and mechanics to provide smooth readability. Writing follows conventions of spelling and grammar throughout. Writing skills are competent. Good command of language. Bullet points and/or sentence structures are accurate. Capitalization, punctuation, and indentation reasonably well followed. Spelling errors are very few. All errors are infrequent and do not interfere with readability or comprehension.  12   APA Elements:  Include proper attribution, paraphrasing, and quotations of all sources. Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.  12   Audience and Communication:  Write specifically to key audience, using terminology and tone appropriate for the audience. Writing is focused. Tone is adequately formal in keeping with the audience.  12   Total:     200

 

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Core Concepts (Workers and Diversity)

 

1. Tatum describes identity as “complex” and made up of many different factors.  As you think of your own identity, what are the racial, gender, sexual, class, religious and other factors that have shaped it?  Do you mainly focus on one or two aspects of your identity or do you think of your identity as “complex” in real-life, everyday interactions?  Can you describe some examples of how various factors in your own identity interact with each other? Watch “The Complexity of Identity: Who am I? “

2. Have you observed or overheard any of Sue’s examples of microaggressions in your neighborhoods or schools or families?  Have you experienced them yourself?  How does the accumulation of multiple microaggressions, day after day, make the person experiencing them feel? Watch “Microaggressions in the Classroom.”

3. Harro’s model describes a “core” of the fear, ignorance, confusion, power or powerlessness that keeps people from breaking out of the cycle of their own socialization.  Can you provide personal examples (similar to Harro’s “core”) that have made it difficult for you to challenge, break out of, or change the way you were socialized?

4. Kirk & Okazawa-Rey use the terms “micro”, “meso”, and “macro” to describe the different levels at which you experience your social identities.  Have you been aware of your experience of your identity at these different levels – the personal or relationship level, the level of institutions (classes, sports teams, the place where you work, your neighborhood), and your sense of the overall society in which you live?  Can you connect these levels while also thinking about how they play out differently (or the same way) for you?

5. Johnson quotes James Baldwin’s statement that “No one is white before he/she came to America.  It took generations, and a vast amount of coercion, before this became a white country.”  Can you identify one or two examples of immigrants who became “White” in the US?  Were they considered “White” before becoming Americans?   Can you describe how that process of “whitening” happened? 

6. On the other hand, for immigrants who did not become “White” when they came to American, how were they identified racially?  Had that been their racial identity before the process of immigration?

7. Here’s how Young defines oppression: “Its causes are embedded in unquestioned norms, habits, and symbols, in the assumptions underlying institutional rules and the collective consequences of following these rules  … in short, the normal processes of everyday life.”  What examples of “the normal processes of everyday life” have you experienced or observed that fit Young’s definition of oppression?  Why do you think these normal processes of everyday life are not questioned or resisted?

 

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900 words History paper

NO any outside sources, use ONLY  the sources I provide 

 

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Over the course of the last few weeks, we have looked at a number of different scenarios, as well as…

Over the course of the last few weeks, we have looked at a number of different scenarios, as well as suspects, in the November 1963 assassination of President John F. Kennedy.  Your assignment for this midterm examination is to tell me:  (1) whether there was a conspiracy to assassinate JFK, and (2) who was behind the conspiracy.  In addition, you must present credible evidence to support your theory.  This is not an “I think Bobby Kennedy was behind the assassination because he wanted to be President” type of paper.  You are to construct a logical, well-reasoned, and well-supported argument that proves your hypothesis.  In short, you are building a case (or geometric proof) so that at the end of the paper the reader will say “QED”, the mystery is solved.  Each factual statement should reference a valid source (i.e., Warren Commission Report, Crossfire, House Assassination Subcommittee Report, etc.) This is a TAKE HOME midterm examination.   It is due, as a hard copy, IN CLASS on March 25, 2015.   No late submissions will be accepted.   Your assignment is to answer the questions above.   Your answer should take the form of 8 to 10 typewritten pages.   You may use the references already uploaded to Moodle, as well as any other references that you choose as long as they are authoritative.   Your answer should also follow the Guidelines for Written Assignments contained in the syllabus.

 

 

 

 

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Looking for a Western Civilization I-II guru

Need to take Civilization 1&2 for pre-reqs requirement, WC I Class will be completley online. Will attempt to take class while I take 18 hours, may need some help to complete the class  requirements.

 

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simple multiple quiz due in 3 hours

 simple multiple choice quiz due i  3 hours.

 

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Critical Thinking Discussion question – History

A Critical Thinking Discussion question based a chapter from a book about the American History (I will submit the outline)

 

Read the outline and then read the question in the end

 

Answer the question by writing 150 – 200 words SEE THE ATTACHMENT .



Also, read the another classmate post and respond or comment on it (10-15 sentences )SEE THE ATTACHMENT . 



 

USE your own words – NO resources

 

 

 

SEE THE ATTACHMENT LAST PAGE,

 

 

 

 

 

 

 

 

 

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Who's Award?

Case 10.1

THE STAR AWARD

As director of the excise audit bureau in the West Dakota Department of Taxation, you have to decide who on your staff should receive a new performance bonus. The legislature created the bonus back in February, and the division of personnel has now issued all the regulations. You have the forms and instructions, and by the end of the month, you have to send your choices to the taxation commissioner, who will forward them to personnel.Two things motivated the West Dakota legislature to create the performance bonus. First, key legislators had concluded that state employees were simply not working hard enough. Legislators constantly receive complaints about the lackadaisical attitude of state workers, and they concluded that the fixed civil service pay scale was not attracting new talent or motivating existing employees.Second, West Dakota is running a budget surplus for the second straight year. Naturally, the legislature has cut taxes—twice. But despite those efforts, the budget continues to show a surplus. Consequently, the Speaker of the House decided to use a portion of it to reward the “stars” of state government.The new Star Award will give the top20 percent of employees in each unit a $5000 bonus, to be paid in 12 monthly installments during the coming fiscal year. The bonus is sup-posed to go to those employees who are not only “outstanding” but also genuine stars. The head of each unit must determine the criteria for choosing who the stars are. To ensure that the bonus can be included in the July payroll checks, each manager must submit a “star list” by June 20.Your audit bureau has 15 employees with a wide range of responsibilities and job classifications—everything from clerk I to senior auditor. And, predictably, they also possess a range of talent, enthusiasm, and effectiveness. Here are the most obvious candidates for the performance bonus:• Larry Beck, senior auditor. As a 23-year employee, Beck is clearly your most knowledge-able and effective auditor. Everyone goes to him for advice. Everyone looks up to him. But in two years, Larry will be eligible to receive his pension, and he knows it. He can still be a top performer—when he wants to. Recently, however, he has lost a little drive, although most people in the Department of Taxation still think of him as your unit’s star.• Jim Beatty, auditor III. With an advanced degree in accounting, Jim draws your unit’s tough assignments. He understands the subtle-ties of the excise tax and thus works with both the department’s legal counsel and the attorney general’s office explaining the intricacies of each case and helping to formulate strategy. He can, however, be condescending toward his less knowledgeable colleagues, few of whom understand the complexity of his work.• Rachel Gonzalez, auditor I. Straight out of law school with a verve for public service, Rachel is a real go-getter. In fact, she has struck gold several times, having gone over the books of numerous firms in such detail that she found mistakes most other auditors would have missed. Unfortunately, she also discovered some “errors” at a firm owned by the House Speaker’s cousin. The firm refused to acknowledge any error, and eventually the department’s legal counsel decided to settle out of court. The firm paid the taxes that Rachel claimed it owed (plus interest) but admitted no guilt for any tax violations and paid no fine. Rachel would be a gutsy choice on your part, but it might create a few problems politically when the Speaker hears about it.• Martha Rutledge, administrative assistant II. With 35 years in the Department of Taxation, Martha knows everybody and everything. She runs your life. In fact, she really runs the day-to-day business of the audit unit, permit-ting you to concentrate on long-term, stratey allowed without express authoring concerns. You trust both her skills and her judgment; she really functions as your deputy director. Of course, she is still paid as an administrative assistant. It’s hard to imagine Martha slacking off in her duties under any circumstances; it’s also unlikely that an award would make her any more diligent. She’ll be doing her same conscientious job right up until the day she leaves.• Samantha Black, clerk I. Two years ago, straight out of high school, Samantha passed the civil service exam with flying colors. You immediately hired her, and she quickly became a real team member—both competent and cheery. Every auditor wants to give his or her clerical work to Samantha. Moreover, others in the department have heard of her talents, and she has already turned down several offers as a clerk II. You, however, don’t have a clerk II position into which you can promote her.The rest of your employees are quite proficient and professional. They’re smart; to do their work, they have to be. Like any other manager in the taxation department, or in state government for that matter, you have a couple of people whom you wouldn’t mind replacing. Still, you have a talented team that does its job without requiring much attention (except when you step on some politically sensitive toes). Your people are over-worked and underappreciated. If the bonus is for performance, 90 percent of them deserve one. But you have only three to give.

 

1. Before turning to specifics of the case, consider the following more general question. Most would agree the six factors in the following list are important in determining whom to hire and promote: • Capacity• Experience• Integrity• Knowledge• Motivation• Understanding How would you rank these in relative impor-tance? Support your answer.

2. Who in this case would you pick?

 

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Listen and Watch Music Videos on YouTube and Analysis into 2-3 pages single spaced

Songs: 

Stakes is High- De La Soul

Big Rich School- Yada Indigo 2Benji

We Are Rising- WesLee

Look Up and give brief acknowledgement about Listervelt Middleton and Molefi Asante

 

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