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Fuel Cells Discussion

Fuel Cells Discussion

Fuel Cells Discussion

One of the “goals” of the 21st century is the replacement of fossil fuels with non-polluting renewable energy sources. Solar and wind are widely explored ideas, but so far, have not provided the availability and reliability necessary to replace existing sources of energy. Although practically non-polluting, solar and wind technologies have a significant footprint in the environment requiring thousands of acres for solar and wind farms that produce only fractions of the energy requirements of this country. Another potential energy source that is currently being explored for use in automobiles and manufacturing is the “fuel cell,” defined as “a device that converts the chemical energy from a fuel into electricity through a chemical reaction of positively charged hydrogen ions with oxygen or another oxidizing agent (Wikipedia).” Fuel cells also have the potential to provide energy to individual homes and communities, small businesses and organizations, and major industries. The benefits seem to be enormous, but like all new technologies there are significant issues to deal with.

Discuss your thoughts on the use of fuel cells and how they will impact energy companies and the labor markets.

2 paragraphs minimum.

Alternative Energy Sources Discussion

The U.S. and other countries are taking steps to develop domestic renewable production to address the stresses put on the energy infrastructure. Discuss Ocean and Hydrogen energy and how it will further reduce our dependence on traditional fossil fuels. Describe the energy sources and how they are being used or can be used today as a viable energy source. What are the pros and cons of its use? What technological changes, if any, will further advance its progress in becoming a primary source of energy?

3 paragraphs minimum.

 

Fuel Cells Discussion

 

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Discussion

Discussion

Initial Postings: Read and reflect on the assigned readings for the week. Then post what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding in each assigned textbook chapter.

Your initial post should be based upon the assigned reading for the week, so the textbook should be a source listed in your reference section and cited within the body of the text. Other sources are not required but feel free to use them if they aid in your discussion.

Also, provide a graduate-level response to each of the following questions:

In Chapter 9, the focus of study is the Dichotomous Variable. Briefly construct a model (example) to predict a dichotomous variable outcome. It can be something that you use at your place of employment or any example of practical usage. Please address each component of the discussion board. Also, cite examples according to APA standards.
[Your post must be substantive and demonstrate insight gained from the course material. Postings must be in the student’s own words – do not provide quotes!] [Your initial post should be at least 150+ words and in APA format (including Times New Roman with font size 12 and double spaced).

 

Discussion

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Discussion

Discussion

  • Identify whether you have chosen to analyze Sara’s or Francine’s case for the Discussion.
  • Explain key life events that have influenced Sara’s or Francine’s psychological functioning. Be sure to substantiate what makes them key in your perspective.
  • Explain how you as a social worker might apply a theory of successful aging to Sara’s or Francine’s case. Be sure to provide support for your strategy.

Francine is a 70-year-old, Irish Catholic female. She worked for 40 years as a librarian in an institution of higher education and retired at age 65. Francine has lived alone for the past year, after her partner, Joan, died of cancer. Joan and Francine had been together for 30 years, and while Francine personally identifies as a lesbian, she never came out to her family or to her colleagues. When speaking to all but her closest confidantes, Francine referred to Joan as her “best friend” or her “roommate.” Francine’s bereavement was therefore complicated because she did not feel she could discuss the true nature of her partnership with Joan. She felt that there was little recognition from her family, and even some of her close associates, of the impact and meaning of Joan’s death to Francine. There is a history of alcohol use disorder in Francine’s family, and Francine used alcohol from late adolescence into her mid-30s. However, Francine has been in recovery for several decades. Francine has no known sexual abuse history and no criminal history. Treatment Reasons for Seeking Counseling Francine sought counseling with me for several reasons, including an ongoing depressed mood, a lack of pleasure or enjoyment in her life, and loneliness and isolation since Joan’s death. She also reported that she had begun to drink again and that while her drinking was not yet at the level it had been earlier in her life, she was concerned that she could return to a dependence upon alcohol. Francine came to counseling with several considerable strengths, including a capacity to form intimate relationships, a successful work history, a history of having maintained her sobriety in the past for many years, as well as insight into the factors that had contributed to her current difficulties. Referral to Physician During our initial meetings, Francine stated that her goals were to feel less depressed, to reduce or stop drinking, and to feel less isolated. In order to ensure that no medical issues were contributing to her depression symptoms, I referred Francine to her primary care physician for an evaluation. Francine’s physician did not find any medical cause of her symptoms, diagnosing Francine with moderate clinical depression and recommending that Francine begin a course of antidepressant medication. Francine was reluctant to take medication and first wanted to try a course of counseling. Behavioral Activation Technique In order to help Francine meet her goal of reducing her depression symptoms, I employed a technique called behavioral activation (BA), which is drawn from principles of cognitive behavioral therapy and helps to reengage people in pleasant physical, social, and recreational activities. We began with a small initial goal of having Francine dedicate at least 5 minutes of each day to an activity she found pleasant or rewarding. 2 © 2021 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Laureate International Universities Publishing. Over the following weeks, we increased the time. Francine’s treatment progress was monitored through weekly completion of the Patient Health Questionnaire (PHQ-9) in order to determine whether her depressive symptoms were improving. AA Meetings I helped Francine address her drinking by reconnecting her with effective coping strategies she had used in the past to achieve and maintain her sobriety. These included identifying triggers for the urge to drink and exploring her motivations for both continuing to drink and for stopping her use of alcohol. Francine began attending regular meetings of Alcoholics Anonymous™ (AA) and found several meetings that were specifically for older women and for lesbians. In addition, Francine spoke regularly with a sponsor who helped her to remain abstinent during particularly stressful moments during her reengagement in sobriety. Social Connections Finally, in order to address Francine’s goal of feeling less lonely and isolated, we explored potential avenues to increase her social networks. In addition to spending time with her family, friends, and her AA sponsor, Francine began to visit the LGBTQ center for the first time in her life and attended a support group for women who had lost their partners. Francine also began spending time at her local senior center and went there at least three times a week for exercise classes, other recreational activities, and lunch. She also began to do volunteer work at her local library once a week. Over several months of counseling, Francine stopped drinking; significantly increased her daily involvement in pleasant and rewarding activities, including social and recreational activities; and reported feeling less lonely, despite still missing her partner a great deal. Francine’s scores on the PHQ-9 gradually decreased over time, and after 16 weeks of counseling, Francine reported that she no longer felt she needed the session to move on with her life. In addition, Francine visited her primary care physician, who found upon evaluation that her depression had lifted considerably and that an antidepressant was no longer indicated. By the end of counseling, Francine’s focused work on identifying her depression symptoms and her triggers for drinking equipped her to better recognize when she might need support in the future and to whom she could reach out for help if she needed it.

 

 

Discussion

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Sociological Imagination Discussion

Sociological Imagination Discussion

The sociological imagination, a concept established by American Sociologist, C. Wright Mills (1916-1962) provides a framework for understanding our social world that far surpasses any common sense notion we might derive from our limited social experiences. Mills was a contemporary sociologist who brought tremendous insight into the daily lives of society’s members. Mills stated: “Neither the life of an individual nor the history of a society can be understood without understanding both .” The sociological imagination is making the connection between personal challenges and larger social issues. Mills identified “troubles” (personal challenges) and “issues” (larger social challenges), also known as biography, and history, respectively. Mills’ sociological imagination allows individuals to see the relationships between events in their personal lives (biography), and events in their society (history). In other words, this mindset provides the ability for individuals to realize the relationship between their personal experiences and the larger society in which they live their lives.

The ability to imagine things pervades our entire existence. It influences everything we do, think about, and create. It leads to elaborate theories, dreams, and inventions in any profession from the realms of academia to engineering and the arts. Ultimately, imagination influences everything we do regardless of our profession.

Personal troubles are private problems experienced within the character of the individual and the range of their immediate relation to others. Mills identified that we function in our personal lives as actors and actresses who make choices about our friends, family, groups, work, school, and other issues within our control. We have a degree of influence on the outcome of matters on this personal level. A college student who parties four nights out of seven, who rarely attends class, and who never does their homework has a personal trouble that interferes with their odds of success in college. However, when 50% of all college students in the United States never graduate, we label it as a larger social issue.

Larger social or public issues are those that lie beyond one’s personal control and the range of one’s inner life. These pertain to broader matters of organization and process, which are rooted in society rather than in the individual. Nationwide, students come to college as freshmen who are often ill-prepared to understand the rigors of college life. They haven’t often been challenged enough in high school to make the necessary adjustments required to succeed in college. Nationwide, the average teenager text messages, surfs the Net, plays video games, watches TV, spends hours each day with friends, and works at least part-time. Where and when would they get experience focusing attention on college studies and the rigorous self-discipline required to transition into college?

Think for a moment and reflect on how you could use your imagination more effectively and deliberately, i.e. like being WOKE! How would your life be personally and professionally improved if you were to activate your brain in ways you have not done before? Imagine if you could bring this higher intelligence into your daily conscious awareness. How much more satisfying and enriched your life would be? Just imagine…………………

For the purposes of introducing a methodology to guide the approach we will take in analyzing our themes during this course, I present here the concept of the Sociological Imagination as the cornerstone for our observations, critiques, and dialogues…..this is LIT!

Why Do the Sociological “Do”: Every aspect of our lives is shaped by our relationship with society and its influences/ers. Sociologists’ observations about society and how its influences affect us generate important information used to help us relate to one another, whether as consumers, citizens, or community members.

Who are we and why do we do the things we do? How do people relate to one another despite their differences? What lies behind the conflicts that we can’t seem to move past? Sociologists endeavor to answer questions that perplex us when we look at not only individuals but society as a whole.

Research in Sociology is usually carefully planned and conducted using well-established procedures to ensure that knowledge is objective – where the information gathered reflects what is really ‘out there’ in the social, world rather than ‘subjective’ – where it only reflects the narrow opinions of the researchers. The careful, systematic, and rigorous use of research methods is what makes sociological knowledge ‘objective’ rather than ‘subjective.’

Subjective knowledge – is knowledge-based purely on the opinions of the individual, reflecting their values and biases – their point of view.

Objective knowledge – is knowledge that is free of the biases, opinions, and values of the researcher, it reflects what is really ‘out there’ in the social world.

Note: While most sociologists believe that we should strive to make our data collection as objective as possible, there are some sociologists – known as phenomenologists – who argue that it is not actually possible to collect data that is purely objective. In such cases, the researcher’s opinions always get in the way of what data is collected and filtered for publication which in the end distorts the accuracy and integrity of the analysis being conducted.

The Sociological Imagination

As mentioned earlier, for the purposes of this class, and our roles as social thinkers, we will challenge the data presented in our weekly forums objectively, but again, without observable biases, overt prejudice, and hopefully not phenomenologically (say that fast three times!) The method we will apply is the sociological imagination.

The sociological imagination is the practice of being able to “think ourselves away” from the familiar routines of our daily lives to look at them with critical eyes. In this way, the sociological imagination is the vivid awareness of the relationship between experience and the wider society.

The sociological imagination is the ability to see things socially and how they interact and influence each other. To have a sociological imagination, a person must be able to pull away from the situation and think from an alternative point of view. This ability is central to one’s development of a sociological perspective of the world.

Because the sociological imagination – creative in essence but based on data analyses and research – is an artistic and cutting-edge way of observing social scenarios, not only does it help us to analyze current and existing patterns of social life, but it also helps us to see some of the possible futures open to us. Through the sociological imagination, we can see not only what is real, but also what could become real should we desire to make it that way.

With that said, as junior scholars you are asked to review the weekly topics, materials, and overall messages found in the contents, then formulate a general observation[s] as to how we, in our contemporary world engage with each topic on a global scale. In other words, how does our [wo]manity speak to, about, and for our weekly themes?

The Three Elements of the Sociological Imagination:

1. We should see “the interconnection between our personal experiences and the larger social forces.”

2. We should identify behaviors that are properties of and a part of social systems.

3. We should identify which social forces influence our behavior.

ASSIGNMENT
Reflecting on the above passage, sociological imagination is the ability to see things socially and how they interact and influence
each other. To have a sociological imagination, a person must be able to pull away from the situation and think from an alternative point of view. This ability is central to one’s development of a sociological perspective on the world. Your task for this assignment is to carefully and critically review the content in the above passage, then ask:

  • What does the data say to you?
  • What do find most interesting about the sociological imagination?
  • Is the data new to you? If so, after reading it, what are your thoughts about the sociological imagination?
  • What are possible disadvantages to the sociological imagination?
  • Why is the sociological imagination important?
  • Give an example of when you apply or have applied the sociological imagination.

Layout and Design:

Writing 300 – 400 words, and complying fully with the following criteria makes for a successful assignment:

  • Typed in Times New Roman in a 12pt font
  • double-spaced
  • numbered pages
  • appropriate heading ( name, class, date, professor’s name, topic)
  • a creative title ( use your imagination and create a cool title)
  • use of literature and citations if applicable
  • your grade will reflect grammatical inaccuracies in your work.

 

 

Sociological Imagination Discussion

 

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Module 5 Stat Discussion

Module 5 Stat Discussion

DUE IN 12 HOURS – 4/9/23

Scenario

You have been hired by the Regional Real Estate Company to help them analyze real estate data. One of the company’s Pacific region salespeople just returned to the office with a newly designed advertisement. The average cost per square foot of home sales based on this advertisement is $280. The salesperson claims that the average cost per square foot in the Pacific region is less than $280. In other words, he claims that the newly designed advertisement would result in higher average cost per square foot in the Pacific Region. He wants you to make sure he can make that statement before approving the use of the advertisement. In order to test his claim, you will generate a random sample of size 750 houses using data for the Pacific region and use this data to perform a hypothesis test.

Prompt

Generate a sample of size 750 houses using data for the Pacific region. Then, design a hypothesis test and interpret the results using significance level α = .05. You will work with this sample in this assignment. Briefly describe how you generated your random sample.

Use the House Listing Price by Region document (attach 1) to help support your work on this assignment. You may also use the Descriptive Statistics in Excel PDF and Creating Histograms in Excel PDF tutorials for support.

Specifically, you must address the following rubric criteria, using the Module Five Assignment Template Word Document

  • Introduction: Describe the purpose of this analysis and how you generated your random sample size of 750 houses.
  • Hypothesis Test Setup: Define your population parameter, including hypothesis statements, and specify the appropriate test.
    • Define your population parameter.
    • Write the null and alternative hypotheses.
    • Specify the name of the test you will use.
    • Identify whether it is a left-tailed, right-tailed, or two-tailed test.
  • Data Analysis Preparations: Describe sample summary statistics, provide a histogram and summary, check assumptions, and identify the test significance level.
    • Provide the descriptive statistics (sample size, mean, median, and standard deviation).
    • Provide a histogram of your sample.
    • Summarize your sample by writing a sentence describing the shape, center, and spread of your sample.
    • Check whether the assumptions to perform your identified test have been met.
    • Identify the test significance level. For example, α = .05.
  • Calculations: Calculate the p value, describe the p value and test statistic in regard to the normal curve graph, discuss how the p value relates to the significance level, and compare the p value to the significance level to reject or fail to reject the null hypothesis.
    • Calculate the sample mean and standard error.
    • Determine the appropriate test statistic, then calculate the test statistic.
      • Note: This calculation is (mean – target)/standard error. In this case, the mean is your regional mean (Pacific), and the target is 280.
    • Calculate the p value using one of the following tests.
      • Choose your test from the following:

        Excel FunctionType of Test=T.DIST.RT([test statistic], [degree of freedom])Right-tailed=T.DIST([test statistic], [degree of freedom], 1)Left-tailed=T.DIST.2T([test statistic], [degree of freedom])Two-tailedNote: The degree of freedom is calculated by subtracting 1 from your sample size.

    • Using the normal curve graph as a reference, describe where the p value and test statistic would be placed.
  • Test Decision: Compare the relationship between the p value and the significance level, and decide to reject or fail to reject the null hypothesis.
    • Compare the relationship between the p value and significance level.
    • Decide to reject or fail to reject the null hypothesis.
  • Conclusion: Discuss how your test relates to the hypothesis and discuss the statistical significance.
    • Explain in one paragraph how your test decision relates to your hypothesis and whether your conclusions are statistically significant.

You can use the following tutorial that is specifically about this assignment:

 

Module 5 Stat Discussion

 

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WHS Discussion

WHS Discussion

1. What WHS data and information should have been collected when the girl was killed in the Canberra hospital implosion? When a serious incident has occurred and you need to access information and data external to the business.

2.  In relation to the Canberra hospital implosion what are 4 examples of information that you would source external to the incident and Where would you access the above information

3. what are 4 ways the WHS advisor assist in the incident investigation process.

4. When participating in the incident investigation for the hospital, there are different analysis techniques that can be used. List and explain the TWO most applicable methods for the Canberra Hospital Implosion taking into account the complexity of it.

5. When there has been a fatality in the situation of the hospital implosion, a thorough investigation must be undertaken. The outcomes and recommendations need to be communicated to all stakeholders. Explain how you as the WHS advisor contribute to the communication process?

6.  As part of the incident investigation, many stakeholders are consulted to enable them to contribute to the recommendations from the investigation. Some of these stakeholders will be subject matter experts (SME’s) and specialists in their field. As the WHS advisor for the Chief minister’s office, how could you contribute to the recommendations of the hospital implosion investigation

7. Obtaining approval for the recommendations from the investigation process can be complex. Businesses and government entities must adhere to their policies and procedures to enable a process that is transparent to occur. How could you contribute to this process in your role as the WHS advisor for the Chief minister’s office?

 

WHS Discussion

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Each Three Comments Discussion

Each Three Comments Discussion

  1. I had heard of this in my high school in one of the courses in history and evolution, just like in a short story, with no more depth knowledge or study of this scenario. I knew that Kuru, a dangerous prion ailment that is widely referred to as the “laughing sickness,” originally emerged in the Fore people of Papua New Guinea. The condition was put on by the Fore community’s customary method of cannibalism, which involved eating infectious human brain tissue while eating corpses. This condition was known as “laughing sickness” because it caused excessive laughing spells as well as stiffening of the muscles, tremors, and trouble walking.
  2.  THREE STATES I SELECTED ARE : Texas Parks & Wildlife: Chronic Wasting Disease Management Plan Links to an external site. North Dakota: Chronic Wasting Disease Management Plan Links to an external site. Washington Department of Fish and Wildlife: Chronic Wasting Disease Management Plan –         Making sure that hunters and other stakeholders receive correct information is crucial for promoting knowledge of and adherence to management policies intended to stop the spread of illness. There are several methods to raise public awareness about CWD and its effects, including: networking with experts in the field of natural resources to persuade them to organize CWD talks for local civic organizations as well as wildlife, hunting, or other conservation groups. Putting together and disseminating information to local radio, newspaper, and television media as well as pertinent companies (such as taxidermists, processors, and feed stores).  The United States likewise put a ban on British cattle. This nation took immediate action, first by outlawing the import of live livestock from Great Britain in nearly all countries possibly expanding even farther than Europe. In 1989, the US outlawed the arrival of any British beef products. The Department of Agriculture began chasing down the several a lot British cows that had been that are brought to the country prior to the ban. We pulled the records concerning the 196 that we imported, had our field veterinarians identify them, find the farms where they were at present living, and then maintained to monitor and check them every six months when they would go out to look for signs. Marsh, who passed away recently, used to spend time in Paul Brown’s NIH lab. Mink are ferocious carnivores because they are fed carcasses. The concept that human skeletons were at its face was rapidly inspired by the fascination. Most infectious diseases are caused by bacteria or viruses, tiny microbes that can only be seen under the microscope, bacteria and viruses contain genetic material. Nucleic acids such as DNA, nucleic acid is the essential ingredient of life and allows organisms to reproduce. Bacteria and viruses cause disease by spreading toxins or damaging their host, but spongiform encephalopathy seemed to operate differently, unlike bacteria and viruses. They provoke little or no immune response signs that the body is fighting infection, such as antibodies. And they have another strange characteristic. In the 1960s, scientists found that radiation, which kills viruses and bacteria by destroying their genetic material, has little effect on spongiform encephalopathy.
  3. Saying that one state’s Chronic Wasting Disease (CWD) treatment strategy is better than another would be inaccurate because each state’s plan may vary depending on its unique needs and circumstances. Across the country, CWD is a major concern for environmental organizations, and several states have created management plans to deal with the problem. These strategies could include public awareness campaigns, targeted animal killings, watching and examination programs, and testing of contaminated animals. Several nations that have CWD management plans include Texas, North Dakota, & Washington. The plans for each state have been created to handle the difficulties that come with maintaining CWD within their unique geographic boundaries and numbers of wildlife.  False information could lead to unneeded panic among some people and apathy toward CWD control among hunters, landowners, and other stakeholders. Because Texas has a large percentage of privately owned land (about 95%), landowners and hunters are essential to TPWD and TAHC’s management of CWD, Texas Parks and Wildlife Department is superior according to my knowledge.
  4. Bacteria and viruses cause disease by spreading toxins or damaging their host, but spongiform encephalopathy seemed to operate differently, unlike bacteria and viruses. They provoke little or no immune response signs that the body is fighting infection, such as antibodies. And they have another strange characteristic. In the 1960s, scientists found that radiation, which kills viruses and bacteria by destroying their genetic material, has little effect on spongiform encephalopathy. They appear to defy the rules of biology. These agents are almost immortal. Since there is currently no recognized treatment for Chronic Wasting Disease (CWD) or other prion disorders like Kuru, they are a matter for concern. CWD has been increasing throughout North America as well as Europe and harms deer, elk, and different cervids. The prion protein, which is responsible for the disease, has an irregular fold and can spread through bodily fluids like your saliva, stools, urine, and other biological fluids as well as contaminated groundwater and soil. To create optimal preventative and medicinal methods, further investigation is required to gain a better grasp the manner in which these diseases spread and advance. Processing of wild animal flesh should be done with caution, and it is advised to avoid consuming diseased meat. Since CWD and other parasitic illnesses can have detrimental effects regarding both animal and human health, it is crucial to be concerned about them. To create efficient safeguarding and medicinal methods, additional study is required to better understand how these diseases transmit and advance.

2.

1. Did you know about this disease before you started this discussion project? 

Yes, I did know about this disease before this discussion project. The disease that is talked about in this video is Mad cow disease caused by prions seen as an epidemic among cows in England. Later a similar kind of disease was seen in humans which is Creutzfeldt-Jakob disease and Kuru. These belonged to the same family as mad cow disease and are called Spongiform encephalopathies. These diseases riddle the brain of victims, cause hallucinations, loss of coordination, shaking uncontrollably, and becoming aggressive. The incubation period for this disease is long and there is no cure found.

2.  Are states doing enough to educate their citizens?

Yes. To increase public awareness of CWD and its potential effects on wildlife and human health, states have launched educational efforts. In order to do this, they have posted information on their website, put up signs in locations where the disease is found, or given out learning materials to both hunters and the general public. To stop the spread of CWD, regulatory action has also been taken. For instance, in order to stop CWD from spreading to new places, some states have imposed limits on the movement of deer or elk carcasses from those areas where the disease is present. To keep track of the frequency of CWD in their populations of cervids, surveillance procedures are put in place. This can assist in locating the disease’s presence and enable focused prevention measures. Overall, while state-by-state attempts to educate the public about CWD may differ, it is crucial that all states take proactive measures to address this critical issue and safeguard the health of their citizenry and wildlife populations.

3. Did you find one state’s plan to be superior? Why?

The three state plans I studied are the following:

  • Texas Parks and Wildlife Chronic Waste Disease Management Plan
  • Wyoming Game and Fish Department’s Chronic Wasting Disease (CWD) Management Plan
  • North Dakota Game and Fish Department’s Chronic Wasting Disease (CWD) Management Plan.

All these plans worked to address the threat of CWD in Texas, Wyoming, and North Dakota and reduce the likelihood that the disease will spread to new regions or populations, hence establishing a management strategy. Important components of the plan include:

  • Surveillance: To find out if CWD is present, the Department undertakes a targeted search of wild and captive cervids. This includes testing healthy animals at random as well as animals who appear to be ill.
  • Restrictions on movement: To stop the spread of CWD, the Department limits the movement of captive cervids. This includes forbidding the discharge of captive cervids into the wild and requires licenses for the importing of live and dead cervids.
  • Population control: To lessen the risk of CWD spreading, the Department may carry out targeted deer culling in regions where it has been found.
  • Research: The plan emphasizes the importance of ongoing research into CWD, including the disease’s transmission, biology, and treatment options.
  • Public education: To raise awareness of CWD and encourage best practices to stop its spread, the Department reaches out to hunters, landowners, and the public with information and outreach programs.
  • It emphasizes collaboration between various agencies and stakeholders.

Since it is a matter of opinion and depends on several variables, we are unable to choose which of the three management plans is the “best.” The precise goals and objectives of each plan, the resources available for implementation, the degree of stakeholder involvement and collaboration, and the efficiency of the suggested solutions in managing and controlling CWD are some things to take into account when evaluating these plans. It may also be helpful to take into account the outcomes of similar management plans that have been implemented in other states or regions.

4.  Are you concerned about CWD? Why?

Yes. CWD, also known as Chronic Wasting Disease, is a lethal neurological condition that is contagious and belongs to the group of conditions known as transmissible spongiform encephalopathies. (TSEs). Other TSE disorders include Creutzfeldt-Jakob disease (CJD) and its variation (vCJD) in humans, scrapie in sheep, feline spongiform encephalopathy (FSE) in cats, and bovine spongiform encephalopathy (BSE) in cattle (“mad cow” disease). Like the other diseases in the TSE family, CWD has no known treatment and always results in death. According to research, a prion protein that repeats and spreads to other healthy proteins is what causes TSEs. (Prusiner 1998, Fryer and McLean 2011). Prions are thought to cause diseases by accumulating in the lymphoid and neurological tissues of sensitive cervids, where they finally lead to severe deterioration. (e.g., significant holes in the brain). that affects deer, elk, and other cervids. As such, we should be concerned about it. The prion protein that causes CWD slowly deteriorates the brain and nervous system of afflicted animals, causing progressive bodily condition loss, behavioral changes, and ultimately death.

CWD is an issue for several reasons:

  • Although there isn’t any proof that CWD can infect people right now, several researchers have speculated that it would hypothetically be conceivable. Public health professionals advise against consuming meat from affected animals as a preventative measure.
  • Affects wildlife populations and ecosystems.
  • Economic Impacts on Hunting and other wildlife business.

3.

I initially did not know about Chronic Wasting Disease (CWD) and its effects on wildlife populations and hunting industries. However, I learned that CWD is an emerging disease that affects deer, elk, moose, and other members of the deer family caused by abnormal proteins, called prions. CWD is a major concern for wildlife conservation and management efforts. It is important to prevent its spread to protect wildlife populations and local economies. It is hard to determine if states are doing enough to educate people about CWD because education and outreach levels vary widely. However, some states such as Tennessee, Washington, North Dakota, and Texas have implemented education and outreach programs to inform the public about CWD and the associated risks of the disease. Prevention and early detection are crucial in managing CWD. Because, once it becomes endemic, it is almost impossible to eliminate with current management tools. Based on my study, the city of New York successfully eradicated CWD from its wild cervid population through a robust surveillance program, early detection, and prompt implementation of emergency regulations. So, the successful management of CWD in Washington State accomplished a better job than the other states. We should be concerned about Chronic Wasting Disease (CWD) because it is a serious threat to deer, elk, moose, and other members of the deer family. It also has significant ecological, economic, and social impacts on them. The disease is fatal and has no known cure. The infected animals may spread the disease to other animals through saliva, urine, feces, and other bodily fluids. CWD has the potential to severely impact wildlife populations, hunting industries, and local economies that depend on these industries. It can also affect human health if humans consume infected meat, although there is currently no evidence to suggest that CWD can be transmitted to humans. Due to the new and poorly understood nature of CWD, further research and monitoring efforts are needed to develop effective management strategies.

 

 

Each Three Comments Discussion

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Supervision Skills Discussion

Supervision Skills Discussion

Educational leaders must routinely make decisions affecting students, staff, and parents within schools as well as within the entire school district in the moment and looking into the future. Most of these decisions will have a substantial effect on all stakeholders, particularly on the future lives of each student. Educational leaders must then possess a clear understanding of how to make effective decisions, utilizing as much related data and information as possible, considering other related factors and circumstances, being aware of previously established precedents, consulting others, and determining all possible outcomes on stakeholders. At the school-district level, educational leaders must know when it is best to implement a personal decision affecting schools or when to support school-based decision-making.

Educational leaders must also engage in conflict resolution, with these outcomes again substantially affecting all stakeholders, particularly students. How do educational leaders effectively manage conflict between themselves and other stakeholders, as well as support conflict resolution between staff, students, parents, and even board of education members? During conflictual situations, effective educational leaders support a win-win solution for all involved parties. The effective leader never becomes the depositor or resolver of conflict between others, while still attempting to assist others to resolve it amongst themselves as much as possible.

Utilizing the assigned readings for the course as well as additional applicable scholarly sources, put yourself in the role of an educational leader and complete Parts I through IV of the assignment below:

Parts I and II: Decision-Making

Part I: Decision-Making Flow Chart Process: Develop a visual illustration involving a flow chart of your decision-making process. Be sure to clearly depict how you would make effective decisions at the school or school district level within an educational setting of interest, refer to the Owens and Valesky text for an example. You may wish to use an applied example of how you would arrive at a decision within your visual illustration.

Length: 1 page, not including title and reference pages
References: Minimum of 2 scholarly resources

Part II: Decision-Making Top-Down vs. School-Based: Defend when it would be more appropriate to make decisions at the leadership level and when it would be more appropriate to support school-based decision-making. You may wish to use an applied example for each form of decision-making.

Length: 2-3 pages, not including title and reference pages
References: Minimum of 2 scholarly resources

Parts III and IV: Conflict Resolution

Part III: Five Orientations of Conflict Resolution: Describe the five common orientations (competitive, avoidant, accommodation, sharing, and collaborative) for addressing conflict in relation to leader cooperativeness (high vs. low) and assertiveness (high vs. low). Provide an applied example within an educational setting of interest of how you would utilize the sharing or collaborative orientations to realize effective conflict resolution.

Length: 2-3 pages, not including title and reference pages

References: Minimum of 2 scholarly resources

Part IV: Dealing with Difficult Individuals: Using an applied example within an educational setting of interest, describe how you would manage a difficult individual (e.g., staff, student, parent, board of education member) to successfully diffuse a conflictual situation.

Length: 2-3 pages not including title and reference pages
References: Minimum of 2 scholarly resources

Your response should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

 

 

Supervision Skills Discussion

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Q&A Respond Discussion

Q&A Respond Discussion

A RESPOND IS NEEDED FOR THE Q&A

I believe there are many different challenges faced by human service organizations. I am currently enrolled in the issues in developmental disabilities class which has also really opened my eyes to the challenges. One of the biggest challenges I learned is the extensive amount of needs for families with a child with developmental disabilities. I think many organizations have ambitious goals to help and serve families, but it usually comes with multiple factors that also need to be covered. For instance if there was a day program for children and adults with special needs. Without great leadership, organizations may lack organization or structure. One also needs to address the different medical needs families may have, accessible activities or training for employees or volunteers. Another challenge for human service organizations can be the number of families in need. We have learned throughout the readings and examples of how many organizations have heavy caseloads, waitlists or lack of employees to serve families. This can lead to an organization feeling overwhelmed or spread thin. I believe organizations recognize the need to educate the public in all different areas for families with special needs such as schools, social sectors and medical settings. Providing knowledge can bridge the gap for families in need. I believe many organizations are adapting to the change in the environment by constantly providing new opportunities, updating policies and finding new ways to support families.

Reply

 

Q&A Respond Discussion

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Macro Project Discussion

Macro Project Discussion

The macro project is intended to provide you with an experience of initiating change at a larger systems level. Your macro project should take place within the context of your field placement, and in collaboration with the key stakeholders of your respective site. The student and field instructor should mutually agree on the content of the macro project. It should be something that complements the skills you are using in your placement, is helpful to the agency/community, and is a learning experience for you.

Examples of acceptable macro projects include: planning and giving workshops, developing curricula/programs, developing training manuals, organizing a community event, developing a short video, community organizing, organizational assessments, political action, policy work, grant writing, fundraising, developing directories, resource manuals, etc.

The final individual or group 10-page paper is required detailing the following: Macro Project Activity, Planning/Research conducted, Project Implementation, Project Evaluation, Theoretical Foundations, Expected Effect on your Agency/Community. Be sure to include information from the readings of this class, as well as theories and lectures in your paper and presentation. Please follow the paper rubric carefully.

I intern at Socal United way 211 as a crisis counselor to member who call that are feeling suicidal. please resource 211 crisis line. Everything is based on suicide prevention.

 

Macro Project Discussion

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