December 16, 2025

Employment Separation Policies

Employee Manual. You are the director of human resources of a new corporation that manufactures air conditioners. The board of directors has asked you to prepare an employee manual that includes several policies for the company’s employees, including engineers, lawyers, salespersons, marketing personnel, finance workers, and so on. your team will start the research necessary for the employee manual. You will begin with drafting your company’s Separation of Employment and Noncompete Policies. Your company’s Separation of Employment and Noncompete Policies must include details for the following topics: Noncompete restrictions, Please discuss which instances employees would be subject to noncompete agreements. The policy and procedure for the employee’s separation by voluntary resignation. Please make sure that you discuss sick leave, vacation leave, and the necessary notice that the employer requires. The policy and procedure for the employee’s separation by termination. Employee Manual. The policy and procedure for the employee’s separation by retirement. The policy and procedure for the employee’s separation by disability. The policy and procedure for the employee’s separation by death. The policy and procedure for the employee’s workforce reduction Please make sure that you discuss the Worker Adjustment and Retraining Notification (WARN) Act. The policy and procedure for rehire, re-instatement, and re-employment.

Employee Manual. You are the director of human resources of a new corporation that manufactures air conditioners. The board of directors has asked you to prepare an employee manual that includes several policies for the company’s employees, including engineers, lawyers, salespersons, marketing personnel, finance workers, and so on. your team will start the research necessary for the employee manual. You will begin with drafting your company’s Separation of Employment and Noncompete Policies. Your company’s Separation of Employment and Noncompete Policies must include details for the following topics: Noncompete restrictions, Please discuss which instances employees would be subject to noncompete agreements. Employee Manual. The policy and procedure for the employee’s separation by voluntary resignation. Please make sure that you discuss sick leave, vacation leave, and the necessary notice that the employer requires. The policy and procedure for the employee’s separation by termination. The policy and procedure for the employee’s separation by retirement. The policy and procedure for the employee’s separation by disability. The policy and procedure for the employee’s separation by death. The policy and procedure for the employee’s workforce reduction Please make sure that you discuss the Worker Adjustment and Retraining Notification (WARN) Act. The policy and procedure for rehire, re-instatement, and re-employment.

Use APA references.

Noncompete restrictions Please discuss which instances employees would be subject to noncompete agreements,
The policy and procedure for the employee’s separation by voluntary resignation. Please make sure that you discuss sick leave, vacation leave and the necessary notice that the employer requires,
The policy and procedure for the employee’s separation by termination,
The policy and procedure for the employee’s workforce reduction Please make sure that you discuss the Worker Adjustment and Retraining Notification (WARN) Act,
The policy and procedure for rehire re-instatement and re-employment

December 15, 2025

Executive Summary

By AssignmentHelp Blog

Executive Summary

Budgeting entails enacting predetermined targets into effect, disclosing substantive performance outcomes, and assessing performance against predetermined objectives. A line-item budget is one in which the specific financial statement elements are classified according to category. Similarly, program budgeting is where budget information and decisions are structured according to government objectives for a specific project or program with all expenses and revenues factored. On the other hand, a performance budget represents the fund input and public services production by the government. As observed, fiscal policy is the adoption of government income acquisition and spending to affect a country’s economy. Each government must regularly determine how much it needs to spend, what it needs to spend on, and how to fund its spending through fiscal policy, with the budget as the key fiscal policy instrument. Markedly, the budgetary process has long been seen by political scientists as the richest source of evidence on topics such as what is responsible for the success or failure of governmental programs? Who makes the decisions on our country’s priorities? Persons, institutions, associations, and groups of citizens who have direct or indirect involvement in the budgeting process at any or all levels of the governance system and activities are referred to as stakeholders. With limited resources and a rising understanding of government corruption and inefficiency, there was a corresponding need to strengthen the government’s fiscal governance domestically. Although each year and each jurisdiction has its own specific political and cultural context, budgeting is fundamentally a universal and essential practice.

Impact of Structural and Procedural Changes of Public Budgeting Reforms

A budget is a financial plan that indicates how resources will be obtained, distributed, and used for a given period in terms of revenue and expenditure (Heinle et al., 2014). Budgeting entails enacting predetermined targets into effect, disclosing substantive performance outcomes, and assessing performance against predetermined objectives.

Impact of Line Item Budgeting on the budgetary process

A line-item budget is when the specific financial statement elements are classified according to category (Ibrahim, 2013). The relation between the financial data for the prior accounting or budgeting cycles and the projected data for the present or future periods is shown. The line-item format allows allocating funds for personnel, equipment, materials, services, and other required items associated with individual accounts and compares budgeted sums to actual expenditures.

The line-item budgeting system is essentially an expenditure-control method (Sandalgaard & Bukh, 2014). Since this technique originated as a response to corruption and not an interest in government effectiveness, the technique is considered to be a device for management control. An allocation of resources is made to a department, office, or subdivisions of a department or office. As mentioned above, this strategy focuses on managing spending and sufficient expenditure of resources, so it only views the organizational system’s input without much interest in the production or work done as funds resources are distributed based on departmental structure lines and spending line-item categories.

Notably, the operations that make up the historical pool or line elements are not only necessary for the entity’s current vision but must be maintained over the forthcoming budget period (Sandalgaard & Bukh, 2014). This strategy also implies that current operations are being carried out economically and optimally and will continue to be cost-effective in the coming fiscal year.

Effect of Program Budgeting on the budgetary process

Program budgeting is where budget information and decisions are structured according to government objectives for a specific project or program with all expenses and revenues factored (Ibrahim, 2013). In practice, the budgeting approach varies from conventional budgeting, emphasizing the program’s successful attainment rather than reducing costs. The program-based budgeting will result from the program’s goals. In a community project, a community initiative or event will measure the program’s services’ productive output. As a consequence, a consistent description of the program goals would be crucial to its assessment.

With regards to the use of the word program budget, there is a great deal of uncertainty. Some writers differentiate between the terms budget and program budget performance since the Hoover Commission first used the term performance budget in 1949. The Hoover Commission Task Force later used the term program budget (Ibrahim, 2013). Budget officials and economists consider program budgeting predominantly as a mechanism that optimizes resource distribution decisions. Simultaneously, public administration or accounting-oriented leaders and scholars view it specifically as a vehicle for making public sector performance management functionality.

Effect of Performance Budgeting on the budgetary process

A performance budget represents the fund input and public services production by the government (Kelly, 2015). The aim is to define and rate relative performance for defined outcomes based on target achievement. Government entities use this form of a budget to display the correlation between taxpayer’s money and the results of services rendered by federal, state, or local governments. It is a budgetary approach focused on the government’s tasks and activities in executing its policies. It was established because the line item budget method contained little details about program priorities or achievements and was ineffective for comparing expenses to public achievements or making resource distribution decisions (Ibrahim, 2013). Reformers believed that by using this budgeting method, program administrators, department leaders, elected officials, and residents would assess government operations costs.

Effect of Economic, Political, and Social Restraints on the Budgetary Process

Impact of the Fiscal Policies

The word public policy may refer to government-created and implemented policies to achieve particular objectives (Natchez & Bupp, 1973). Fiscal policy is the adoption of government income acquisition and spending to affect a country’s economy. To obtain a proper perspective on the various facets of budgeting, an understanding of fiscal policy is essential. Budgeting strategies and processes are being tweaked to meet the changing needs of fiscal policy. To fund its budget, every government levies taxes. Each government must regularly determine how much it needs to spend, what it needs to spend on, and how to fund its spending through fiscal policy, with the budget as the key fiscal policy instrument (Sandalgaard & Bukh, 2014). An expansionary fiscal strategy raises the federal budget deficit or decreases the surplus because it increases government expenditures or reduces revenues (Natchez & Bupp, 1973). A contractionary strategy would lower the deficit or raise the surplus.

Impact of the Political Factors

It can be explained by rational choice theory, which adopts microeconomic theory principles to analyze and explain political behavior (Gibran and Sekwat, 2009). Voters and political parties serve as objective decision-makers who are seeking to optimize their preferences to be achieved. Parties devised proposals that would earn them the most votes, and voters wanted to realize as much of their desires as possible by government intervention. Policymakers are obliged to define all of the current value preferences of a community using cost-benefit analysis. They then give each value a relative weight, resulting in discovering all possible policies for achieving these values (Natchez & Bupp, 1973). They can recognize all the costs and consequences of each alternative policy and choose the best alternative, which is also the most effective in terms of costs and benefits.

As the twentieth century began, American policymakers were shocked to see the federal government’s activities and expenses increase. With limited resources and a rising understanding of government corruption and inefficiency, there was a corresponding need to strengthen its fiscal governance (Ibrahim, 2013). Policymakers agreed that while government finances had to be put on a balanced perspective, there were very few technological resources and government management institutions. These concerns triggered a concerted effort to build public financial management resources on a more solid footing. Based on the normative budgetary theory, practical advice reformers issued budgeting and accounting reforms promoted by a government theory and how budgeting relates to the state.

The empirical and administrative leadership movements influenced the political and ideological powers contributing to the 1921 Budgeting and Accounting Act (Ibrahim, 2013). The method of budgeting that emerged from the Act centered on regulation and was instrumental. The line-item budget divided government spending into individual items, giving the government the best chance of reducing expenses and increasing productivity.

Markedly, the budgetary process has long been seen by political scientists as the richest source of evidence on topics such as what is responsible for the success or failure of governmental programs? Who makes the decisions on our country’s priorities? (Sandalgaard & Bukh, 2014). The presumption has been that the budgetary process represents the priorities and conflicts contributing to specific projects being prioritized over others.

Impact of Major Impacts of Stakeholders

Persons, institutions, associations, and groups of citizens who have direct or indirect involvement in the budgeting process at any or all levels of the governance system and activities are referred to as stakeholders.

Impact of Internal Stakeholders

Internal stakeholders have a vested interest in the organization’s performance. They include employees, associations, suppliers, regulatory authorities, owners, community members, and those who depend on or represent the organization (Heinle et al., 2014). Approval of the Budget and its execution is needed if the budget is a constraint. At the community level, members will let everyone know about the mechanism involved and what compromises were made in the final budget. It is essential to recognize that people and teams behave disparately in diverse conditions.

The effect stakeholders can have on agency policy, plan of action, and programs rely on their connection to either the agency or the matter of concern. According to Heinle et al. (2014) managers should recognize and earnestly observe all rightful stakeholders’ issues and should treat their concerns suitably into consideration during resolution.

Impact of External Stakeholders

In government organizations, the main external stakeholder is the general public, other stakeholders being suppliers and civil society and interest groups, and other government agencies (Heinle et al., 2014). In several cases, participation in the budget process has been considered one of the fundamental rights at the heart of democratic governance and human development. Policy networks, civic involvement or group engagement projects, and stakeholder engagement efforts are some of the main engagement approaches used by public organizations.

These budgets reflect financial strategies that determine how public resources will be used to achieve policy objectives. To understand the budget process at the regional and local levels, a basic understanding of the processes and timelines for preparing the budget at the federal level is necessary. Similarly, the number of stakeholder participants and the degree to which stakeholders take advantage of opportunities to engage in governance processes influence the budgeting process regarding accountability, transparency, sustainability, and service delivery (Heinle et al., 2014). Accountability mechanisms are necessary to check that governments are meeting their obligations, with one such mechanism being budget transparency.

Analysis of the function of Public Budgeting in Managing Public Sector Organizations Applying Historical and Theoretical Assumptions and Their Impact Domestically and Internationally

Domestically

We need a budgeting hypothesis that will help us clarify government budgeting’s reality to understand how, where, and why governments budget before comprehending what public budgeting is. As the twentieth century began, American policymakers were shocked to see the federal government’s activities and expenses proliferate (Caiden, 1994). With limited resources and a rising understanding of government corruption and inefficiency, there was a corresponding need to strengthen the government’s fiscal governance. Policymakers agreed that while government finances had to be put on a balanced perspective. Based on the normative budgetary theory, practical advice reformers issued budgeting and accounting reforms promoted by a government approach and how budgeting relates to the state.

Over time, perspectives on the need for a public budget have differed. Before the twentieth century, the primary motivation for early budget implementation was regulating government expenditure and taxation (Caiden, 1994). Many economists have regarded the public budget as a statutory governmental tool and as a tool for political, monetary, accounting, and control reasons in the public sector. The budget has since been analyzed from the perspective of a range of disciplines.

Markedly, these concerns triggered a concerted effort to build resources for putting public financial management on a more solid footing. During this era, theorists started to concentrate on administrative rationality to approach the public management task. It resulted in the Budgeting and Accounting Act of 1921, which established a robust and centralized executive management style (Caiden, 1994). As a result, the budgeting system that followed was mainly concerned with regulation and was instrumental. For instance, the line-item budget broke down government spending into individual items that seemed to give the government the best chance of reducing expenses and increasing efficiency. Markedly, centralized, top-down management was required for fiscal discipline, so the line item budget was established as an executive or top-down budgeting tool.

The positivist trend in public administration and budgeting theory contributed to the belief that the administration’s goal should be efficiency (Caiden, 1994). It became clear that the line item budget approach generated no information about program priorities or success. It was insufficient to link expenses to public successes that allowed performance budgeting to be adopted. This budgeting strategy is focused on the roles and tasks that the government conducts to carry out its policies. It was built on the premise that the government needed to keep costs under control to raise operational efficiency.

Performance budgeting maintained the theory’s emphasis on meeting these goals while paying very little attention to the larger framework in which budgeting occurs (Ibrahim, 2013). It also eliminated the habits associated with budgeting from consideration. The national government reinstated program budgeting in place of performance budgeting. The idea that budgetary resolutions should be focused on governmental operations’ priorities or outcomes relative to the contributions to government products’ development was based on this new budgeting approach.

Internationally

Although each year and each jurisdiction has its own specific political and cultural context, budgeting is fundamentally a universal and essential practice (Ibrahim, 2013). Budgeting is part of a broader research agenda as a viable science of human behavior, which essentially allows for predicting outcomes and the comparative study of government policy in various areas of the world. Markedly, theory validation involves research in multiple contexts of hypotheses. Making comparisons, building classifications, and accounting for similarities and variations in drawing a universal hypothesis regarding budgetary actions are all part of understanding the range of budgetary behavior.

Any shortcomings in public budget theory can be traced back to its inability to describe public budgeting theory’s principles and structures in a straightforward and structured way (Rubin, 1990). Through maintaining the conventional concern regarding organizational role and structure, modern structuralists tried to bridge the gulf between structure and behavior. At the same time, they acknowledged that organizations are highly diverse and that structure is not always associated with formal bureaucracy.

In a cross-comparison between the budgeting behaviors between different countries, both the rich and the poor, the generally structured budgeting routines seemed similar to incrementalism. The practice of incrementalism involves basing this year’s budget on the previous years and adding a percentage rise. The numerous economic and social contexts, however, changed how decisions were taken. For instance, developing countries’ budget systems were marked by disjointed budgets generated during the year. Similarly, the budget cycle deteriorated into a vicious circle when one group of participants routinely tried to pass on its vulnerabilities to another to the whole’s disadvantage (Rubin, 1990). The interplay of two factors, poverty and instability, which were sufficiently strong to overwhelm politics and governance issues, seemed to have a critical effect on budgetary decision-making.

The above trends can be supported by the descriptive theory of budgeting, which entails close observations on participation in public sector activities (Gibran and Sekwat, 2009). As a result of this, trends, the sequence of events, and inferences of causes are with local variations and uniformities across cases being paid attention. However, it is essential to note that the connection between budget hypothesis and practice has been diverse depending on the type of theory being reviewed. According to the normative theory, the budget approach has been generally successful than imagined setting attractive goals that guide behavior (Rubin, 1990). However, from a descriptive theory perspective, the budget theory has been weak and unable to theorize phenomena’ meaning.

What is budgeting and why is it essential to fiscal governance?,
How do line-item program and performance budgeting affect the budgetary process?,
How do fiscal political and social factors constrain or shape public budgeting?,
What role do internal and external stakeholders play in the budgeting process?,
How do historical and theoretical perspectives explain the role of public budgeting domestically and internationally?

References

Anyebe, A. A. (2018). An overview of approaches to the study of public policy. e-Bangi, 15(1).

Caiden, N. (1994). Budgeting in Historical and Comparative Perspective. Public Budgeting & Finance, 14(1), 44-57. https://doi.org/10.1111/1540-5850.00997

Gibran, J.M. and Sekwat, A. (2009), Continuing the Search for A Theory of Public Budgeting. Journal of Public Budgeting, Accounting & Financial Management, Vol. 21 No. 4, pp. 617-644. https://doi.org/10.1108/JPBAFM-21-04-2009-B005

Heinle, M. S., Ross, N., & Saouma, R. E. (2014). A theory of participative budgeting. The Accounting Review, 89(3), 1025-1050.

Ibrahim, M. (2013). Comparative Budgetary Approaches in Public Organizations. Research Journal of Finance and Accounting, 4(15), 88-98.

Kelly, J. M. (2015). Performance budgeting for state and local government. Me Sharpe.

Natchez, P., & Bupp, I. (1973). Policy and Priority in the Budgetary Process. The American Political Science Review, 67(3), 951-963. https://doi.org/10.2307/1958637

Rubin, I. S. (1990). Budget Theory and Budget Practice: How Good the Fit?
Public Administration Review, v50 n2 p179-89

Sandalgaard, N., & Bukh, P. N. (2014). Beyond Budgeting and Change: a case study. Journal of Accounting & Organizational Change.

December 15, 2025

Sentencing reforms should be enacted

By AssignmentHelp Blog

Sentencing Reform and Corrections. The Sentencing Reform and Corrections Act of 2015 (S.2123) was introduced in the Senate by the Judiciary Committee on October 1, 2015 but was not enacted. It died with the 114th congress. The House of Representatives version, the Sentencing Reform Act of 2015 (H.R. 3713) also died with the 114th congress. The sponsors of both bills believed that sentencing reform would reduce incarceration rates. Take a position. Do you agree that sentencing reform is needed to lower incarceration rates? First, title your initial post either “Sentencing reforms should be enacted” or “Sentencing reforms should not be enacted.” Then, using the information gained in this module and the resources noted above, make your case. Sentencing Reform and Corrections. Be sure to build your case with factual resources. Consider the following questions as you make your case: Do you believe that criminal sentencing laws have led to increased incarceration rates? Why or why not? What are the pros and cons of sentencing reform? What are the predicted outcomes of each? Should judicial discretion be included as a sentencing reform? Why or why not? In response to your peers, consider how well they justified their positions, making use of available resources. Consider the following questions in your responses to posts: Did they support their position convincingly with appropriate resources? Which of their points make the most sense to you, even if you made a case for the opposing viewpoint?

Do you agree that sentencing reform is needed to lower incarceration rates?,
Do you believe that criminal sentencing laws have led to increased incarceration rates? Why or why not?,
What are the pros and cons of sentencing reform?,
What are the predicted outcomes of each?,
Should judicial discretion be included as a sentencing reform? Why or why not?

December 15, 2025

Cervical Radiculopathy Case

By AssignmentHelp Blog

Cervical Radiculopathy Case

Case Study Analysis. A 64-year-old male presents to the clinic with complaints of gradual onset of weakness to the left hand. He is left hand dominant. He has had ongoing numbness and tingling that feels as though it starts at his elbow. However, over the past 2-3 days he had been dropping items due to the weakness. He denies any recent injuries but state that he sustained a crushing injury to the left thumb 4 years ago. He is employed as a mechanic. Several years ago, he tripped over a tire and fell backwards striking his head on the fender of a car. He didn’t seek medical attention because he only had a small scrape on his elbow. Case Study Analysis. A CT of the head is within normal limits and all labs are normal with the exception of a slightly elevated, non-fasting blood sugar (135). He has no history of diabetes. An x-ray of the neck reveals mild-to-moderate degenerative disc disease at C6-C7 with neuroforaminal narrowing and slight impingement of the exiting nerve root. In your Case Study Analysis related to the scenario provided, explain the following: Both the neurological and musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms. Any racial/ethnic variables that may impact physiological functioning. How these processes interact to affect the patient.

Case Study Analysis. A 64-year-old male presents to the clinic with complaints of gradual onset of weakness to the left hand. He is left hand dominant. He has had ongoing numbness and tingling that feels as though it starts at his elbow. However, over the past 2-3 days he had been dropping items due to the weakness. He denies any recent injuries but state that he sustained a crushing injury to the left thumb 4 years ago. He is employed as a mechanic. Several years ago, he tripped over a tire and fell backwards striking his head on the fender of a car. He didn’t seek medical attention because he only had a small scrape on his elbow. Case Study Analysis. A CT of the head is within normal limits and all labs are normal with the exception of a slightly elevated non-fasting blood sugar (135). He has no history of diabetes. An x-ray of the neck reveals mild-to-moderate degenerative disc disease at C6-C7 with neuroforaminal narrowing and slight impingement of the exiting nerve root. In your Case Study Analysis related to the scenario provided, explain the following: Both the neurological and musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms. Any racial/ethnic variables that may impact physiological functioning. How these processes interact to affect the patient.

Use APA referencing style.

Explain the neurological pathophysiologic processes that would account for the patient presenting with gradual onset of left-hand weakness, numbness and tingling.,
Explain the musculoskeletal pathophysiologic processes that would account for the patient presenting with these symptoms.,
Explain any racial/ethnic variables that may impact physiological functioning in this patient.,
Explain how the neurological and musculoskeletal pathophysiologic processes interact to affect the patient.,
Use APA referencing style.

December 5, 2025

Mpox Resurgence Factors

By Academic Wizard Blog

Mpox Resurgence Factors

In recent years, mpox has re-emerged in several regions, spreading beyond previously known geographic patterns and challenging public health systems. What key epidemiological, environmental, and social factors have contributed to the resurgence and global spread of mpox? Additionally, how should health systems strengthen surveillance, community awareness, vaccination strategies, and rapid response mechanisms to prevent future outbreaks—particularly in areas with limited public health infrastructure?

What key epidemiological factors have contributed to the resurgence and global spread of mpox?,
What environmental factors have contributed to the resurgence and global spread of mpox?,
What social factors have contributed to the resurgence and global spread of mpox?,
How should health systems strengthen surveillance community awareness vaccination strategies and rapid response mechanisms to prevent future outbreaks?,
How can these strategies be applied particularly in areas with limited public health infrastructure?

Answer:
The resurgence and global spread of mpox can be attributed to a combination of epidemiological, environmental, and social factors. Epidemiologically, mpox spreads primarily through close contact with infected humans or animals, and waning population immunity following the cessation of smallpox vaccination has increased susceptibility. The absence of cross-protective immunity has allowed more frequent outbreaks in regions where the virus was historically confined. Additionally, increased travel and trade have facilitated the movement of the virus across borders, creating opportunities for outbreaks in previously unaffected regions.

Environmental factors also play a significant role in mpox transmission. Deforestation, habitat encroachment, and increased human interaction with wildlife reservoirs, such as rodents and non-human primates, have heightened the risk of zoonotic spillover events. Climate change and alterations in ecosystems may further influence the virus’s natural reservoirs and the frequency of human exposure, creating conditions conducive to the spread of mpox. Urbanization and population density in certain regions amplify the risk of human-to-human transmission once an initial spillover occurs.

Social factors such as cultural practices, community behaviors, and levels of public awareness influence the dynamics of mpox spread. Communities with limited knowledge about the disease may not adopt preventive behaviors, increasing transmission rates. Stigma associated with infectious diseases can also discourage individuals from seeking timely medical care, thereby contributing to further spread. Social gatherings, travel patterns, and close contact networks can amplify outbreaks, particularly in urban centers or regions with interconnected communities.

To prevent future outbreaks, health systems should strengthen disease surveillance by establishing early-warning systems that detect cases promptly and track trends over time. Community awareness campaigns are crucial to educate the public about transmission routes, preventive measures, and symptoms to ensure early reporting. Vaccination strategies, including targeted immunization in high-risk populations or ring vaccination around detected cases, can limit outbreak expansion. Rapid response mechanisms should be developed to ensure swift isolation, contact tracing, and medical care for affected individuals.

In areas with limited public health infrastructure, these strategies must be adapted to local contexts. Mobile health units, community health workers, and partnerships with local leaders can help implement surveillance and awareness campaigns efficiently. Resource allocation should prioritize training, communication networks, and access to vaccines and treatment. Additionally, leveraging digital reporting tools and integrating outbreak preparedness into existing healthcare services can enhance response capabilities, even in resource-constrained settings. Ultimately, a coordinated, multi-faceted approach that combines epidemiological, environmental, and social interventions is essential to controlling the resurgence of mpox globally.

December 5, 2025

Microbiology Oral Presentation Assignment

By Academic Wizard Blog

Microbiology Oral Presentation Assignment

Purpose You have already completed the research by writing your paper. Now it is time to work on your communication skills. This assignment is designed to help you practice the following skills that are essential to effective communication and continued learning. As a healthcare professional, you will be communicating with patients and colleagues from various educational backgrounds. Learning to communicate effectively and clearly to all audiences is critical. Secondly, the field of medicine is constantly changing and you will need to be able to continue the learning process to keep up with current practices, protocols, and procedures.

You MUST submit both the oral video presentation as well as the power point file in the drobox by the due date in order for this assignment to be graded. No points will be awarded if only one of these two items are turned in.

Skills In this assignment you will practice the following skills that are essential to developing effective communication and the process of continued learning:

Create a well organized presentation Research, locate, and evaluate credible sources on a topic Identify and organize important information Summarize and communicate new information to peers Oral communication to an audience

Knowledge This assignment will help you become familiar with the following important knowledge in microbiology:

Common fungal and protist pathogens Diseases caused by fungal and protists Treatments for fungal and protist infections How to use PowerPoint

Basic Task 1. Sign up for one of the fungal or protist pathogens 2. Research the organism 3. Create a Power Point presentation of your organism and present it to the class 4. Submit the completed Power Point presentation to Dropbox by the due date

Detailed Task Presentation title (1 point)

Give your presentation a creative title Oral Presentation (15 points) MUST BE INCLUDED to meet the requirements of the assignment and eligible for grading.

Length: 5 – 8 minutes Must be clear, organized, and well-explained

Presentation Slide Do’s & Don’ts 10 points) Do’s

Create in Microsoft PowerPoint (you have access to this though your student Microsoft 365 account) Basic font that is easy to read – no script Font size should be no smaller than 20pt Each slide should have a title Slide background color and font color should contrast so the font is easily seen Use a variety of visual aids – tables, figures, diagrams, graphs, photos, etc… use bullet points

Include a Reference page at the end (Failing to do this is plagiarism and will result in a zero for the assignment)

Don’ts DONT Fill the slide with paragraphs of text DONT Use font & background colors that are similar DONT use sentences and or paragraphs on your slide DONT read the slides when you are making your oral presentation. You should add to and elaborate on what you have on the slide.

Presentation content (20 points) (graded based on both the power points as well as the oral presentation – again must submit both portions to be graded) Organism basics

Scientific name of the organism Common name of the organism (if there is one) Is the organism a fungus or a protist?

Organism cell structure Is the organism multicellular or single-celled? Describe the cellular features of the organism – does it have unique cellular features?

Types of organelles / cellular structures present (example: flagella, oral groove, etc…) Any structure that is not found in other fungi or protists Make sure to define any unique features that are not common to other types of fungi or protists

Pathogen life cycle Describe the replication cycle or life cycle of the fungus or protist

The replication and life cycle are the same thing…just two different ways to say it If the organism has multiple life cycles (one in host & one in vector) describe both

Disease, symptoms, & epidemiology What disease(s) does the organism cause? How is the organism transmitted?

Who or what populations are at risk for contracting the infection? What is the reservoir of the organism?

Where is the organism endemic? What are the symptoms of the disease? What is the progression of infection? Are there complications associated with infection? What is the mortality rate? (if available)

Diagnosis, Treatment, and Prevention How is the disease diagnosed? How is the disease/infection treated? How is infection prevented?

References (Failing to provide a reference page with working links will result in a zero as this would be considered plagiarism)

List all references used to gather information. These references can all be listed on the last slide of the presentation. You should include all of the URL (working links) directly to the page where you read the information that you are sharing.

Acceptable Sources Your textbook Centers for Disease Control and Prevention World Health Organization MicrobeWiki Any scientific Journal article A news article is not a source for facts only use if you are presenting about a recent outbreak or drug development for your pathogen.

Wikipedia is not an acceptable source!!! You may use a source other than those listed above if it is another textbook or a reputable scientific website. You can ask me if you are unsure! NOTE: Any form of plagiarism or academic misconduct will result in a zero for the assignment. It will also require paperwork to be filed for the academic misconduct with NSCC.

Sign up for one of the fungal or protist pathogens,
Research the organism,
Create a Power Point presentation of your organism and present it to the class,
Submit the completed Power Point presentation to Dropbox by the due date,
Include all required presentation content references and the oral presentation.

December 5, 2025

Nutrition & Lifecycle Guidelines

By Academic Wizard Blog

Nutrition & Lifecycle Guidelines

Discuss recommended guidelines for physical activity and nutrition during pregnancy. (USLO 10.1)
Identify recommended guidelines for nutrition in infancy. (USLO 10.2)
Discuss how a child’s nutrient needs will change throughout childhood and into adolescents. (USLOs 10.3, 10.4)
Discuss differences in energy needs between older and young adults. (USLO 10.5)

Discuss recommended guidelines for physical activity and nutrition during pregnancy.,
Identify recommended guidelines for nutrition in infancy.,
Discuss how a child’s nutrient needs will change throughout childhood and into adolescents.,
Discuss differences in energy needs between older and young adults.,
Prompt Choices: Choose two to discuss.

Comprehensive General Answer

(Below, I choose two topics and discuss them thoroughly.)

1. Recommended Guidelines for Physical Activity and Nutrition During Pregnancy (USLO 10.1)

Proper nutrition and physical activity during pregnancy are essential for maternal health, fetal development, and positive birth outcomes. Nutrient needs increase because the body supports both maternal tissue growth and fetal development. Pregnant individuals should consume balanced meals that include lean proteins, whole grains, healthy fats, fruits, and vegetables. Key nutrients include folate (to prevent neural tube defects), iron (for expanded blood volume), calcium and vitamin D (for bone development), and omega-3 fatty acids (for fetal brain and vision development). A moderate increase in calories is recommended—energy needs rise slightly in the first trimester but increase by roughly 340 additional calories per day in the second trimester and 450 additional calories per day in the third trimester.

Physical activity is also encouraged unless medically restricted. Most guidelines, including recommendations from the American College of Obstetricians and Gynecologists (ACOG), advise at least 150 minutes per week of moderate-intensity aerobic activity. Walking, swimming, stationary cycling, and prenatal yoga are safe, while contact sports, activities with fall risk, or heavy lifting should be avoided. Exercise helps manage weight gain, reduces risk of gestational diabetes and hypertension, improves mood, and supports endurance for labor. Adequate hydration, prenatal vitamins, and consistent medical monitoring ensure both safety and nutritional sufficiency throughout the pregnancy.

2. Identify Recommended Guidelines for Nutrition in Infancy (USLO 10.2)

Infancy is a period of rapid physical and cognitive growth, and nutritional needs are unique during this stage. Breast milk is considered the optimal source of nutrition for at least the first six months of life because it contains ideal proportions of nutrients, antibodies, enzymes, and protective factors. The American Academy of Pediatrics recommends exclusive breastfeeding for about 6 months, with continued breastfeeding alongside complementary foods until at least 12 months. For infants who do not breastfeed, iron-fortified infant formula is recommended to support healthy development. Cow’s milk, plant-based milk alternatives, and other beverages should be avoided during the first year because they do not provide sufficient fat, iron, or essential micronutrients.

Infants require a higher percentage of calories from fat, which is crucial for brain and nervous system development. Around 6 months of age, when developmental readiness occurs (sitting with support, showing interest in food), complementary foods should be introduced. Iron-rich foods—such as fortified cereals, pureed meats, and legumes—are essential because infant iron stores begin to decline after the first six months. Soft fruits, vegetables, and whole grains are gradually added to encourage nutrient variety. Foods that pose choking hazards, added sugars, excess salt, and honey (risk of botulism) should be avoided. Developing a predictable feeding routine and allowing infants to self-regulate intake helps set the foundation for healthy eating behaviors later in life.

December 5, 2025

Distance Runners

By Academic Wizard Blog

Distance Runners

Step 2: Organize your Presentation according to the following outline below. Look to include each of these areas related to your chosen culture, along with the specific categories included in the Cultural Practices Presentation Scoring Rubric (on the last page). Your outline and scoring rubric will help ensure you include all of the required graded criteria for your presentation. The outline is not to be turned in. However, if you need assistance with or clarification about the outline and resulting presentation, please contact your instructor.

I. Create 3-5 learning/behavioral objectives aligned with your presentation. You will include these at the beginning of your presentation. What do you want your viewers to learn by the end of your presentation? For assistance in writing learning objectives, please access the PDF in the “Assignments, Projects and Rubrics” module in our Canvas course titled “Writing Learning Objectives” from the Association of American Medical Colleges (AAMC).

II. Begin with a brief description of key historical or background points related to the culture or sub-culture you have researched. Include population statistics to give viewers a broader understanding of your group.

III. Define Health and Illness: Apply the 8 Dimensions of Wellness to explain what it means to someone from your culture or subculture to be healthy or ill? Are there specific criteria that are essential for your group to feel that they are well or sick?

IV. Health Care Practices and Resources: Describe the type of healthcare system and services typically available to your culture/sub-culture. You may want to contrast the health care available in the US versus what is practiced in the native country, depending upon the group you have chosen. Do members of your culture/sub-culture generally have access to acceptable and affordable health care or are there obstacles? Explain.

V. Health Concerns & Circumstances: Identify the greatest health concerns for this cultural group by citing prevalence and incidence rates (health-related statistics) for health problems. Some concerns may be related to circumstances (geographical area, living conditions, socio-economic status, etc.), while others may be due to factors such as genetic predisposition.

VI. Behaviors & Beliefs: Identify beliefs, values behaviors and/or social practices favoring health and those negatively influencing health among the culture/subculture.

VII. Socio-Cultural Factors: Research health risks typical within the culture/subculture. Describe motivating socio-cultural factors that influence risk and/or why someone might engage in “risky behaviors” to gain something deemed more important (e.g. gender, status, economic need, moral code). Include any “rites of passage” or traditional practices that might apply that places people from your culture at risk. Here are 2 examples:

#1: Preparing/serving certain foods high in fat may influence risk for obesity, diabetes, or cardiovascular disease but those foods are culturally important to maintain social role and identity; not following tradition means risking loss of social standing and identity

#2: Youth involved in violence risk injury or fatality, but violence plays an important role in symbolizing power and esteemed social roles. Not engaging in violence means risking victimization, low social status, and low access to certain resources.

VIII. Introduce a hypothetical character through which you will explain how one would provide culturally competent care for someone within your culture/subculture via a short story. Develop your character by utilizing information gleaned from your interview; suggested areas to cover include your character’s general belief system, their age, gender and family structure, gender roles, sexuality and any ethno-medical beliefs. The use of a character is to humanize the conditions and practices of your cultural group.

IX. Culturally Competent Health Care: Conclude by describing what is necessary to uj culturally competent health care and/or services to your culture/sub-culture. This should be addressed in two areas:

a) Consider how to communicate, including language, how to address your patient or their family members, the use of eye contact, shaking of hands, etc. Think about what you need to do and understand prior to your patient trusting in your care. What do you need to do to communicate that your primary goal is to first understand your client?

b) What types of services, organizations, etc. would be helpful in addressing some of the health-related needs of your chosen culture/subculture? If applicable, identify government programs at Food Research Action Center (http://frac.org/programs) that would support their culture, but also consider outside organizations and services that may assist in other ways. Design this portion of your presentation with the idea in mind that you would be providing information to a client from your chosen culture/subculture with the intention to help improve his/her situation.

X. References: Remember, this is a research presentation. It is required that you include qualitative (e.g. interviews with people who are in or experienced with people in your cultural group or personal observations) and quantitative data (citing scientific research). Include in-text citations within your presentation and a reference list in AMA format to identify your source of information at the end of your presentation. Use at least 7 references including at least 1 professional journal article and at least 1 interview with a person who is knowledgeable about your chosen cultural group (or recorded interview for someone who is either from your chosen group or is familiar with the group). Examples of relevant journals include: The Journal of Transcultural Nursing; Social Science and Medicine; Western Journal of Nursing; Journal of the Academy of Nutrition and Dietetics; Annals of Internal Medicine; Occupational Therapy International; Annals of Family Medicine; Cultural Anthropology. Also utilize public health websites and document them fully.

You are required to use the writing style of the American Medical Association. This means that you will identify the sources of your information on each slide, using numbered citations, with a full reference list at the end. Do not let the citation of sources overwhelm your slides. AMA format style is recommended because reference numbers identify sources in-text, which minimizes space on your slides.

Step 3: Develop Your Presentation based on the information you gathered and included in your outline. Your presentation should last approximately 15 minutes if you were to read the slides and accompanying notes sections where appropriate, but there is no minimum or maximum number of slides required. * Slides should be informative, yet easy to read, and follow your Outline . Please use the “notes” option on slides that have a lot of information when needed so that it doesn’t clutter up the slide itself (if that option is available; you can also include an additional notes handout for your presentation reviewers along with your presentation if not), or add audio if you prefer narrating your presentation. Audio is optional, however.

Step 4: Submit your Presentation.

a. Post your presentation to the Cultural Practices Presentation assignment link in Canvas by the published presentation due date (as specified in the course Schedule/Calendar).

b. Receive four randomly assigned peer presentations to review the morning after the presentation due date and score in two steps, using the Canvas grading rubric (Step 1) and Google docs link (Step 2) by the published due date (as specified in the course Schedule).

Step 5: Scoring: The Cultural Practices Presentation is worth 100 points total; 80 points for the presentation and another 20 for your four peer-evaluations and one self-evaluation.

Presentations must be understandable, compelling, informative and provide a concise synthesis of the research on their topics. Overall visual appeal, including organization and use of graphics are important to communicating your message. It must contain college-level writing with few to no grammatical, spelling or punctuation errors, so PLEASE check your work prior to submitting (NO TEXT-SPEAK!).

IMPORTANT: Presentations must be respectful of the culture and/or subculture in which they are representing and/or discuss. Information that could be considered offensive to others may result in removal of a student’s presentation from the class and further steps as indicated by the ASU Discrimination Policy. Remember that as a student at ASU you represent the University, so 7 presentations respectful, non-judgmental, evidence-based and objective.

Investigate an area of personal interest related to cultural health.,
Locate and identify resources that providers may access when caring for a specific cultural or subcultural population.,
Investigate opportunities and challenges that a specific culture or subculture face in obtaining and utilizing unbiased healthcare.,
Report specific beliefs, customs, and behavioral patterns of a culture or subculture.,
Relate strategies to address the unique health care needs among various cultures or subcultures.

December 5, 2025

Cultural Health Presentation

By Academic Wizard Blog

Cultural Health Presentation

The objectives of this presentation are to:

1. Investigate an area of personal interest related to cultural health.

2. Locate and identify resources that providers may access when caring for a specific cultural or subcultural population.

3. Investigate opportunities and challenges that a specific culture or subculture face in obtaining and utilizing unbiased healthcare.

4. Report specific beliefs, customs, and behavioral patterns of a culture or subculture.

5. Relate strategies to address the unique health care needs among various cultures or subcultures.

6. Gain experience with peer and self-evaluation by reviewing and scoring fellow students’ presentations as well as your own.

You will research health issues related to a specific cultural or sub-cultural group of your choosing and then share what you have learned with others in this class via a PowerPoint, Google Slides or Prezi presentation.

Read through the following instructions, outline and scoring rubric in this document to help guide your research and presentation development. You will use the scoring rubric to conduct four peer evaluations in both Canvas (1st step) and Google via a link (2nd step), as well as a self-evaluation in Google via the same link (2nd step).

Instructions:

In order to learn more about the health and illness aspects of other cultures and subgroups, you will develop a presentation using PowerPoint, Google Slides or Prezi and post in the Cultural Practices Presentations assignment in Canvas to share with classmates. You will be randomly assigned four of your classmates’ presentations to conduct peer evaluations, as well as own self-evaluation, and your final score will be an average of these individual reviews.

Step 1: Choose a topic from among the suggested cultural groups or subgroups listed below (or feel free to select another not listed that interests you). As you consider your topic, know in advance that you will be required to interview at least one person who is either from that culture or who has first-hand experience with the culture (or find a recorded interview to use in its place). For example, if you chose the sex-trade sub-culture, you might interview an experienced health care provider (e.g. counselor or public health specialist). Interviews can serve to provide valuable information in which to create the hypothetical character, as well as supplement information on other areas of the outline, including provision of culturally competent care.

If you are doing a presentation of a culture outside of the US, you will want to ensure you provide a thorough background of the society, values, majority beliefs, and historical context to ensure that the groundwork is laid for understanding the culture or subculture of your choosing, which can include groups both in the United States and in their native countries. It is essential to understand the context that cultures operate within.

Suggested example cultural groups include:

“Health and Illness in..”

· Native American/Alaska Native/Yaqui

· Caucasian (Be specific: American South, European Immigrants, etc.)

· African American

· African immigrant (be specific: Ethiopian, Sundanese, Congolese, etc.)

· Asian (be specific: Filipino, Chinese, Vietnamese, Japanese, Korean, Hmong, East Indian, etc.)

· Hispanic (be specific: Mexican, Cuban, Puerto Rican, Dominican, Guatemalan, Peruvian, Nicaraguan, etc.)

· Pacific and Hawaiian Islanders

· Middle Eastern (be specific: Iranian, Iraqi, Israeli, Afghani, etc.)

· European (be specific: Bosnian, Russian, French, German, Italian, etc.)

Topics can also include subcultures, which do not necessarily have an ethnic or racial component, but share a common lifestyle or interests. Examples include:

· Pennsylvania Dutch (Amish)

· Jewish

· Mormon

· Sufi

· Seventh-day Adventist

· Runaway youth

· Single parents (Mothers or fathers)

· Foster children

· Adoptive parents/adoptive children

· Military (Active military, military spouses, military families, etc.)

· LGBTQIA+

· Transgender

· Urban Street Culture

· Communities of illegal behavior (be specific: sex trade, drug market, or gangs)

· Athletes (be specific: body builders, distance runners, triathletes, gymnasts, etc.)

Investigate an area of personal interest related to cultural health.,
Locate and identify resources that providers may access when caring for a specific cultural or subcultural population.,
Investigate opportunities and challenges that a specific culture or subculture face in obtaining and utilizing unbiased healthcare.,
Report specific beliefs, customs and behavioral patterns of a culture or subculture.,
Relate strategies to address the unique health care needs among various cultures or subcultures.

December 5, 2025

Interagency Collaboration Case Study

By Academic Wizard Blog

Interagency Collaboration Case Study

Students will critically analyze a contemporary issue in criminal justice administration, evaluating its impact, ethical considerations, and practical implications. Students will conduct a case study examining real-world examples of interagency collaboration within the criminal justice system. The focus will be on how administrators manage partnerships across sectors—such as law enforcement, courts, corrections, and social services—to address complex social issues (e.g., mental health, substance abuse, victim services, or reentry). Students will evaluate administrative challenges, policy implications, and the impact of these collaborations on justice outcomes.

The case study analysis is worth 100 points and constitutes 45% of the total grade. The case study should contain between 1500 and 2000 words, excluding references, cover pages, and appendices. The case study must include a minimum of 5 scholarly references/sources and must be written in APA 7th edition, 12-pt Times New Roman, 1-inch margins.

Case Study Options: Select One Topic

1. Interagency Collaboration in Law Enforcement:

1. Analyze a police-led initiative that collaborates with social services (e.g., Crisis Intervention teams, co-responder models) to address mental health crises, substance abuse, or homelessness.

2. Evaluate the administrative structures that support or hinder the partnership and its impact.

Requirements:

Section 1: Executive Summary (1 page)

· Provide a concise overview of the selected case, its significance, and key issues related to interagency collaboration and social service integration.

Section 2: Problem Analysis (2-3 pages)

· Examine the core challenges in the case, focusing on:

· Administrative Leadership: How criminal justice administrators facilitate or hinder collaboration.

· Policy and Legal Considerations: Relevant laws, policies, or mandates that shape the collaboration.

· Social Issues Addressed: How the initiative tackles underlying social problems (e.g., mental health, substance abuse, victimization).

Section 3: Interagency and Social Service Evaluation (2-3 pages)

· Assess the effectiveness of interagency coordination.

· Evaluate communication, resource sharing, and policy alignment between justice agencies and social services.

· Identify challenges such as organizational culture clashes, funding limitations, or conflicting priorities.

Section 4: Recommendations (2-3 pages)

· Propose strategies to improve the collaboration, focusing on administrative leadership, policy changes, or enhanced resource allocation.

· Discuss how the initiative could be expanded or adapted to serve other communities or populations.

Section 5: Conclusion (1 page)

· Summarize key findings and the broader implications for criminal justice administration.

Provide a concise overview of the selected case its significance and key issues related to interagency collaboration and social service integration.,
Examine the core challenges in the case focusing on administrative leadership policy and legal considerations, and social issues addressed.,
Assess the effectiveness of interagency coordination.,
Propose strategies to improve the collaboration, focusing on administrative leadership policy changes or enhanced resource allocation.,
Summarize key findings and the broader implications for criminal justice administration.

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Category Archives: Blog

Comprehensive General Answer

1. Recommended Guidelines for Physical Activity and Nutrition During Pregnancy (USLO 10.1)

2. Identify Recommended Guidelines for Nutrition in Infancy (USLO 10.2)