Need Writing Help 10/22/2023
Please see attachments
Discussion Posts due Wednesday at 6pm 10/25/2023
3 years ago 25
HSE304Week2ComparativeEssay.docx
HSE303Module2Slides.pdf
HSE420WK2DP.docx
HSE304Week2ComparativeEssay.docx
HSE 304 Week 2 Comparative Essay
For this assignment you will write a 500 word essay using the APA 7th Edition format that will compare the different demographics of volunteerism you will need to include generational factors, and how the different generation’s strengths and weaknesses affect their attitudes towards volunteer programs. Be sure to put your writing into your own words, do not copy directly from the source. When you incorporate external resources sure to cite them properly.
2. Wk2 Comparative Essay Rubric
|
CATEGORY |
Exceeds the Standard |
Meets the Standard |
|
|
40 points |
20 points |
|
Purpose & Supporting Details |
The paper clearly compares and contrasts points that are sophisticated, offers specific examples to illustrate the comparison, and includes only the information relevant to the comparison. |
The paper compares and contrasts points clearly, but the supporting information is general, and/or the points are basic. The paper includes only the information relevant to the comparison. |
|
|
30 points |
15 points |
|
Organization & Structure |
The paper breaks the information into point-by-point structure. It follows a consistent order when discussing the comparison. |
The paper breaks the information into point-by-point structure but may not follow a consistent order when discussing the comparison. |
|
|
10 points |
5 points |
|
Transitions
|
The paper moves smoothly from one idea to the next and uses transition words and subtle transitions to show relationships between ideas. |
The paper moves from one idea to the next but may lack or misuse transition words to show relationships between ideas. |
|
|
20 points |
10 points |
|
Grammar & Spelling (Conventions) |
Writer makes no errors in grammar or spelling that distract the reader from the content. |
Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. |
HSE303Module2Slides.pdf
Chapter 2: Understanding the Actors
All photos provided by the permission of Microsoft unless otherwise noted. Photos are copyrighted and property of
Microsoft, Inc.
Disaster Response and Recovery Second Edition
DISASTER RESPONSE AND RECOVERY Strategies and Tactics for Resilience
WILEY
WILEY
• Public sector • Private sector • Non-profit sector • Citizens
Photo used by permission of FEMA.
Disaster Participants
WILEY
The Public Sector
• Local government – EMTs – Firefighters – Police officers – Emergency managers – Other departments – City leaders
WILEY
The Public Sector (cont.)
• County and Regional Governments – County/parish EM offices – County Economic Development Department – Regional governments
WILEY
The Public Sector (cont.)
• State government – State emergency management
agency/Homeland security agency
– Department of forestry – Department of public safety – Other departments – Governor – National Guard
WILEY
The Public Sector (cont.)
• Federal government – Department of Homeland Security/
Federal Emergency Management Agency – Cabinet offices – Various agencies – Congressional representatives – The President of the United States
WILEY
Photo used by permission of FEMA.
The Private Sector
• Medical care • Sheltering and
Housing • Media reporting • Volunteers and
donations
WILEY
The Private Sector (cont.)
• Insurance settlements • Utility restoration/Community
restoration • Business continuity • Transportation • Vending of goods and services
WILEY
Photo used by permission of FEMA.
The Non-Profit Sector
• American Red Cross
• Faith-based organizations
• Community groups
WILEY
Photo used by permission of FEMA.
Other Groups
• Citizens • Emergent
groups
WILEY
Working with Others
• The DRC typology – Established organizations – Expanding organizations – Extending organizations – Emergent groups
WILEY
Summary
• You must be aware of the participants in response and recovery operations. Local, state and federal governments as well as private and non-profit organizations are key players. Citizens and emergent groups also become involved after disasters.
WILEY
• American Red Cross • Community Emergency
Response Team (CERT) • Emergency Management
Assistance Compact (EMAC) • Established organizations • Expanding organizations • Extending organizations • Faith-based organizations • Federal Emergency
Management Agency • Federal government • Local governments
• Mutual aid • National Guard • National Disaster Recovery
Framework • National Response Framework • National Volunteer
Organizations Active in Disasters (NVOAD)
• Non-profit sector • Private sector • Public sector • State government • Tribal government • Whole community
Key Terms
WILEY
Copyright 2015 John Wiley & Sons, Inc. All rights reserved. Reproduction or translation of this work beyond that permitted in section 117 of the 1976 United States Copyright Act without express permission of the copyright owner is unlawful. Requests for further information should be addressed to the Permissions Department, John Wiley & Sons, Inc. The purchaser may make back-up copies for his/her own use only and not for distribution or resale. The Publisher assumes no responsibility for errors, omissions, or damages caused by the use of these programs or from the use of the information herein.
Copyright Notice
WILEY
HSE420WK2DP.docx
HSE 420 WK 2 DP
Select one (1) of the following writing prompts to answer:
Prompt 1: Why would a single case of smallpox be considered an incident of national significance, indeed an incident of international significance?
Prompt 2: Select one of the Category A agents and discuss the reasons why it is a threat to society. Apply the four Category A criteria to each of the agents and diseases.
Prompt 3: Consider a case of bubonic plague in the Emergency Room of a New York City hospital. Why would this be a “red flag” event for public health officials?
Resource: Chapter 3 Powerpoint
Book: Ryan, J. (2016). Biosecurity and Bioterrorism (2nd ed.). Butterworth-Heinemann.
RUBRIC BELOW
1. Discussion Forum
Participation in discussion forums is critical to the successful completion of this course. Please keep in mind the following guidelines to help you develop and formulate sound, thought-provoking responses and earn the maximum grade available.
General Guidelines
· Take the time to organize your thoughts prior to formulating your response.
· Use proper citations and formatting when stating examples or quoting sources.
· Carefully proofread your response before submitting it to the forum.
· Provide peer feedback using polite and courteous language.
· Post substantive contributions. Posts such as "I agree" or "Good job" will not be awarded any credit in the discussion forums.
Rubric Guidelines
· Engagement / Interaction counts the number of peers you interact with. To earn full credit, you must engage in a dialog with at least two or more peers. The content of your posts must be meaningful and relevant and should encourage further discussion.
· Participation counts the number of days you were active in each of the discussion forums in a module. To earn full credit, you must contribute to the forum over the course of two or more days for EACH forum where there are more than one in a module, not collectively. For example, if you have a course that has two discussion forums, you must participate and engage over a period of two days or more days and times for EACH forum. They do not count together. They are graded separately.
· Content / Topic Relevance measures you're maintaining focus on the topic being discussed. To earn full credit, all your discussion forum contributions need to address the main topic.
· Timeliness measures when you first post your response to the discussion forum question. To earn full credit, you must post your response to the main topic before the first post due date for each forum.
Global Online Learning College (OLC)
·
· The due dates for posting your first posts in the discussion forums can be found on the course calendar, course schedule, the News and Announcement forums, or in the actual discussion forum post directions themselves. If you have any questions, contact your instructor at the appropriate email address found in the syllabus.
· Please note that discussion forums are graded as separate assignments. For courses that have more than one discussion forum, guidelines and requirements are for EACH forum, not collectively.
· Content / Topic Knowledge measures your understanding of the course material and topic. To earn full credit you must display an excellent understanding of the material.
Discussion forum participation will be graded using the following criteria:
|
|
2 points |
3 points |
4 points |
5 points |
|
Engagement / Interaction |
N/A - no points are available for this criterion |
engaged in a meaningful and relevant dialog with at least one peers |
N/A - no points are available for this criterion |
engaged in a meaningful and relevant dialog with two or more peers |
|
Participation |
N/A - no points are available for this criterion |
participated on one days= |
N/A - no points are available for this criterion |
participated on two or more days |
|
Content / Topic Relevance |
discussion forum contributions rarely addressed the main topic |
discussion forum contributions sometimes addressed the main topic |
discussion forum contributions very often addressed the main topic |
discussion forum contributions always addressed the main topic |
|
Timeliness |
N/A - no points are available for this criterion |
responded to main topic one day after the first post due date |
N/A - no points are available for this criterion |
responded to main topic the day of the first post due date |
|
Content / Topic Knowledge |
displays a fair understanding of the material |
displays a good understanding of the material |
displays a very good understanding of the material |
displays an excellent understanding of the material |
HSE304Week2ComparativeEssay.docx
HSE 304 Week 2 Comparative Essay
For this assignment you will write a 500 word essay using the APA 7th Edition format that will compare the different demographics of volunteerism you will need to include generational factors, and how the different generation’s strengths and weaknesses affect their attitudes towards volunteer programs. Be sure to put your writing into your own words, do not copy directly from the source. When you incorporate external resources sure to cite them properly.
2. Wk2 Comparative Essay Rubric
|
CATEGORY |
Exceeds the Standard |
Meets the Standard |
|
|
40 points |
20 points |
|
Purpose & Supporting Details |
The paper clearly compares and contrasts points that are sophisticated, offers specific examples to illustrate the comparison, and includes only the information relevant to the comparison. |
The paper compares and contrasts points clearly, but the supporting information is general, and/or the points are basic. The paper includes only the information relevant to the comparison. |
|
|
30 points |
15 points |
|
Organization & Structure |
The paper breaks the information into point-by-point structure. It follows a consistent order when discussing the comparison. |
The paper breaks the information into point-by-point structure but may not follow a consistent order when discussing the comparison. |
|
|
10 points |
5 points |
|
Transitions
|
The paper moves smoothly from one idea to the next and uses transition words and subtle transitions to show relationships between ideas. |
The paper moves from one idea to the next but may lack or misuse transition words to show relationships between ideas. |
|
|
20 points |
10 points |
|
Grammar & Spelling (Conventions) |
Writer makes no errors in grammar or spelling that distract the reader from the content. |
Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. |
HSE303Module2Slides.pdf
Chapter 2: Understanding the Actors
All photos provided by the permission of Microsoft unless otherwise noted. Photos are copyrighted and property of
Microsoft, Inc.
Disaster Response and Recovery Second Edition
DISASTER RESPONSE AND RECOVERY Strategies and Tactics for Resilience
WILEY
WILEY
• Public sector • Private sector • Non-profit sector • Citizens
Photo used by permission of FEMA.
Disaster Participants
WILEY
The Public Sector
• Local government – EMTs – Firefighters – Police officers – Emergency managers – Other departments – City leaders
WILEY
The Public Sector (cont.)
• County and Regional Governments – County/parish EM offices – County Economic Development Department – Regional governments
WILEY
The Public Sector (cont.)
• State government – State emergency management
agency/Homeland security agency
– Department of forestry – Department of public safety – Other departments – Governor – National Guard
WILEY
The Public Sector (cont.)
• Federal government – Department of Homeland Security/
Federal Emergency Management Agency – Cabinet offices – Various agencies – Congressional representatives – The President of the United States
WILEY
Photo used by permission of FEMA.
The Private Sector
• Medical care • Sheltering and
Housing • Media reporting • Volunteers and
donations
WILEY
The Private Sector (cont.)
• Insurance settlements • Utility restoration/Community
restoration • Business continuity • Transportation • Vending of goods and services
WILEY
Photo used by permission of FEMA.
The Non-Profit Sector
• American Red Cross
• Faith-based organizations
• Community groups
WILEY
Photo used by permission of FEMA.
Other Groups
• Citizens • Emergent
groups
WILEY
Working with Others
• The DRC typology – Established organizations – Expanding organizations – Extending organizations – Emergent groups
WILEY
Summary
• You must be aware of the participants in response and recovery operations. Local, state and federal governments as well as private and non-profit organizations are key players. Citizens and emergent groups also become involved after disasters.
WILEY
• American Red Cross • Community Emergency
Response Team (CERT) • Emergency Management
Assistance Compact (EMAC) • Established organizations • Expanding organizations • Extending organizations • Faith-based organizations • Federal Emergency
Management Agency • Federal government • Local governments
• Mutual aid • National Guard • National Disaster Recovery
Framework • National Response Framework • National Volunteer
Organizations Active in Disasters (NVOAD)
• Non-profit sector • Private sector • Public sector • State government • Tribal government • Whole community
Key Terms
WILEY
Copyright 2015 John Wiley & Sons, Inc. All rights reserved. Reproduction or translation of this work beyond that permitted in section 117 of the 1976 United States Copyright Act without express permission of the copyright owner is unlawful. Requests for further information should be addressed to the Permissions Department, John Wiley & Sons, Inc. The purchaser may make back-up copies for his/her own use only and not for distribution or resale. The Publisher assumes no responsibility for errors, omissions, or damages caused by the use of these programs or from the use of the information herein.
Copyright Notice
WILEY
HSE420WK2DP.docx
HSE 420 WK 2 DP
Select one (1) of the following writing prompts to answer:
Prompt 1: Why would a single case of smallpox be considered an incident of national significance, indeed an incident of international significance?
Prompt 2: Select one of the Category A agents and discuss the reasons why it is a threat to society. Apply the four Category A criteria to each of the agents and diseases.
Prompt 3: Consider a case of bubonic plague in the Emergency Room of a New York City hospital. Why would this be a “red flag” event for public health officials?
Resource: Chapter 3 Powerpoint
Book: Ryan, J. (2016). Biosecurity and Bioterrorism (2nd ed.). Butterworth-Heinemann.
RUBRIC BELOW
1. Discussion Forum
Participation in discussion forums is critical to the successful completion of this course. Please keep in mind the following guidelines to help you develop and formulate sound, thought-provoking responses and earn the maximum grade available.
General Guidelines
· Take the time to organize your thoughts prior to formulating your response.
· Use proper citations and formatting when stating examples or quoting sources.
· Carefully proofread your response before submitting it to the forum.
· Provide peer feedback using polite and courteous language.
· Post substantive contributions. Posts such as "I agree" or "Good job" will not be awarded any credit in the discussion forums.
Rubric Guidelines
· Engagement / Interaction counts the number of peers you interact with. To earn full credit, you must engage in a dialog with at least two or more peers. The content of your posts must be meaningful and relevant and should encourage further discussion.
· Participation counts the number of days you were active in each of the discussion forums in a module. To earn full credit, you must contribute to the forum over the course of two or more days for EACH forum where there are more than one in a module, not collectively. For example, if you have a course that has two discussion forums, you must participate and engage over a period of two days or more days and times for EACH forum. They do not count together. They are graded separately.
· Content / Topic Relevance measures you're maintaining focus on the topic being discussed. To earn full credit, all your discussion forum contributions need to address the main topic.
· Timeliness measures when you first post your response to the discussion forum question. To earn full credit, you must post your response to the main topic before the first post due date for each forum.
Global Online Learning College (OLC)
·
· The due dates for posting your first posts in the discussion forums can be found on the course calendar, course schedule, the News and Announcement forums, or in the actual discussion forum post directions themselves. If you have any questions, contact your instructor at the appropriate email address found in the syllabus.
· Please note that discussion forums are graded as separate assignments. For courses that have more than one discussion forum, guidelines and requirements are for EACH forum, not collectively.
· Content / Topic Knowledge measures your understanding of the course material and topic. To earn full credit you must display an excellent understanding of the material.
Discussion forum participation will be graded using the following criteria:
|
|
2 points |
3 points |
4 points |
5 points |
|
Engagement / Interaction |
N/A - no points are available for this criterion |
engaged in a meaningful and relevant dialog with at least one peers |
N/A - no points are available for this criterion |
engaged in a meaningful and relevant dialog with two or more peers |
|
Participation |
N/A - no points are available for this criterion |
participated on one days= |
N/A - no points are available for this criterion |
participated on two or more days |
|
Content / Topic Relevance |
discussion forum contributions rarely addressed the main topic |
discussion forum contributions sometimes addressed the main topic |
discussion forum contributions very often addressed the main topic |
discussion forum contributions always addressed the main topic |
|
Timeliness |
N/A - no points are available for this criterion |
responded to main topic one day after the first post due date |
N/A - no points are available for this criterion |
responded to main topic the day of the first post due date |
|
Content / Topic Knowledge |
displays a fair understanding of the material |
displays a good understanding of the material |
displays a very good understanding of the material |
displays an excellent understanding of the material |