Hey friend, please look through the file attached for the full information on how to do this assignment. Due in about 3 – 4 days so no rush with it so take your time please. It will be about Apple INC again but this time you have to answer the questions provided in the file, but write it in a report / analysis type essay. Around 1000 words, no more than 1100 and no less than 900. APA 7 referencing.
Author: admin
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“The Fallacy of Gender and Race Equality in America: Challenging Myths and Exposing Realities”
Choose one of the following topics from the units “True Women and Real Men: Myths of Gender” and “Created Equal: Myths of Race” in Rereading America and write a detailed and persuasive essay. Use at least three quotes from the readings to support your ideas and document these quotes properly by using a documentation format. Your essay should be a minimum of 750 words, typed and double-spaced. Please include a Works Cited page. Your Works Cited page can be on the last page of your essay if you have room, or it can be on a separate page.
1. “True Women and Real Men: Myths of Gender:” Make an argument about gender in America. Use at least three of the selections that were assigned to exemplify and to support your thesis.
2. Created Equal: Myths of Race:” Make an argument about race in America. Use at least three of the selections that were assigned to exemplify and to support your thesis
I will provide the readings below to use for supporting evidence. The pictures are the readings to use as evidence for 1)Myths of Gender and the File titled 5)The reality of Asian American Oppression are the readings for evidence for 2)Myths of race. -
“Creating a Personalized Fitness Plan: Setting and Achieving a SMART Goal for Physical Wellness” Creating a SMART Fitness Plan FITT Principle and SMART Goal Fitness Plan.
ASSIGNMENT: For this assignment, you will create a SMART goal for yourself in the domain of physical wellness based on improving a health-related or skill-related component of fitness. You will also apply the FITT principle to the three main types of physical activity to create a 7-day personalized fitness plan and detail how to maintain and assess your progress.
Download the submission template below, which further breaks down the steps involved in this assignment. You will return the completed template as your Touchstone submission.
Touchstone 3 Submission Template
The following tutorials may be helpful to you as you work on your Touchstone assignment.
Wellness Assessment
Health-Related Fitness
Skill-Related Fitness
Cardiovascular Training Exercises
Resistance Training Exercises
Flexibility and Mobility Exercises
Your Exercise Program
In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Directions
Step 1: Download the TemplateDownload and review the Touchstone 3 Submission Template.
Step 2: Review the RubricReview the Touchstone rubric below in Section B to see how you will be graded.
Step 3: Complete Parts 1–3 of the TemplatePart 1: Your Fitness-Based SMART GoalDevelop a SMART goal for yourself based on improving a health-related or skill-related component of fitness through physical activity or exercise. Describe which health-related or skill-related component(s) your goal best fits.
Discuss your current fitness level and experience (related to your SMART goal) and describe why this SMART goal is important to you.
Part 2: Creating a Personalized Fitness PlanUse the three provided tables to design a week of physical activity/exercise that is appropriate for your current fitness level and SMART goal and applies the FITT principle to cardiovascular training, resistance training, and flexibility/mobility training.
Part 3: Maintaining and Assessing Personal ProgressDescribe an anticipated barrier and strategy to overcome said barrier in working toward your SMART goal.
Describe one idea for progressing your fitness program (over the course of a few weeks or months) to continue progress toward your SMART goal.
Step 4: Submit Your Completed TemplateOnce your Touchstone is complete, submit it for grading by selecting the Submit button at the top of this page.
Refer to the checklist below throughout the Touchstone process. Do not submit your Touchstone until it meets these guidelines.
1. Your Fitness-Based SMART Goal
❒ Have you provided a goal that meets all five aspects of SMART?
❒ Is the goal based on improving a health-related or skill-related component of fitness?
❒ Have you provided details on your current fitness level and experience and why this SMART goal is important to you?
2. Creating a Personalized Fitness Plan
❒ Do you have a completed table for cardiovascular training that includes all aspects of FITT?
❒ Do you have a completed table for resistance training that includes all aspects of FITT?
❒ Do you have a completed table for flexibility/mobility training that includes the relevant aspects of FITT?
3. Maintaining and Assessing Personal Progress
❒ Have you described a barrier and corresponding strategy in working toward your SMART goal?
❒ Have you described an idea for progressing your fitness program over time, related to your SMART goal?
B. Rubric
Advanced (100%)Proficient (85%)Acceptable (75%)Needs Improvement (50%)Nonperformance (0%)
SMART Goal
Identify a goal to improve a health-related or skill-related fitness component, detailing the five aspects of the SMART goal framework. (10%)Clearly states the SMART goal and provides a thorough explanation for each of the five SMART dimensions.Either the SMART goal is not clearly stated or one of the SMART dimensions is not explained or is unclear.The SMART goal is not clearly stated, and two of the SMART dimensions are not explained or the explanation is unclear.The SMART goal is not clearly stated, and three or more of the SMART dimensions are not explained or the explanation is unclear.The response is not related to the course material or is off topic, or so little work has been done that no credit may be given.
Health-Related or Skill-Related Component
Describe which health-related or skill-related component(s) the goal best fits. (5%)
Clearly lists a health-related or skill-related component and provides a clear rationale for the goal’s fit for that component.Clearly lists a health-related or skill-related component; the rationale provided for the goal’s fit is brief.A health-related or skill-related component is listed, but the rationale for the goal’s fit is unclear.The health-related or skill-related component is not clearly listed and does not provide a rationale for the goal’s fit, or the rationale is unclear.The response is not related to the course material or is off topic, or so little work has been done that no credit may be given.
Current Fitness Level, Experience, and Importance
Discuss the current fitness level and experience (related to the SMART goal) and describe the SMART goal’s importance. (5%)
Clearly describes the current fitness level and experience and explains why the SMART goal is personally important.Either the fitness level and experience is described but the answer is brief or the importance of the SMART goal is described but the answer is brief.Either the fitness level and experience are not discussed or unclear or the importance of the SMART goal is not discussed or unclear.The current fitness level and experience is not clearly identified, and the importance of the SMART goal is unclear.The response is not related to the course material or is off topic, or so little work has been done that no credit may be given.
Table for Cardiovascular Training
Craft a cardiovascular training plan using the FITT principle: frequency (at least 3 days listed), intensity, time, and type provided for each listed day. (25%)
The table clearly contains all required components of FITT for each listed day of cardiovascular training, and at least 3 days are listed.The table has 3 days listed of cardiovascular training, but 1 day is missing FITT components or is unclear.The table has 2 days listed of cardiovascular training, but 1 day is missing FITT components or is unclear, OR the table has 3 days listed of cardiovascular training, but each day is missing FITT components or is unclear.The table has 1 day listed of cardiovascular training, and the day is missing FITT components or is unclear.The response is not related to the course material or is off topic, or so little work has been done that no credit may be given.
Table for Resistance Training
Craft a resistance training plan using the FITT principle: frequency (at least 2 days listed), intensity, time or reps/sets, and type provided for each listed day. (15%)
The table clearly contains all required components of FITT for each listed day of resistance training, and at least 2 days are listed.The table has 2 days listed of resistance training, but one to two FITT components are missing or unclear (such as lacking at least one exercise for all seven major muscle groups).The table has 2 days listed of resistance training, but three to four FITT components are missing or unclear, OR the table has only one completed day of resistance training with all relevant FITT elements present.The table has 1 day listed of resistance training, and the day is missing FITT components or is unclear.The response is not related to the course material or is off topic, or so little work has been done that no credit may be given.
Table for Flexibility/Mobility Training
Craft a flexibility/mobility training plan using the FITT principle: frequency (at least 2 days listed), time, and type provided for each listed day. (15%)
The table clearly contains all required components of FITT (intensity not required) for each listed day of flexibility/mobility training, and at least 2 days are listed.The table has 2 days listed of flexibility/mobility training, but one to two FITT components are missing or unclear (such as lacking at least four different flexibility or mobility techniques or movements).The table has 2 days listed of flexibility and mobility training, but three to four FITT components are missing or unclear, OR the table has only one completed day of flexibility/mobility training with all relevant FITT elements present.The table has 1 day listed of flexibility/mobility training, and the day is missing FITT components or is unclear.The response is not related to the course material or is off topic, or so little work has been done that no credit may be given.
Barrier and Strategy
Describe one anticipated barrier to the SMART goal and one strategy to help overcome the barrier. (10%)
Clearly describes one anticipated barrier and one strategy related to overcoming the barrier.Describes one anticipated barrier and one strategy, but one or the other is brief or unclear.Describes one anticipated barrier and one strategy, but both are brief and unclear, or the strategy described is unrelated to the barrier.Either the barrier or the strategy is missing and not described.The response is not related to the course material or is off topic, or so little work has been done that no credit may be given.
Progression
Describe an idea for progressing the fitness program over time (weeks or months) to continue SMART goal progress. (5%)
Clearly describes an idea for progressing the fitness program that is directly relevant to SMART goal progress and is a logical progression based on FITT principles and the previously described fitness level and experience.Describes an idea for progressing the fitness program, but the idea lacks some details in demonstrating logical progression.Describes an idea for progressing the fitness program, but it is not a logical progression based on the FITT principles and/or the previously described fitness level and experience.Does not discuss a logical idea for progression, or the application to the SMART goal is unclear.The response is not related to the course material or is off topic, or so little work has been done that no credit may be given.
Conventions
The response follows conventions for standard written English and meets the requirements. (10%)
There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met.There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; the length and formatting requirements are nearly met.There are frequent errors in grammar, punctuation, spelling, and capitalization that somewhat impede readability; the length and formatting requirements are nearly met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; the length and formatting requirements are not met.The response does not meet the minimum threshold for points to be awarded.
C. Requirements
The following requirements must be met for your submission to be graded:
Use the provided template completed with a readable 11- or 12-point font.
The composition must be original and written for this assignment, and all writing must be appropriate for an academic context.
Plagiarism of any kind is strictly prohibited.
The submission must include your name and the date.
Include all of the assignment components in a single (.doc or .docx) file. -
“Reflecting on My Development as a Nursing Professional: Gaining New Knowledge and Impact on Practice” Reflecting on My Development as a Nursing Professional: Gaining New Knowledge and Impact on Practice As I continue to grow and develop as a nursing professional
Reflect on your development as a nursing professional and address the following in a 1-2 page paper:
Provide at least one example of new knowledge gained related to each competency and explain how this new knowledge will impact your nursing practice.
Course Competencies:Analyze the increased complexity of care among older adults.
Compare care models for nursing practice specific to the older adult.
Design plans for care specific to the older adult.
Identify local, state, and national resources which facilitate safe and effective transitions of care for older adults.
Incorporate professional values, attitudes, and expectations regarding ageism when caring for the older adult.
Outline the importance of advocating for older adults in management of their care.
Transferable Skill:Information Literacy: Discovering information reflectively, understanding how information is produced and valued, and using information to create new knowledge and participate ethically in communities of learning. 9 paragraphs long.
If you follow the directions your introduction will be paragraph number 1, then your 6 course competences and one transferable skill, and your last paragraph will be your conclusion. That is a total of 9 paragraphs
No reference or citation required. -
“The Biopsychosocial Model and the Epidemic of Obesity in North America” The Biopsychosocial Model and the Epidemic of Obesity in North America Obesity has become a major public health concern in North America, with rates
Write an 1 page essay using biopsychosocial model to analyse obesity in North America. use no more than 3 reference, you can use 0 reference. The document attached is a basic outline.
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Risk Factors and Nutrition for Chronic Diseases Scenario 1: Two risk factors that may contribute to Lenora’s development of hypertension are her sedentary lifestyle and her weight. As a desk clerk, Lenora spends most of her day sitting,
After studying Module 6: Lecture Materials & Resources, read the case study scenarios and answer the questions in paragraph form for each:
Scenario 1:
Lenora is a 57-year-old Jamaican American female who works as a desk clerk. Her job requires her to sit all day from 9 a.m. to 5 p.m., then she drives for one hour to go home. She lives alone in a studio apartment. By the time she gets home, she is tired and barely has time to pick up some fast food. She was recently diagnosed with hypertension and diabetes type 2. She is 5’ 5” tall and weighs 180 pounds with a BMI of 30.1. Her blood pressure was 150/105 and her HbA1C of 7.5%. The healthcare team starts Lenora on atenolol (Tenormin) for her hypertension and metformin (Glucophage) for her diabetes.
Reference: Centers of Disease Control and Prevention. (2023). About chronic diseases. https://www.cdc.gov/chronicdisease/about/index.htm#risks
Provide at least two (2) risk factors that may contribute to Lenora’s development of hypertension (see Appendix J: Body Mass Index (BMI) of your textbook)
Describe what is HbA1C and how is it used to monitor diabetes? (see Chapter 20, page 564 of your textbook).
Scenario 2:
Navigate to HIVinfo by the NIH.gov: https://hivinfo.nih.gov/understanding-hiv/fact-sheets/hiv-and-nutrition-and-food-safetyLinks to an external site. – read the webpage and scroll to Healthy Living with HIV.
Describe how foods may affect HIV treatment (provide at least 2 examples).
Explain how to prevent opportunistic infections through their diet in people living with HIV.
Your initial post should be at least 400 words, formatted, and cited in the current APA style with support from the textbook and the sources provided.
You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. -
Title: “The Balancing Act: Teaching a Child to Ride a Bike” When it comes to teaching a child to ride a bike, there are two approaches that can be taken: holding onto them while they learn or letting go and letting
If you were teaching a child to ride a bike, would you hold onto them while they learn or let go and let them try on their own? Why? What theories of the development of motor skill acquisition and performance can be applied to this situation?
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“Postoperative Complications in an Elderly Patient with Diabetes and Hypertension: A Case Study”
Mr. Dunn is an 80-year-old male who is 2 days post op for a left hip fracture. He has a history of
diabetes and hypertension. This morning during your assessment his temperature had spiked to
102F and his surgical would has purulent drainage -
Employee Retention Strategies in the Contemporary Business Environment “Promoting Sustainable Representation and Inclusive Mentorship in STEM: An Annotated Bibliography” Promoting Inclusive and Supportive Mentorship in STEM: Insights from Recent Research
Respond to your colleagues in one or more of the following ways:
Make a suggestion or share an insight.
Ask a probing or clarifying question.
Share an insight or thought.
Offer and support an opinion, providing evidence to support your claim.
Validate a posting with scholarly sources.
Expand on your colleague’s posting.
SAMUEL
Introduction
Staying informed in an era of technological advancement is one of the most formidable obstacles in the contemporary business environment. The workplace and the workforce are undergoing significant transformations that have the potential to significantly alter the way companies interact with their employees. Employee retention is a growing concern for all companies in the current robust employment market, as we advance at an accelerated pace in all sectors. Highly qualified workers have access to an abundance of employment prospects. Research has revealed that the demand for employees’ services increases as their skills increase. In virtually every industry, the primary concern has evolved into the recruitment and retention of exceptional employees.
Annotated Bibliography
Alias, N. E., Zailan, N. A., Jahya, A., Othman, R., & Sahiq, A. N. M. (2019). The effect of supportive work environment on employee retention at Malaysia information, communication, and technology (ICT) industry. International Journal of Academic Research in Business & Social Sciences, 9(8). https://doi.org/10.6007/ijarbss/v9-i8/6210Links to an external site.
(a) Alias et al. (2019)
(b) The authors noted that businesses are currently in competition with one another; as a result, the retention of their most talented employees, chosen based on their abilities and capabilities, should be their top priority.
(c) The authors discovered that employee retention strategies have enabled them to cultivate a workforce that is both motivated and focused. The organizational development process must effectively incorporate retention as a critical factor. Therefore, we should develop it in a way that promotes a satisfied environment for both the organization and its employees.
(d) This article is important to my study because the authors propose that organizational performance can be enhanced by concentrating on employee motivation and retention strategies.
Choy, M. W. C., & Kamoche, K. (2020). Identifying stabilizing and destabilizing factors of job change: a qualitative study of employee retention in the Hong Kong travel agency industry. Current Issues in Tourism, 24(10), 1375–1388. https://doi.org/10.1080/13683500.2020.1792853Links to an external site.
(a) Choy and Kamoche (2020)
(b) The authors emphasized the correlation between employee retention and work performance.
(c) The authors discovered that motivation is a multifaceted aspect of an organizational environment that encompasses a variety of strategies. The objective of all of these motivational strategies is to establish a more conducive work environment that will facilitate employee retention.
(d) This article is important to my study because it helps me understand retention and satisfaction rates within organizations.
Khera, S. N., & Divya. (2019). Predictive modelling of employee turnover in Indian IT industry using machine learning techniques. Vision, 23(1), 12–21. https://doi.org/10.1177/0972262918821221Links to an external site.
(a) Khera and Divya (2019)
(b) The authors provided a comprehension of the impact of the talent management process on effective performance management, with a particular emphasis on employee retention. The level of commitment that employees place on their employment is contingent upon the level of commitment they have within the organizational environment.
(c) The authors discovered that employee retention is a critical component that management prioritizes when establishing talent management, as it is essential for enhancing organizational performance.
(d) This article is important to my study because it illustrates the role of motivation in enhancing organizational performance by promoting employee retention.
Conclusion
Implementing an efficient and attainable employee retention strategy is a vital requirement and an inevitable outcome for any business. The study elaborates on techniques that apply to administrators and personnel management procedures. To carve, craft, and execute these strategies, serious dedication from administration and administrators at the organizational level is required. Long-term, this would undoubtedly result in substantial efficiency dividends.
RACHEL
Mentoring Strategies to Support Career Advancement for Mid-level and Senior Employees in the Biotechnology Industry.
Mentorship plays a critical role in fostering success and diversity within STEM fields. mentorship programs and initiatives are essential in promoting sustainable representation of women and facilitating inclusive and supportive relationships in academic and research settings. The following articles provide a comprehensive overview and analysis to underscore the significance of mentorship in addressing gender disparities, fostering cultural awareness, and promoting inclusive mentoring dynamics within STEM fields
Annotated Bibliography
Moss-Racusin, C. A., Pietri, E. S., van der Toorn, J., & Ashburn-Nardo, L. (2021). Boosting the sustainable representation of women in STEM with evidence-based policy initiatives. Policy Insights from the Behavioral and Brain Sciences, 8(1), 50-58. https://doi.org/10.1177/2372732220980092Links to an external site.
(a) Moss-Racusin et al. (2021)
(b) presented evidence-based policy initiatives that could promote the lasting and meaningful participation of women in STEM fields. They reviewed the literature on gender disparities in STEM fields, focusing on policy initiatives for lasting positive change, and examining interventions at various levels.
(c) The authors found that sustainable representation of women in STEM requires addressing systemic issues within organizations and implementing evidence-based policies. They highlighted the importance of interventions beyond simply increasing the number of women in STEM, focusing on creating inclusive environments where women can thrive long-term.
(d) This article is important to my proposed study because it emphasizes mentoring as a key policy initiative, sustainable representation and institutional support. By investigating how different institutional approaches impact mentoring effectiveness, I can explore how mentoring can be tailored to support individuals with diverse backgrounds.
Womack, V. Y., Wood, C. V., House, S. C., Quinn, S. C., Thomas, S. B., & McGee, R. (2020). Culturally aware mentorship: Lasting impacts of a novel intervention on academic administrators and faculty. PLoS ONE, 15(8), e0236983. https://doi.org/10.1371/journal.pone.0236983Links to an external site.
(a) Womack et al. (2020)
(b) explored the impact of a culturally aware mentorship program on academic administrators and faculty. They used qualitative methods to study the long-term effects of Culturally Aware Mentoring (CAM) to understand how the participants’ self-perceptions and interactions changed, which CAM intervention components were associated with those changes, how participants implemented changes after the workshop, and what barriers they faced.
(c) The authors found that the Culturally Aware Mentoring intervention significantly improved participants’ self-perceptions as mentors and interactions with students and colleagues. They highlighted key activities which encouraged self-reflection, open discussion, and positive changes in mentoring practices.
(d) This article is important to my proposed study because it emphasizes the impact of mentors’ behaviors on their mentees’ experiences and career progression. The study suggests incorporating activities like the Culture Box and role-playing into mentoring interventions to develop culturally sensitive mentoring initiatives.
Rida, P., Karalis Noel, T., & Miles, M. L. (2023). STEM postdoc mentoring: a social exchange theory-based conceptual framework. Mentoring & Tutoring: Partnership in Learning, 31(2), 208–227. https://doi.org/10.1080/13611267.2023.2178708Links to an external site.
(a) Rida et al. (2023).
(b) developed a conceptual framework for inclusive and supportive mentoring relationships between faculty members and postdoctoral researchers in STEM fields. This framework is based on social exchange theory and uses qualitative methods to draw on data from 31 STEM postdocs at a research-intensive university.
(c) The authors that mentoring relationships are most effective when both mentors and mentees perceive benefits and support from the relationship. They highlighted challenges such as lack of PI training and institutional support for mentoring. The study emphasizes the need to recognize mentoring as a valuable academic activity.
(d) This article is important to my proposed study as it offers a framework for understanding mentoring dynamics in STEM fields. It emphasizes inclusivity, support, and mutual benefit, aligning with career advancement goals. I will use the findings to analyze existing mentoring programs, identify areas for improvement, and develop new strategies.
Conclusion
These articles collectively emphasize the critical role of mentorship in promoting lasting and meaningful participation of women and fostering inclusive mentoring relationships in STEM fields. By addressing systemic issues, implementing evidence-based policies, and promoting culturally aware mentorship, these initiatives aim to create environments where individuals with diverse backgrounds can thrive. The insights from these articles provide a foundation for understanding the dynamics of mentorship, assessing the impacts of mentorship on individuals and organizations, and developing strategies for promoting diversity and inclusion in STEM. -
“Exploring the Impact of Social Media on Mental Health: A Critical Analysis”
Based on the article uploaded create a powerpoint presentation. the instructions are all in the other pdf as well.