Types of Contracts Free Essays

Beverage and Food Management- Free-Samples for Students-Myassignment

Question: Give a Brief audit of the chose Food and Beverage Outlet and Identify its Current Menu Concept. Answer: Brief diagram: Caffe Acqua is an extremely renowned caf in Adelaide, South Australia. It is an appealing and present day caf alongside a pizza shop. The caf has as of late finished 10 years of administration and by and by it has three outlets. This caf is celebrated for its wonderful passage see and what causes individuals to get more pulled in to Caffe Acqua is their inviting conduct yet their food quality is really not coordinated to the measures of the spot. The keeping up of the spot is appropriately done and the spot is moderate and serene as well yet what causes clients to occupy is the sitting tight time for the food and the food quality. This isn't a solitary issue that the clients have; they have an issue of the eating experience. A few clients griped about the taps of the washroom and some about the food quality, some about the seats. Numerous clients locate no main purpose behind the caf to open at 11 am the point at which the shops around it open prior. The general view isn't good and t he menu and food quality needs improvement to prevent them from shutting down. There must be an adjustment in the general administrations of the caf to fulfill thee clients (Mahmud 2017). Menu survey: The general menu rating of this specific caf is worthy yet the caf needs better menu structure and improve their food quality so as to get the fascination of more clients as of late the client rating for this caf is going down (Testa 2014). Numerous clients griped that the things that the caf has set in their menu are not equivalent to the one they serve. Numerous likewise whined that they have changed the elements of the food and the taste is varying all the time. Among all the dishes gave in the menu, the favored one is the pizza, pasta and burgers. The clients survey about the pizza and pasta highlights the way that the quality is acceptable. It likewise features two additional focuses and those are the reason doesn't the clients incline toward some other things from the menu as opposed to pizza or pasta and besides, what is the measure of healthy benefit of the things that the clients are picking. The main answer of the inquiry additionally lies on the surveys of different client s given about different things that plainly indicate that the menu and the gave food vary from one another. The clients by and large would prefer not to attempt any new dish of the caf, as they would prefer not to burn through their cash and time on the dishes that are not justified, despite any potential benefits. The healthy benefit of the dishes, the cheddar pasta that the caf serves has exceptionally calorie and equivalent measure of fat (Yim, Lee and Kim 2014). The pizzas as indicated by the flavors have diverse calorie thickness, which is really not a nutritive feast. As the pizzas, pastas and burgers are exceptionally covered with cheddar and has meat, the cholesterol estimation of the food is additionally expanded. Consequently, it is evident that the healthy benefit regardless of whether the caf attempts despite everything can't be overseen and subsequently the caf ought to and must experience a change so it tends to have the option to keep up the dietary benefit in the foo d that they serve (Magnini and Kim 2016). The general perspective on the menu isn't going on and nutritive one and plainly shows that there is a need of progress in the menu to give the clients various things and stand out for them to every thing similarly. The following is a blue print of changed menu gave which will draw in more clients to the caf and in this manner the norms will be similarly kept up. Overhauled menu outline: (Source: Hou Yang, and Sun 2017). References: Beijbom, O., Joshi, N., Morris, D., Saponas, S. what's more, Khullar, S., 2015, January. Menu-coordinate: eatery explicit food logging from pictures. InApplications of Computer Vision (WACV), 2015 IEEE Winter Conference on(pp. 844-851). IEEE. Filimonau, V. what's more, Krivcova, M., 2017. Eatery menu structure and progressively dependable customer food decision: An exploratory investigation of administrative perceptions.Journal of Cleaner Production,143, pp.516-527. Hou, Y., Yang, W. what's more, Sun, Y., 2017. Do pictures help? The impacts of pictures and food names on menu evaluations.International Journal of Hospitality Management,60, pp.94-103. Jimenez-Chavez, R., Connors, P. what's more, Josiam, B., 2016. The impact of natural naming and cost on café menu choice.Journal of Nutrition Education and Behavior,48(7), p.S105. Magnini, V.P. what's more, Kim, S., 2016. The impacts of eatery menu text style, foundation shading, and physical load on purchasers perceptions.International Journal of Hospitality Management,53, pp.42-48. Mahmud, T.U., 2017. Inbound showcasing for independent company, for example, eatery and bistro. Ozdemir, B. what's more, Caliskan, O., 2014. A survey of writing on café menus: Specifying the administrative issues.International Journal of Gastronomy and Food Science,2(1), pp.3-13. Ozdemir, B. what's more, Caliskan, O., 2015. Menu plan: An audit of literature.Journal of Foodservice Business Research,18(3), pp.189-206. Scozzafava, G., Contini, C., Romano, C. what's more, Casini, L., 2017. Eating out: which café to choose?.British Food Journal, (simply acknowledged), pp.00-00. Testa, M., 2014. HTM 340: Introduction to Restaurant Management. Wansink, B. what's more, Love, K., 2014. Thin by structure: Menu techniques for advancing high-edge, sound foods.International Journal of Hospitality Management,42, pp.137-143. Yim, E.S., Lee, S. what's more, Kim, W.G., 2014. Determinants of an eatery normal supper value: An utilization of the gluttonous estimating model.International Journal of Hospitality Management,39, pp.11-20.

Tips For Writing a Term Paper For Me

Tips For Writing a Term Paper For MeIf you are struggling to come up with ideas to write a term paper, then you need some help. In this article I am going to share with you some great ideas that will help you come up with the best topic for your term paper. So before I get started, let me introduce myself.My name is Jason West and I am a student in high school. I know how hard it can be to come up with an idea for a paper and I have written a few papers for you that I hope will help you out. The first one I wrote was called 'The Importance of Family Arts in the Middle School.' This was my Junior year and I wrote it because I was interested in using arts in my education.My goal with this topic was to help my mom in taking her college course at the university by using the arts in her classes. To help me, I wanted to look for resources that were going to help me.It turned out that using the arts in the middle school was not really the best way to go about teaching my mom about the arts. The best way to teach her the arts is to have her have a class where she could talk about the arts in a formal setting. So, that is what I did. I took her out to a studio where she could go in and take an art class.After two semesters I found out that the arts were not as easy as I thought they would be. Because of the classes I took, I discovered how much research there was involved in learning about the arts. So, I realized that I needed to learn more about the arts, so I started doing more research on the topic.After a semester, I realized that the arts were not as difficult asI thought they would be. So, I moved on and focused on other subjects. But, I found out that I didn't want to just write a term paper, but I wanted to write a dissertation or workbook as well.So, I decided to write an essay on the topic and figure out the best way to do it. I went on the internet and looked up information on the topic. By the time I finished that, I came up with three main ways of writing a term paper for me.Those are just three methods of writing a term paper for me. I know that I have made it through school and now I am trying to figure out what is next.

Reinhard Heydrich, Nazi Who Planned the Holocaust

Reinhard Heydrich was the high-ranking Nazi official in charge of planning Hitlers Final Solution, which established the framework for the extermination of six million Jews in Europe. His role in the genocide earned him the title of Reich Protector, but to the outside world he became known as Hitlers Hangman. Czech assassins trained by British intelligence agents attacked Heydrich in 1942 and he died from his wounds. However, his ambitious plans for genocide had already been put into action. Fast Facts: Reinhard Heydrich Full Name: Reinhard Tristan Eugen HeydrichBorn: March 7, 1904, in Halle, GermanyDied: June 4, 1942, in Prague, Czech RepublicParents: Richard Bruno Heycrich and Elisabeth Anna Maria Amalia KrantzSpouse: Lina von OstenKnown For: Mastermind behind Hitlers Final Solution. Convened the January 1942 Wannsee Conference that coordinated plans for mass murder. Early Life Heydrich was born in 1904 in Halle, Saxony (in present day Germany), a town known for its university and strong cultural heritage. His father sang opera and worked at a music conservatory. Heydrich grew up playing the violin and developed a deep appreciation of chamber music, an odd contrast to the villainous brutality for which he would become known. Too young to serve in World War I, Heydrich was commissioned as a German naval officer in the 1920s. His career was scandalously ended when a military court found him guilty of dishonorable behavior toward a young woman in 1931. Discharged into civilian life at a time of massive unemployment in Germany, Heydrich used family connections to seek a job with the Nazi Party. Though Heydrich had been skeptical of the Nazi movement, looking down on Adolph Hitler and his followers as little more than street thugs, he sought an interview with Heinrich Himmler. Heydrich inflated his experience in the German military, leading Himmler to believe he had been an intelligence officer. Himmler, who had never served in the military, was impressed by Heydrich and hired him. Heydrich was tasked with the creation of the Nazis intelligence service. His operation, run at first from a small office with one typewriter, would ultimately grow into a vast enterprise. Rise in the Nazi Hierarchy Heydrich rose quickly in the Nazi ranks. At one point, an old rumor about his family background—that he had Jewish ancestors—surfaced and threatened to end his career. He convinced Hitler and Himmler the rumors about a supposed Jewish grandparent were false. When the Nazis took control of Germany in early 1933, Himmler and Heydrich were put in charge of arresting those who opposed them. A pattern developed of detaining so many political enemies that prisons couldnt hold them. An abandoned munitions plant at Dachau, in Bavaria, was converted to a concentration camp to house them. The mass imprisonment of political enemies was not a secret. In July 1933 a reporter for The New York Times was given a tour of Dachau, which the Nazi administrators referred to as an educational camp for about 2,000 political opponents. Prisoners worked brutally long hours at Dachau, and were released when they were deemed demoralized and accepting of Nazi ideology. The camp system was considered successful, and Heydrich expanded it and opened other concentration camps. In 1934, Himmler and Heydrich began making moves to eliminate Ernst Rohm, the head of the Nazi stormtroopers, who was viewed as a threat to Hitlers power. Heydrich became one of the leaders of a bloody purge, which became known as The Night of the Long Knives. Rohm was murdered, and scores of other Nazis, perhaps as many as 200, were killed. Following the purge, Himmler made Heydrich the head of a centralized police force that combined the Nazi Gestapo with the police detective forces. Throughout the late 1930s Heydrich ruled a vast police network with spies and informers strategically placed throughout German society. Ultimately, every police officer in Germany became part of Heydrichs organization. Organized Persecution As the persecution of Jews in Germany accelerated during the 1930s, Heydrich assumed a major role in organized antisemitism. In November 1938 he was involved in Kristallnacht, the Night of Broken Glass, in which his Gestapo and SS arrested 30,000 Jewish men and interned them in concentration camps. When Germany invaded Poland in 1939, Heydrich was instrumental in rounding up Polish Jews. His police units would enter a town after the military and order the local Jewish population to assemble. In typical actions, the Jews would be marched out of town, forced to line up beside recently dug ditches, and shot dead. The bodies were thrown into the ditches and bulldozed over. The gruesome procedure was repeated in town after town across Poland. In June 1941, Heydrichs evil planning was put to devastating use when Nazi Germany invaded the Soviet Union. He assigned specialized troops—the Einsatzgruppen—the specific task of killing Jews and Soviet officials. Heydrich believed that Soviet Jews were the backbone of the communist state, and he sought the murder of any and all Jews in Russia. Herman Goering, operating as Hitlers second in command, assigned Heydrich the task of formulating a plan to deal with all European Jews. With forced deportation off the table, Heydrich concocted ambitious plans for mass murder. Wannsee Conference On January 20, 1942, Heydrich convened a conference of high-ranking Nazi officials at a luxurious villa along Lake Wannsee, a resort in the Berlin suburbs. The purpose of the gathering was for Heydrich to detail his plan for various components of the Nazi state to work together to accomplish the Final Solution, the elimination of all Jews in Europe. Hitler had authorized the project, and attendees were informed of that by Heydrich. There has been debate over the years about the importance of the Wannsee Conference. Mass killings of Jews had already begun, and some concentration camps were already being used as death factories by the beginning of 1942. The conference was not necessary to begin the Final Solution, but it is believed that Heydrich wanted to ensure that both Nazi leaders and key people in the civil government understood their role in the Final Solution and would participate as ordered. The pace of killing accelerated in early 1942, and it seems Heydrich, at the Wannsee Conference, had succeeded in removing any impediments to his plans for mass murder. Hitler saluting coffin of Reinhard Heydrich. Getty Images   Assassination and Reprisals In the spring of 1942, Heydrich was feeling powerful. He was becoming known as the Reich Protector. To the outside press he was termed Hitlers Hangman. After setting up his headquarters in Prague, Czechoslovakia, he oversaw the pacification of the Czech population with typically brutal tactics. Heydrichs arrogance was his downfall. He took to riding about in an open touring car without a military escort. The Czech resistance noted this habit, and in May 1942 resistance commandos trained by the British secret service parachuted into Czechoslovakia. The team of assassins attacked Heydrichs car as he traveled to the airport outside Prague on May 27, 1942. They succeeded in rolling hand grenades under the vehicle as it passed. Heydrich was severely wounded with fragments of the grenades in his spine and died on June 4, 1942. Heydrichs death became international news. The Nazi leadership in Berlin reacted by staging a massive funeral attended by Hitler and other Nazi leaders. The Nazis retaliated by attacking Czech civilians. In the village of Lidice, which was located near the ambush site, all the men and boys were killed. The village itself was leveled with explosives, and the Nazis removed the name of the village from future maps. Newspapers in the outside world documented the reprisal killings of civilians, which the Nazis helped publicize. Hundreds of civilians were murdered in the revenge attacks, which may have dissuaded Allied intelligence services from assassination attempts on other high-ranking Nazis. Reinhard Heydrich was dead, but he provided the world with a grim legacy. His plans for the Final Solution were carried out. The outcome of World War II prevented his ultimate goal, the elimination of all European Jews, but more than six million Jews would eventually be killed in the Nazi death camps. Sources: Brigham, Daniel T. Heydrich Is Dead; Czech Toll At 178. New York Times, 5 June 1942, page 1.Reinhard Heydrich. Encyclopedia of World Biography, 2nd ed., vol. 20, Gale, 2004, pp. 176-178. Gale Virtual Reference Library.Reshef, Yehuda, and Michael Berenbaum. Heydrich, Reinhard Tristan °. Encyclopaedia Judaica, edited by Michael Berenbaum and Fred Skolnik, 2nd ed., vol. 9, Macmillan Reference USA, 2007, pp. 84-85. Gale Virtual Reference Library.Wannsee Conference. Europe Since 1914: Encyclopedia of the Age of War and Reconstruction, edited by John Merriman and Jay Winter, vol. 5, Charles Scribners Sons, 2006, pp. 2670-2671. Gale Virtual Reference Library.

The Effects Of Microaggressions On An Individual - 854 Words

Psychiatrist Chester Pierce, MD in the 1970’s first introduced the term microaggressions (Sue, 2010). While Dr. Pierce was the first to coin the term, he was not technically the first to start it. In fact, the idea of microaggressions was also introduced in the specific work of Jack Dovidio, PHD (Yale University) and Samuel Gaertner PHD (University of Delaware) when formulating aversive racism (Sue, 2010). Aversive Racism is defined as the following: â€Å"Many well-intentioned Whites consciously believe in and profess equality, but unconsciously act in a racist manner, particularly in ambiguous situation† (Sue, 2010). Similarly, microaggressions is defined as: â€Å"Microaggressions are the everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, that communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership† (Wiley Sons, 2010). The harmful effects of microaggressions on an individual are derived from how subtle and indirect the statements are. Derald Sue, clarified that microaggressions are damaging to the person who is experiencing them because while they feel insulted they are not sure if the perpetrators are aware (Sue, 2010). Thus, people having these experiences are caught in a Catch-22 (Sue, 2010). The subtly of microagressions is what puts victims in a â€Å"psychological bind† (Sue, 2010). Sue believed that in order to understand the severity ofShow MoreRelatedThe Effects Of Microaggressions On An Individual1167 Words   |  5 PagesPsychiatrist Chester Pierce, MD in the 1970’s was the first to create the term microaggressions (Sue, 2010). While Dr. Pierce was the first to coin the term, he was not technically the first to start it. In fact, the idea of microaggressions was also introduced in the specific work of Jack Dovidio, PHD (Yale University) and Samuel Gaertner PHD (Universit y of Delaware) when formulating aversive racism (Sue, 2010). Aversive Racism is defined as the following: â€Å"Many well-intentioned Whites consciouslyRead MoreFactors Affecting A Learning Community820 Words   |  4 Pagesperformed (Saunders, 2008). Thus, using these findings from the article, one can conclude that microaggressions affects a persons well being to a degree that can affect them perform certain tasks. As the researcher found, students not part of a learning environment faced the abuse of microaggressions, which ultimately turns the individual away from learning in general. Thus, microaggressions will effect integral parts of ones life and influence them to negatively perform on major and minor tasks.Read MoreAnti Heterosexuality And Its Effects On Society1369 Words   |  6 PagesInvisible heterosexism is the cause of all these atrocities because it fears disruption from the heteronormative system and leads to detrimental effects for those who are target of its ab use (190). Some of the microaggressions they receive are when those from this group are oversexualized and rid of other aspects of their humanity (192). More blatant microaggressions stem from an actual fear, rather than loathing, of a mythical non-heterosexuality contagiousness, or the idea that, this with mere interactionRead MoreThe Endangered And Endangered Species : Diversity1685 Words   |  7 PagesNewspapers and magazines have published articles that highlight the different benefits of maintaining a diverse group of individuals in schools, communities and organizations. Nevertheless, despite this increasing recognition and celebration of the countless advantages that racial diversity has brought to our day-to-day life, the emotional and psychological wellbeing for individuals of different racial groups is very often being overlooked by our society. In the ongoing discussion of the issue of racialRead MoreCritical Race Theory And Social Darwinism1248 Words   |  5 Pagesminorities must have deserved their situations because they were â€Å"less fit† than those who were better off. †¢ WHITENESS Whiteness is a complex and fragmented identity, which involves privileges for white individuals and groups and discrimination, marginalization and oppression of non-white individuals and groups. 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This is because students are demanding protection from microaggressions. Microaggressions are words and ideas that seem to have no malicious intent from the outside, but ar e viewed as a kind of violence nonetheless. Furthermore, professors now need to be concerned about trigger warnings and avoid course content if they believe it may cause a strong emotional response. For instanceRead MoreOffense Taken: Microaggressions in Society Essay1902 Words   |  8 Pagesof counseling psychology at Colombia University. He has solidified the definition of microaggressions as â€Å"†¦brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color† (Sue 271). Due to Sue’s work toward refining and reintroducing the term, â€Å"microaggressions† has spread to college campuses and intellectuals that have validated and have even appliedRead MoreHealth Care Case Study776 Words   |  4 PagesIn 2015, our hospital spent $102,037,333 on charity care and uncompensated care. We support those who are unfunded or low-income. Since we help every single individual that walks through our doors, we have no biases. It is a random selection based off the community and surrounding communities. Whether you are homeless, rich, white, black or anywhere between those, our services are available to you. We have a large support system and services for the elderly. A possible barrier is language. Most ofRead MoreI Am A Woman With Amniotic Band Syndrome1348 Words   |  6 PagesThese microaggressions are not meant to be hurtful, but they are insulting occurrences that do happen. I receive daily macroaggressions towards my race more than I do with my disability. Many people like to point out that when I speak Spanish, how I sound very â€Å"Latina† and how different it is compared to my â€Å"white valley girl† accent that I have when I am speaking English. There are many studies that have research on microaggressions towards one singular identity instead of microaggressio ns towards

Ramsey County Community Health Assessment and Healthâ€Free samples

Question: Write an essay on Ramsey County Community Health Assessment and Health Plan. Answer: Description of the Community: One of the countys of the U.S. State of Minnesota is The Ramsey County. The population of the county estimated was 538,133 by the 2015 census. According to census 2014, the population contained around 7.1% under five years of age, 23.4% were under eighteen years of age, and 12.9% were either sixty-five years and over. The Ramsey County is diversely populated. Almost twenty-five percent of the citizens in the location were under eighteen years of age (Anderson et al., 2014). According to Meredith (2014), the youth in this county with the highest pregnancy rate and educational disparities involve the "African American,"Asian American,"American Indian," and Latino teens. In the year 2008, the pregnancy rate among the teen age people was the fifth highest in the State. When the health of the Population of the county is taken into consideration, it was noted that twelve percentage of the pool have poor health conditions. Moreover, people were involved in smoking, drinking, physically inactive and developed obesity. While studying the 2014 statistics it was observed that out of 1,00,000 people, 535.6 were STDs cases. It was reported that in this area the teens use contraceptives erratically, that results in elevation of the unintentional pregnancy and sexually transmitted diseases. The causative agent of the STDs infection is Chlamydia trachomatis. Although there are a wide number of health care facilities in the Ramsey County, many of the residents have limited access to health care and also other resources of the community that may support the healthy living. Most of the group members of the Asians and the Hispanic residents who are without insurance. Moreover, many of them cannot afford the health care services (Guthmann, 2015). Nursing diagnosis: On application of the nursing diagnosis for the St. Paul Public School District in the Ramsey County it was observed that there is an elevation in the teen pregnancy among females of the age between fifteen to seventeen years. This is due to the single parent households and thus limitation and difficulty in the engagement with the teens. The priority "nursing diagnosis" in the school was elected as the decreased use of sexual protections such as condoms, contraceptives, etc. leading to the increased risk of the STDs. The cause was of this STDs were observed as Chlamydia in students aging between fifteen to twenty four years (Ramsey-Musolf, 2015). Depending on the medical diagnosis reported by the Centers for Disease Control and Prevention the nursing diagnosis included the reviewing of the medical diagnosis, the needs of the students who underwent unprotected sex were recognized, and nursing interventions were applied. There are around 115 STDs cases noted in this school. Comparing with other schools the number of STDs cases in this school was quite high. It ranks at the second position relating to the highest number of STDs cases in the schools of the Ramsey County. Therefore, the Public Health Nurses have to take measures in order to provide care to the vulnerable students (Kozhimannil et al., 2015). Questionnaire: Interviewee Questions Reason for question Principle How many cases of STDs have been noticed in your school? To know the number of students who needs treatment Principle What can be the probable cause of STDs in your school? To get an idea of the reason which can help in diagnosis Principle Frequency of the STDs cases in single parenthood To identify one of the probable cause of STDs Principle What is the probable age range of the STDs cases? The age range knowledge can help to understand the psychological factors associated with the problem Principle Exposure to sex education in school To know whether the school has already taken any attempt as a measure or not Principle Opinion about sex education in the school To understand that a motive and future plans of the school Principle Views on using protection during sex This can help in understanding whether the teachers are themselves aware of the consequences of STDs or not Interviewee: The interview was conducted in the St. Paul Public School District and the interview was taken on the Principal of the school named Ms. A. X. She was the Principal of the school for the last ten years. She possesses a post graduate degree in the field of English language and also a trained professional degree in her field. She has almost fifteen years of experience as a teacher and twelve years as a principal. Since Ms. A.X. was attached to the institution for the last one decade, she was aware of all the incidence and information regarding the school and its students. She being the Principal of the school is accessible to all the necessary documents and reports regarding the students. Moreover, her experience in has helped her to develop ideas and assumptions on children. The objective of interviewing her was that being an experienced person in the educational field and achieving the highest position in the Institute; she would be the best person to understand the issue and also reflect the student psychology (Collins, 2013). Similarity in the issue: The community, as well as the group, selected both belongs to the Ramsey community, thus living a scope of similarity in the results observed. The observation noted shows that the community, as well as the group both, has experienced an increased rate of STDs. The reasons noted was a mixture of the racial groups living together. The age range for STDs in both has been identified as fifteen to twenty years. The single parenthood leads to unwanted sex was identified as a significant cause. Moreover, unwanted sex without protection was recognized as the most significant reason for transmission of STDs (Sander Haight, 2012). New perspective: The new perspective that came out of the interview was that single parenthood is a major reason of the STDs. According to the Principal interviewed single parents cannot provide time to their children. Therefore, discussion relating safe sex cannot happen between the parent and the child. Moreover, the adolescent period is a unique phase in a human beings life which experiences the fluctuations in hormonal secretion. This leads to making certain wrong decisions. Parents guidance and teaching are very important to avoid STDs in the teenagers (Moorhead, 2013). Epidemiology: The 2014 Surveillance data indicates a total of 1977, juvenile adults and teenagers between of 15 24 years of age in Ramsey County reported fresh cases of sexually transmitted infections. There is a precise alarm related to a 6% augment on the whole of fresh cases informed specifically Chlamydia. Surveillance reports a 11% amplify in stated cases amid males and 4% in females, women (504 per 100,000, Blacks (1,587 per 100,000), and 20-24 year-olds (2,244 per 100,000). Data does not prove sexual predilection or well-designed immune rank of the reporting inhabitants. The main causative factor is mistreated or abandonment of contraceptives throughout sexual contact consequential in a swap of bodily fluids. Chlamydia is a bacterial antigen that enters into bodily fluids and is simply passed between associates due slight or unrecognized symptoms (Carter et al., 2014). Reflection: According to the recent statistics, the Ramsey County is experiencing an elevation in the number of STDs due to various factors. The factors are a mixed pool of races in the community, single parenthood, etc. Moreover as per the interview intervention program or health awareness program have not been implemented in schools and colleges yet. This needs to be checked. The goal of the community health plan is to reduce the risk for sexually transmitted diseases among teenagers and young adults by 50% by the years 2020. According to the Healthy People 2020 website,STD prevention is an essential primary care strategy for improving reproductive health (Ignatavicius Workman, 2015). Difference in health plan: Health plan for the community should be slightly different from that of the whole community since the school consists of a small pool whereas the community consists of a larger section of the population. The objective of the group health plan should involve an increase in using protections to have safe sex, alarming the consequences of STDs and decrease in the number of STDs cases in teenagers by the end of the year. As discussed by Dittus et al. (2014), Despite their burdens, costs, and complications, and the fact that they are largely preventable, STDs remain a significant public health problem in the United States. This problem is largely unrecognized by the public, policymakers, and health care professionals. STDs cause much harmful, often irreversible, and costly clinical complications, such as Reproductive health problems, fetal and prenatal health problems, Cancer, and facilitation of the sexual transmission of HIV infection.Untreated STDs can lead to serious long-term health consequences, especially for adolescent girls and young women. CDC estimates that undiagnosed and untreated STDs cause at least 24,000 women in the United States each year to become infertile. The intervention plan will involve the employment of the teen students in alarming, teaching and screening, more number of intervention programs should be organized in educational institutes and extend STD prevention, testing, and treatment to newly arrested young offenders (Dittus et al. 2014). References: Anderson, D., Matlock, J., Mosser, K., Singhathip, M. (2014).Ramsey County: Building a 21st Century Continuum of Services for At-Risk Youth(Doctoral dissertation, Hubert H. Humphrey School of Public Affairs). Carter Jr, J. W., Hart-Cooper, G. D., Butler, M. O., Workowski, K. A., Hoover, K. W. (2014). Provider barriers prevent recommended sexually transmitted disease screening of HIV-infected men who have sex with men.Sexually transmitted diseases,41(2), 137-142. Collins, A. M. (2013). Nurse Develops Runaway Intervention Program.AJN The American Journal of Nursing,113(11), 56-58. Dittus, P. J., De Rosa, C. J., Jeffries, R. A., Afifi, A. A., Cumberland, W. G., Chung, E. Q., ... Ethier, K. A. (2014). The Project Connect Health Systems intervention: linking sexually experienced youth to sexual and reproductive health care.Journal of Adolescent Health,55(4), 528-534. Guthmann, J. H. (2015). Ramsey County Mental Health Court: Working with Community Partners to Improve the Lives of Mentally Ill Defendants, Reduce Recidivism, and Enhance Public Safety.Wm. Mitchell L. Rev.,41, 948. Ignatavicius, D. D., Workman, M. L. (2015).Medical-surgical nursing: Patient-centered collaborative care. Elsevier Health Sciences. Kenyon, C., Banerjee, E., Sweet, K., Miller, C., Ehresmann, K. (2014). Assessing the impact of a pertussis active surveillance program on provider testing behavior, Minnesota 20052009.American journal of public health,104(4), e34-e39. Kozhimannil, K. B., Enns, E., Blauer-Peterson, C., Farris, J., Kahn, J., Kulasingam, S. (2015). Behavioral and Community Correlates of Adolescent Pregnancy and Chlamydia Rates in Rural Counties in Minnesota.Journal of community health,40(3), 493-500. Meredith, T. (2014). Ramsey County Proxy Tool Norming Validation Results (Minnesota). Moorhead, S. (2013).Nursing Outcomes Classification (NOC), Measurement of Health Outcomes, 5: Nursing Outcomes Classification (NOC). Elsevier Health Sciences. Ramsey-Musolf, D. (2015). Housing Element Law: Tables, Figures, Maps, Data. Sander, H. A., Haight, R. G. (2012). Estimating the economic value of cultural ecosystem services in an urbanizing area using hedonic pricing.Journal of environmental management,113, 194-205.

The Hyperwave eLearning Suite

Introduction The Hyperwave eLearning Suite is a novel technological solution that combines education with knowledge management. In addition, this course-management system facilitates the continuous transfer of knowledge and information among students at any place or time (Liu Wang 2009).Advertising We will write a custom assessment sample on The Hyperwave eLearning Suite specifically for you for only $16.05 $11/page Learn More Falvo and Johnson (2007) have noted that the virtual classroom allows teachers and students. The convenience of the eLearning tool allows learners to access course content and materials on demand. The Hyperwave eLearning Suite conveys corporate memory, as well as the knowledge of an organization that is didactically logical (Davies Graff 2005). The elemental objective of the Hyperwave eLearning Suite is to facilitate the transfer of corporate knowledge. These tools achieve this goal in a didactically and logical manner. The eLear ning Suite accomplishes this objective by integrating with the Hyperwave eKnowledge Portal. These tools facilitate effectual learning by availing applications and information to the end-users (Liu Whang 2009). The Hyperwave eLearning Suite employs two primary approaches: Aptitude-Treatment Interaction (ATI) Approach: The principal tenet of this model is that the effectiveness of instructional strategies depends on the learners’ specific abilities. According to ATI, optimal learning occurs when the instruction matches exactly with the learners’ aptitude (Shute Towle 2003). The Micro-Adaptive Approach: This adaptive process allows trainers to select instructional alternatives. Such options may include the delivery system, levels of detail and learning objectives. The selection of these components considers the learning abilities, achievement and goals of the learners (Shute Towle 2003). Constructivist-Collaborative Approach: The focus of the constructivist classroom shifts from the teacher to the student. This model encourages students to be active participants in the learning processes rather than passive spectators. The students’ thoughts and contributions are valid even if they do not make sense (Shute Towle 2003). The combination of these approaches ensures that the e-learning supports didactical and pedagogical aspects. These issues are essential in determining the efficiency of both learning and teaching processes. The main argument is that computers and their associated software do not improve an individual’s learning process (Yu, Zhang Chen 2006).Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the contrary, these systems only act as mediums and facilitators. As such, the educational outcomes mandate the learner to be willing and motivated to take advantage of these tools (Astani, Ready Duplaga 2010). A Review of Liter ature The adoption of web-based training and learning by companies and educational institutions provides a myriad of benefits. According to Dobbs, Ward and Del Carmen (2009), e-learning has emerged as one of the most viable education tools in the contemporary society. The overall advantage of e-learning tools is that they support robust interactions with multiple media contents, which enhances performance and productivity (Dykman Davis 2008). The review of the current literature has identified the following as the primary advantages of web-based learning: The internet-based learning is flexible since it allows students and teachers to interact at any time and place. Forman (2011) has noted that companies save money by training their employees located in multiple geographic locations. This flexibility reduces the cost of travel for both trainees and trainers (Davies Graff 2005). One of the limitations of the conventional classroom learning is the lack of interactivity between the teacher and students. Kumani (2001) has argued that instructors do not pay attention to the trainees’ individual needs. The e-learning platform considers the individual differences among users because it provides personalised experiences (Hsu Lin 2008). Education theorists have established that students learn at different paces. Nonetheless, classroom teaching fails to acknowledge this fact. Online training and learning allow self-pacing by providing asynchronous interactions between the trainer and trainee (Kirkup Kirkwood 2005). The modern world continues to experience remarkable changes. Education becomes meaningful if the learning content reflects these transformations (Watson, Watson Reigeluth 2012). Forman (2011) has asserted that it is easier and much faster to update online content than classroom instruction. Trainers can update new information on servers instead of waiting for the development of new curricular (Weston 2009). Online learning improves performance ou tcomes because the rate of retaining information is high (Weston 2009). Hsu and Lin (2008) have found out that the use various elements of instructions (simulations, animations, audio, video, interactions and others) reinforces the message. Internet-based learning allows students to take control over their learning. In essence, students can use the various e-learning tools to customise their learning materials and experiences. Thus, trainees can learn soft skills very fast than they could have done in the conventional classroom (Watson, Watson Reigeluth 2012) Despite its many benefits, e-learning also presents various limitations. The majority of people have criticised e-learning based on the issue of quality. For example, Allen and Seaman (2011) have argued that online instruction only complements classroom techniques. The point of argument is whether e-learning tools are supportive devices or full-fledged models that can replace conventional classroom experiences (Kirkup Kirkwo od 2005). The following are some of the disadvantages of e-learning: The cost of developing and marinating online content has resulted in the development of inferior interfaces. In addition, the current faculty members do not have the capacity to develop high quality content that can adapt to the virtual setting (Dobbs, Ward Del Carmen 2009). The lack of face-to-face interactions and social contact affects the general development of the learners. Watson, Watson and Reigeluth (2012) have argued that virtual environments lack the personal touch of human interactions. It is difficult to regulate or control acts of academic dishonesty because trainees take their exams via a proxy. Thus, cases of plagiarism and piracy have an adverse effect on the quality of education (Yu, Zhang Chen 2006). A Review of the KMS The unprecedented advances in information and communication technologies have supported the growing demand for online education. The web-based e-learning uses the Internet and other sophisticated technologies to facilitate learning and instruction in virtual environments (Hsu Lin 2008). The use of electronic networks is allowing universities and college students to receive individualized support. The rising demand for online education has seen the development of novel technological tools and applications support this revolution (Weston 2009).Advertising We will write a custom assessment sample on The Hyperwave eLearning Suite specifically for you for only $16.05 $11/page Learn More Hsu and Lin have noted that these tools and applications are essential for storing and retrieving information from depositories. The knowledge management system fulfils mandate using the current technological advances. The World Wide Web has revolutionized the manner in which companies manage information. One of the fundamental pillars of the Web environment is its scale of interactivity (Allen Seaman 2011). As a knowledge management system, the Hyperwave eLearning Suite uses multiple tools to make the interaction between teachers and their students much easier. The eLearning Suite also supports numerous synchronous and asynchronous communication features for tutors, trainers, and trainees (Liu Wang 2009). The interaction aspects include info boards, chat, a discussion forum, and Electronic Mail (Barnes Tynan 2007). The opponents of eLearning have often argued that computer-based training (CBT) does not support effectual collaboration, communication, and interaction. The consequence of these limitations is reduced chances of educational success (Carliner Shank 2008). Nonetheless, the Hyperwave eLearning Suite has eliminated the principal drawbacks associated with technology and web-based learning. For instance, these tools have collaboration and communication features that allow tutors, trainers, and trainees to interact efficiently (Liu Wang 2009). Active Documents make it easier for the participants contribute and res pond to queries (Shute Towle 2003).Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The SECI Model has three elements: SECI, Ba and knowledge assets (Nonaka, Toyana Konno 2000). The dynamic and original interactions between the tacit and explicit elements facilitate the continuous creation of information (Nonaka 1994; Nonaka Toyana 2003). The Hyperwave e-Learning Suite will provide tacit and explicit knowledge through the following interactions: Tacit to Tacit (Socialization): The various interactions tools of the eLearning Suite will encourage trainers and trainees to communicate and share information efficiently Tacit to Explicit (Externalization): The eLearning interactions tools will not induce interactions without the input of users. The eLearning Suite will develop concepts by embedding the combined tactic knowledge from socialization Explicit to Explicit (Combination): The eLearning Suite will combine multiple components of explicit knowledge to facilitate the learning process. For example, the system can merge data and information from various sources to enhance interactions among the users Explicit to Tacit (Internalization): The eLearning Suite will internalise and use the programmed information to provide precise knowledge. This transmitted inform will then become a critical component of the system’s knowledge base and an asset to the company. The integration of these elements will enable the eLearning Suite to create knowledge dynamically and continuously. The system will convert and amplify the knowledge possessed by the users through socialisation, externalisation, combination and internalisation cycle to facilitate the continuous flow of information. Critical Discussion The Hyperwave eLearning Suite constitutes an essential component of the Hyperwave eKnowledge Infrastructure. The eKnowledge platform offers the solution managing corporate-wide knowledge. Organizations and companies store information in their respective knowledge management repositories. This data includes the status reports for ongoing projects, deta ils of current courses, the units on offer, or instructions on usage (Liu Wang 2009). On the one hand, these institutions can use the eLearning tools to update courses with the latest information. On the other hand, the employees can use these applications to act as both trainers and trainees at the same time (Shute Towle 2003). The trainers and trainees integrate web-based applications into their Windows desktop seamlessly. The Hyperwave Content Management accomplishes two elemental tasks (Liu Wang 2009). First, it allows companies to produce ad hoc courses and learning materials from the central repository. Second, it uses the Aviation Industry CBT Committee (AICC) and Sharable Content Object Reference Model (SCORM 1.2) interfaces to facilitate the integration of standardized courses (Falvo Johnson 2007). The inclusion of the Hyperwave eConferencing Suite into the eLearning Suite is essential to enabling both asynchronous and synchronous communication (Shute Towle 2003). The teaching and learning processes are very critical in e-learning. According to Weston (2009), the purpose of computers and their various applications is to facilitate the instruction and learning processes. Thus, educational achievements depend on the individual teacher and student rather than computer systems (Forman 2011). The most significant issues in web-based learning include relevance, attention, satisfaction and confidence. The inclusion of these aspects in the e-learning tools is essential to enhance the users’ experiences (Carliner Shank 2008). On the other hand, adaptive e-learning should also consider the following critical components: didactical and pedagogical factors, adaptation-based systems and learning processes (Shute Towle 2003). Firstly, learner-specific characteristics (motivation, preferences and prior knowledge) enhance the learning experiences (Shute Towle 2003). The Hyperwave eLearning Suite has incorporated these pedagogical aspects using learner models and user profiles. The application of models analyse the needs of the target group, which is crucial to support didactical activities (Liu Wang 2009). The adaptability of the eLearning Suite allows trainers and trainees to diversify their teaching and learning styles respectively. Both the didactical and pedagogical necessitates the development of adaptation based systems to enhance the learning processes and experiences (Shute Towle 2003). Secondly, the efficiency of web-based learning requires the e-learning tools and applications to adapt to didactical decisions. The adaptive e-learning provides instructional material depending on the learners’ individual characteristics. The goal of this approach is to meet the needs and preferences of the particular trainee (Shute Towle 2003). This technique improves the effectiveness and efficiency of the learning process. In addition, this model facilitates engagement using valid and robust mappings between the appropriate co ntent and learner characteristics (Liu Wang 2009). The principal models underpinning adaptive e-learning include the Aptitude-Treatment Interaction (ATI) Approach, the Macro-Adaptive Approach and the Micro-Adaptive Approach (discussed in the previous sections). Finally, adaptive e-learning plays a significant function in enhancing the learning processes in a virtual classroom (Shute Towle 2003). The Hyperwave eLearning Suite supports the development of a centralized and faster course production. The eLearning Suite provides audiovisual support, which facilitates the learning process for the course participants (Falvo Johnson 2007). The assimilation of these components ensures that both the trainers and trainees meet their pedagogical and didactical needs. Conversely, the e-Learning Suite focuses on a particular learning context. Consequently, these tools do not support the automatic transition from one learning situation to the next (Watson, Watson Reigeluth 2012). The Hyperwave eLearning Suite is one of the technological advances that provide tools for web-based education. As a knowledge management tool, the Hyperwave eLearning Suite will continue to evolve to meet future demands. One of the current limitations of online education is that it does not replicate classroom experiences. The absence of these crucial components is undermining the quality of computer-based training and learning (Allen Seaman 2011). As such, it is imperative to bridge this gap by developing technological tools and applications that will support personalized interactions. The eLearning Suite is already addressing this issue by integrating chats, email, discussion forums and Info Boards to allow for the efficient sharing of information. Despite these efforts, developments in the future should pay more attention to didactical processes. The essence of this assertion is that learning is a cognitive process that requires commitment and determination from the learner (Weston 2009). Fo rman (2011) has argued that web-based learning has a slow response time than the classroom experience. Thus, the future of the Hyperwave eLearning Suite necessitates the development of the capacity to support didactical learning more efficiently. Conclusion The ongoing advances in information and communication technologies have deluged the contemporary society with massive data. Companies are experiencing a myriad of challenges as they try to re-organise this data into meaningful use. The evolution of the knowledge management systems has simplified these processes fundamentally. The Hyperwave eLearning Suite is one of the systems that facilitate efficient communication and collaboration. Companies and institutions are increasingly using the eLearning System to champion internet-based instruction. The current transition to the web-based learning has supported the development of e-learning tools and applications. Thus, it is essential to develop tools and systems that will enhance tra iner-trainee interactions in virtual classrooms. References Allen, IE Seaman, J 2011, Going the distance: online education in the United States, Sloan Consortium: Massachusetts. Astani, M, Ready, KJ Duplaga, EA 2010, ‘Online course experience matters: investigating online students’ perceptions of online learning’, Issues in Information Systems, vol. 11, no. 2, pp. 14-21. Barnes, C Tynan, B 2007, ‘The adventures of Miranda in the brave new world: learning in a Web 2.0 millennium’, Research in Learning Technology, vol. 15, no. 9, pp. 189-200. Carliner, S Shank, P 2008, The e-learning handbook: past promises, future challenges, John Wiley: San Francisco. Davies, J Graff, M 2005, ‘Performance in e-learning: online participation and student grades’, British Journal of Educational Technology, vol. 36, no. 4, pp. 657-663. Dobbs, RR, Waid, CA del Carmen, A 2009, ‘Students’ perception of online courses the effect of online cour se experience’, The Quarterly Review of Distance Education, vol. 10, no. 1, pp. 9-26. Dykman, C.A Davis, CK 2008, ‘Online education forum: Part two-teaching online versus teaching conventionally’, Journal of Information Systems Education, vol. 19, no. 2, pp. 157-164. Falvo, D Johnson, B 2007, ‘The use of learning management systems in the United States’, Tech Trends, vol. 51, no. 2, pp. 40-45. Forman, RO 2011, ‘A comparison of success in on-campus versus distance learning for an information systems course’, Issues in Information Systems, vol. 12, no. 2, pp. 63-66. Hsu, CL Lin, JC 2008, ‘Acceptance of blog usage: the roles of technology acceptance, social influence and knowledge sharing motivation’, Information Management, vol. 45, no. 1, pp. 65–74. Kirkup, G Kirkwood, A 2005, ‘Information and communications technologies (ICT) in higher education teaching: a tale of gradualism rather than revolution’, Learning Media and Technology, vol. 30, no. 2, pp. 185-199. Kumari, DS 2001, ‘Connecting graduate students to virtual guests through asynchronous discussions: analysis of an experience’, Journal of Asynchronous Learning Networks, vol. 5, no. 2, pp. 53-63. Liu, Y Wang, H 2009, ‘A comparative study on e-learning technologies and products: from the East to the West’, Systems Research Behavioral Science, vol. 26, no. 2, pp. 191–209. Nonaka, I Toyama, R 2003, ‘The knowledge-creating theory revisited: knowledge Nonaka, I 1994, ‘A dynamic theory of organizational knowledge creation’, Organization Nonaka, I, Toyama, R Konno, N 2000, ‘SECI, Ba, and leadership: a unified model of dynamic knowledge creation’, Long Range Planning, vol. 33, pp. 5-34. Science, vol. 5, 1, pp. 14-37. Shute, V Towle, B 2003, ‘Adaptive E-Learning’, Educational Psychologist, vol. 38, pp. 105-114. ‘The knowledge-creating theory re visited: knowledge creation as a synthesizing process’, Knowledge Management Research Practice, vol. 1, pp. 2-10. Watson, WR, Watson, SL, Reigeluth, CM 2012, ‘A systematic integration of technology for new-paradigm education’, Educational Technology, vol. 52, no. 5, pp. 25-29. Weston, TA 2009, Evaluating online learning: challenges and strategies for success, Nova Science: New York. Yu, D, Zhang, W Chen, X 2006, ‘New generation of e-learning technologies’, First International Multi-Symposiums on Computer and Computational Sciences, pp. 455-459. This assessment on The Hyperwave eLearning Suite was written and submitted by user Samuel Heath to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.