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List a Genera  ( BLues, Swing Big Band, Cool Jazz ect….) that you think it should be in, then give a sentence why it should be in that genera. Do 3 for the full points  (100). Do others for extra credit. Each one is worth 3 extra  credit  points. 

Here are the different Genera’s

Ragtime/ Blues / Dixieland/ Swing Big band / Bebop/ Latin /    Cool /  Hard Bop /3rdstream / Model/ Progressive  / Free  /  Fusion/ Rhythm and Blues/ Jazz Rock /Funk  / Smooth   / Ghost Bands / Acid Jazz  /Nu Jazz  / Neo Swing  

I’m working on a research & summaries multi-part question and need an explanation and answer to help me learn.

Summarize the chapters 12, 13, and 14 in the book Reframing Organizations by Lee G. Bolman & Terrence E. Deal. Thoroughly summarize key points in each chapters. Provide a real life example (personal or vicarious) that relates to at least one part of the reading.

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively

Health Education/Promotion Resource Guide

The director of the public health center where you work would like your team at the center to collaborate with other health educators to create a series of resource guides that provide theory- and evidence-based practices to address specific health behaviors other than physical activity, eating habits, tobacco use, and alcohol abuse. The center already has an abundance of resources to address these “top four” health behaviors, and patients could really benefit from additional resources.

To start the process, the director created a list of priority health behaviors that emerged from the community’s most recent health assessment. As the senior health educator, you get to choose from the list first. Choose one of the topics from the list below and then follow the instructions for creating the resource guide.

1. Healthy sleep habits
2. Stress management
3. Bullying (both in person and cyber-bullying)
4. Screen time (any screen use, e.g., phones, computers, television, video games)
5. Health screenings (focus on screenings for a specific population rather than a specific screening)
6. Safe sexual practices
7. Opioid abuse

After you choose a behavior from the list, consider one of the major health education/promotion settings (i.e., school, healthcare, worksite, or community) where the behavior might be an issue. Some behaviors may be an issue in multiple settings (e.g., healthy sleep). Other behaviors are a typically an issue in one setting (e.g., bullying). For the purpose of this Performance Task assessment, choose only one setting (and a specific target population, if needed). In reality, however, you would include best practices for different settings. If you would like to select a non-traditional/alternative setting (e.g., universities, home, or prisons), consult with your instructor first to get approval.

You are encouraged to be creative with the layout of your document, but you should follow these formatting guidelines:

1. Use Times New Roman, Arial, or Calibri typeface.
2. Do not use a font size less than 12. Preferably, the narrative should be 12 (no larger than 13), major headings should be 12 or 13 (no larger than 14), and sub-headings one font size smaller than major headings.
3. The right margin should be 1 inch, the left margin should be 1.5 inches, and the top and bottom should be 1 inch or 1.5 inches.
4. Number the pages, starting after Table of Contents (bottom of page, either center or lower right-hand side).
5. The use of color is okay but use it wisely. (e.g., Make sure that any colored text is readable.)
6. The use of images is okay, but make sure they serve a purpose such as showing diversity in a population or to illustrate a concept. If you use images, you must select images from open sources. You cannot use an image from the Internet/webpage without permission, even if you cite and reference it. To learn more about copyrighted images and other information, click on https://academicguides.waldenu.edu/copyrightbasics.
7. The only APA guidelines you must follow are for in-text citations and references. You do not need to format the document in APA. Instead, follow the guidelines 1–6 above

Below are the required components and sections of the guide. Please click each panel and read the instructions carefully to avoid missing an important part of the guide.

Title Page:

Table of Contents

• TIP: Use a table to create the Table of Contents and then hide the border lines in the table. This will help make sure the contents of the table are aligned.

Section I: Introduction and Background (Use this as a major heading; sub-headings are optional)

1. Introduction—–write one (1) paragraph that introduces the guide to the reader. The introduction informs the reader about the purpose of the guide and what will be covered. Your introduction should be interesting and engaging.

2. Background—write one (1) or two (2) paragraphs that contain(s) information about the target population and the health behavior, including current statistics, the multiple factors affecting it, and its impact on individual, family, and/or community health. This would be a good place to use your knowledge about the different levels of influence and health behavior. Include a description of the setting and why you chose it to address the specific health behavior and target population. Be sure to cite all health information and statistics in text and then provide the reference on the reference page.

Section II: Theory- and Evidence-Based Strategies, Programs, and Initiatives (Use this as a major heading; sub-headings are optional)

1. Write one (1) or two (2) paragraphs that explain(s) the terms “theory-based” and “evidence-based.” Explain how they are related but different terms. Include the role of theory in evidence-based practice. In addition, include a statement or two about the importance of using evidence-based practices that are grounded in theory to address behavior change.

2. Write one (1) paragraph that explains the criteria or process that you used to choose the evidence- and theory-based strategies, programs, and/or initiatives included in the guide.
3. List and fully describe three (3) strategies, programs, and/or initiatives (two to three paragraphs for each strategy/program/initiative). Each description should include:The name of the strategy, program, and/or initiative.
The titles/names of two scholarly sources (one must be a research article) that support the efficacy of the strategy/program/initiative. Include a brief overview of the source/study, the theoretical framework (i.e., a theory, model, and/or its constructs) that the strategy/program/initiative is based on, and evidence of the strategy/program/initiative’s effectiveness.
4. Create a table of the chosen strategies/programs/initiatives that can be used as a quick guide for reviewing each strategy/program/initiative. You can label the table “Evidence-and Theory-Based Practices At-A-Glance” or another name that is appropriate. At a minimum, the table should include important information such as: 1) the name of the program, 2) the specific focus/purpose of the program, 3) the targeted population, 4) the setting(s), and 5) information about program effectiveness

Section III: Resources

List and describe at least 3 resources that provide credible and current information about the focus (topic) of the guide. These are resources that a health educator could use to keep abreast of the current research and best practices related to the health behavior. Please provide the name and a link to the source if it is on the Internet.

Full instructions attached

Technology Timeline Presentation
You must develop a presentation that clearly shows the impact of advancements in technology during the period of 1998 to 2018. Your presentation should include applicable images and information associated with the topic and be easy for the audience to read. Your presentation should be 8–12 slides, with no title or table of contents slides. Use the speaker notes to fully explain the concepts you are addressing.

For this Performance Task Assessment, you will create an 8-slide PowerPoint presentation for a conference that addresses the spread of communicable diseases. You will also explore possible public health strategies and interventions by examining a communicable disease through the contexts of the epidemiological triangle and the chain of infection.

Professional Skills: Written Communication, Information Literacy, Inquiry and Analysis, and Technology are assessed in this Competency.

Your response to this Assessment should:

Reflect the criteria provided in the Rubric.

Adhere to the required assignment length.

This Assessment requires submission of one 6-slide PowerPoint presentation with narration notes and APA-cited sources. Save this file as DP3003_firstinitial_lastname (for example, DP3003_J_Smith).

You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

• Rubric
• Click each of the items below to complete this assessment.

Infections Disease Presentation

You have been asked to create a PowerPoint presentation for an upcoming conference on infectious disease. You will highlight one communicable disease and address two epidemiological models in the presentation to explain how it spreads: the epidemiological triangle and the chain of infection.

Instructions:

First, choose an infectious disease from the following list, then conduct research on how and why it spreads.

Centers for Disease Control and Prevention. (2017). Table 33: Selected nationally notifiable disease rates and number of new cases: United States selected years, 1950 – 2016. Retrieved from https://www.cdc.gov/nchs/data/hus/2017/033.pdf

Next, access the PowerPoint resources below to answer any questions about creating a slideshow presentation, including speaker notes for each slide or including citations within slides. Once you have familiarized yourself with these processes, access the PowerPoint template and create an 8-slide presentation for the conference, including speaker notes and APA citations for supporting sources. Your presentation should include the following:

Slide 1: Title slide

Include an appropriate title, your name, the competency number, and the date.

Note: Speaker notes are not necessary for this slide.

Slides 2–3: Epidemiological Triangle:

Provide a description of the epidemiological triangle for your disease.

Develop a graphic, including captions for each component of the triangle.

Provide an explanation of the relationships and among the agent, host, and environment.

Slides 4–5: Chain of Infection:

Provide a description of the chain of infection for the disease you selected.

• Develop a graphic of the chain of infection for the disease and captions for each link of the chain.

Provide an explanation of how the disease flows from one link to the next.

Slide 6–7: Strategies to Mitigate Disease

Describe at least two public health strategies that can be implemented to alter the relationships among agent, host, and environment in the epidemiological triangle or to break the chain of infection.

• o Slide 8: References

Reference at least two scholarly resources in APA format and cite each within the presentation.

• Note: Speaker notes are not necessary for this slide.
• Remember to use the speaker notes section on each slide to explain how you would present each slide to the group of health professionals attending the conference.
• Microsoft. (n.d.). Add speaker notes to your slides. Retrieved September 3, 2019, from https://support.office.com/en-us/article/add-speak…

Walden University. (n.d.). Skill builder series: PowerPoint. Retrieved September 3, 2019, from https://academicguides.waldenu.edu/ASC/skillbuilde…

choose one for your décima:

I love Caribbean music (or)

This music class is loads of fun (or)

Cuatro, güiro, and the bongó (or)

Décimas are super easy (or)

I can’t wait until vacation (or)

After choosing one of these to be your pie forzado (which will be the final line of your décima) you will have to create 9 lines that precede it.

You have to write a poem with 10 lines, only 8 syllables per line.

The last syllable of lines 1, 4, and 5 must rhyme (A).

The last syllable of lines 2 and 3 must rhyme (B).

The last syllable of lines 6, 7, and 10 must rhyme (C).

Finally, the last syllable of lines 8 and 9 must rhyme (D).

So the rhyme scheme is: ABBAACCDDC

If you use the last line “I love Caribbean music” then line 6 and 7 must have a last syllable that rhymes with “ic”, maybe pick, tick, sick, etc

Requirements:

• Use the D&D Character sheet on the Class Canvas website and the D&D Player handbook to generate a character.
• Upload a clear image (front and back) of your completed character sheet to the class Canvas website of your submission.
• Print out and fill in the character sheet. Online / electronic versions will not be accepted.
• Use a pencil to fill in the character sheet, be sure it is visible and legible.
• Use a six sided die to roll your abilities as described in class and in the Players Handbook. Write them down in the lower right corner.
• You sheet must contain:
  • Your Real Name – skip
  • Red Id. – skip
  • Your Character Name ( be creative but try to keep it classy )
  • Class & Level ( Level starts at 1)
  • Race (From the D&D handbook )
  • Background ( e.g Wood Elf )
  • Alignment ( e.g. Lawful Evil )
  • All six abilities consistent with the character you wish to play
  • Record of your ability rolls ( use the honor system) make sure they are clearly visible on the back of your character sheet
  • A sentence or two for each of the following
    • Personality traits
    • Ideals
    • Bonds
    • Flaws
  • Speed ( 2d6 )
  • Armor Class ( 3d6 )
  • Current Hit Points = Last two digits of your Red Id.
• You will be required to Peer review 3 other students character sheets for full credit
• —————————————————————————

I have upload it the book & player handbook. I need help filling out this worksheet!

In the article What Self-Awareness Really Is (And How to Cultivate It) author Tasha Eurich states that “Research suggests that when we see ourselves clearly, we are more confident and more creative. We make sounder decisions, build stronger relationships, and communicate more effectively.” This worksheet will help you do just that.

In the table below, each row represents a group (past or present) that has influenced your values. Examples of these groups are your family, church, sports teams, profession, groups sharing common interests, etc. Select five of these groups and list them in the first column of the table.

For each of the groups, identify the following:

Three (3) positive behaviors that were learned and/or encouraged by the group. For example your teacher would always expect that you were on time or that you were assertive during class presentations.

Three (3) values that you learned from the group. For example someone could have learned from a church group to be compassionate or to speak up when one sees injustices.

Choose your values from the list provided in the Your Values Matter table. Scroll to the end of this assignment to find this table.

• From the exercises in Chapter 9, Part II, do numbers 2, 3, 8, and 11.
  • Regarding problems 2, 3, and 8, do the following:
    • Indicate whether the additional factor would strengthen, weaken, or have no effect on the argument.
    • Justify your answer using one or more of the principles for evaluating analogies (on pages 525-526 of the textbook)
    • Example of a complete answer: (a) Strengthens; Added a relevant similarity
  • For #11, follow the specific directions given there, using the controlling cases as analogies to further each of the two arguments you need to write. Mention the appropriate controlling case(s) by name in each of your arguments (Lester v. City, Byron v. City, Stone v. City), and explain how it/they support each position.
    • Each argument, the one supporting the position of the group and the one supporting the position of the police chief, needs to be at least a paragraph long, but no longer than two paragraphs per argument.