Author: chris

1) Visit my website\’s collection of political party platforms at:

https://www.presidency.ucsb.edu/platforms.php

2) Choose any election year in the 20th Century and read both the Democratic and Republican Party platforms from that year.

3) Please respond to this question:

\”Note the areas of similarity and difference between the two parties\’ platforms. In the election year you chose to examine, would you say that observers who claim, \”there’s not a dime’s worth of difference between the two parties\” are correct?
Choose ten different public policy issues from both the domestic policy (choose 5) and foreign policy spheres (choose another 5) and explain the differences between the parties (if any). If there is no difference in the policy issues you choose, explain why you think there is no difference. Give evidence to support your answer.\”

To write an historical personal essay,a creative work grounded in historical reality in which you assume the place of a participant in a major incident or issue in modern Japanese history, the student will present a plausible account of an adopted persona. In other words, the essay cannot be simple fantasy but a plausible recreation. The persona may be an elite political figure with a major role in events, a member of group touched by a major social change, a journalist, diarist, or someone else. Citations of works consulted (i.e., footnotes or endnote and bibliography) are required.

The Outcome of this unit:
Students who complete the unit’s requirements can expect to come away with a clearer understanding of the major social, political, and economic, and cultural transformations that changed Japan from a comparatively isolated agrarian state to an internationally expansionistic industrialized society before 1945 and into a post-industrial economic world power since then. Specific issues and incidents will be examined to enable students to grasp the larger dynamics that transformed society over the past 150 years.

1. What is the effect on learning when students do most of their work reading from a computer or tablet rather than paper and books?

1. The organisation that I choose is PT. GARUDA INDONESIA
2. I\’ll attach my first assignment, becasue it is related with this assignment, BUT please CHANGE THE KSF of my assignment because the result is not good
3. Please listen to the record of the assignment

Assignment #4

Objective: Develop steps and procedures for athlete nutrition counseling

1) Create an athlete assessment form to gather information about athletes. This is a form you create used to assess all of the athletes with whom you work.
a. Determine which information is pertinent for making recommendations and for developing an individualized plan (age, gender, anthropometric, sport/ position, health history, dietary habits, body comp, goals, etc.).
b. What tools are you going to use to capture intake information (FFQ, 3-day diet record, 24-hr food recall, etc.)?
c. Include Stage of Change assessment (transtheoretical model).
i. Include 2-4 specific questions that allow you identify where your athletes are in the continuum of behavior change
ii. You can read about Stages of Change in the presentation on Athlete Counseling (Blackboard) or find information online.
d. Discuss how you would gather the information used in the assessment (form completed by athlete in advance, or completed by you in person or in advance, in person, phone, or electronic, etc).

2) Outline the steps for the initial consultation with your athlete in one to two pages.
a. What is the order of events/information gathering during the first nutrition session? (establishing rapport, taking anthro measurements, diet history, etc)
b. You can include components of your athlete assessment from above.
c. What if any information do you need prior to meeting with your athlete?
d. Determine how you will monitor and follow-up with your athlete.

3) Submit (Word, Excel, or PDF):
a. Athlete assessment tool (1 page)
b. Outline of athlete nutrition consultation and follow up plan (1-2 pages)

Chapter 4: Results

• results presented in sequence and relative to each research question
• only the results are presented without a rationale or discussion
• includes relevant tables and figures
• appropriate use of statistical or qualitative language to present data

Comment [e17]: Chapter 4 should only be included for the final report and should include the elements listed here. Additional components and subheadings will be necessary and unique to your study (all written in past tense).

Chapter 5: Discussion

• introductory paragraphs provide overview of the study
• results are elaborated and interpreted in sequence and relative to each research question
• conclusions and summaries regarding the findings are offered
• findings are linked to relevant research
• implications of findings are discussed
• limitations are indicated
• recommendations for future research are offered
Comment [e18]: The Discussion section should only be included for the Final Dissertation Report and should include the elements listed here. Additional subheadings will be required for this chapter that are unique to your study

Write a report on Diabetic neuropathy definition and pathophysiology and treatments.

In 250 words, discuss the access patients have to health care in the U.S. With our aging population be sure to focus some on the health care services available to senior citizens in the U.S. Be sure to cite sources to support your opinions.

Order Description

*This assignment requires you to analyse and use existing units of work from published course books.
Your lecturer will give you a unit of work and the teacher’s guide for this unit. You will be asked to
analyse the unit and the teacher’s guide and to complete the following tasks:
*Part 1 requires you to critically evaluate the unit of work given in terms of:
the approach and methodology to language learning and teaching the unit of work encompasses
the clarity of the objectives and target language/ exponents being taught
the selection and sequencing of the activities
to what extent language exponents and skills are integrated in the activities
the learner group, their needs and their language level for which the units of work would be most
appropriate

Use the teacher’s guide to help justify your responses, eg, how does the guide suggest that the unit
is taught? What way are the students grouped (or not)?

*Part 2: Extension, addition, omission and substitution
This section of the assignment requires you to focus what might need to be changed or added:
Comment on any extensions, additions, omissions or substitutions you would make if you were
teaching this unit to the learner group you identified in Part 1, above.
Give reasons for your decisions.
Describe how you will assess student learning.
Describe how you will evaluate the success of the unit of work.
Identify any problems you anticipate in carrying out the unit of work and suggest how you would go
about overcoming these.
For added or substituted activities, list the resources you will need for these, and reference the
materials you have used or drawn on.

Treatment provision,

Patient diagnosis or difficult signs and symptoms and comorbidities,

Logistical or environmental factors which influenced treatment, transport and paramedic actions.