Answer TWO !! of the following three questions. Need to clearly separated each question answers.Each question write one single space page. Total 2 single space pages.Remember to use information from the class (as well as outside research) to go into detail into your essays. I am looking for engagement into the material as well as critical thinking. Both class and outside source examples are required for full credit. Be sure to list any sources used in your essays.(wikipedia is not considered an academic source). All the readings are post in file, please check. Ne limits on the number of the resources you choose to use. Can use more than 5 or less than 5. Use at least on citation from the readings that I attached.

1. Compare the lifestyles of two groups of people we have discussed this term. How do they differ and why? How are they the same? What archaeological evidence do we have from them? Be sure to provide specific examples including archaeological and environmental data.

2. How does environment influence the development of peoples in Oregon? Select three groups that lived in different geographical areas and discuss their environmental settings and how their technologies and subsistence reflect the available resources in their respective areas. Be sure to use specific examples of archaeological sites and technologies.

3. Discuss in detail the characteristics of five archaeological sites we have looked at this term. How old is each site and what types of artifacts, ecofacts, and/or features are discovered at each site? Where are they located and what does each site tell us about the region they were discovered? How do these archaeological sites differ from each other and why? Most importantly, what does each site tell us about the prehistory of the peoples who occupied Oregon?

Book citation: Archaeology of Oregon. by C. Melvin Aikens. Portland, OR: Office, Bureau of Land Management, Department of Interior, 2011 edition

 

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Leadership is the ability to influence others to achieve organizational goals. Organizations spend billions of dollars each year to improve the leadership skills of its employees. Leadership skills are needed within organizations to execute the vision, mission and strategic goals of the organization.

Visit the mind tools website and complete the short Leadership Skills exercise (https://www.mindtools.com/pages/article/newLDR_50.htm). After you explore your strengths and areas for growth, address the following items in your response:

• What are your strengths?
• Where do you have opportunities to grow your leadership skills?
• Based on your assessment results, propose three things you can do to improve your leadership skills.

 

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Unit V PowerPoint Presentation

Religious News is giving you the opportunity to give your readers a deeper glimpse into your thoughts. Your boss has tasked you with creating a PowerPoint presentation detailing some things you have learned about the religious practices in Oceania. You recall the scenario below while creating your presentation.

You discover that a religious group has begun on the other side of town in which you are staying. You begin attending some of their worship sessions and find that the people are quite welcoming. After attending a few sessions, they invite you to live within the community they have established. It sounds like a great opportunity, and you begin to consider the offer.

While talking with your neighbor, who attends church regularly, about the new religious group, she informs you that this group is most likely a cult. She has witnessed the members beginning to build large walls around their compound and bring in supplies, specifically weapons, on regular accounts. She also points out that this group resembles a cult, based on her knowledge of previous incidents.

She concludes by cautioning you against moving into the newly formed community, noting that cults tend to have vary drastic views and practices compared to other religions. You assure her you will take her cautions to heart while making your decision. In the end though, will you join the cult?

For your presentation, you must include the following components:

Create a chart to compare and contrast the view of sacred items, practices, or areas of Oceanic cults compared to that of one religion discussed so far in this course.

Create a bulleted list of assessing why members of religious groups can be divided on new beliefs or topics.

Explain the values and practices surrounding cults.

Justify your chosen action based on the provided scenario.

Your presentation must be a minimum of five slides, not counting the title slide and reference slide. Remember to title each slide and include an introductory sentence per slide. You do not need to utilize the notes section or audio for this presentation.

Include at least one image in your presentation.

 

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I waan responses for these posts there are for posts and the references in APA style

subject 1

Post 1 )Discuss common themes across the assigned journal articles relative to public health preparedness from the emergency and disaster healthcare perspective.

Public health aim is to prevent adverse health outcomes and reduce the risk of any diseases. Public health concentrate on the health of the population and their interventions in the long-term effect. The relationships between public health and emergency management come after the event of September 11, 2001, and continually evolve. Public health emergency preparedness includes prevention, mitigation, and recovery. Public health preparedness, include operational capabilities, possessing capabilities requires capacity, it requires continuous improvement, including frequent testing of plans through drills and exercises and the formulation and execution of corrective action plans. It also includes the practice of improving the health and resiliency of communities.

In several articles training was one of the common themes, training for the emergency department workers is deficient in disaster preparedness. In addition, there must be well coordinated to have effective training in the disaster preparedness that involve both professional and continuing education. This will help to ensure that emergency personnel is current in the needed disaster skills that help the population. To achieve and have improved skills in disaster preparedness and response, the medical community must have rigorous research on the effectiveness of the training to public health personnel and develop standardized training evaluation method. Moreover, the education and training of the EMTs and all responders are different from one state to another.

Another theme is communication, as it mentioned in one of the articles that communication between emergency providers, other healthcare and public safety provider is really limited. The limitation is due to incompatible voice communication system that caused a lack of coordination between different responders. In addition, public health agencies involved in different of public communication during the disaster such as inform the population and encourage them about preventive behavior. According to Revere et al. (2001) the most common public health emergency preparedness communication that found in different studies were about information exposure, trust and credibility in information sources, in emergency preparedness specifically were, preventive behaviors, knowledge, and awareness about specific threats and risk perceptions. Lastly, communication and public health warning is really important public health capability to mitigate the impact of an emergency and to speed up recovery after a crisis.

Post 2) For me what I saw mostly was an inability for these agencies to be working together. With the considerations for the state, federal or local levels, the lack of communication and important interagency relations and systems to communicate information, understand responsibilities, jurisdictions and much more was lacking significantly. Additionally, that there is no credible or universal training for responders which also could be solved by more connected relationship between levels of government and agencies giving opportunities to universalize training.

One article explained that “Most EMS personnel have received little or no disaster response training for terrorist attacks, natural disasters, or other public health emergencies.” (Committee on the future of emergency care in the United States health system 2007). But there seems to be no real responsibility or accountability for the proper training or the lack of proper training for these individuals. There is then another problem when we consider that if all agencies and levels of government are incorporated into the conversation, it’s hard to figure out who SHOULD be responsible.

It becomes a more complicated question as we have more help, because there is more confusion and less understanding of roles. Universalizing a standard for this type of training seems to be something that is absolutely necessary but it cannot be found. What about the many small private organizations that employ EMS professionals? What standards are they held to in their training of responders for disaster? Also, what about owners, operators and dispatchers? What role and responsibility to they have to their own training and the training of their employees? These are very important questions to ask.

subject2

Post1) Children are emotionally vulnerable during a disaster. However, children react to disasters depending on various circumstances, such as the amount of support they receive during and after an emergency and their extent of exposure to the disaster (Saylor, 2013). During a disaster, children battle short- and long-term psychological effects.

Long-Term Emotional Effects:

1. Children often experience post-traumatic stress disorder (PTSD), which is associated with feelings of insecurity, and confusion.
2. A significant number of children suffer from depression due to loss of family members and physical pain.
3. Children may develop a phobia for high-rise buildings and water.

Short-Term Emotional Effects:

Children affected by disasters may exhibit short-term psychological effects such as:

1. Restlessness.
2. Recurrent images.
3. Irritability.
4. Concentration, attention, and memory disturbances.

Reuniting minors who have been separated from their guardians during a disaster should be given priority. The reunification process requires effective coordination of available resources and efforts from all relevant stakeholders at the local and national levels (Chung & Blake, 2014). Stakeholders may adopt the following planning considerations when adopting reunification processes into disaster preparedness plans:

1. Identify the minor; notably, private and public entities should identify children separated from their parents or guardians.
2. Implement the tracking process, which entails verifying the parents’ identity with the child.
3. Reunite the parents with the child if their details match.

Solutions to Child Separation:

1. The creation of child reunification cards, which may include ways to alert family members and pre-determined evacuation routes.
2. Conduct drills inform guardians and parents about emergency protocols to be followed as a means to improve reunification efforts.
3. The Family Education Rights and Privacy Act (FERPA) allows educational institutions to provide student records in case of emergencies to enhance reunification exercises.

Post 2) Disaster strike suddenly and leave behind crushed and losses of lives, homes, and businesses. That may cause physical or emotional injury. Children may be more vulnerable after a disaster. Children are dependent on the caregiver who may be overwhelmed after a disaster. Disasters can affect children through many pathways. Short term and long term emotional impacts could face a child. Some of the short-term emotional impacts are fear, shock, anxiety, or grief. Long-term emotional impacts could be Post-traumatic stress disorder (PTSD). For instance, feeling the sense that event is recurring, traumatic dreams, or Hypervigilance. These symptoms can remain for years. According to Carolyn Kousky (2016), “One study of 387 children 9 to 18 years of age found decreases in post-traumatic stress and depression symptoms both two and three years after the storm. That said, almost 28 percent of the children still had symptoms three years after Katrina.”

The language barrier will be stressful for a child especially if he is separated from the caregiver.

1. He can use a translator in the mobile. With the technology we have, the child can talk or write in the app and it will be translated.
2. use paper and pen to draw simple sketches or some simple cards with pictures.
3. In case of injury or pain, they can sign on the part that painful or acts what is happened to them.

 

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A truth table has to be made in word or excel to show the arguments in the attachment are valid. Highlight all the rows were the arguments are valid (that is if the all rows where all the premise are true. Note that you will need eight rows for in the truth table for problems b-d and sixteen rows in the truth table for problem e.

 

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