Crisis Communication – Chipotle Crisis Communication

Assignment brief Choose 3 local + international events and compare them. Intro: basic introduction about events while using the book attached as reference, MUST use book as reference, it’s an assignment requisite. The other references can be from the main websites of the events and other internet sources. Body: Cultural events Local: Middle East Film & Comic Con (MEFCC) International: San Diego Comic Con (SDCC) Sport events: Local: Abu Dhabi Grand Prix International: Monaco Grand Prix. Business events: Local: International Defence Exhibition (IDEX) International: St. Petersburg International Economic Forum (SPIEF) – general information/description about each of the events – Explaining how the chosen events fits into the category (culture, sport, business). – Write a brief comparison – what are similarities/differences between the international event and the one in UAE in each category. – Balance between analytical & descriptive approach.

Some of the versions of the story we read this week seem to emphasize the prectice or process of storytelling itself, With the reference to “In the Desert Like a Bone” and/or” The Company of Wolves” which I will send the story on the PDF analyze what kind of argument the stories are making about the nature and importance of storytelling For the book in the Angela Carter PDF “The Company Wolves” beings in page 5. If you need anything please let me know

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community. Request feedback (strengths and opportunities for improvement) from the provider. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. i just need the attachment put into an apa essay. thank you

Please respond to Michael, and Destiny about their post in 2 different paragraphs as if you were me. Not in 3rd person. Minimum 100 words each paragraph. Michael Kenny For this week’s discussion, I am going to focus on providing guidance on making a school safer through utilization of CPTED. The first thing that I would ask the school district to consider, is the installation of cameras all throughout the facility. In my experience, I have found that individuals tend to behave better knowing that the entire school is under constant video monitoring. The pdf from our week 4 reading “CPTED 101: The Fundamentals for Schools,” provides excellent information on how to make new and existing schools safer through CPTED by offering, “three simple concepts: surveillance, access control, and territoriality.” These three concepts would be my next focus in presenting resolutions to their safety concerns for the school. Surveillance refers to the ability of the school personnel to see throughout their school. Can they see who is coming or going? Are there large brick walls that block “hiding spots” or restrict ability for staff to see who is sneaking in or out of the building? If so, those walls should be replaced with windows or slotted gates that provide visibility. Large or overgrown trees and shrubs should be cleared and cut back as well to provide easy viewing inside and around the building. Any areas that may be good hiding spots throughout the building should be removed entirely or, “install convex mirrors to provide visibility around corners” (CPTED 101.pdf). Surveillance also encompasses the lighting throughout the school. There are mixed opinions on wether or not a school should remain well-lit after hours, with some finding that a dark, unlit property provides a deterrence. I would personally suggest that the school be dark after hours and note, “School resource officers have found that good lighting made schools ideal hangouts after hours, while darkness discouraged kids from congregating” (CPTED 101.pdf). I would then advise the school district that access control is an absolute must for their school. All visitors should be directed to a single entrance that can be effectively monitored. All other entrances, to include windows, should be reconfigured, “so that they automatically lock when closed and only serve as emergency exits” (CPTED 101.pdf). An important factor to consider in designing the safety for a school is the necessity to call a lockdown in the event of emergencies, such as active shooter incidents. For this reason, it is very critical that access into the building is reduced to a single point of entry, with the ability for staff to see who is approaching lock down the school with a push of a button if necessary. Clear line of sight from the main office would provide that time and ability to see any threat, and installation of an auto-lock feature and public address system would provide sufficient ability to lock the entrance and signal a lock-down. Lastly, I would advise that territoriality be addressed. This is the process of establishing clear messaging of how the school is managed as well as clearly established boundaries around the property that let someone know they are on school grounds. This can be accomplished through well groomed hedges that line the property and signs that note “no trespassing on school property” after a certain time. In closing, I would advise that providing proper surveillance, access control, and territoriality will will most certainly create a safer environment to the school. Molinari, J. Week 4 reading. (2021, June 15( CPTED 101: Crime Prevention through Environmental Design – The Fundamentals for Schools. Northeastern University Destiny Hamilton When thinking about the violence and trying to ensure that schools are secure and safe, it takes careful planning and time to ensure top notch work to the last detail. Before the pandemic, students faced violence and the schools (some) really did not address the issue appropriately. The violence students faced were bullying, fighting,and cyber bullying. The way many schools were designed, with stairwells, sometimes students could easily walk into a bully who was standing around the corner and be attacked. Others were bold enough to push or forcefully hit the student causing her to fall and receive serious injuries. Fighting takes place in open and closed areas, preferably in closed areas such locker rooms or in the gym after classes were over for the day. Cyber bullying has been a problem that encouraged bullying and fighting. While in school bullies were able to still use the iPads, computers, and even their cell phones to harass and bully others. So with this knowledge, policies can be in place and enforced for those students who use the schools property to bully and/or harass students. Using the IP address for the computer or iPad, it can be traced to the student. Once identification is known, the device should be confiscated and the student expelled. Depending on the severity of the bullying or harassment, other charges can be given because the police can be called in. Many school districts look at this type of behavior when students are not in school as well. It would be recommended to the board and others to revamp the stairwells by tearing down the walls and have open stairs without the walls. The only thing would be the handrails which leaves all open space where everything can be seen. This would be an ideal to plan for building new schools. Another factor to improve or create would be surveillance cameras at everydoor entrance. There should the same type of cameras at the doors inside the gym, cafeteria, even at the outside of these places. To respect the privacy of students cameras would not be inside the bathrooms or locker rooms. However there needs to be some at the entrances. While there are entrances around the schools to be used as fire escapes these doors should be the type that have silent alarm when it is opened or someone props it open for unlawful entrance or exit. The cameras would have the person on camera to help identify the person or persons. There needs to be one entrance to go in and out of the school. Cameras would be in place at each entrance along with metal detectors to pass through. In the office, any person who will be moving through the school will have to get a pass with his or her picture on the pass which is taken after signing in. This is to be worn on the clothing to be seen and identified as having permission to be going to a designated class or area. These are just some thoughts as to how our schools can be made safer.

– Please carefully read the assignment handout！(In the attachment files) – Especially the red highlight part! You must do the reading and don’t use any outside resources. Carefully read all the sources(attach files) I give u and remember cite please. You must read the sources which are: (In the attachment files) 1. God’s Commandments to the Israelites 2. Caroline Books 3. Andreas Karlstadt, “On the Removal of Images” (1521) (pp. 21-25) 4.Virtual Textbook: Icons and Iconoclasm in Byzantium https://www(dot)metmuseum(dot)org/toah/hd/icon/hd_icon.htm 5. Panofsky_Iconography and Iconology Those are the sources that you can use in the essay, and u better apply or connect the idea in the essay to show the understanding of the sources. You can search other resources to help you understanding but please don’t cite in my essay. Thanks! Aniconism and Iconoclasm: 400-word essay Due: Friday October 23 @11:00am Up until now we have encountered three moments in which the use of images has been debated within the monotheistic religions. Judaism was profoundly aniconic, without images of its God, and banned images entirely, as did Islam. Christianity ultimately embraced images of its God (and other holy figures, the Virgin and Saints above all), but not without extensive debate, with a strong opposition party supporting a ban on images in the 8th century. In the 16th century, the Lutheran and Calvinist Reformation reopened that debate. Calvinists removed all images from their churches, while Lutherans settled on a lesser role of images. The Roman church, henceforth Catholicism, however completely embraced the use of images. This assignment asks you to look at one side of the debates (the position taken AGAINST images), primarily in Christianity. Iconoclasm is the destruction of images. Therefore, iconoclasm was the enactment of a policy against images, many, many of which populated the altars and walls of Christian churches since the time the Western Church officially embraced images. Iconoclasm, or the destruction of images, is an action that often followed the debates over the question: should there be images of the Christian God and Saints, or should there be no images? The primary sources that you are reading for this assignment discuss their aniconic policies, not the iconoclasm that arose from them. To Do List: Read: （Please Please you must read before writing/ only use the sources I gave u ） The Torah (Old Testament): selected passages of God’s Commandments to the Israelites (this was assigned reading in Week 4) Iconoclasm debates of the 8th-9th centuries CE in the Christian Church: excerpt from the Caroline Books Debates of the 16th century that divided the Roman Church into Reformed and Catholic confessions: excerpt from Andreas Karlstadt, “On the Removal of Images” (1521) (pp. 21-25). Karlstadt was a Reform theologian of the early 16th century who advocated the extreme position of disallowing images in the churches. Write: 400 words In your essay analyze the different reasons the writers of the three texts give to reject images of the Jewish God (in the case of the Torah, or Old Testament) and the Christian God( in the case of the Caroline Books and in the treatise of Karlstadt); further, discuss the overlap and distinctions between the concepts of damnatio memoriae and iconoclasm. Proofread, read out loud Format: 12 point type, Times Roman Font, Double-spaced. Chicago Style citations. Submit: On Quercus “Writing Assignment #2 Iconoclasm”. Attach the completed and signed Academic Integrity form. Note: Acceptable file formats: doc, docx, pdf. Also helpful: Virtual Textbook: Icons and Iconoclasm in Byzantium https://www.metmuseum.org/toah/hd/icon/hd_icon.htm

Lab Exercise (30 Points) Antigens and Blood Typing In this lab, you will complete a simulation about a car crash and the importance of proper blood typing for blood transfusions. Follow these instructions to complete your online lab for this module: 1. Click on the following link, or copy and paste the link into your browser: http://www(dot)nobelprize(dot)org/educational/medicine/bloodtypinggame/gamev2/index.html 2. Then click “proceed” at the bottom right of the screen. 3. On the screen that says “Select Game Type,” click “Quick Game – Random Patients” on the left. 4. The next screen should say “Car Crash Victims.” Click “Main Menu” on the top right. 5. On the Main Menu screen, read three brief tutorials on the left and answer the questions below. (Note: After reading the tutorial, click “BACK,” which is in small print on the right side of the burgundy blood typing logo at the top of the page.) Lab Exercise Readiness Questions In what year did Karl Landsteiner discover ABO human blood groups? Later, in 1940, Landsteiner discovered another blood group. What is the name of that blood group system? According to Tutorial 1, how many blood types are there? To determine blood type, you need to know which antigens are present. Which antibodies are contained in the three types of reagents? After mixing the reagent with the blood samples, what does agglutination of the sample indicate? Describe what happens when blood agglutinates. If a person has lost blood due to an injury or surgery, or has anemia, what is the most commonly transfused part of the blood? Explain what happens if a person receives the wrong blood in a transfusion? What does the term “compatible blood” mean in relationship to blood transfusions? What happens in emergencies when there is no time for blood typing? When you write your report or presentation after completing the lab, integrate the answers to these questions in your introduction and discussion where they would be appropriate. Then proceed with the rest of the lab: 6. Now that you are familiar with how the game is played, click “Start Playing” on the right. 7. The first screen will ask you to select a patient. Since you will test all three patients, select any one of the patients. 8. Follow the instructions in the call-outs to draw blood, and drop blood into all three of the test tubes. You will then choose the patient’s blood type and Rh factor: If you are incorrect, you will get a message that says, “You’re bloody wrong. Try again.” Try again by clicking on the drop of blood with an X in the center on the right. You can continue to try until you receive the message that says, “You’re bloody right.” After you identify the blood type correctly, click on the drop of blood with the X in the center. This will take you to “Blood Transfusion,” where you will select the compatible blood for the patient’s transfusion. Note that on the bottom left, it states the number of blood bags required. An arrow on the right side of the blood bags will allow you to access additional compatible samples. 9. Continue to play this game until you are able to save the lives of your three patients. Click “Back,” which is at the very top right hand corner of the page. This will take you to a screen that returns you to the game types. 10. Select the middle game, called Mission Based Game. Register for the game using your CSU-Global email address. Play each of the six missions at least one time. When completed, list the following information. Number of blood-typed patients Number of administered blood bags Number of treated patients 11. After completing this lab, draft your Formal Lab Report. The required outline and structure for this report are below. Create a Report Use the following outline to describe the data from your lab in a report. Label each portion of the lab as described below. Introduction: Start with a broad discussion about blood and its importance, and narrow your focus to the topic of the lab. Be sure to describe the ABO blood types and the Rh factor. Discussion of some of the readiness questions would also be appropriate here. Conclude the introduction with a statement that reflects what you expect to observe during this lab. Material List: Identify all items that you used and the exact quantities, as applicable. This may be a very short section. Methods: Describe how you conducted the experiment, including any safety precautions you took while performing the lab. Be sure to include any changes that you made to the original instructions. This should be a short, paraphrased version of the methods from the lab. Do not copy from the lab; Turnitin will highlight it as plagiarism. Results/Data: Create a table or figure that reflects/compares the results of your experiment. Discussion: Review your results and discuss whether they were expected. Explain why. Bring in relevant details to expand on the topic. Discuss why proper blood types are important for persons involved in an accident. Do you know your blood type or the blood type of your family members? Discussion of some of the readiness questions would also be appropriate here. Conclusion: End with a section describing something that intrigued you about the lab; identify errors that may have impacted your results, or note errors in the lab itself; and provide recommendations for future labs. Requirements: If you are doing the report, it should be 3-4 pages long, not including the title page. Reference at least two journal articles. Include a title page, or a title slide for the presentation, and references at the end. Follow the CSU-Global Guide to Writing and APA.

A research paper in the weaving class about Chinese embroidery and Chinese art.

I would like you to reflect back on what you have learned up to the class to this point. You may choose try to pinpoint the main shifts and debates in European politics; and the ways in which countries have responded/adapted to these shifts. You may also choose to discuss contemporary European events and how our course enables you to understand these events in a different light.

A few ideas for winning : ) ❏ Remember to make a copy of this document. Then change the part that has my name to the college you are in and the semester and year to your name and first initial. ❏ You will turn in this whole document online, not just the answers. I also need the questions : ) ❏ There is no quiz for this section ❏ Read the lecture note and then watch the video in order to answer the questions. ❏ Write an i123a note on the video.paulanderson.bozmanscience.cladogram.anerseniiaqauticus.youtube❏ Answer the 4 questions and turn in. . Classification using cladograms worksheet (10 pts)You will turn in this worksheet. ________________________________________This section is designed as an easy points getter : )The path the course is now taking is to identify traits/characteristics and to think about how those traits have affected the species in question. For example, we have reviewed a bit about the changes in the skeletons of humans and other species. In those things we have noted skeletons have changed in a sequence overtime in that;● Human types have special adaptations which allow and require a two legged walk, aka facultative bipedalism.● There are isolation forces, geographic isolation, which can produce changes in animal types based on the ecosystem. For example,Foster’s Rule.● That variation of species is measurable as noted by Darwin’s Finches.Here in this section, there is a short lesson which gets the student acquainted with the process of biological classification. This is a small and simple lesson to give the idea of distinct traits, and mosaic species. This process can start with some basic assumptions, scientific ones, that things potentially get more complex as they change. It is important to note that a species can become simpler to survive but it also noted that some things become more complex. That being said we will start with the assumption that; things potentially get more complex as they change. Simpler is then older and more complex is newer. Note in following species, Andersenii aquaticus, is about first, the identification of the simply described simplest form of the organism, noted by the membranes (borders) and nothing else distinctive (Table1, Key concept 1.) This lesson assesses Mendel’s first law of: segregation. That is that offspring inherit their traits from parents. Therefore, related species had to get their traits from ones that existed before. It assesses evolutionary theory in showing that organisms tend towards complexity but at time entropy happens and things leave the family line. It shows the theory of phylogenetics ( gene types) and shows the relation in arbitrary time on the cladogram.

I need one comparison essay research. it must have 4 paragraph with 1 hook ( introduction ). I need to compare in The stages of persecution ( that is : propaganda/loss of rights – increased violence – segregation/separation – death camps ) you have to choose two of this and compare the Night Book with Congo war in that two stages. it must have 4 quote in each paragraph. 2 quote from The Night book and 2 quote from sources ( it must have at least 3 sources, and sources shouldn’t be wikipedia, please use valid sources. so I need 1 hook, 4 body paragraph, 4 quote in each paragraph, 2 from “The Night” book, and 2 from sources, that mean 16 quote at all. and the essay is about comparing persecution’s and genocide’s that happened in Congo war and “The Night” book. and keep in mind, that it should be in MLA format.