Recycling Benefits and Research

Recycling Benefits and Research

(Recycling Benefits and Research)

OYSTER SHELL RECYCLING, communications homework help

Question description

ALL WORK MUST BE ORIGINAL. IF YOU LIKE TO PLAGIARIZE/PARAPHRASE, PLEASE DO NOT BID ON MY ASSIGNMENT AND WASTE EACH OTHER TIME. I USE TURNITIN AND WILL DETECT UNORIGINAL WORK AND WILL WITHDRAW.

PART 1:

Topic 1

Initial Assignment Memo Draft 

Your writing Assignment in this unit is a memo addressed to your professor requesting permission to move forward with your researched proposal topic idea. Use this Discussion forum to practice presenting your idea by writing a paragraph of 200–300 words persuading your decision-maker (your professor) that your idea is a good one, and justify your request with research. Cite at least two sources (remember your APA in-text citation and accompanying references from Unit 2 Discussion) you will be incorporating into your researched proposal to show your audience (your professor) research is available to support your topic.

PART 2(Recycling Benefits and Research)

Assignment: Memo Request to Pursue Research

Typically, before a writer would expend energy on a researched proposal, he or she would ask for permission from a decision-maker to start their project. You practiced writing a short persuasive memo in Units 1, 2, and Unit 3 Discussion. Now use what you learned in terms of persuasive writing in this Assignment. You will write a memo to your professor requesting permission to move forward with your topic for the researched proposal, and provide evidence to support the viability of your topic.

TOPIC IS:

OYSTER SHELL RECYCLING

Criteria:

1.  Contains no fewer than 500 and no more than 750 words

2.  Follows correct memo format, including headings

3.  Describes the problem or project you want to work on and explains its significance; describes the benefits of the research to the organization

4.  Integrates at least two viable sources into the request to demonstrate research is available to support the topic.  APA formatted in-text and References page citations are required.

5.  Contains no grammatical* or mechanical errors

Please Keep Part 1 and Part 2 and Part 3 in three different word documents and use different sources for parts 1 and 2. Also include in text citations.

PART 3(Recycling Benefits and Research)

Video Reflection Discussion
Evan Thomas, former editor at large for Newsweek, shares strategies for student writers to improve their writing. You will reflect on the advice Thomas provides in this Discussion.

Access the Transcript here:

Since we’re in the online world uh, obviously you’re going to write a lot of emails. There’s a tendency, a temptation to get sloppy about it uh, to, to just kind of whip it off. You should use the same standards when you’re writing an email, particularly to a boss or a client or a customer, you should use the same standards you would use writing a letter. In other words, obey all the rules that we’ve been talking about. Write clearly and simply, but write properly. Use proper English.

Don’t abbreviate a lot. Uh, make sure you capitalize letters.

Treat it just as if you were writing a letter, a formal letter, say a job application and don’t get sloppy and lazy. Because  uh, it can come back to haunt you if you don’t think through a problem or you’re uh, have too much attitude or maybe you say something that’s insulting or offensive boy that can come back and bite you. And there’s a temptation to do it because when you write your emails to your friends you’re writing in a breezy way. When you’re in business write like a business person, write professionally.

A couple of other points about word choice and the words you actually use. Use active verbs. Don’t use passive verbs.

He ran the race. Not, the race was run by him. It’s stronger.

It’s more muscular. It’s more direct. Has more action, more energy if you use active verbs. So whenever you can nick out those passive verbs and use the active, use active muscular uh, verbs. Uh, readers will appreciate it uh, it will give a life to your uh, uh, to your memo or to your piece that would be lost if it’s all feels sort of passive and, and slow moving.

Uh, by the same token be very careful of jargon and uh, what I would call uh, uh, three syllable words that don’t really mean anything, that a one syllable word, a simpler uh, word wouldn’t — where a simple word wouldn’t suffice. There’s a writer I mentioned earlier, William Zinzer who is an expert uh, in this area and I’m just going to read you a paragraph that he’s written about uh, the tendency to use jargon and to use uh,complex words where simple words will suffice.

This is uh, I’m quoting here from On Writing Well by William Zinzer. I could go on quoting examples from various fields, Zinzerwrites.

Every profession has its growing arsenal of jargon to throwdust in the eyes of the populace, but the list would be tedious. Thepoint of raising it now is to serve notice that clutter is the enemy.

Beware then of the long word that’s no better than the short word; assistance, help, numerous, many, facilitate, ease, individual, man orwoman, remainder, rest, initial, first, implement, due, sufficient,enough, attempt, try, referred to as, called, and hundreds more.

Beware of all the slippery new fad words; paradigm and parameter,prioritize and potentialize. They are all weeds that will smotherwhat you write. Don’t dialog with someone you can talk to. Don’tinterface with anybody

Question: 

What two points in the Thomas transcript for this unit strike you as most significant in guiding e-mail communication? Why?

 
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Effective Nursing Response Strategies

Effective Nursing Response Strategies

(Effective Nursing Response Strategies)

Response Plans

Question description

ASSESSMENT INSTRUCTIONS

PREPARATION

Use the Capella library and the Internet to research change theory, leadership, and communication strategies. Use the Suggested Resources to research leadership and communication concepts and change theory.

  • The challenge in this assessment is to create a response plan for several intervention scenarios.
    • There are three deliverables required for this assessment.

Rationale for this assessment:

Nurse leaders solve problems or resolve conflict on a daily basis. Understanding how change theory can be applied to a situation and examining various types of interventions in advance can relieve pressure on the nurse leader and improve the workplace environment and outcomes. Rehearsing potential interventions provides a mental toolkit on which to rely during stressful times.

Your management training workshop continues:

The second day of HR’s Nursing Leadership Workshop is designed to help you identify and practice effective responses and interventions to common problems and situations. Participants are presented with three scenarios and must create a response plan for each scenario, in the form of a 1–2 page outline.

Deliverables: Submit three Response Plans to complete this assessment.

  • Choose 3 of the 5 Intervention Scenarios linked in the Required Resources for this assessment.
  • For each scenario you choose, develop a separate Response Plan in the form of a 1–2 page outline.
    • Label each outline using the example below:
      • Example: Response Plan for School Nurse.

INSTRUCTIONS(Effective Nursing Response Strategies)

Analyze each Intervention Scenario and describe the leadership, communication, and management strategies you believe would be most effective for each situation.

Use the following subheadings to organize your Response Plan outline for each situation.

  • Change Theory: Explain concepts of change theory and how it can be used as a tool to manage situations.
    • Identify elements of change theory that fit best with the scenario.
    • How can you use change theory to deal with conflict?
  • Strategies and Rationale: Describe an effective leadership style you would employ to address a problem.
    • Explain the rationale for choosing a leadership strategy to solve a problem.
    • Identify interventions to address the problem.
  • Expected Outcome: Describe how outcomes or success of the style selected for each situation could be measured.
    • Describe how you could determine improved outcomes or measure success of the leadership style selected for each situation.
      • What might go wrong and how would you deal with that?
  • Professional Standards: Explain how professional and legal standards guide the effective nurse leader when making decisions.

ADDITIONAL REQUIREMENTS

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • APA formatting: Resources and in-text citations should be formatted according to current APA style and formatting.
  • Length: Each outline should be 1–2 pages double-spaced.
  • Font and font size: Times New Roman, 12 point.
  • Number of resources: Use a minimum of three peer-reviewed resources

SUGGESTED RESOURCES(Effective Nursing Response Strategies)

The following optional resources are provided to support you in completing each assessment. They provide helpful information about the topics in this unit. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Multimedia

Click the links provided below to view the following multimedia pieces:

Library Resources

The following resources are provided for you in the Capella University Library and are linked directly in this course. These articles contain content relevant to the topics and assessments that are the focus of this unit.

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4012 – Nursing Leadership and Management Library Guide to help direct your research.

Internet Resources

Access the following resource by clicking the link provided. Please note that URLs change frequently. Permission for the following link has been either granted or deemed appropriate for educational use at the time of course publication.

Bookstore Resources

The resource listed below is relevant to the topics and assessments in this course. Unless noted otherwise, this material is available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

  • Kelly, P., & Tazbir, J. (2014). Essentials of nursing leadership and management (3rd ed.). Clifton Park, NY: Delmar.
    • Chapter 4.
    • Chapter 6.
    • Chapters 14–15.
 
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Death with Dignity Analysis

Death with Dignity Analysis

(Death with Dignity Analysis)

Death with Dignity laws, such as those enacted in Oregon and other states, allow terminally ill patients to voluntarily end their lives through prescribed medication. These laws emphasize autonomy and respect for individuals facing unbearable suffering. Proponents argue that these laws provide a compassionate choice, reduce prolonged suffering, and uphold personal dignity. They emphasize the importance of rigorous safeguards, including mental competency assessments and multiple physician confirmations, to prevent misuse.

 

This homework post has two part answers to it , the discussion part and the journal entry part and please no plagiarism on both parts. so both parts is done by watch in the video. please read the instructions carefully. I hope you know the APA fromat guidelines.. This is a HPRS class 1303– End of Life Issues ..This s all due February 11, 2018 before 11:59 pm central time.

Death with Dignity Discussion

1.      Discussion

What  did you learn from this video?  What are your thoughts?  Support your  answer through the use of peer reviewed scholarly sources from MedLine,  Ebsco, Proquest, and/or Google Scholar.  You must provide at least three  additional sources to the video.

Please write a 300 to 500 word essay adhering to APA 6th Edition formatting guidelines

Watch this you tube video: Death with Dignity Lecture and Attestation Statement, link is below

https://www.youtube.com/watch?v=bZmrhZyHrcA

2. Journal entry #1

when you watch the youtube video summarize what you learned from it.

The Journal Entries provide a way for students to make personal  connections to the material and to apply the concepts they have learned.   Journal entries should be written in a well-developed paragraph rather  than just a phrase.

 

This is the rubric that I will be using to grade all journal entries (assignments) throughout the semester:

APA Journal Entries (Assignments) Rubric

Score _____/50

____ (5) In-text citations include necessary info in parentheses after borrowed material

____ (5) References per APA

____ (5) Grammar and spelling

____ (35) Application of three or more concepts from the learned material

Death With Dignity Lecture and Attestation Statement

 
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Counseling Risk Assessment Competency

Counseling Risk Assessment Competency

(Counseling Risk Assessment Competency)

As a counselor, being competent and familiar with risk assessment is essential to the therapeutic process; both in giving a client’s context related to treatment of their psychological symptoms and in helping the clinician prioritize short- and long-term treatment outcomes. This assignment contains three parts, as identified and described below. Please complete each part with a combined essay of 950 words.

Part 1: Write a 300–word scenario that involves a client that you believe requires a risk assessment.

Part 2: Write a 150–word summary, discussing specific behaviors that lead you to create a risk assessment.

Part 3: Write a 500-word summary, discussing how you would assess the client. Include the following in your discussion:

1. Questions you would ask to determine the client’s level of risk

2. Protocol you would follow based on the client’s answers, including documentation

3. Include at least three scholarly references in your paper.

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.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standard:

5.C.2.b. Etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders.

This assignment meets the following NASAC Standards:

24) Establish rapport, including management of crisis situations and determination of need for additional professional assistance.

26) Screen for alcohol and other drug toxicity, withdrawal symptoms, aggression or danger to others, and potential for self-inflicted harm or suicide.

70) Describe and document treatment process, progress, and outcome.

87) Apply crisis management skills.

94) Describe and summarize client behavior within the group for the purpose of documenting the client’s progress and identifying needs/issues that may require modification of the treatment plan.

 
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Genetic Counseling Nurse Role

Genetic Counseling Nurse Role

(Genetic Counseling Nurse Role)

Genetic counseling/ Genetic family history assessment

Question description

First paper is a discussion post

This discussion asks you look at the role of the family health nurse in a genetic counseling scenario. Imagine that you are a family health nurse, and today in your office you will be seeing a married couple who are both carriers for a genetic disorder (for example, sickle cell, cystic fibrosis, or Huntington’s disease). This couple would like to have children, but since they are both carriers for a genetic disorder, they are seeking your advice on what they should do before they attempt to start a family.

References: Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references

READ CHAP 6,7 REFERENCE MUST COME FROM THESE TWO CHAPTERS

BOOK LINK

http://ners.unair.ac.id/materikuliah/ebooksclub.or…

SECOND PAPER

This assessment requires you to complete a Genetic/Genomic Nursing Assessment using the information found in your text on page 200, Box 8-5. You DO NOT need to create a family tree. Rather, write out your assignment in APA format and address the items from the Nursing Assessment box 8-5.

Your paper should include the following information:

      1. Identify three generations of one family (male/female, age, role in the family such as son/daughter, father, mother, grandmother, grandfather). You may use grandparents, parents, and children. Be sure to find a family with children.
      2. Brief health history of each family member (for example what health problems has each member encountered in his/her lifetime). Focus on any/all genetic diseases that may be present or those for which family members may be at risk.
      3. Complete a reproduction history for relevant above identified family members
      4. Describe the ethnic backgrounds of family member
      5. Identify any growth and development variations of each member
      6. State to what extent each family member understands the causes of their health problems
      7. Relate what questions family members may have about potential genetic risks
      8. Describe what nursing intervention strategies the family health nurse should relate to your selected family based on the obtained assessment

      References USE LINK OF THE BOOK ABOVE FOR THE TWO REFERENCES FROM THE REQUIRED COURSE MATERIALS.THE LINK ABOVE IS THE BOOK YOU WILL USE FOR THIS SECOND ASSIGNMENT PAGE 200 FOR THE SECOND ASSIGNMENT AND THE TWO REFERENCE MUST COME FROM THAT CHAPTER.

    1. Minimum of four (4) total references: two (2) references from required course materials and two (2) peer-reviewed references. All references must be no older than five years (unless making a specific point using a seminal piece of information) Peer-reviewed references include references from professional data bases such as PubMed or CINHAL applicable to population and practice area, along with evidence based clinical practice guidelines. Examples of unacceptable references are Wikipedia, UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases.
 
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Heart Failure Discharge Strategies

Heart Failure Discharge Strategies

(Heart Failure Discharge Strategies)

Question description

a qualitative research criqitue essay

Hello, I need help with this assignment. I need a qualitative research article addressing my PICOT question and then an essay.

PICOT question: In heart failure patients discharged from the hospital would the teach back discharge method compared to just written discharge instructions decrease readmission to the hospital within 30 days?

Use the practice problem and a qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.

In a 1000-1,250 word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

To write a critical appraisal that demonstrates comprehension of the research study conducted, address each component below for qualitative study in the Topic 2 assignment and the quantitative study in the Topic 3 assignment.

here are the instructions given

To write a critical appraisal that demonstrates comprehension of the research study conducted, address each component below for qualitative study in the Topic 2 assignment and the quantitative study in the Topic 3 assignment.

Successful completion of this assignment requires that you provide a rationale, include examples, or reference content from the study in your responses.

Qualitative Study

Background of Study:

-Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.

-How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.

-Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.

-List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.

-Were the purpose and research questions related to the problem?

Method of Study:

-Were qualitative methods appropriate to answer the research questions?

-Did the author identify a specific perspective from which the study was developed? If so, what was it?

-Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include?

-Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study

-Did the author evaluate or indicate the weaknesses of the available studies?

-Did the literature review include adequate information to build a logical argument?

-When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings?

Results of Study

-What were the study findings?

-What are the implications to nursing?

-Explain how the findings contribute to nursing knowledge/science. Would this impact practice, education, administration, or all areas of nursing?

Ethical Considerations

-Was the study approved by an Institutional Review Board?

-Was patient privacy protected?

-Were there ethical considerations regarding the treatment or lack of?

Conclusion

-Emphasize the importance and congruity of the thesis statement.

-Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.

-Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice.

-Integrate a summary of the knowledge learned.

 
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Health Promotion & Disease Prevention

Health Promotion & Disease Prevention

(Health Promotion & Disease Prevention)

Like your first assignment, this assignment also has two distinct parts. For Part 1, you will create an educational program, event, or piece of literature (such as a like a pamphlet) targeted at a diverse population that incorporates best health promotion and disease prevention practice. If the population you used for the health assessment and communication assessment is diverse, you can use that population and the health concerns you identified.In this component, you will demonstrate your proficiency in Program Outcomes 7, 8, and 10:Program Outcome 7: Health Promotion and Disease Prevention: Apply and incorporate a basic understanding of the concepts of health promotion and disease as a means of improving health at the individual, population, and community levels.Program Outcome 8: Diversity: Incorporate a holistic, caring, culturally appropriate nursing approach that contributes to the wellness and the health of individuals, groups, and vulnerable populations.Program Outcome 10: Global Accountability and Public Service: Integrate a holistic approach to local, regional, national, and global dynamics in nursing healthcare system delivery.To prepare for this part of the assignment:Review the literature or use health assessments to determine healthcare needs of a diverse population in your community.Explore things that could influence success, such as cultural attitudes towards alternative forms of healing, religious beliefs, or other individuals.Examine the impact of current health promotion and wellness initiatives on health outcomes and health disparities.Review the literature to identify best practices.

For the second part of the assignment, you will explain how you developed your educational program, event, or piece of literature, and address any barriers to disease prevention and health promotion for the population.Part 1: Once you have identified a diverse population, develop an educational program, event, or piece of literature that promotes wellness and disease prevention. If you choose an educational program or event, be sure that you outline the basic content of the program or event, and how you would structure it. If you choose a piece of literature, be deliberate in the points you highlight. Be sure that your choice is appropriate for the population. For an educational program or event, you will prepare and submit an outline of the content and structure. For a brochure or pamphlet, you will prepare and submit the brochure or pamphlet.

Part IIIn this section of the assignment:Explain the reason you choose the educational strategy you did. Why is it an effective strategy for the population?Describe cultural barriers to disease prevention and health promotion in the population. This might include things such as CAM, language, religious beliefs and so on.Explain how your educational strategy can help overcome some of the barriers you described.Evaluate how well health promotion and wellness strategies positively impact health outcomes and health disparities at the local, national, and global levels. Can you find evidence that health promotion and wellness strategies have had a positive effect on health outcomes and health disparities at the local, national, and global levels?Support your work with valid scholarly resources.

 
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Critical Healthcare Financial Decisions

Critical Healthcare Financial Decisions

(Critical Healthcare Financial Decisions)

Assessing Critical Business Indicators In Healthcare

Assessing Critical Business Indicators

In order to be a sound financial manager, you need to know the fiscal intricacies of your organization or department. Decisions about future expenditures should be based on careful calculations of organizational or departmental needs. By using critical business indicators, you can more effectively balance the fiscal realities of your budget with the functional demands of your department.  In this Discussion, you examine the use of critical business indicators to assist in financial decision making for a health care department or organization.  By Day 1 of this week, your Instructor should assign you a problem from the Zelman, McCue, and Glick online text. If you did not receive an assignment, contact your Instructor.

To prepare:

•Review this week’s Learning Resources, focusing on how critical business indicators can be used in financial decision making.

•For the problem you were assigned, complete the calculations and then answer the questions included.

•Select a different business indicator than you used in your problem. Reflect on how this critical indicator could assist a nurse manager to more effectively balance the demands placed on a department while still meeting budgetary constraints. Find an example.

•Assess the ramifications of making a decision without having the types of information these business indicators provide.

•If it was imperative for you to make a certain purchase or launch a new initiative, but your break-even point was calculated as higher than the expected revenues, what are your options?

Post your response to the question you were assigned and explain your reasoning. Suggest how nurse managers could use the critical business indicator you selected to both meet the needs of a department or organization and remain within budget. Provide a specific example. Describe potential ramifications of making a financial decision without using business indicators. Specify strategies for addressing a situation where a break-even point is higher than expected revenues.

Required Readings  Baker, J. J., Baker, R. W., & Dworkin, N. R.  (2018). Health care finance: Basic  tools for nonfinancial managers (5th ed.). Burlington, MA: Jones and  Bartlett Learning.

•Chapter 12, “Financial and Operating Ratios as Performance Measures” (pp. 127-134)    Review: This chapter introduces a number of different tools that can be used to measure the performance of an organization. These include liquidity ratios, solvency ratios, and profitability ratios.

•Chapter 15, “Using Comparative Data” (pp. 161-173)    Review: In this chapter, you are introduced to the criteria for identifying other health care organizations that are comparable to your own. Data from these organizations can then be used to evaluate your own organizational performance.  Zelman, W., McCue, M., & Glick, N. (2009). Financial management of health care organizations: An introduction to fundamental tools, concepts, and applications (3rd ed.). Hoboken, NJ: Jossey-Bass.  Retrieved from the Walden Library databases.

•Chapter 7, “The Investment Decision” (pp. 271–328)

 
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Remote Deposit Capture Plan

Remote Deposit Capture Plan

(Remote Deposit Capture Plan)

Prepare Project Charter

Question description

Remote Deposit capture project

Part 1: Project Integration Management

Recently, several banks have started offering customers remote deposit capture. With this new service, customers do not have to physically go to banks or ATM machines to deposit checks anymore. Instead, they can send checks as a scanned image through an Internet portal provided by the bank. This technology can save banks and customers time and money making the transactions. Blue Bank is considering implementing this new service. To use it, costumers need a remote capture account with Blue Bank and a special scanner to get the necessary images to make the electronic deposit. Once the account is established in the system, customers will be able to scan all of their checks anytime by accessing the Blue Bank service through the Internet, logging in, and scanning the checks. The service should be as easy as sending an attachment in an email. Of course, this new application has to be very reliable, secure, and easy to use. It must be integrated into the current Blue Bank Web site, and the Web site must also provide the ability for customers to purchase the special scanner. Blue Bank will set up the scanner-purchasing ability with several appropriate hardware vendors and sell the devices at its physical banks as well. Blue Bank is not sure yet what to charge for the scanners or service. The Web site will also provide online technical support and instructions showing customers how to set up and use the new scanner and service. Support will be provided 24/7 via the Web site and telephone.

Tasks

  1. Prepare a project charter for the Remote Deposit Capture Project. Assume the project will take 6 months to complete and cost about $500,000. Use the project charter template and examples of project charters in Chapters 3 and 4 as guidelines. Assume that the project sponsor will be the new VP of IT, Harold Johnson, you will be the project manager, and you will have people from marketing and IT supporting the project on a part-time basis. The VP of Marketing, Tricia Young, is also a key stakeholder in the project and head of the project steering committee formed to oversee this project.
  1. You know people will be requesting changes to the project and want to make sure you have a good integrated change control process in place. You also know you want to address change requests as quickly as possible. Review the template for a change request form provided on Blackboard and any you can find online. Write a 1- 2 page paper describing how you plan to manage changes on this project in a timely manner. Address who will be involved in making change control decisions, what paperwork/electronic systems will be used to collect and respond to changes, and other related issues.
 
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Heritage and Identity: Reflections

Heritage and Identity: Reflections

(Heritage and Identity: Reflections)

The requirements for this essay are:

1. 500-600 words; 5-paragraph structure (can have more than five).

2. Your idea about the story itself—the value of the story (at least a paragraph)

3. How it applies to life in general (at least a paragraph)

4. How it applies to you.  Write about an item that is important to you, one that has been passed down to you or one that you hope will be or an item that you have that you will plan to pass down to someone (at least a paragraph). .

5. Be sure to supply

a. A parenthetical reference

b. A Works Cited

I will wait for her in the yard that Maggie and I made so clean and wavy yesterday afternoon. A yard like this is more comfortable than most people know. It is not just a yard. It is like an extended living room. When the hard clay is swept clean as a floor and the fine sand around the edges lined with tiny, irregular grooves, anyone can come and sit and look up into the elm tree and wait for the breezes that never come inside the house.

Maggie will be nervous until after her sister goes: she will stand hopelessly in corners, homely and ashamed of the burn scars down her arms and legs, eying her sister with a mixture of envy and awe. She thinks her sister has held life always in the palm of one hand, that “no” is a word the world never learned to say to her.

You’ve no doubt seen those TV shows where the child who has “made it” is confronted, as a surprise, by her own mother and father, tottering in weakly from backstage. (A pleasant surprise, of course: What would they do if parent and child came on the show only to curse out and insult each other?) On TV mother and child embrace and smile into each other’s faces. Sometimes the mother and father weep, the child wraps them in her arms and leans across the table to tell how she would not have made it without their help. I have seen these programs.

Sometimes I dream a dream in which Dee and I are suddenly brought together on a TV program of this sort. Out of a dark and soft.seated limousine I am ushered into a bright room filled with many people. There I meet a smiling, gray, sporty man like Johnny Carson who shakes my hand and tells me what a fine girl I have. Then we are on the stage and Dee is embracing me with tears in her eyes. She pins on my dress a large orchid, even though she has told me once that she thinks orchids are tacky flowers.

(Heritage and Identity: Reflections)

In real life I am a large, big.boned woman with rough, man.working hands. In the winter I wear flannel nightgowns to bed and overalls dur.ing the day. I can kill and clean a hog as mercilessly as a man. My fat keeps me hot in zero weather. I can work outside all day, breaking ice to get water for washing; I can eat pork liver cooked over the open fire minutes after it comes steaming from the hog. One winter I knocked a bull calf straight in the brain between the eyes with a sledge hammer and had the meat hung up to chill before nightfall. But of course all this does not show on television. I am the way my daughter would want me to be: a hundred pounds lighter, my skin like an uncooked barley pancake. My hair glistens in the hot bright lights. Johnny Carson has much to do to keep up with my quick and witty tongue.

But that is a mistake. I know even before I wake up. Who ever knew a Johnson with a quick tongue? Who can even imagine me looking a strange white man in the eye? It seems to me I have talked to them always with one foot raised in flight, with my head fumed in whichever way is farthest from them. Dee, though. She would always look anyone in the eye. Hesitation was no part of her nature.

“How do I look, Mama?” Maggie says, showing just enough of her thin body enveloped in pink skirt and red blouse for me to know she’s there, almost hidden by the door.

“Come out into the yard,” I say.(Heritage and Identity: Reflections)

Have you ever seen a lame animal, perhaps a dog run over by some careless person rich enough to own a car, sidle up to someone who is ignorant enough to be kind to him? That is the way my Maggie walks. She has been like this, chin on chest, eyes on ground, feet in shuffle, ever since the fire that burned the other house to the ground.

Dee is lighter than Maggie, with nicer hair and a fuller figure. She’s a woman now, though sometimes I forget. How long ago was it that the other house burned? Ten, twelve years? Sometimes I can still hear the flames and feel Maggie’s arms sticking to me, her hair smoking and her dress falling off her in little black papery flakes. Her eyes seemed stretched open, blazed open by the flames reflected in them. And Dee. I see her standing off under the sweet gum tree she used to dig gum out of; a look of concentration on her face as she watched the last dingy gray board of the house fall in toward the red.hot brick chimney. Why don’t you do a dance around the ashes? I’d wanted to ask her. She had hated the house that much.

I used to think she hated Maggie, too. But that was before we raised money, the church and me, to send her to Augusta to school. She used to read to us without pity; forcing words, lies, other folks’ habits, whole lives upon us two, sitting trapped and ignorant underneath her voice. She washed us in a river of make.believe, burned us with a lot of knowl edge we didn’t necessarily need to know. Pressed us to her with the serf’ ous way she read, to shove us away at just the moment, like dimwits, we seemed about to understand.

(Heritage and Identity: Reflections)

Dee wanted nice things. A yellow organdy dress to wear to her grad.uation from high school; black pumps to match a green suit she’d made from an old suit somebody gave me. She was determined to stare down any disaster in her efforts. Her eyelids would not flicker for minutes at a time. Often I fought off the temptation to shake her. At sixteen she had a style of her own: and knew what style was.

I never had an education myself. After second grade the school was closed down. Don’t ask my why: in 1927 colored asked fewer questions than they do now. Sometimes Maggie reads to me. She stumbles along good.naturedly but can’t see well. She knows she is not bright. Like good looks and money, quickness passes her by. She will marry John Thomas (who has mossy teeth in an earnest face) and then I’ll be free to sit here and I guess just sing church songs to myself. Although I never was a good singer. Never could carry a tune. I was always better at a man’s job. I used to love to milk till I was hooked in the side in ’49. Cows are soothing and slow and don’t bother you, unless you try to milk them the wrong way.

(Heritage and Identity: Reflections)

I have deliberately turned my back on the house. It is three rooms, just like the one that burned, except the roof is tin; they don’t make shingle roofs any more. There are no real windows, just some holes cut in the sides, like the portholes in a ship, but not round and not square, with rawhide holding the shutters up on the outside. This house is in a pasture, too, like the other one. No doubt when Dee sees it she will want to tear it down. She wrote me once that no matter where we “choose” to live, she will manage to come see us. But she will never bring her friends. Maggie and I thought about this and Maggie asked me, “Mama, when did Dee ever have any friends?”

She had a few. Furtive boys in pink shirts hanging about on washday after school. Nervous girls who never laughed. Impressed with her they worshiped the well.turned phrase, the cute shape, the scalding humor that erupted like bubbles in Iye. She read to them.

When she was courting Jimmy T she didn’t have much time to pay to us, but turned all her faultfinding power on him. He flew to marry a cheap city girl from a family of ignorant flashy people. She hardly had time to recompose herself.

When she comes I will meet—but there they are!

Maggie attempts to make a dash for the house, in her shuffling way, but I stay her with my hand. “Come back here, ” I say. And she stops and tries to dig a well in the sand with her toe.

(Heritage and Identity: Reflections)

It is hard to see them clearly through the strong sun. But even the first glimpse of leg out of the car tells me it is Dee. Her feet were always neat.looking, as if God himself had shaped them with a certain style. From the other side of the car comes a short, stocky man. Hair is all over his head a foot long and hanging from his chin like a kinky mule tail. I hear Maggie suck in her breath. “Uhnnnh, ” is what it sounds like. Like when you see the wriggling end of a snake just in front of your foot on the road. “Uhnnnh.”

Dee next. A dress down to the ground, in this hot weather. A dress so loud it hurts my eyes. There are yellows and oranges enough to throw back the light of the sun. I feel my whole face warming from the heat waves it throws out. Earrings gold, too, and hanging down to her shoul.ders. Bracelets dangling and making noises when she moves her arm up to shake the folds of the dress out of her armpits. The dress is loose and flows, and as she walks closer, I like it. I hear Maggie go “Uhnnnh” again. It is her sister’s hair. It stands straight up like the wool on a sheep. It is black as night and around the edges are two long pigtails that rope about like small lizards disappearing behind her ears.

“Wa.su.zo.Tean.o!” she says, coming on in that gliding way the dress makes her move. The short stocky fellow with the hair to his navel is all grinning and he follows up with “Asalamalakim, my mother and sister!” He moves to hug Maggie but she falls back, right up against the back of my chair. I feel her trembling there and when I look up I see the perspiration falling off her chin.

“Don’t get up,” says Dee. Since I am stout it takes something of a push. You can see me trying to move a second or two before I make it. She turns, showing white heels through her sandals, and goes back to the car. Out she peeks next with a Polaroid. She stoops down quickly and lines up picture after picture of me sitting there in front of the house with Maggie cowering behind me. She never takes a shot without mak’ ing sure the house is included. When a cow comes nibbling around the edge of the yard she snaps it and me and Maggie and the house. Then she puts the Polaroid in the back seat of the car, and comes up and kisses me on the forehead.

(Heritage and Identity: Reflections)

Meanwhile Asalamalakim is going through motions with Maggie’s hand. Maggie’s hand is as limp as a fish, and probably as cold, despite the sweat, and she keeps trying to pull it back. It looks like Asalamalakim wants to shake hands but wants to do it fancy. Or maybe he don’t know how people shake hands. Anyhow, he soon gives up on Maggie.

“Well,” I say. “Dee.”

“No, Mama,” she says. “Not ‘Dee,’ Wangero Leewanika Kemanjo!”

“What happened to ‘Dee’?” I wanted to know.

“She’s dead,” Wangero said. “I couldn’t bear it any longer, being named after the people who oppress me.”

“You know as well as me you was named after your aunt Dicie,” I said. Dicie is my sister. She named Dee. We called her “Big Dee” after Dee was born.

“But who was she named after?” asked Wangero.

“I guess after Grandma Dee,” I said.

“And who was she named after?” asked Wangero.

“Her mother,” I said, and saw Wangero was getting tired. “That’s about as far back as I can trace it,” I said. Though, in fact, I probably could have carried it back beyond the Civil War through the branches.

“Well,” said Asalamalakim, “there you are.”

“Uhnnnh,” I heard Maggie say.

“There I was not,” I said, “before ‘Dicie’ cropped up in our family, so why should I try to trace it that far back?”

He just stood there grinning, looking down on me like somebody inspecting a Model A car. Every once in a while he and Wangero sent eye signals over my head.

“How do you pronounce this name?” I asked.

“You don’t have to call me by it if you don’t want to,” said Wangero.

“Why shouldn’t 1?” I asked. “If that’s what you want us to call you, we’ll call you.”

.(Heritage and Identity: Reflections)

“I know it might sound awkward at first,” said Wangero.

“I’ll get used to it,” I said. “Ream it out again.”

Well, soon we got the name out of the way. Asalamalakim had a name twice as long and three times as hard. After I tripped over it two or three times he told me to just call him Hakim.a.barber. I wanted to ask him was he a barber, but I didn’t really think he was, so I didn’t ask.

“You must belong to those beef.cattle peoples down the road,” I said. They said “Asalamalakim” when they met you, too, but they didn’t shake hands. Always too busy: feeding the cattle, fixing the fences, putting up salt.lick shelters, throwing down hay. When the white folks poisoned some of the herd the men stayed up all night with rifles in their hands. I walked a mile and a half just to see the sight.

Hakim.a.barber said, “I accept some of their doctrines, but farming and raising cattle is not my style.” (They didn’t tell me, and I didn’t ask, whether Wangero (Dee) had really gone and married him.)

We sat down to eat and right away he said he didn’t eat collards and pork was unclean. Wangero, though, went on through the chitlins and com bread, the greens and everything else. She talked a blue streak over the sweet potatoes. Everything delighted her. Even the fact that we still used the benches her daddy made for the table when we couldn’t effort to buy chairs.

“Oh, Mama!” she cried. Then turned to Hakim.a.barber. “I never knew how lovely these benches are. You can feel the rump prints,” she said, running her hands underneath her and along the bench. Then she gave a sigh and her hand closed over Grandma Dee’s butter dish. “That’s it!” she said. “I knew there was something I wanted to ask you if I could have.” She jumped up from the table and went over in the corner where the churn stood, the milk in it crabber by now. She looked at the churn and looked at it.

“This churn top is what I need,” she said. “Didn’t Uncle Buddy whittle it out of a tree you all used to have?”

“Yes,” I said.

“Un huh,” she said happily. “And I want the dasher, too.”

“Uncle Buddy whittle that, too?” asked the barber.

Dee (Wangero) looked up at me.

“Aunt Dee’s first husband whittled the dash,” said Maggie so low you almost couldn’t hear her. “His name was Henry, but they called him Stash.”

(Heritage and Identity: Reflections)

“Maggie’s brain is like an elephant’s,” Wangero said, laughing. “I can use the chute top as a centerpiece for the alcove table,” she said, sliding a plate over the chute, “and I’ll think of something artistic to do with the dasher.”

When she finished wrapping the dasher the handle stuck out. I took it for a moment in my hands. You didn’t even have to look close to see where hands pushing the dasher up and down to make butter had left a kind of sink in the wood. In fact, there were a lot of small sinks; you could see where thumbs and fingers had sunk into the wood. It was beautiful light yellow wood, from a tree that grew in the yard where Big Dee and Stash had lived.

After dinner Dee (Wangero) went to the trunk at the foot of my bed and started rifling through it. Maggie hung back in the kitchen over the dishpan. Out came Wangero with two quilts. They had been pieced by Grandma Dee and then Big Dee and me had hung them on the quilt ftames on the ftont porch and quilted them. One was in the Lone Stat pattetn. The other was Walk Around the Mountain. In both of them were scraps of dresses Grandma Dee had wotn fifty and more years ago. Bits and pieces of Grandpa Jattell’s Paisley shirts. And one teeny faded blue piece, about the size of a penny matchbox, that was from Great Grandpa Ezra’s unifotm that he wore in the Civil War.

“Mama,” Wangro said sweet as a bird. “Can I have these old quilts?”

I heard something fall in the kitchen, and a minute later the kitchen door slammed.

“Why don’t you take one or two of the others?” I asked. “These old things was just done by me and Big Dee from some tops your grandma pieced before she died.”

“No,” said Wangero. “I don’t want those. They are stitched around the borders by machine.”

“That’ll make them last better,” I said.

“That’s not the point,” said Wangero. “These are all pieces of dresses Grandma used to wear. She did all this stitching by hand. Imag’ ine!” She held the quilts securely in her atms, stroking them.

“Some of the pieces, like those lavender ones, come ftom old clothes her mother handed down to her,” I said, moving up to touch the quilts. Dee (Wangero) moved back just enough so that I couldn’t reach the quilts. They already belonged to her.

“Imagine!” she breathed again, clutching them closely to her bosom.

“The ttuth is,” I said, “I promised to give them quilts to Maggie, for when she matties John Thomas.”

She gasped like a bee had stung her.

“Maggie can’t appreciate these quilts!” she said. “She’d probably be backward enough to put them to everyday use.”

(Heritage and Identity: Reflections)

“I reckon she would,” I said. “God knows I been saving ’em for long enough with nobody using ’em. I hope she will!” I didn’t want to bring up how I had offered Dee (Wangero) a quilt when she went away to college. Then she had told they were old~fashioned, out of style.

“But they’re priceless!” she was saying now, furiously; for she has a temper. “Maggie would put them on the bed and in five years they’d be in rags. Less than that!”

“She can always make some more,” I said. “Maggie knows how to quilt.”

Dee (Wangero) looked at me with hatred. “You just will not under.stand. The point is these quilts, these quilts!”

“Well,” I said, stumped. “What would you do with them7”

“Hang them,” she said. As if that was the only thing you could do with quilts.

Maggie by now was standing in the door. I could almost hear the sound her feet made as they scraped over each other.

“She can have them, Mama,” she said, like somebody used to never winning anything, or having anything reserved for her. “I can ‘member Grandma Dee without the quilts.”

(Heritage and Identity: Reflections)

I looked at her hard. She had filled her bottom lip with checkerberry snuff and gave her face a kind of dopey, hangdog look. It was Grandma Dee and Big Dee who taught her how to quilt herself. She stood there with her scarred hands hidden in the folds of her skirt. She looked at her sister with something like fear but she wasn’t mad at her. This was Maggie’s portion. This was the way she knew God to work.

When I looked at her like that something hit me in the top of my head and ran down to the soles of my feet. Just like when I’m in church and the spirit of God touches me and I get happy and shout. I did some.thing I never done before: hugged Maggie to me, then dragged her on into the room, snatched the quilts out of Miss Wangero’s hands and dumped them into Maggie’s lap. Maggie just sat there on my bed with her mouth open.

“Take one or two of the others,” I said to Dee.

But she turned without a word and went out to Hakim~a~barber.

“You just don’t understand,” she said, as Maggie and I came out to the car.

“What don’t I understand?” I wanted to know.

“Your heritage,” she said, And then she turned to Maggie, kissed her, and said, “You ought to try to make something of yourself, too, Maggie. It’s really a new day for us. But from the way you and Mama still live you’d never know it.”

She put on some sunglasses that hid everything above the tip of her nose and chin.

Maggie smiled; maybe at the sunglasses. But a real smile, not scared. After we watched the car dust settle I asked Maggie to bring me a dip of snuff. And then the two of us sat there just enjoying, until it was time to go in the house and go to bed.

 
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