Homeworkstudy.net is an educational platform that brings together ambitious students and elite academics from across the world. This is a terrific platform for people to work with knowledgeable professional in any field in order to learn or share their knowledge with those who seek assistance. Here you may find a homework guru on every topic and contact directly through our safe chat, without any agent.

Why You Should Use Homeworkstudy for your assignment

Communicate with the Writer– Chat with writers on one on one

Control the Process– ask any update during the progress of your assignment for free

Lowest and flexible Prices on the Market– Flexible prices, negotiate the price with writer directly and control the process

No Upfront Payments.- Release the payment to writer once everything are fine. You can ask for unlimited revision and refund

Verified professional writers: Homeworkstudy.net only hire professional writers to work on your projects, expect high quality papers to be delivered to you as required

Security, Confidentiality– Everything are encrypted and your assignment information or question are protected from search engine and any third party. A piece of mind

Money-Back Guarantee!– Release fund, revision and dispute are available. Your funds are protect and you have it back when the paper doesn’t meet the standard

What Are You Waiting For?

Forget about stress & have your essay written today!  

GET STUDY HELP AT HOMEWORKSTUDY.NET

How to become an essay writer on HomeworkStudy?

We only employ writers who can provide quality assistance to students and you should prove that if you are to join our team. You should first have relevant writing experience and must have a bachelor’s degree at least. Upon registering, you must confirm its availability. You will also have an advanced degree to pass a special test in order to show your English knowledge.

Homeworkstudy.net He is continuously looking for skilled freelance writers from many fields. Our opportunities are offered to independent writers ready to exhibit their collective approach, strong commitment and high standards when working with the leading academic aid provider on the market. If you are sure to satisfy these qualifications and are looking for a highly paid freelancing work, join our team now by writing to 

WHY YOU SHOULD BE A WRITER AT HOMEWORKSTUDY

• Choose from hundreds of orders added every minute
   
• Name your own pay when bidding for each order
   
• Work when it is convenient to YOU
   
• Directly communicate with customers in live chat
   
• Choose only orders YOU want to work on
   
• Rate your customers after each order, just as they rate you
   
• Get paid once your uploads has been approved. Don’t wait until end month  

  When working at Homeworkstudy.net, you can control your own earnings and manage them. We have no fixed costs for order, unlike other freelance agencies. Rather, you place an offer for which you are prepared to work and talk personally to each client to demonstrate your know-how in the specific subjects. You only apply for the ones you choose from the huge variety of orders that we have available.
   

No other freelance company can offer you that much freedom!

The rating system, which promotes clear competition between our experts based on feedback from every customer, is among other advantages of working with Homeworkstudy.net. The support team can also provide direct support if communication problems emerge with the customer and you are guaranteed to be payable on time either by wire transfer or by one of the global payment methods.

Instructions

EDMG220 W6 EOP Assignment: Emergency Operations Plan

Write an all-hazards Emergency Operations Plan (EOP) for the fictional location of Bobsville. Create only the “Basic Plan” 

 As the basis for your basic all-hazards EOP, use the description of the town, and the Hazard Vulnerability Assessment (HVA) you created in EDMG101. If you have not taken EDMG101, use the sample provided in the attactmect 

 You are allowed to reference other sample EOPs as a reference to create yours but should be altering the details to fit to the specific location you are addressing. You will use this document and execute this plan in future classes so help yourself by being thorough. 

The elements in your Basic EOP should be:

1. Basic Plan
   1. Introductory Material
      1. Table of Contents
      2. Approval and Implementation Plan
         1. Whose buy-in and support you need to ensure the effectiveness of the plan and how you propose to secure it.
         2. How to share this plan with city/county officials, response organizations, and the public. Would there be opportunity for feedback?
   2. Purpose, Scope, Situation Overview, and Assumptions
      1. Purpose
      2. Scope
      3. Situation Overview
         1. Hazard Analysis Summary
         2. Capability Assessment
         3. Mitigation Overview
      4. Planning Assumptions
   3. Concept of Operations
   4. Organization and Assignment Responsibilities
   5. Direction, Control, and Coordination
   6. Information Collection, Analysis, and Dissemination
   7. Communication
   8. Administration, Finance, and Logistics
   9. Plan Development and Maintenance

 Please create your response in a Microsoft word document, and upload as an attachment for submission. Papers are to use Verdana 12 point font text and 1 inch margins. 

Please view attachment 

The Assignment:

Examine Case 3: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

• Decision #1: Differential Diagnosis
  • Which Decision did you select?
  • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
  • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
  • Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
• Decision #2: Treatment Plan for Psychotherapy
  • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
  • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
  • Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
• Decision #3: Treatment Plan for Psychopharmacology
  • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
  • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
  • Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
• Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Case #3
A young girl with strange behaviors

BACKGROUND

Carrie is a 13-year-old Hispanic female who is brought to your office today by her mother and father. They report that they were referred to you by their primary care provider after seeking her advice because Carrie’s behavior has been difficult to manage and they don’t know what to do.

SUBJECTIVE

Carrie’s parents report that they have concerns about her behavior, which they describe as sometimes “not normal for a 13-year-old.” They notice that she talks to people who aren’t real. Her behavior is calm and “passive.” Her parents noted that when she was younger, she was irritable at times, but have noticed that this has given way to passivity. Her parents state that they understand that it’s normal for younger children to have “imaginary friends,” but they feel that at Carrie’s age, she should have grown out of these behaviors. Carrie’s parents report that she has friends that are half-cat and half-human, and “spirits” who speak with her “in her head.” She also reports that the people on television know when she is home and that they have certain shows “just for her.”

Carrie’s parents report that they have taken her to her pediatrician who has given her a “clean bill of health.” Carrie’s parents note that they had some early concerns as she was lagging in meeting developmental milestones. Initially, when she first started school, Carrie managed to keep up with her peers in terms of academic performance, but she was noticed by her teachers to be isolative. It was also noted by her teachers and guidance counselor that Carrie’s social skills do not seem to match what they see in other children her age. Initially the school counselor suspected that Carrie may have been suffering from attention deficit hyperactivity disorder (primarily inattentive type), but now is not certain and has recommended a psychiatric evaluation. Her grades were “ok” in school up until last year when she left junior high school, and entered high school, where the academic demands began to increase. Carrie’s teachers had wanted to hold her back a grade, but her parents acknowledge that they were “insistent” that this did not happen. Now they are describing some regrets over this as Carrie seems “more lost than ever” in her schoolwork. Carrie’s mother produced a copy of a paper that Carrie had to submit as a homework assignment. You attempt to read the assignment, but there does not appear to be any clarity to the work, and it can best be described as a hodge-podge of thoughts and ideas.

Carrie’s parents want you to know that although they are concerned about Carrie, they are opposed to giving her medications that would turn her “into a zombie.” Carrie’s mother also confides that her husband’s grandfather spent “a few years in the nut house.” When you probe further, she began crying and said, “He was schizophrenic … what if Carrie is schizophrenic?”

During your interview with Carrie, she seems pleasant, but somewhat distant. When you ask her about her friends at school, she shrugs her shoulders and says, “I don’t really have any. I don’t like those people.” You inquire if she is sad or upset that she doesn’t like them, to which she states “no, why should I be? I guess they would be friends with me if I asked, but I’m not interested. I could make them be my friends if I wanted, but I don’t … but if I wanted them to, all that I have to do is make up my mind that they will be my friend and they would have to.” When you ask Carrie if she believes that she can control the thoughts of others with her mind, she puts her index finger up to her mouth and looks toward the door. “My mom gets upset when I talk about these things. I try not to think about them either because if she is close enough, she could read my thoughts and they upset her. She may think that I’m into witchcraft or something.”

When you ask Carrie about the homework assignment that you read, she explains that her teacher “is just miserable. She doesn’t understand how I think—I think high, she just can’t get it.”

OBJECTIVE

The client is a 13-year-old Hispanic female client who appears appropriately developed for her age. She is dressed appropriately for the current weather, and ambulates with a steady upright gait. She does not appear to be demonstrating any noteworthy mannerisms, gestures, or tics. No psychomotor agitation/retardation apparent.

MENTAL STATUS EXAM

Carries is alert and oriented × 4 spheres. Her speech is clear, coherent, goal directed, and spontaneous. Carrie self-reports her mood as “good.” However, her affect does appear somewhat constricted. Her eye contact is minimal throughout the clinical interview and at times, Carrie seems preoccupied. Carrie is oriented to person, place, and time. She endorses hearing and seeing strange “things that I talk to. They don’t scare me; they come to see me from another world.” No overt paranoia is appreciated. She does report delusions of reference (she believes that the people on TV play programs “just for her” and at times, television commercials were designed to tell her what to do), as well as other delusional thoughts (as described above). Carrie denies any suicidal or homicidal ideation.

At this point, please discuss any additional diagnostic tests you would perform on Carrie.

I download the case

After Father Paneloux’s sermon, Dr. Rieux had a philosophical conversation with his close friend Jean Tarrou. 

Tarrou squared his shoulders against the back of the chair, then moved his head forward into the light.
“Do you believe in God, doctor?”
Again the question was put in an ordinary tone. But this time Rieux took longer to find his answer.
“No, but what does that really mean? I’m fumbling in the dark, struggling to make something out. But I’ve long ceased finding that original.”
“Isn’t that it, the gulf between Paneloux and you?” [Later in about 40 pages, Rieux had a similar dialogue with Paneloux.]

The conversation surrounds the thorny theological issues of believing an omnipotent and loving God while facing the gruesome reality of a plague. Quite similar to our situation in US today. 

What do you think? Do you think more people will away from faith in God in this epidemic? Or people may turn to religious faith more in times of distress? Or it won’t make a different? 

Please post your view (400 words) and a feedback to another student. You can agree or disagree with other’s view. 

Requirement: You have to post 1 view and 1 feedback (disagreement) in order to receive the 4 points. (If you post your view too early before other students, please come back later to feedback to other students.)  

Rubric of Grading: 
1. Your main post of view has to be a paragraph, defined as 4-6 sentences.
2. Your main post must express clearly your view. Cannot be vague. 
3. You must respond to another student’s post. 
4. Deduction will be made in case of uncivil comments. Ad hominem.

Write a 3–5-page essay analyzing from a sociological perspective a chosen diversity issue covered in the media.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

SHOW LESS

• Competency 1: Describe theoretical ideas of power in relation to policy. 
  • Discuss how minority and dominant groups are portrayed in a media piece in relation to the influence of power.
  • Discuss sociological concepts or theories appropriate for understanding the portrayal of diversity in the media.
• Competency 2: Identify historical and contemporary influences of discrimination in U. S. culture.
  • Summarize a media piece using the sociological perspective on diversity.
• Competency 3: Analyze the effects of social policy using aggregated data. 
  • Analyze data that are appropriate for supporting or refuting the central tenets of media piece.
• Competency 6: Apply in text the standard writing conventions for the discipline, including structure, voice, person, tone, and citation formatting. 
  • Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.

How are different social groups portrayed in the mass media in contemporary society? How far have we come in terms of reducing or eliminating stereotypical images and portrayals of minority groups? To answer these questions, we need to place them in the context of the economic, technological, and social changes that have shaped postindustrial U.S. society and affected relationships between diverse groups in our society. For example, watching TV sitcoms and dramas today we see not only much greater diversity in cast members but also minority group members playing leading roles, something that was much less common just a few decades ago.

As you analyze how the various media forms portray cultural diversity, another thing to consider is the role of people with power in the media industry—those who make the decisions about what stories and images appear on a TV news program or magazine or newspaper article and how those programs or stories will be framed.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

SHOW LESS

• Some sociologists who study the media argue that the media is a reflection of what is already happening in society, while others contend that the media manipulates its audience by portraying events or issues with a particular slant or goal in mind. What do you think? Does the media reflect what is already going on in society, or does it manipulate viewers to draw conclusions about what is going on? Perhaps a bit of both? Consider the implications in terms of how the media portrays diversity-related issues like racism and sexism.
• Can our interaction with media—movies, TV shows, news and radio programs, and so on—have any influence on our understanding of race, ethnicity, social class, gender, age, religion, et cetera?
• To what extent does the news media create and perpetuate stereotypes about particular groups of people?

Content Analysis

For this assessment, you will be doing a content analysis of a specific media program or article. Below are resources that discuss the key elements of an effective content analysis. Below are resources that discuss the key elements of an effective content analysis.

• Collins, R. L. (2011). Content analysis of gender roles in media: Where are we now and where should we go? [PDF]. Sex Roles, 64(3/4), 290–298. 
  • This article examines research on the use of quantitative content analyses in the study of gender stereotyping in the media.

In this assessment, you will have the opportunity to take a deeper look at the connection between the media and the cultural diversity of U.S. society. You will discuss how a current program or article in current news media approaches diversity-related issues and explain how we can use the sociological perspective to better understand both the portrayal of diversity-related issues and the media’s broader role in U.S. society. Effectively evaluating the accuracy of the information provided in your chosen media piece will require some additional research and fact checking, something that sociologists do as well when they are weighing the validity of opposing arguments. 

To prepare for this assessment, choose one media program or article that deals with an issue related to one or more forms of diversity, such as race, ethnicity, gender, sexual orientation, religion, age, disability, or social class. Examples of acceptable media include a newspaper article, a radio program, a television show, or a movie. Find these via the Capella library or online. Feel free to choose a topic or media source that is either domestic or global in content.

Deliverable

For this assessment:

• Summarize briefly, in one or two paragraphs, the main events or issues presented in your media program or article and describe how they relate to cultural diversity studies.
• Discuss how minority and dominant groups are portrayed in your media selection in relation to the influence of power.  
  • Consider the relative power of each group portrayed in your selection in society.
  • Consider how individuals in power influence decisions regarding how issues are portrayed. This can include corporate executives, lobbyists, special interest groups, or those who own a particular newspaper, channel, or media conglomerate.
• Explain how two or more sociological theories apply to or can be used to provide insight about your media program or article. Examples of theories include: 
  • Merton’s typology of prejudice and discrimination.
  • Noel hypothesis.
  • Blauner hypothesis.
  • Gordon’s theory of assimilation.
  • Human capital theory.
  • Theories of inequality (such as Marx’s or Weber’s theories of inequality).
  • Collins’ theory of intersectionality.
  • Park’s race relations cycle.
  • Structural pluralism.
• Analyze data that are appropriate for supporting or refuting the central tenets of your media program or article. 
  • If data (statistical information) is cited in your media selection, you may go to that source and analyze it yourself; then consult an additional source that supports or refutes the data presented.