Describe how the stand up of FEMA changed emergency management and disaster response.

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Look at the events from 1979–2001 in your textbook on pages 132–133. During this period, there were a multitude of events such as hurricanes, flooding, and earthquakes that required a Presidential Declaration for assistance in that particular state.

Create a table similar to that on pages 132–133 that includes events from 2002–current year. The table should include the following information:

Keep in mind that you will be able to use the resources and references that have been provided in the assignment description as well as providing your own thoughts and ideas.

Next, write a summary that coordinates with the five events in the table. In your summary for each disaster, you should cover the following information.

  • Correlate each disaster listed in the table to the implementation of disaster-focused improvement for that event. In other words, what did we learn as a nation when the event occurred?
  • Was the United States prepared for this event?
  • Did our disaster response meet the needs of the communities impacted by the event?
  • Were special programs, resources, or monies created to better prepare for another event similar to this one?
  • Describe how the stand up of FEMA changed emergency management and disaster response.

Your document should be at least three pages in length (including the table you have created). If you created the table in Excel, be sure to place that chart in your Word document. You may do this by using the Snip It Tool or taking a snap shot of the chart. You must include at least three sources in your research, and the information should be cited and referenced in APA format.

Discuss the following: What can cause instability and dissonance in human behavior?

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The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of learners and the instructor to create robust interaction and dialogue. Every learner is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.

At a minimum, each learner will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least 2 other posts from learners. The first contribution must be posted before midnight (Central Time) on Friday of each week. Two additional responses are required after Friday of each week. Learners are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.

The purpose of the Discussion Board is to allow learners to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in 2-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.

Assignment Specifics

Part 1

Discuss the following:

  • What can cause instability and dissonance in human behavior?
  • How do disturbances in equilibrium generate opportunities for learning?
  • How do you reconcile the idea that constructivism results in a subjective reality when most teachers and trainers are charged with delivery of fixed, prescribed information and ideas?
  • Can both approaches be accomplished in a class?
  • How might you use constructivism in designing a general science class for eighth graders? Why? How?

Part 2

Discuss the following:

  • Do you think that designers and teachers should generate discomfort in young students, encouraging the process that Piaget called equilibration?
  • How do instructional designers and teachers incorporate methods in courses that promote equilibration?
  • How do instructors and designers help young students achieve accommodation?
  • How do you think that this idea relates to adult learning theory, as stated by Malcolm Knowles in the principles of andragogy?
  • How do the theoretical similarities play out in considering the design of instruction for adults?
  • Are both theories related to constructivism? Why or why not?

In your own words, post a substantive response to the Discussion Board question(s) and comment on other postings. Your response should address the DB question(s) and move the conversation forward. You will be graded on the quality of your postings, including mastery of the concept as well as critical thinking. If asked for your opinion, do not simply state that it is a good or bad idea; elaborate on your reasons and argument. Include enough detail to substantiate your thinking as well as your position on the questions or comments.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Your assignment will be graded in accordance with the following criteria. Click here to view the grading rubric.

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  • Extra Credit
  • View Assignment Rubric

Describe background information on how that problem developed or came into existence.

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Prepare: Prior to beginning work on this assignment, please review this Sample Final Paper GEN499_final (Links to an external site.)Links to an external site. for additional guidance on the expectations of this assignment.

The topic of your essay needs to be a global societal problem from the following list:

  • Aging population
  • Critical Thinking Skills for the 21st Century
  • Gender Inequality
  • Global Climate Change
  • Global Water Shortage
  • Marginalization and Minorities
  • Refugee Crises
  • Children’s Rights
  • Social Media Censorship

Reflect: Based on the topic that you have chosen, you will need to use critical thinking skills to thoroughly understand how this topic can be a global societal problem and determine some logical solutions to the problem.

Write: This Final Paper, an argumentative essay, will present research relating the critical thinker to the modern, globalized world. In this assignment, you need to address the items below in separate sections with new headings for each. In your paper,

  • Identify the global societal problem within the introductory paragraph.
    • Conclude with a thesis statement that states your proposed solutions to the problem. (For guidance on how to construct a good introduction paragraph, please review the Introductions & Conclusions (Links to an external site.)Links to an external site. from the Ashford Writing Center (Links to an external site.)Links to an external site..)
  • Describe background information on how that problem developed or came into existence.
    • Show why this is a societal problem.
    • Provide perspectives from multiple disciplines or populations so that you fully represent what different parts of society have to say about this issue.
  • Construct an argument supporting your proposed solutions, considering multiple disciplines or populations so that your solution shows that multiple parts of society will benefit from this solution.
    • Provide evidence from multiple scholarly sources as evidence that your proposed solution is viable.
  • Interpret statistical data from at least three, peer-reviewed scholarly sources within your argument.
    • Discuss the validity, reliability, and any biases.
    • Identify the strengths and weaknesses of these sources, pointing out limitations of current research and attempting to indicate areas for future research. (You may even use visual representations such as graphs or charts to explain statistics from sources.)
  • Evaluate the ethical outcomes that result from your solution.
    • Provide at least one positive ethical outcome as well as at least one negative ethical outcome that could result from your solution.
    • Explain at least two ethical issues related to each of those outcomes. (It is important to consider all of society.)
  • Develop a conclusion for the last paragraphs of the essay, starting with rephrasing your thesis statement and then presenting the major points of the topic and how they support your argument. (For guidance on how to write a good conclusion paragraph, please review the Introductions & Conclusions (Links to an external site.)Links to an external site. from the Ashford Writing Center (Links to an external site.)Links to an external site..)

The Global Societal Problem, Argument, and Solution

  • Must be 1,750 to 2,250 words in length (approximately between seven and nine pages; not including title and references pages) and formatted according to APA style, as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)Links to an external site.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.)Links to an external site..
  • Must utilize academic voice. See the Academic Voice (Links to an external site.)Links to an external site. resource for additional guidance.
  • Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
    • For assistance on writing Introductions & Conclusions (Links to an external site.)Links to an external site. as well as Writing a Thesis Statement (Links to an external site.)Links to an external site., refer to the Ashford Writing Center resources.
  • Must use at least eight scholarly sources.
    • Source Document Requirements:
      • Multimedia sources (such as videos) may be used, but no more than two such sources may be used. If multimedia sources are used, they must be authored and distributed by credible sources, such as universities, law schools, medical schools, or professors, or found in the Ashford University Library.
      • Government sources may be used, but no more than two such sources may be used. Examples include whitehouse.gov, state.gov, usa.gov, cdc.gov, and so forth. These websites can be used to make a stronger point about your proposed solution within the argument.
      • Where print documents are used for source materials, those must be peer-reviewed, scholarly journal articles, and academically published books. Popular media sources (e.g., newspapers, magazines, television and radio shows, etc.) must not be used. Materials from advocacy groups (e.g., Greenpeace, Human Rights Campaign, National Organization for Women, etc.) must not be used.
      • Sites such as ProCon.org and Wikipedia must not be used.
      • Religious texts must not be used.
    • The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, contact your instructor. Your instructor has the final say about the appropriateness of a specific source for an assignment. The Integrating Research (Links to an external site.)Links to an external site. tutorial will offer further assistance with including supporting information and reasoning.
    • Must document in APA style any information used from sources, as outlined in the Ashford Writing Center’s In-Text Citation Guide (Links to an external site.)Links to an external site..
    • Must have no more than 15% quoted material in the body of your essay based on the Turnitin report. References list will be excluded from the Turnitin originality score.
    • Must include a separate references page that is formatted according to APA style. See the Formatting Your References List (Links to an external site.)Links to an external site. resource in the Ashford Writing Center for specifications.

I need help with this paper. Please review before responding! Plagiarism and proper grammar will be changed – thanks.

se PowerPoint or the drawing function in Word to display the information graphically on slides or paper. Arrange stakeholder textboxes according to their level of authority on campus.

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For this assignment, you will identify people (positions) who are affected by or involved in the transfer enrollment process (stakeholders), their offices/departments within the university, and their roles/interests in the process*. In other words, “Who has a dog in the transfer fight?”

(See below paragraph for the roles I want to use for my positions)(view attached position paper)

***Assignment***

Use PowerPoint or the drawing function in Word to display the information graphically on slides or paper. Arrange stakeholder textboxes according to their level of authority on campus. The person/position with the highest level of authority will appear at the top of the slide or paper and the person/position with the lowest level of authority will appear at the bottom of the slide or paper. Boxes may be grouped at different levels in between

Each textbox should include the following information:

1. Stakeholder’s position

2. Office/department within university

3. Interest/role in process

Assignment length: 1–2 pages

*****paragraph the roles at my fictional university (Apex)****

State Apex University has five major stakeholders groups who play different roles to ultimately complete the institution vision and mission. Administrators are responsible for the maintenance as well as supervision of the university. Academic staffs are also critical in matters of academics. They include professors of different ranks, lecturers and also to mention researchers. Their role in the transfer enrollment process is to support systems for retaining transfer students and more importantly help transfer students persist to graduation

*****Resources to use for this project (I will provide you my Walden log in to access the below library resources)******

Rhine, T., Milligan, D., & Nelson, L. (2000). Alleviating transfer shock: Creating an environment for more successful transfer students. Community College Journal of Research and Practice, 24(6), 443-453.

Note: Retrieved from Walden Library databases.

Keller, J. (2009). At transfer time in California, thousands of students hit a dead end. Chronicle of Higher Education, 56(7), A1-A20.

Note: Retrieved from Walden Library databases