You work for your local community health clinic.In this role, you see a large number of people who have lived through, lived with, or have a family member who has experienced historical trauma. How will you inform the employees about working with this type of population? You will create a newsletter to distribute to the staff to inform them about the historical trauma model for two of the following populations: African Americans American Indians Japanese Americans Holocaust survivors Refugees Immigrants For this assignment: Select two of the populations listed above. Explain how the historical trauma model can be useful in public health. Detail the cultural vulnerabilities for each population in relation to the historical trauma model. Describe how public health personnel can understand more about their patients’ cultures so that they can be better prepared to help with patient needs. Use APA (6th ed.) format to cite your sources. Integrate your sources into the paragraphs and use internal citations pointing to evidence in the literature and supporting your ideas. You will need to include a reference page listing those sources. Would you like to see an example of what a newsletter looks like? Click here for an example newsletter. Please note, this example's content does not relate to this assignment. This is for visual help only. See the rubric for specific grading criteria.Due: Sunday, 11:59 p.m. (Pacific time)Points: 125

HCAD 670 Assignment 3: 2017 Las Vegas Mass-ShootingInstructionsThe Investigative Assistance for Violent Crimes Act of 2012, signed into law in January 2013, defines a mass killing as one resulting in at least 3 victims, excluding the perpetrator. On the evening of October 1, 2017, Stephen Paddock, a 64-year-old man from Mesquite, Nevada, opened fire upon the crowd attending the Route 91 Harvest music festival on the Las Vegas Strip in Nevada. Between 10:05 and 10:15 p.m. PDT, he fired more than 1,000 rounds of ammunition from his 32nd-floor suites in the Mandalay Bay Hotel, killing 60 people and wounding 411, with the ensuing panic bringing the injury total to 867. About an hour later, Paddock was found dead in his room from a self-inflicted gunshot wound. This incident was the deadliest mass shooting committed by an individual in modern United States history. University Medical Center of Southern Nevada,Your assignment:In a MEMO format in EXACTLY 1000 words, please discuss the following about the 2017 Las Vegas Mass Shooting Disaster Response: What went well with the response? What were the significant challenges with the response? In which ways could the response have been improved? During Week One, we discussed Fayol's Five Functions of Management: (a) Planning, (b) organizing, (c) coordinating, (d) commanding, and (e) controlling. As the Chief Operating Officer (COO) how would you augment your healthcare facility’s disaster preparedness? Discuss which ways you would exercise Fayol's Third Function of Management, coordinating into enhancing your facilities' mass casualty, preparedness.*******Make certain that your assignment follows the Memo Format guidelines stated in the link below and is in the APA 7th edition format with a cover page, separating your sections by the appropriate APA Level Headings. Also, make sure you include a reference page and at least eight (8) references.Resources:https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/memos/format.html#:~:text=The%20format%20of%20a%20memo,concise%20and%20easy%20to%20read

Details: Read the case study to inform the assignment that follows and prepare this assignment according to the APA guidelines found in the APA Style Guide Case Study: Ana, is in the 9th grade, Age 14 Background Information Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members. Medical Information Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history. School History Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions. Attendance Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time. Grade 8 (last academic year) Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon. Soon she was absent as many days as she attended and by April, Ana rarely attended school at all. Grade 9 (current academic year) Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes. Testing and Evaluation Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105. Woodcock-Johnson III Tests of Achievement Please see attachment below. Classroom Teacher Input Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that follows the topic sentence. She often spells words incorrectly on her final draft. Additionally, she has difficulty sounding out words, which affects her reading fluency and her reading comprehension. Currently, Ana can independently read a seventh grade text with 80% comprehension. According to a teacher given reading inventory, Ana reads 40WPM correctly at a seventh grade level. Interventions Prior to Special Education Referral Attendance secretary makes daily calls to home 1-to-1 sessions with guidance counselor Building consultation team Schedule changes Truancy petition to Juvenile Court Intake Small group instruction for reading Small group instruction for writing Extended time to complete writing tasks Reason for Referral Ana has an escalating pattern of absenteeism, decreasing socialization with peers at school and in the community, has failing grades, and very low self-acceptance/self-concept. Interviews Guidance Counselor: - Ana spontaneously smiles and converses with him; says she is comfortable in the guidance office; says she wants to be in school to please her mom and to participate in sports; tells the guidance counselor she likes him. Mother: - She does not insist Ana go to school or leave the house if she does not want to. Ana: - Says she thinks she is a “freak” – tiny, odd looking, biracial - Says other kids make fun of her because she is so small - She tears up when she talks about herself; voice quivers - She acknowledges adults (smiles, “thank you”, responds to questions) - Says she likes adults, would rather talk with adults than peers - Does ask questions, initiates comments with adults - Has a good vocabulary and speaks fluently - Says she wants to make her mother happy and proud of her, but does not think she can - Says she likes sports, but is “too small” to play them - Says she is “close” to mother and grandmother Community Ana has had no law enforcement involvement and no court appearances. She has had no formal placements out of home and does not spend time with friends or participate with church or youth groups. Assignment: Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP) Using the Ana Case Study information, write a 400-500-word Present Level of Academic Achievement and Functional Performance (PLAAFP). Your PLAAFP should include: Student strengths; Evaluations; Performance in classes, Influences of language, culture, and family background; Strengths, preferences, and interests in nonacademic areas; and Any other relevant issues. Part 2: Annual Goals Write two measurable behavioral goals and two measurable academic goals for Ana. Goals should include: A specific, measurable skill/behavior to be achieved in this goal; and A specific measurement tool or assessment strategy In addition, include a baseline for each goal that identifies the present level of the student related to the skill stated in the goal. Part 3: Rationale Provide a 375-500-word rationale that clearly discusses and defends how each annual goal makes sense based on the PLAAFP and also how each goal is measurable. BAR Woodcock-Johnson Scores Cluster Score Broad Reading 82 (low average range) Broad Math 99 (average range) Broad Written Language 87 (low average range) Subtest Scores Letter-Word Identification 85 Reading Fluency 81 Passage Comprehension 91 Calculation 93 Math Fluency 101 Applied Problems 104 Spelling 86 Writing Fluency 87 Writing Samples 98