Explain why COIVD-19 required a different vaccination rate than measles.

In this essay, you will only be writing the results and discussion sections make sure to read the requirements and instructions thoroughly and follow the rubric. make sure to read the attachments provided. the information used is coming from the excel sheet and attachments.
Results: This section should include, in this order:
• In writing: for each disease, explain the relationship you found between your independent variable (vaccination rate) and your dependent variable (what you recorded in your investigation) (reporting trends)
• In writing: for each disease, state the minimum vaccination rate required to prevent the spread of that disease. Then compare this value between the three diseases. (reporting trends)
• Provide at least one graph or table that shows the relationships you found between your independent variable (vaccination rate) and your dependent variable (what you recorded in your investigation). There should be either a graph/table for each disease or a combined graph/table (appropriate graph/table)
• Each graph or table should be labeled with a figure or table number (ex: Figure 1 or Table 1) and include a descriptive caption that explains what data is being shown in the graph. (figure logistics)
Discussion: This section should include, in this order:
• Summarize your findings about the minimum vaccination rate for COVID-19 and how that compares to the other diseases. State whether this supports your hypothesis or not. (results summary and link to hypothesis)
• Explain why COIVD-19 required a different vaccination rate than measles. What are relevant differences between these diseases (types of virus, type of spread, infection rate, etc.)? Then explain why COIVD-19 required a different vaccination rate than seasonal flu. What are relevant differences between these diseases (types of virus, type of spread, infection rate, etc.)? (results interpretation)
• Based on your data, what do your results suggest about how we can best prevent future outbreaks of COVID-19? What strategies should public health officials take to achieve the minimum vaccination rate you have measured in your investigation? (relation to “Big Idea”)
• What assumptions did you make in your SIR simulation model (think of other variables in the model besides vaccination rate)? Which of these variables do you think we need more information about before making more informed decisions about vaccinating for COVID-19? What kind of further studies would give us this information? (future studies)
Writing/grammar: All sections should have headings and consist of separate paragraphs. Make sure your methods and results are in past tense. Also, make sure you cite any info that is not your own ideas.
Results: This section should include, in this order:
• In writing: for each disease, explain the relationship you found between your independent variable (vaccination rate) and your dependent variable (what you recorded in your investigation) (reporting trends)
• In writing: for each disease, state the minimum vaccination rate required to prevent the spread of that disease. Then compare this value between the three diseases. (reporting trends)
• Provide at least one graph or table that shows the relationships you found between your independent variable (vaccination rate) and your dependent variable (what you recorded in your investigation). There should be either a graph/table for each disease or a combined graph/table (appropriate graph/table)
• Each graph or table should be labeled with a figure or table number (ex: Figure 1 or Table 1) and include a descriptive caption that explains what data is being shown in the graph. (figure logistics)
Discussion: This section should include, in this order:
• Summarize your findings about the minimum vaccination rate for COVID-19 and how that compares to the other diseases. State whether this supports your hypothesis or not. (results summary and link to hypothesis)
• Explain why COIVD-19 required a different vaccination rate than measles. What are relevant differences between these diseases (types of virus, type of spread, infection rate, etc.)? Then explain why COIVD-19 required a different vaccination rate than seasonal flu. What are relevant differences between these diseases (types of virus, type of spread, infection rate, etc.)? (results interpretation)
• Based on your data, what do your results suggest about how we can best prevent future outbreaks of COVID-19? What strategies should public health officials take to achieve the minimum vaccination rate you have measured in your investigation? (relation to “Big Idea”)
• What assumptions did you make in your SIR simulation model (think of other variables in the model besides vaccination rate)? Which of these variables do you think we need more information about before making more informed decisions about vaccinating for COVID-19? What kind of further studies would give us this information? (future studies)
Writing/grammar: All sections should have headings and consist of separate paragraphs. Make sure your methods and results are in past tense. Also, make sure you cite any info that is not your own ideas.

Assess how comprehensive this organizational ethical code appears to be and what you feel may be missing.

There is a growing body of knowledge indicating that organizations that act in a socially responsible manner and follow ethical standards outlast and outperform companies that pursue profits at all costs. This connection between value and ethics has been around for a long time, but several studies have confirmed it. In fact, according to research conducted by Dr. Curtis Verschoor, “Of the 87 companies where an ethics code was clearly stated, the average Market Value Added (MVA) was 2.5 times larger than those not mentioning a code of ethics or conduct” (Verschoor, 1999).

1-Assess how comprehensive this organizational ethical code appears to be and what you feel may be missing.
2-Compare this code with a similar code from your organization or one with which you are familiar.
3-Assess the value of ethical codes for financial management in general.

Discuss an individual whom you consider a great leader. What qualities make them a great leader?

Explain why you would like to be a participant in this program?

Discuss one or two volunteer activities that are important to you. This may include (but is not limited to) boards, committees, faith-based communities, civic and educational groups.

In what areas of professional and/or leadership development do you think you need support?

Discuss an individual whom you consider a great leader. What qualities make them a great leader?

In your opinion, what is the top issue currently affecting the African American community?

How do you plan on affecting change in your community and city?

What are one or two of your long-term career aspirations?

Program description: empowers young, minority executives by providing them with the tools and skills necessary to thrive in increasingly responsible leadership roles. It accomplishes this through a curriculum that comprises six distinct program elements: (1) leadership modules; (2) historical and political perspective modules; (3) current issue modules; (4) individual leadership assessments; (5) the “Lessons in Leadership” speaker series; (6) one-on-one mentorship.

-Monthly modules include prominent academics,subject matter experts, and industry leaders to impart their knowledge and insights.

-Our Fellows grapple with ideas and challenge themselves and each other on an intellectual level, but more than that, they develop a practical understanding of how they are situated in present-day as emerging minority leaders.

-program’s classroom learning component, supplementary events and activities each month. These program elements are designed to provide a robust platform for inter-generational exchange and professional networking.

– “Lessons in Leadership” speaker series, which features senior leaders from the area who share their stories of challenges, triumphs, and lessons learned in their careers.

– develop a leadership action plan that is geared toward guiding them through the next steps of their professional advancement and helping them map out strategies for effective community engagement.

-integrate lessons from each program area into a dynamic leadership style that best suits them, their organizations, and their communities.

Summarize the book or article (usually in a single, brief, concise paragraph at the beginning of your critique) and state the author’s main point, or thesis. What is the argument?

1) Summarize the book or article (usually in a single, brief, concise paragraph at the beginning of your critique) and state the author’s main point, or thesis. What is the argument?
2) Place the author’s thesis in context. Describe the author’s viewpoint and purpose for writing. Why is the author’s argument significant? Note any aspects of the author’s background that are important for understanding the text. Is the author an expert in the field?
3) Briefly note the most important evidence the author presents to support his or her thesis.
4) Evaluate the author’s use of evidence. Is the argument convincing? Has the author provided enough compelling evidence to convince you that the argument is valid?
5) You are encouraged to compare this text with other books or material you have encountered in this course if appropriate. Is this author in conversation with other authors? How does the argument fit in with other interpretations?
6) Conclude with a final evaluation of the book. You might discuss who would find it useful and why. It might also be helpful to read a few professional book reviews. All major historical journals (such as the Journal of American History and the Journal of Southern
History)