For part one of this assignment, you must submit a half page for each item below. Number and title each section so that it is clear there are 6 distinct sections. Double spacing is allowed. These notes must be in your own words, and they must demonstrate your mastery and understanding of the material. In these notes, you should highlight the key people, events, inventions, and any other important features of each section.Your submission must be as an attachment in Word, pdf, or rtf format. Two topic on one page

1. General Characteristics of Mesopotamian Civilization

2. Babylonian Empire

3. Egyptian Civilization (by Steven Kreiss)

4. Kush and Axum: Empires of East Africa

5. History of Minoan Crete

6. The Fall of Minoan Civilization

Socio-ecological assessments can help identify the interactions between individual behavior and social environments. As individual behavioral and social environments interact, the dynamics of this interaction may influence health. These interactions allow health professionals to be cognizant of how vast and varied the field of public health can be. Remembering always to be open to change and interpretation, the influence of these interactions on health can provide valuable cues for policy development and the promotion of positive health outcomes.

For example, a socio-ecological assessment can explain what factors contribute to HIV/AIDS prevalence among intravenous (IV) drug users:

Individual factors—risky behavior: sharing needles
Societal factors—stigma and discrimination
Socioeconomic and political factors—increased drug use in poor and marginalized communities
In seeking to conduct a socio-ecological assessment, you should keep three steps in mind:

Consider determinants and interconnections
Use theories to help identify the socio-ecological systems levels to target for change
Review the evidence to ensure more than one system level is targeted
For this Assignment, select a population and a health issue you are interested in. Note: Do not use HIV/AIDS as your health issue. Consider health disparities that may exist in this population in relation to the health issue you selected.

The Assignment (2 pages)

Describe the population and health issue you selected and explain how this health issue represents a social problem for your population.
Describe the indicators (e.g., incidence, mortality, morbidity, and hospitalizations) related to the issue and explain how the factors contribute to health disparities observed in your selected population.
Explain how health behaviors within your population contribute to the risks observed and what factors perpetuate certain risk-related behaviors.

CASE 9: Green Mountain Care

Peter Shumlin assumed office as Vermont’s governor in January 2011. Like all four of his Democratic primary contenders, he had run as a supporter of a single-payer health plan. The outlook was good, given the state’s small, homogenous, and largely liberal population; its history of leadership in health policy; the governor’s electoral mandate; the recent passage of the ACA at the national level; and the policy development foundation that had already been laid in the state.

The previous year, the legislature had passed Act 128, “An act relating to health care financing and universal access to health care in Vermont.” Republican Governor Jim Douglas, who had announced he would not seek reelection, allowed it to become law without his signature on May 27, 2010.

The goals of Act 128 included: (1) providing universal health insurance to all Vermonters under a plan that would give them equal access to a standard
benefits package; (2) controlling medical costs; and (3) creating a healthcare system that emphasized primary care and focused on prevention and wellness. The Act also established a commission and directed the commission to hire one or more consultants to proposal three design options— a single-payer system, a public option that would give state residents an alternative to private insurance plans, and “a third and any additional option [that] shall be designed by the consultant.”

The Consultants’ Report

On February 17, 2011, roughly a month after Shumlin’s inauguration, the state received a 203-page report—“ Health System Reform Design: Achieving Affordable Universal Health Care in Vermont”— that provided three options as required by Act 128 (Hsiao, Kappel, & Gruber, 2011).

The consultants who authored the report were William C. Hsiao and Jonathan Gruber, economics professors at Harvard and MIT, respectively, and Steven Kappel, founder and principal consultant at Policy Integrity, LLC. Hsiao had experience with the design and implementation of single-payer systems in other countries such as Taiwan. Gruber was an adviser to Rep. Nancy Pelosi and consultant to the White House during the development of the ACA, and Policy Integrity develops and evaluates policy alternatives in areas that include health care.

The report contained several pages devoted to a political feasibility study that the authors referred to as both a stakeholder analysis and a “political landscape analysis” (p. 17). (Researchers employing the term political landscape typically focus on identifying which actors have what levels of power and the relationships between them.) The first step was a literature review to understand the state’s history around health policy and identify its major health-related institutions. The second phase primarily consisted of key informant interviews.

In a series of 64 confidential interviews, researchers spoke with almost 120 people. Interview subjects included legislators (15), members of the executive branch (6), hospital administrators (31), healthcare providers (23), representatives of large businesses (10) and small and medium businesses (13), union officials (11), health reform advocates (10), advocates from other issue areas (7), and insurance company executives (2). Most interviews were conducted in person with a pair of interviewers. The researchers also considered information gathered in “less formal stakeholder engagements.”

“Following our interviews, we categorized our finding according to key themes, recorded primary concerns across stakeholder groups, and compared current findings to those from our historical analysis” (p. 18).

They then determined the key interests and concerns of different sectors and identified policy constraints— design options that would be politically infeasible because of strong opposition from highly interested and engaged groups with significant economic and political power. Hospitals would vehemently oppose reductions in their reimbursement rates, for example. They wanted predictable and sustainable funding, but were not attached to the source of the funding. Businesses were wary of direct government control of the system and favored a third-party administrator protected from political influence. There was widespread resistance to reducing benefits.

The analysis did not simply test the feasibility of the various options; the results were used to shape the single-payer plan recommended in the report.

In contrast to previous reports on state-based single-payer plans, in our design process we explicitly considered the political landscape and the fiscal, legal, and institutional constraints on the reform…. We therefore proposed a public-private single-payer system that was financed through payroll taxes and governed by an independent board, and that offered a generous benefit package— while at the same time transforming the payment system and reforming the medical malpractice system.
Hsiao et al. (2011, p. 1233)

The assignment for the course paper is to describe and analyze a situation involving the demonstration of moral leadership. Your paper should be approximately fifteen pages long, double-spaced. Don’t worry if your paper turns out to be longer than this. I enjoy reading these papers and don’t count words.

Assignment
The purpose of the final paper is to help you clarify—and chronicle—your own understanding of moral leadership, particularly as it has evolved during the course. The assignment has three parts:

• A description of a situation that you believe demonstrates moral leadership from the book you’re reading

• Analysis of why you believe this – the reasoning behind your assumption, and your assessment of the decisions and actions of the protagonist

• Reflections and lessons – implications you draw from the protagonist/situation and the course that inform your understanding and your own, personal definition of moral leadership.

Suggestions
First, you should err on the side of depth rather than breadth. You will find it more rewarding to describe something, provide an analysis of it, and connect it to your own insights if you focus on one (or at most two) characters facing one or two decisions/actions/events/episodes that you believe demonstrate moral leadership. It is preferable to dig deeper into one or two situations than to attempt a broad sweep of multiple situations, especially those involving an array of characters.

Second, an important aspect of this paper is showing how your thinking has been influenced by the stories we have read, the themes that have been raised, and the discussions you’ve participated in. For example, in addition to reflecting on moral leadership, your analysis may include a discussion of the type of moral challenge the protagonist faces, or whether you see evidence of what you would consider to be moral reasoning. You may also find it helpful to contrast the decisions and actions of the protagonist with protagonists and situations read about during the course. Here, too, depth is preferable to breadth. This may mean drawing fewer lessons but presenting each with greater detail and fuller analysis. It generally means drawing upon fewer rather than more works of literature.

Third, you will find the paper more valuable to the extent that the lessons you draw are personal. You should write this paper for yourself and make it an opportunity for reflection on aspects of moral leadership that matter to you.

Lastly, please ensure your paper is in APA format, double spaced, 12 pt font, and it includes a Title page and Reference page. Also, do not forget to include proper in-text citations.

1. How does the arrangement of osteons in compact and spongy bone help with the function of the two types of bone?
2. How does the concentric arrangement of lamellae help bone integrity?
3. Why is varying orientation of collagen between different lamellae important?
4. How does branching of osteocytes benefit bone function?
5. What type of cell junctions are found between osteocytes? Why is this important?
6. How do osteoblasts and osteoclasts help with appositional growth?
7. Compare and contrast effects of calcitonin and PTH on bone remodeling.
8. How does Vitamin D help regulate calcium levels?
9. Why is excretion of phosphate an appropriate response to low serum calcium?
10. Why do cartilageneous joints lack cavities?
11. Why are cavities important for synovial joints?
12. Can multiple joint types be found in the same organ? Provide an example.
13. Define joint stability and joint mobility. How are they related?
14. Extreme muscle tone can be harmful to some joints. How?
15. Why is exercise and physical activity vital to joint health?

1. How do the structures of the three types of muscle correlate with the magnitude of contraction strength?
2. Why is the nested arrangement of skeletal muscle units significant?
3. Name the three membranes in skeletal muscle units. What tissues are they made of? Why is this important?
4. What events complete the differentiation of skeletal muscle myocyte?
5. What are the major regions of a sarcomere?
6. What is the significance of striations in skeletal muscle histology?
7. What is the chemical significance of myoglobin in skeletal muscle?
8. Describe the major differences between resting potential and equilibrium potential.
9. Comment on the distribution of chemical and voltage gated channels in skeletal muscle.
10. Compare and contrast the function of chemically and voltage gated channels in skeletal muscle contraction.
11. What is the major difference between the closed and the inactivated state of the voltage gated sodium channel?
12. What are the major roles of calcium in skeletal muscle contraction?
13. How is chemical energy converted to mechanical energy in the myosin head?
14. What multiple roles does ATP play in skeletal muscle contraction?
15. Explain rigor mortis.
16. Muscle contraction is relatively faster (tension builds faster) than relaxation. Why?
17. How do motor units vary in coarsely and finely controlled muscles?
18. Explain the order of recruitment of skeletal muscle types.
19. How does tone affect the sarcomere?
20. Why do muscles contain a mix of the three types of skeletal muscle fibers?
21. Correlate the glycogen stores, mitochondrial number, color and vascularity between the different skeletal muscle types.
22. What are the differences between isotonic and isometric contraction?
23. What are the various sources of energy for skeletal muscle? How does this affect the rate of muscle contraction between the muscle types?
24. Define the two major types of cardiac and smooth muscle cells.
25. Why is wave summation critical in skeletal muscle contraction and is not possible in cardiac muscle?
26. How are contractile velocity and contractile duration related?
27. Explain the contractile velocity as it related to different loads.
28. Compare and contrast sarcomere arrangement in the three types of muscle cells.

Choosing a healthy lifestyle, knowing how to seek medical care, and taking advantage of preventive measures require that people understand and use health information. The ability to obtain, process, and understand health information needed to make informed health decisions is known as health literacy.
Given the complexity of the healthcare system, it is not surprising that limited health literacy is associated with poor health.
Student should:
• Review the concept of health care literacy
• Review the problem background
• Populations affected
• Review relevant literature
• Discuss how health care literacy relates to the management of health conditions
• Recommend or propose solutions to the identified problem
Literature suggestions for review:
The student may choose from Healthy People 2020 topics https://www.healthypeople.gov/2020/topics-objectives and relate the topic to the population of Edgecombe and/or Nash Counties.
This information can be obtained from the County health department and state websites, examples; www.nchealthliteracy.org/ https://www.cdc.gov/healthliteracy/statedata/ http://healthliteracymap.unc.edu/
Article:
http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol142009/No3Sept09/Enhancing-Written-Communications.html

Instruction:

Introduction with thesis statement 5

Problem/Background 10
(Statement of problem)

Review of Literature 15

Related Medical Condition 15
(Provide an example of a specific medical condition
that can be effectively managed or impacted by
Health Literacy)

Proposed Solution to the Problem 10
(Proposed suggestions to address the problem)

Conclusion 5

Scholarly Source 5
(Two references required with a
minimum of 1 scholarly article)

APA Format 5
(In-text citations, Reference Page required)

Presentation using health literacy 30

 

You will write 4 Case Assignments based on the “NCRCC: Teeing Up a New Strategic Direction” case study. Each Case Assignment must be 750–1,000 words and use current APA format with a cover page, 1” margins, 12-point font, content, in-text citations, and a reference page (the word count does not include the questions, cover page, or reference page). No abstract is required; simply type the questions as headings and respond. In addition, you must incorporate 2–4 scholarly research articles in your response.

NCR Country Club (NCRCC) started in 1954 as an employee benefit of the National
Cash Register Co. but is now an open-membership club. This country club located
in Kettering, Ohio (near Dayton), hosts two 18-hole golf courses. The NCR South
course, a par 71 championship course of 6,824 yards of heavily wooded rolling
countryside, the site of the 1996 PGA Championship, the 1986 U.S. Open, and the
1998 U.S. Mid-Amateur, is consistently ranked by Golf Digest as one of the top
100 courses in the United States. The prairie-links style of the North course, a
6,358-yard par 70 course, is considered challenging. In southwestern Ohio, the
active golf season usually lasts from May through October. Within a 30-minute radius
of NCRCC, the avid golfer will find eight other private golf and country clubs as well
as 29 public golf clubs and courses.
In 1997, after the purchase of NCR Corporation by AT&T, AT&T provided
a $4.0 million interest-free loan to raze the original clapboard-sided clubhouse and
replace it with an all-brick colonial-style facility. Boasting both formal and informal,
inside and outside eating facilities as well as banquet and party rooms, the members
voted that the new clubhouse would be totally smoke-free. The rich cherrywood
paneling and the hunter green and burgundy décor mellow the high-ceiling, interior
spaces. Golf memberships are $20,000 with social (nongolf) memberships at $1,000
each. NCR employees did not and do not pay membership fees to join. Additionally,
each member must spend $150 per quarter in dining receipts and pay $225 (golf) or
$160 (social) in annual dues.
Needing to attract new members to support the renovated facility after AT&T
divested itself of NCR and given the growing age of its members, NCRCC
implemented an aggressive membership campaign in 1998. The goal was to bring
golf memberships to 680 and attract as many social memberships as possible. After
only moderate success, NCRCC commissioned McMahon Group to assist with
strategic planning.
NCRCC: Teeing Up a
New Strategic Direction
Used with permission of
Pamela S. Schindler
©2001.
Business Research Methods, 11e, Cooper/Schindler
2
McMahon Group specializes in providing research and strategic consulting to golf
clubs and full-service golfing facilities. “Golf club membership within the United States
is perceived as a discretionary luxury of life. NCR faces a similar situation found
elsewhere in clubs around the country—an older satisfied membership which sees
no reason to change what they perceive to be a good thing,” shared Frank Vain,
president of McMahon Group. “With NCR, we faced another wrinkle. Because
NCR was once corporately owned, NCR retirees and current employees saw
membership as an entitlement, a right.”
After McMahon’s First Impressions visit (a free on-site assessment where a
club specialist tours facilities, collects information on membership and operations,
and discusses industry trends with strategic planning committees), NCRCC’s board
hired McMahon to provide direction and assistance to NCRCC’s strategic planning
committee. “Historically, NCRCC has a 7 percent penetration rate among NCR
employees. NCR’s employee pool was trending smaller, providing continuing
downward pressure on NCRCC membership,” explained Vain. “With membership
segments of NCR retirees (1/3 of members) and current NCR employees (another
1/3 of members) getting less numerous each year, only the segment comprised of
non-NCR affiliates provides an opportunity for growth. NCRCC needs to become
a stand-alone club to survive.”
McMahon Group conducted six focus groups at NCRCC on December 3–4,
1998, involving 43 members, seven nonmembers, and 12 employees. Especially
among younger members (under 46) and nonmembers, a golf-only club was less
attractive than the full service array that some other area country clubs offered. A
consistent theme was that members did not feel they received the overall level of
service at NCRCC that they expected from a fine private country club, whether it
be in the dining operation or on the golf course. Staff members were frustrated that
meeting the board’s profit directive was often counterproductive to a high level of
service. The NCRCC board directed McMahon Group to conduct a membership
study to explore the feasibility of adding a
Business Research Methods, 11e, Cooper/Schindler
3
Overall, 72 percent of NCRCC members were either satisfied or very satisfied.
This is slightly less than the 79 percent satisfaction level for other clubs. Only 12
percent are very satisfied, with other clubs averaging 21 percent. The group with the
highest dissatisfaction rate (19 percent dissatisfied or very dissatisfied) was the key
55–64 age group, with the under 46 group generating 11 percent dissatisfaction.
While members currently saw the club as an “Adult Golf and Dining Club” (63
percent), many believed its future would need to incorporate facilities for children, if
the club were to remain competitive for new members. This was especially true for
those members under age 46.
Most current members joined for golf (80 percent either important or very
important) or dining (77 percent either important or very important). Most members
were satisfied with golf (81 percent either satisfied [29 percent] or very satisfied [69
percent]). However, level of satisfaction was lower with the over 65 group when it
came to course layout (58 percent very satisfied) and condition (77 percent very
satisfied). Fewer members were satisfied with dining (49 percent either satisfied or
very satisfied). However, even given some dissatisfaction, 61 percent felt their
membership was a good value.
The 37th Hole, the casual dining facility, generated concerns about speed of
service (27 percent either dissatisfied or very dissatisfied), professionalism of wait
staff (19 percent either dissatisfied or very dissatisfied), and menu variety (36 percent
either dissatisfied or very dissatisfied). The same concerns surfaced in the formal
dining area, with menu variety and meal-to-meal consistency generating the highest
dissatisfaction scores. It is very important for NCRCC to provide casual adult dining
(95 percent either very important or important), but less so for casual family dining
(78 percent), outdoor dining (69 percent), formal dining (44 percent), men’s grill
(37 percent), and women’s grill (22 percent). Dining prices are seen as the same (65
percent lunch, 48 percent dinner) or higher (32 percent lunch, 47 percent dinner)
than other clubs and restaurants frequented by members. Members overwhelmingly
continue to endorse the no-smoking rule (97 percent formal dining, 94 percent 37th
Hole, 83 percent bar/lounge).
“Members think of NCRCC as first a golf club, but the golf wasn’t meeting
expectations. Second, members see NCRCC as a dining club, but the members
were dissatisfied with the casual dining product and service,” shared Vain.
Survey results offered good and bad news. Additional facilities would not
be attractions to most current members, but many members are interested in improving
the current facilities. Fully 59 percent, however, were unwilling to pay higher dues
(including 43 percent of under age 46) to obtain the changes they found attractive.
>Some Results
NCRCC: Teeing Up a New Strategic Direction
Business Research Methods, 11e, Cooper/Schindler
4
“New facilities were an attraction for the non-NCR affiliated segment,”
summarized Vain in discussing what McMahon Group shared with the strategic
planning committee following the completion of the study. “New facilities, especially
swimming, fitness, and outdoor dining, provide the best opportunity to broaden the
attraction of the club.”
• 74% golf (single or family) and 24% social, with 2% corporate
memberships.
• 65% are (23%) or had been (42%) employed at NCR.
• 55% male, 45% female.
• In each of four age groups:
• Under 46 (19%)
• 46–55 (23%)
• 56–65 (26%)
• 66 or older (33%)
• 74% lived within seven miles of NCRCC.
• 42% had been members for 20 or more years.
• 78% did not have children (under age 21) living at home.
• 41% belonged to a swimming/tennis club (15%) or fitness facility (26%).
• 81% reside in the Kettering-Dayton area year round.
Facility Additions
Swimming pool 30 60
Tennis courts 22 36
Health and fitness center 30 49
Spa 30 58
Activities
For adults 26 40
For families 23 53
For children 18 47
>Who Answered the survey
All Members Members under 46
(% ) (% )
Improving the driving range (Important or Very Important) 36
Improving short game practice area
(Important or Very Important) 40
Current Facility Alterations
Expanding bar/lounge (Important or Very Important) 41
NCRCC: Teeing Up a New Strategic Direction
Business Research Methods, 11e, Cooper/Schindler
5
1 Build the management-research question hierarchy, through the investigative
questions stage. Then compare your list with the measurement
questions asked.
2 Given the research question, how appropriate were the measurement
questions?
3 Describe the sampling strategy. How appropriate were the various sampling
design decisions?
4 What, if any, problems did you find with the questionnaire as a whole?
Consider structure, directions, question order, question phrasing, appropriateness
of response strategy chosen, etc.
5 If you were McMahon Group, how would you present the findings of your
study to the NCRCC board? Explain the rationale for your chosen method.
6 Given the data presented in the case:
7 What would you recommend to the board of NCRCC with respect to
adding facilities like tennis courts, a swimming pool, a spa, a fitness
center, and a year-round driving range?
8 What would you recommend to the board of NCRCC with respect to
adding or changing programming activities like social activities for adults,
families with children, and children?
9 What would you recommend with respect to changing current operations?

For this 4 to 5 page essay (typed and documented in MLA style), I’d like you to analyze one facet of your own cultural identity, focusing on an area of your social self which you find most significant. Some areas you may choose to work with include ethnicity, race, gender, religion, social class, sexual orientation, age, regional or geographical influences (place, home), family, nationality, body type or markings, obsessions, clothing, media—whatever elements in our culture you feel define one important part of who you are. You are looking for strong influences that awakened you to an aspect of yourself, experiences that changed you or that made you aware of what you wanted or lacked; that helped you set goals or define limits. Ultimately, your task is to show those parts of your life which you feel reveal important aspects of who you are, connecting experiences and incidents you have had to the broader cultural context of American society.
You must choose as a topic something you share with others so that you can read about it and deepen your understanding of this identity issue as “cultural.” In your essay, you will have to cite and use information from at least 2 sources, so the topic must connect your identity issue with something out there in the broader culture that others have also experienced and written about. (NOTE: Do not choose something so intensely personal and sensitive that you would be embarrassed to write honestly and fully about it; choose instead an identity issue whose personal nature would not make you uncomfortable to share with classmates as well as your instructor.) You must conclude with an analysis of ways in which your individual identity marks you as a part of a larger group—ways in which our very selves are shaped by a complex interaction between us and the surrounding culture.

Structure: Your essay is not merely the narration of an important personal experience, i.e., you are not just telling your life story. You must find an aspect of your life which reveals your identity as a product of the cultural environment in which you have found yourself. Begin with an introduction which identifies one or more areas of culture which have impacted your sense of who you are. Your thesis should then locate as narrow a focus as you can.
Develop your essay in three ways: 1) give details about those experiences in your life relevant to the cultural focus of your essay; 2) analyze the impact of culture on you (and perhaps you on your culture), defining terms and concepts and explaining how your sense of identity was molded by these experiences; and 3) bring in research information to provide background and supporting evidence for your analysis of the ways in which culture helped define your sense of self. You want to conclude by answering this question: How did I get to be the person I am? You will answer this question not through a philosophical analysis, however, but through an analysis of the people around you (i.e., your culture). Your essay will then explore your life through discussion of a vital element of your cultural environment. You will use lots of detailed examples and descriptions of experiences to explain—with the help of ideas from a few sources—something central about your identity.
You may choose to structure the paper around an experience, a moment, that changed the way you think about an aspect of culture as it relates to your sense of self: establish how you looked at things before, describe the changing experience(s), and analyze how you looked at them afterwards. Be sure to define the pivotal moment in great detail and to situate your experience in the larger context of culture (you can agree or disagree with the ideas you found in your research). You may instead choose a sequence of experiences illustrating the development of an aspect of your identity over time.
Keep in mind that you’re writing to a reader who does not know you well and is interested in your background as well as your assessment of your own life. Though your essay is exploratory, you do want to convey to this person your understanding of yourself through the lens of culture, whether in rebellion against or in conformity to social and environmental influences.

Criteria For Grading: The general standards for any effective college essay apply here. An “A” paper for this assignment has fresh and clear ideas, displays a consistent and genuine voice, presents a focused thesis which unifies the entire essay, exhibits a controlled paragraph organization and sentence structure, develops and supports its ideas fully, uses clear logic and convincing evidence, demonstrates apt choice of words, and adheres to the conventions of standard written English. Especially important in this assignment are the focus on one cultural influence key to your understanding of yourself, analysis of this cultural issue through specific details and examples from your life, and integration of your ideas and sources to create a rich cultural context for your definition of self—your cultural autobiography.

2. Choose an Identity Governance & Administration product between OneLogin( https://www.onelogin.com/lp/get-onelogin?utm_campaign=demo&utm_medium=cpc&utm_source=capterra&utm_term=demo&utm_source=capterra&utm_source=capterra), Google Cloud Platform ( https://www.capterra.com/p/171579/Google-Cloud-Platform/ ) . Research your chosen product using the vendor’s website and product information brochures.
3. Find three or more additional sources which provide reviews for (a) your chosen product or (b) general information about the characteristics of Identity Governance & Administration Products.

Write a 3 page summary of your research. At a minimum, your summary must include the following:
1. An introduction or overview for the security technology category (Identity Governance & Administration).
2. A review of the features, capabilities, and deficiencies for your selected vendor and product.
3. Discussion of how the selected product could be used by your client to support its cybersecurity objectives by reducing risk, increasing resistance to threats/attacks, decreasing vulnerabilities, etc.
4. A closing section in which you restate your recommendation for a product (include the three most important benefits).
As you write your review, make sure that you address security issues using standard cybersecurity terminology (e.g. protection, detection, prevention, “governance,” confidentiality, integrity, availability, nonrepudiation, assurance, etc.). See the ISACA glossary https://www.isaca.org/pages/glossary.aspx if you need a refresher on acceptable terms and definitions

Research and Report: Possible Impacts of Exceptionalities on Language and Literacy Development for Kindergarteners and Primary School-Age Children
If a child can’t learn the way we teach, maybe we should teach the way they learn.
—Ignacio Estrada
Fair doesn’t mean giving every child the same thing, it means giving every child what they need.
—Lavoie, 1989
What does it mean to be “exceptional”? Although one well-known definition of the term is outstanding, the term has also come to describe individuals who learn in different ways. Whether as a result of cognitive, physical, or psychological factors, some children follow a unique path that they, their peers, and their family may never fully understand. In his book Far From the Tree, Andrew Solomon chronicled his journey with more than 300 families as he worked alongside them to better understand the supports needed for some children not only to survive but to thrive (Solomon, 2012). With a unique journey ahead, what might some children need you to do differently as they learn language and literacy? How do we move from “He can’t learn this” to “He just hasn’t learned this yet,” or “How can I explain this differently so he can learn it?”
In this Discussion, you explore the possible effects of exceptionalities on language and literacy development. You also conduct research to further explore an exceptionality of your choosing. As you approach this Discussion, also consider your own experiences in working or living with young children whose lives are affected by cognitive, physical, and/or psychological factors.
To prepare
Review the academic proficiency model presented in the Newhall resource. Then, consider why young children with exceptionalities may be at risk for not becoming academically proficient. Last, select one of the exceptionalities that can affect language and literacy development for kindergarteners and primary-age children:
• Specific language/learning disability
• Intellectual disability
• Autism spectrum disorder
• Hearing impairment
• Visual impairment
• Other health impairment