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Imagine that you are sharing a cab with Robert Merton. During your cab ride, you go through “the bad part of town.” A conversation ensues about what causes every city to have a “bad part of town” and what is responsible for crime and social problems in inner cities. Using his theory of strain, how might Robert Merton explain crime in the bad part of town? What would he say are the major reasons for crime in lower-class areas? After driving a couple blocks, you stop and pick up 2 more passengers in the cab… Clifford Shaw and Henry McKay (they guys who developed social disorganization theory). They immediately join your conversation. Drawing from their theory, how do you think they would explain why crime is so much higher in lower class areas? Do you think that these three men would agree or disagree about what causes crime in the slums? In what ways would they agree or disagree? In what ways do their arguments about the causes of crime in poor communities differ? Could their ideas be combined or are they talking about different concepts and processes altogether? Explain. ** Apa format, in text citation, 3-4 pages, answer all items & no plagarisim .

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CLINICAL SCHOLARSHIP Tuberculosis Treatment for Mexican Americans Living on the U.S.–Mexico Border Julie Ann Zuñiga, PhD, RN1, Silvia E. Muñoz, PhD, FNP2, Mary Zuñiga Johnson, ME3, & Alexandra Garcia, PhD, RN, FAAN4 1 Alpha Epsilon, Post-Doctoral Fellow, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA 2 Clinical Instructor of Nursing, School of Nursing, The University of Texas at Austin, Austin, TX 3 Doctoral Student, The University of Texas at Austin, Austin, TX 4 Associate Professor, School of Nursing, The University of Texas at Austin, Austin, TX Key words Tuberculosis, phenomenology, Mexican Americans, public health Correspondence Dr. Julie Ann Zuñiga, Nell Hodgson Woodruff School of Nursing, Emory University, 1520 Clifton Rd NE, Atlanta, GA 30322. E-mail: [email protected] Accepted: January 12, 2014 doi: 10.1111/jnu.12071 Abstract Purpose: This study produced a rich description of the lived experiences of tuberculosis (TB) treatment among Mexican Americans living in the Lower Rio Grande Valley (LRGV) of Texas. Design: This qualitative study used phenomenological methodology, guided by Merleau-Ponty’s philosophical framework, particularly his theories on mind–body influence, fabric of relationships, importance of culture, and equi- librium. A purposive sample was recruited through TB clinics in four south Texas border counties: Hidalgo, Cameron, Starr, and Willacy, which make up the LRGV. Interviews from 18 participants—5 women and 13 men—were conducted in the participant’s preferred language. Interviews were analyzed for common themes as described by Cohen Kahn and Steeves. Findings: The majority of interviews were conducted in Spanish. Five themes were discovered: (a) day-to-day life during Directly Observed Therapy treatment, (b) signs and symptoms, (c) familismo, (d) living on the border, and (e) stigma. Conclusions: TB treatment can create a high level of patient burden. The participants in TB treatment in the LRGV on the Texas-Mexico border reported a high level of stigma. Due to this stigma, patients struggled to find a balance between exposure to stigma and the support from family that buoyed them through treatment. Clinical Relevance: The findings support the importance of addressing stigma and the resulting sense of isolation in patients being treated for TB, per- haps through bolstering support from family and healthcare providers, which is relevant for public health professionals working in regions with high rates of TB. Over 20 years ago, the World Health Organization (WHO) recommended that patients with active tuberculosis (TB) be monitored on a daily basis through the Directly Ob- served Therapy Short Course (DOTS) program to improve outcomes, decrease incidence, and decrease resistance to treatment (WHO, 2011). In DOTS, a trained healthcare representative watches a TB patient swallow each dose of TB medication, ensuring that the patient takes every dose of the prescribed antibiot.

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cmdfile.txt sleep 5 ls -latr sleep 3 pwd sleep 1 wc /etc/passwd CommandNode.c #include <unistd.h> #include <stdio.h> #include <stdlib.h> #include <string.h> #include "CommandNode.h" /** *CommandNode.c *The function bodies for a linked list of commands **/ /** Example of linked list initialization in code: //First command node (head of list) headCommand = (CommandNode*)malloc(sizeof(CommandNode)); CreateCommandNode(headCommand, command, index, NULL); index = 1; ..... //Later command nodes while ((linesize = getline(&line, &len, fp)) >= 0) { ... index++; nextCommand1 = (CommandNode*)malloc(sizeof(CommandNode)); CreateCommandNode(nextCommand1, command, index, NULL); InsertCommandAfter(headCommand, nextCommand1); } **/ //create a new command node. usually nextCmd can be NULL and function InsertCommandAfter can be called to insert after head node. void CreateCommandNode(CommandNode* thisNode, char cmd[20][20], int ind, CommandNode* nextCmd) { //this is useful if you store a string (char *): strcpy(thisNode->command, cmd); for (int i = 0; i < 20; i++) for (int j = 0; j < 20; j++) thisNode->command[i][j] = cmd[i][j]; thisNode->index = ind; thisNode->nextCommandPtr = nextCmd; return; } //insert node newNode after thisNode void InsertCommandAfter(CommandNode* thisNode, CommandNode* newNode) { CommandNode* tmpNext = NULL; tmpNext = thisNode->nextCommandPtr; thisNode->nextCommandPtr = newNode; newNode->nextCommandPtr = tmpNext; return; } //get next command node in linked list CommandNode* GetNextCommand(CommandNode* thisNode) { return thisNode->nextCommandPtr; } //find a command based on the pid CommandNode* FindCommand(CommandNode* cmd, int pid) { CommandNode* tmpNext = cmd; while (tmpNext != NULL) { if (tmpNext->PID == pid) { return tmpNext; } tmpNext = tmpNext->nextCommandPtr; } return NULL; } CommandNode.h /** *CommandNode.h *The struct for a Command Node and function prototypes for a linked list of commands **/ typedef struct command_struct { char command[20][20]; int index; int PID; int starttime; struct command_struct* nextCommandPtr; } CommandNode; void CreateCommandNode(CommandNode* thisNode, char cmd[20][20], int ind, CommandNode* nextCmd); void InsertCommandAfter(CommandNode* thisNode, CommandNode* newNode); CommandNode* GetNextCommand(CommandNode* thisNode); CommandNode* FindCommand(CommandNode* cmd, int pid); HWdetails&helperFile/HW_details1.jpg HWdetails&helperFile/HW_details1_1.jpg HWdetails&helperFile/read_parse_file.c #define _GNU_SOURCE #include <stdio.h> #include <stdlib.h> #include <string.h> int main(void) { FILE * fp; char * line = NULL; size_t len = 0; ssize_t read; char newString[20][20]; int i,j,ctr; fp = fopen("commands.txt", "r"); if (fp == NULL) exit.

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CLOUD COMPUTING Assessment item 3 - AWS implementation – 10% Overview This assessment item requires you to produce a short report for some of the Technical and Development staff of DSI. Task DSI is starting to migrate some of its applications and services to a public cloud. Many of the technical staff have had no experience in the Cloud and are concerned about this process. You have recommended to DSI management that they should consider the use of microservices as part of their application architecture. DSI now want you to redesign one of their monolithic applications as a microservice application DSI has an old and image and video processing application. This is used by a number of DSI customers to upload images and videos for inclusion in spatial layers for their own use. DSI create the specialised layer for each customer and supply it to them when complete. The application has a number of modules as shown in Figure 1, below. Some of these modules may not need any development work done on them for long periods of time as their functions and outputs are relatively stable. Other modules though can be modified quite frequently as changes occur in the Industry. Other modules experience great peaks in workload which often slows services to DSI customers. 1. You are to assess each of the modules shown in Figure 1 above, and determine: a. Which modules are likely to be relatively stable, a together with the reasons for this categorisation, b. Which modules are likely to require frequent modification, together with the reasons for this categorisation, c. Which modules are likely to experience workload peaks, together with the reasons for this categorisation. 2. DSI wants to transition to a microservice approach with the Image and Video Processing Application. But they want to move in a phased approach so that they can handle the workload peaks first. a. Which modules should be refactored first? b. Discuss how a move to a microservice approach for these modules would resolve issues around workload peaks? 3. Discuss how a move to a microservice approach will improve DSI’s ability to maintain high availability for this application. 4. Draw a diagram that shows the architecture of the Image and Video Processing Application after the transition to a microservice approach. RATIONALE SUBJECT LEARNING OUTCOMES This assessment task will assess the following learning outcome/s: • be able to compare and evaluate the ability of different cloud computing architectures to meet a set of given business requirements. • be able to evaluate a set of business requirements to determine suitability for a cloud computing delivery model. • be able to identify and design an ICT Risk Management strategy for a cloud computing delivery plan to meet business requirements. • be able to critically analyse business requirements to plan a migration to a cloud model. KS1029 Case Number 1588.0 This case was written b.

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Clinical Case Studies 8(6) 417 –423 © The Author(s) 2009 Reprints and permission: http://www. sagepub.com/journalsPermissions.nav DOI: 10.1177/1534650109351930 http://ccs.sagepub.com Psychotherapy of Schizophrenia: A Brief History and the Potential to Promote Recovery Paul H. Lysaker1 and Steven M. Silverstein2 Abstract With growing awareness of the likelihood of recovery from schizophrenia, interest has arisen about the potential role of psychotherapy within emerging treatment regimens. Could psychotherapy uniquely promote recovery by addressing symptoms, the achievement of psychosocial milestones, and/or helping to enhance the extent to which persons diagnosed with schizophrenia experience themselves as meaningful agents in the world? As an introduction to a set of case studies of how psychotherapy can promote recovery this article briefly reviews the history of the psychotherapy of schizophrenia. In particular the appearance and course of psychoanalytically oriented treatments, as well as cognitively and interpersonally based treatments are detailed. Evidence supporting these approaches and remaining questions for research are discussed. Keywords schizophrenia, recovery, psychotherapy, psychosis Recent reviews have suggested that contrary to long-standing pessimistic views, most people with schizophrenia do not experience lifelong dysfunction. Instead, most with this condition move meaningfully toward or achieve recovery over the course of their lives (Bellack, 2006; Lysaker & Buck, 2008; Silverstein, Spaulding, & Menditto, 2006). They may not only experience improve- ments with regard to symptoms or function, but also positive changes in how persons think about and experience themselves as individual human beings in the world (Resnick, Rosenheck, & Lehman, 2004; Roe, 2001; Silverstein & Bellack, 2008). As a result of growing awareness of this possibility, interest has arisen in whether some forms of psychotherapy could play an important role in treatment. Given literature suggesting psychotherapy may help a wide range of people without psychosis to develop both a richer sense of self and a more adaptive self-concept (Hermans & Dimaggio, 2005), it is now asked whether it could do the same for many with schizophrenia and thereby uniquely promote recovery (Lysaker & Lysaker, 2008). To explore this question and a wide range of related concerns, this issue of Clinical Case Stud- ies is devoted to case studies of the processes by which individual psychotherapy can promote recovery. Therapies which range from office to community based and from existential to 1Indiana University School of Medicine 2University of Medicine and Dentistry of New Jersey, Piscataway Corresponding Author: Paul H. Lysaker, 1481 West 10 street, Indiana University School of Medicine, Indianapolis, IN 46202 Email: [email protected] 418 Clinical Case Studies 8(6) metacognitive to cognitive behavioral are presented with the unifying q.

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Classroom Discussion is a valuable learning tool in that it: It helps students explore a diversity of perspectives. It increases students’ awareness of and tolerance for ambiguity or complexity. It helps students recognize and investigate their assumptions. It encourages attentive, respectful listening. It develops new appreciation for continuing differences. It increases intellectual agility. It helps students become connected to a topic. It shows respect for student voices and experiences. It helps students learn the processes and habits of democratic discourse. It affirms students as co-creators of knowledge. It develops the capacity for the clear communication of ideas and meaning. It develops habits of collaborative learning. It increases breadth and makes students more empathic. It helps students develop skills of synthesis and integration. It leads to transformation. Stephen D. Brookfield and Stephen Preskill, Discussion as a Way of Teaching (2d edition, 2005, John Wiley and Sons), 21-22. Assignment Step #1: Respond to the following Discussion Prompt "Explain the difference between and EMPLOYEE and an INDEPENDENT CONTRATOR and the tests that help us in that determination." .

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Classic Combo Plate Directions: Before there were all the cart options, I remember going to the cafes near campus that offered combo menus. For a reasonable price, the menu usually had two lists of items and you would choose one from column A and one from column B for a very satisfying lunch. For our musical version of the combo plate, you are asked to select one composer from column A (just the big three) and one composer from column B (a very long Wikipedia page with composers listed by birth year) Both composers must share the same, or nearly the same, birth year . The latitude for this is no more than + or - 10 years. We want to place both of them solidly within the Classic era and also within roughly the same generation. Find one movement of a piece of music by each. that is a total of two tracks for this assignment. Include a link to that specific movement of each piece so that readers of your post can quickly click it to listen. You may use Naxos (a bit easier to pinpoint the exact movement in a longer piece) or YouTube but you are responsible for providing the accurate url. Please be careful in YouTube that your music link takes your reader to exactly the movement you write about. For each of these two tracks provides clearly the full title of each piece and the exact movement title or number if these are from multi-movement works. Provide background information on both of the movements of music you have selected and some bio information on the lesser known composer from "column B". Include musical observations based on your own listening as you compare the two tracks. You may find it easier to make a targeted comparison if you select works of a similar genre (for instance, the first movement of a piano sonata by each composer, or the slow movement of a symphony by each, or the minuet movement of a string quartet, or a soprano aria from an opera by each......) Interesting "fun facts" might include: did the two ever meet? Where did they live, did they study with the same teacher? Were they both performers as well as composers? Did each have a patron? Music Selection parameters Column A Classic era composers are limited to the big three we have covered already this term: Franz Joseph Haydn b. 1732 Wolfgang Amadeus Mozart b. 1756 Ludwig van Beethoven b. 1770 Choose just one movement of one piece by one of these "big three" composers. Column B classic era composers are listed at the page linked below. Scroll to find the birth years you need for a match. https://en.wikipedia.org/wiki/List_of_Classical-era_composers#Middle_Classical_era_composers_(born_1730%E2%80%931750) Choose just one movement of one piece by one of the other classic era composers that you find at this page. Reply post: After completing your main post, make an interactive reply post to another student's main post. An interactive reply post shows you've listened to the music they wrote about (supply track timings for your musical obse.

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Classic Gardens and Landscapes counts responses to specialty pro.docx

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Class, this is the final forum of the course. From our readings from Week 8, we see that field of emergency management including the Incident Command System and NIMS have changed drastically over the years. The NIC has been developed in order to make sure that our incident management systems are as efficient and effective as possible. Going forward, there will inevitably be changes that will positively impact our emergency response and disaster planning organizations. In the past 50 years we have seen significant changes to the field of emergency management in our country. Some of the notable turning points in the field of emergnecy management include the following: 1974 - Disaster Relief Act of 1974 - The Disaster Relief Act of 1974 authorized the president of the United States to implement a program of disaster preparedness and relief aid that would enable use of all federal agencies. The Disaster Relief Act of 1974 states that any federal assistance offered is dependent upon the president authorizing such aid in the form of issuing a declaration. 1979 - FEMA is created. 1988 - Stafford Act - Part of the reason for the change from the Disaster Relief Act of 1974 to the Stafford Act was the fact that the federal government was concerned about expanding disaster declarations beyond only natural disasters, and this included other types of incidents such as technological disasters (Three Mile Island in PA) and other instances outside the scope of natural disasters. Terrorism is not yet included. Federal assistance could be requested by the state on behalf of either the local government or state government. However, the request from the state must come from the governor. 2002 - Homeland Security Act - The September 11, 2001 terrorist attacks resulted in the creation of the Department of Homeland Security (DHS). FEMA is now included under the umbrella of DHS. HSPD-5 established the National Incident Management System (NIMS) and the National Response Plan (NRP). HSPD-8 established policies to strengthen the preparedness of the United States to prevent and respond to threatened or actual domestic terrorist attacks, major disasters, and other emergencies by requiring a national domestic all-hazards preparedness goal, establishing mechanisms for improved delivery of Federal preparedness assistance to State and local governments, and outlining actions to strengthen preparedness capabilities of Federal, State, and local entities. 2005 - Post-Katrina Emergency Management Reform Act - the performance of FEMA and other emergency management agencies during Hurricane Katrina results in the Post-Katrina Emergency Management Reform Act ( PKEMRA ) of 2006. The act enhances FEMA's responsibilities and its autonomy within DHS. Significant and meaningful changes to FEMA were made to increase preparedness levels of the general population and aid in mitigation and resilience efforts. These changes also included incident managem.

Class, this is the final forum of the course. From our readings fro.docx

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Class Subjects we went over WEEK 1 April 5thMULTICULTURALISM: REALITY & DEBATERead: “A Different Mirror: The Making of Multicultural America,” Ronald Takaki “An Overview and Point of View,” John Koval“Urban Fieldwork,” George Gmelch & Petra Kuppinger, from Urban Life (our required course text) WEEK 2 April 12thDIVERSITY & DIVISIONRead:“Race Relations Chicago Style: Past, Present and Future,” Michael Bennett & RichardSchaefer “Transnationalism, Old and New: New York Immigrants,” Nancy Foner, Urban Life “A Tale of 3 Cities: The State of Racial Justice in Chicago Report,” Executive Summary, pp. 1 – 10, Institute for Research on Race and Public Policy, UICDue:  Reading Review, for Weeks 1-2, online under Submissions on D2L by 6PM Thursday WEEK 3 April 19thGEOGRAPHY & INEQUALITYRead: “The Shadow of the Skyscraper,” Harvey Zorbaugh“Urban Danger: Life in a Neighborhood of Strangers,” Sally Engle Merry, Urban Life“How Urban Ethnography Counters Myths About the Poor,” J. Goode, UrbanLifePART II: MAKING BLACK, LATINO & WHITE CHICAGOS WEEK 4 April 26thTHE BLACK BELT & SEGREGATIONRead: “The Black Ghetto,” St. Clair Drake & Horace Cayton “Less Than Plessy: The Inner City, Suburbs, and State-Sanctioned Residential Segregation in the Age of Brown,” Arnold R. HirschDue:  Reading Review, for Weeks 3-4, online under Submissions on D2L by 6PM Thurs Writing Ethnographic Fieldnotes – Robert M. Emerson University of Chicago Press Published 1995 Chapter 1: Fieldnotes in Ethnographic Research Ethnographic field research involves the study of groups and people as they go about their everyday lives. Carrying out such research involves two distinct activities. First, the ethnographer enters into a social setting and gets to know the people involved in it; usually, the setting is not previously known in an intimate way. The ethnographer participates in the daily routines of this setting, develops ongoing relations with the people in it, and observes all the while what is going on. Indeed, the term "participant-observation" is often used to characterize this basic research approach. But, second, the ethnographer writes down in regular, systematic ways what she observes and learns while participating in the daily rounds of life of others. Thus the researcher creates an accumulating written record of these observations and experiences. These two interconnected activities comprise the core of ethnographic research: Firsthand participation in some initially unfamiliar social world and the production of written accounts of that world by drawing upon such participation. In the following sections we examine in detail each of these activities and then trace out their implications for writing fieldnotes. ETHNOGRAPHIC PARTICIPATION Ethnographers are committed to going out and getting close to the activities and everyday experiences of other people. "Getting close" minimally requires physical and social pr.

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