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"Impressive Writing" Please respond to the following: Share an example of a strategic, professionally written, strategic communication piece. Identify the key message. Detail how the organization and composition of the communication contribute to its effectiveness (4-8 sentences recommended). Note: Remove any personal identifying information and language from the communication prior to sharing, or if it is from the Internet, provide a link to the source. .

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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.

cmdfile.txtsleep 5ls -latrsleep 3pwdsleep 1wc .docx

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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.

CLOUD COMPUTINGAssessment item 3 - AWS implementation – 10Ove.docx

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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.

Clinical Case Studies8(6) 417 –423© The Author(s) 2009.docx

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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.

Clinical Case Studies8(5) 383 –402© The Author(s) 2009.docx

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Clinical Case Studies 8(5) 383 –402 © The Author(s) 2009 Reprints and permission: http://www. sagepub.com/journalsPermissions.nav DOI: 10.1177/1534650109345004 http://ccs.sagepub.com Culturally Sensitive Treatment of Anger in African American Women: A Single Case Study A. Antonio González-Prendes and Shirley A. Thomas Abstract Culturally sensitive clinical practice challenges practitioners to recognize the cultural significance and importance of clients’ behaviors and belief systems. This article reports a case study of the treatment of anger in an African American woman. Presented within a framework of cognitive- behavioral theory, the case illuminates three important issues that influence experience and expression of anger in African American women: the influence of gender role socialization on the mode of anger expression; the experience of powerlessness, rooted in historical and contemporary discriminatory and oppressive realities; and culture-related messages that create unrealistic expectations of strength. The article addresses conceptualization, assessment, treatment processes, and clinical strategies, as well as limitations of a single case study, implications for practice and recommendations for future research. Keywords African American women, anger treatment, cultural sensitivity, cognitive-behavioral 1 Theoretical and Research Basis Culturally sensitive treatment approaches must be able to conceptualize, recognize, and evaluate the client’s belief system and behaviors within the context of the client’s gender, race and culture, among other factors. This is particularly important when working with individuals from minori- ties and other traditionally disempowered groups, whose beliefs and behaviors run the risk of being pathologized when taken out of the context of their cultures and measured against the standards of the dominant group. This article presents and discusses, within the framework of a case study, central elements of a culturally sensitive approach to the treatment of anger problems in an African American woman. The conceptual model for the treatment approach suggests that, if anger in African American women is to be understood accurately, it must be viewed through the twin prisms of gender and race (Thomas & González-Prendes, 2009). Previous studies have underscored the idea that, in order to develop an accurate understanding of the emotional experience of women of color, one must be able to integrate issues related to gender, culture, and race Wayne State University Corresponding Author: A. Antonio González-Prendes, Wayne State University, School of Social Work, 4756 Cass Avenue, Room #301, Detroit, MI 48202 Email: [email protected] 384 Clinical Case Studies 8(5) (King, 1988, 2005). More specifically, related to women’s anger, deMarraias and Tisdale (2002) emphasized that emotions are sensitive to the contexts in which such emotions are experienced. Therefore, we propose t.

Climate ChangeWhat every designer should know.This i.docx

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Climate Change What every designer should know. This is a short presentation covering climate change fundamentals for design students and professionals. Climate change is an important topic for designers to be aware of and responsive to, because designers help create the world we live in. The choices designers make, in what they make, how its made, what its made of, how its used, and what happens to it after it’s disposed of, can impact large numbers of people and the environment. This is what you need to know. 1 Our planet’s climate is controlled by its atmosphere. You can see our atmosphere isn’t very big. It’s a thin protective coating stretched over the earth’s surface. But that thin protective coating is surprisingly important. Without it, our planet would have no life whatsoever. Its surface would be as barren and freezing as the moon you see in the background. A healthy atmosphere is a precondition of life. 2 Our planet has had a relatively stable and predictable climate for much of the last 10,000 years. It is no accident that agriculture began within this time period, a period characterized by relative peace and stable civilizations. 3 The climate has been so stable, we tend to completely ignore it and take it for granted, not even being aware how much we rely upon it. But we rely on a stable, predictable, and moderate climate for such basic and vital activities as growing food, placing and designing settlements, and many, many other things. 4 Here’s the entire volume of the earth’s atmosphere in comparison to the volume of the earth itself: again, not very big. Because the earth’s atmosphere is not very big, it is sensitive to relatively small changes. The composition and relative amounts of chemicals inside that little ball play a big role in how the atmosphere functions. 5 Here’s the composition and relative amounts of the chemicals inside that little ball. You can see carbon dioxide is a relatively miniscule part of the earth’s atmosphere. Yet the relative amount of this molecule and a few others has an outsized role in controlling our planet’s climate, because of how these molecules react to sunlight. 6 A large portion of the sun’s radiation is absorbed at the surface of the Earth. This heat then re-radiates back into the atmosphere, and then back out into space. The atmosphere holds on to some of that heat for a time, before it leaks back out into space. 7 Some atmospheric molecules hold onto this heat longer than others, which is why they are known as “greenhouse gases”. Like a greenhouse in the sun, atmospheric gases like carbon dioxide hold on to the heat re-radiating from the earth for a relatively long time. This is why the earth’s climate is sensitive to small changes in the relative amounts of these particular molecules. There are other greenhouse gases besides carbon dioxide, such as methane, nitrous oxide, and water vapor. Some of these trap heat even more powerfully than c.

CLIENT INTERVIEW SHEETDate ______________.docx

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CLIENT INTERVIEW SHEET Date: ___________________ Lawyer: ___________________ Referred by: _____________ Hourly Rates: ___________________ Retainer: ___________________ Legal Assistant: ___________________ Client Information Client’s Full Name: ____________________________________________ Present Address: ____________________________________________ ____________________________________________ Mailing Address: ____________________________________________ (If different from above) ___________________________________________ E-mail Address: ___________________________________________ Home Phone: _______________ Work Phone: ______________ Fax: _____________ Cell (or other contact):___________ Date of Birth: ____________________ Present Age: __________ Place of Birth: ___________________________________________ Surname at Birth: _________________________________________________ Surname Before this Marriage: _________________________________ Marital Status at the Time of Marriage: Single__ Widowed__ Divorced__ Occupation: _____________________________________________ Employer’s Name and Address: _________________________________ _____________________________________________________________________ How Long at that Employer? _______________________________________ Gross Annual Income: $___________ Frequency of Payment: Bi-Weekly ____ Bi-Monthly: ___ Monthly: ___ Total Income on Last Tax Return: $______________ Net Taxable Income on Last Tax Return: $___________ Occupation at Marriage: _______________________________________ Do You Have a Valid Will: _______________________________________ If So, Who Are the Beneficiaries: _________________________________ Who Is the Executor/Executrix: _________________________________ Do You Want to Change Your Will: _____________________________ If your matter is against an ex-spouse and you have a new spouse, do mention your current spouse’s name and date of birth: Name: __________________________________________________________________ Date of Birth: ____________________________________________________________ Information about Your Spouse (Opposing Party) Spouse’s Full Name: ____________________________________________ Spouse’s Present Address: ______________________________________ ____________________________________________________________________ Spouse’s Home Phone: _____________ Work Phone: ______________ Spouse’s Date of Birth: _____________________Present Age: ______ Place of Birth: _________________________________________________ Surname at Birth: ________________________________________________ Surname Before This Marriage: ________________________________ Marital Status at Time of Marriage: Single: ___Widowed: ___Divorced: ___ Occupation: __________________________________________________ Employer’s Name and Address: ________________________________ ____________________________________________________________________ How Long at That Emp.

Click the link above to submit your assignment.Students, please .docx

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Click the link above to submit your assignment. Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center. Instructors, training on how to grade is within the Instructor Center. Assignment 1: Applications of Epidemiology – A Case Study Due Week 3 and worth 280 points The situation at Good Health Hospital has become a bit overwhelming ever since the outbreak of E. coli in Ward 10 on the second floor. It appears that there are six (6) cases of the disease. To better understand the situation, communication with the CDC has revealed that this particular bacterium can be found in many everyday items. The CDC recommends that investigation begins in the hospital kitchens, since E. coli can be transmitted via contaminated vegetables, as well as delicatessen meats such as salami and other cold cuts. The following table shows the number of cases identified so far: Case Age Gender 1 23 M 2 21 F 3 15 M 4 42 F After meeting yesterday with chief administrator Joe Wellborn, it has been decided that the litigation issues with one (1) of the patients may need further information to determine if the patient was already symptomatic with the bacteria prior to admission. Research has indicated that hospitals operating in the Tampa Bay area have been known to have cases of E. coli contamination. This substantiates the need for further investigations by the County Health Department. Due to the severity of the cases, and the potential for further spread, it is recommended that the hospital seek alternate vending services since the present suppliers cannot verify sanitation protocols for their products. In conclusion, the study done at Good Health Hospital has indicated that the E. coli outbreak was in fact caused by spoil food from the cafeteria. As a social science researcher working for a regional hospital, you are placed in charge of contacting the DOH from your home state, as well as the CDC for statistical data on nosocomial diseases that frequently cause illness at your health care facility. Using information from both agencies, evaluate the data on common nosocomial diseases and compile a treatment contingency plan for dealing with the hospital infections. Write a five to six (5-6) page evaluation report in which you: Analyze Good Health Hospital’s records and itemize recent nosocomial infections that occurred within the past year. In your report, categorize the different parameters (i.e., person, time, place, ethnicity, and gender) used in the compilation of data into the information summative. Propose at least six (6) questions for the health care administrator at Good Health Hospital, regarding potential litigation issues with infections from the nosocomial diseases. Rationalize, in your report, the logic behind your six (6) questions. Identify a targeted audience within Good Health Hospital, and prepare an implementation plan based on your hypothetical meeting with the hospital health care admi.

click the link and watch the following video "death by socialism" and answer the following questions https://www.youtube.com/watch?v=3Gjnk9KqwvQ&feature=youtu.be 1. Why do some people feel socialism would work in America? Why doesn't it seem to work in other countries? Is America different? Why or why not? 2. Summarize what's currently going on in Venezuela. Then, share your opinion on it and what might be done about it. 3. Were Bernie Sanders and his supporters advocating socialism? Defend your answer. What did Sanders mean by "democratic socialism"? 4. Why did socialism effect the economy the way it did in Venezuela? Why are there food shortages, etc.? Research the effects of socialism and share your thoughts. 5. Why does Chavez blame capitalism for the problems? Is this accurate? Explain why or why not. DUE BY 9:00 4/8 .

Click the link above to complete this journal. The topics of the jo.docx

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Classify man from the Domain to the species and discuss each categor.docx

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Classroom Discussion is a valuable learning tool in that it.docx

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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." .

CLASSICSOFWESTERN PHILOSOPHY2CLASSICSO.docx

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This document is the introduction to the eighth edition of the philosophy anthology "Classics of Western Philosophy". It provides brief biographical information about the editor, Steven M. Cahn, acknowledges those who contributed to the edition, and lists some of the major changes from previous editions. Specifically, it added five new works: Plato's Laches, Aristotle's Nicomachean Ethics selections, Descartes' Discourse on Method, Berkeley's A Treatise Concerning the Principles of Human Knowledge, and Kant's Prolegomena to Any Future Metaphysics.

Classification Alternative Techniques Assignment1) Define a.docx

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Classic Combo PlateDirectionsBefore there were all th.docx

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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.

Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” .docx

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Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” Thinking through quality questioning incorporates habits of mind and thinking dispositions. Cultivating Habits of Mind are also important. It includes the pursuit of accuracy, intellectual curiosity, empathetic listening, flexibility in thinking (page 146). This week’s focus is on creating a thinking culture. Discuss the following: How can you use quality questioning to create a classroom culture where students and teacher work together to advance thinking and knowing? How do you define habits of the mind ? What habits of mind underpin thinking and questioning? .

Classic Gardens and Landscapes counts responses to specialty pro.docx

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Classic Gardens and Landscapes counts responses to specialty promotions to determine effectiveness. You use SUMIFS and an IFS formula to complete the summary. You also calculate insurance statistics and display full names in one cell. [Student Learning Outcomes 6.1, 6.2, 6.3, 6.6, 6.7] File Needed: ClassicGardens-06.xlsx (Available from the Start File link.) Completed Project File Name: [your name]-ClassicGardens-06.xlsx Skills Covered in This Project Nest MATCH and INDEX functions. Create DSUM formulas. Build an IFS function. Build SUMIFS formulas. Use TEXTJOIN to join labels. Open the ClassicGardens-06 start file. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it. Create a nested INDEX and MATCH function to display the number of responses from a city. Click the Mailings sheet tab and select and name cells A3:D28 as Responses . Click the Mailing Stats sheet tab. Click cell B21 and type Carthage . Click cell C21 , start an INDEX function, and select the first argument list option. Choose or type the Responses range name for the Array argument. Click the Row_num box and nest a MATCH function. Select cell B21 for the Lookup_value and cells A3:A28 on the Mailings sheet for the Lookup_array . Click the Match_type argument box and type 0 . Click INDEX in the Formula bar. Click the Column_num box and nest a second MATCH function to look up cell D3 on the Mailings sheet in the lookup array A3:D3 . Click the Match_type box and type 0 (Figure 6-106) and click OK . The result displays as 343.00. Figure 6-106 Nested MATCH and INDEX functions Format the results to show zero decimal places. Type Smyrna in cell B21 . Use DSUM to summarize mailing data. Select the Mailings sheet and note that number mailed is located in the third column and response data is in the fourth column. Click the Criteria sheet tab. Select cell B2 and type lan* to select data for the Landscape Design department. Type law* in cell B5 for the Lawn & Maintenance department. Type pat* in cell B8 for the Patio & Furniture department. Click the Mailing Stats sheet tab and select cell B7 . Use DSUM with the range name Responses as the Database argument. Type 3 for the Field argument (# Mailed column), and enter an absolute reference to cells B1:B2 on the Criteria sheet as the Criteria argument. Copy the formula to cell C7 and edit the Field argument to use the fourth column (# Responses). Use DSUM in cells B8:C9 to calculate results for the two remaining departments. Use SUM in cells B10:C10 . Format all values as Comma Style with no decimal places. Create an IFS function to display a response rating. Note: If your version of Excel does not include the IFS function, build the following nested IF function =IF.

Class, this is the final forum of the course. From our readings fro.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 Subjects we went overWEEK 1 April 5thMULTICULTURAL.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.

Class ProfileStudent NameEnglish Language LearnerSocio.docx

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Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES Whit.

Class 2 Why Take CourseShare your professional or personal (.docx

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CLASS ASSIGNMENT 3To fully understand the customer, one must.docx

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CLASS ASSIGNMENT 3 To fully understand the customer, one must listen closely and acknowledge every response. Active listening is the process of sending back to the prospect what you as a listener think the person meant, both in terms of content and feelings. Active-listening skills can be learned by any salesperson willing to make the commitment. Use the following three practices: • Focus your full attention • Paraphrase the customer’s meaning • Take note Q1. In today’s world of 24/7 constant digital contact, we often time struggle to focus our attention. What are your struggles in paying attention and having that ability to listen closely? Q.2 What actions could you take to improve your ability to focus attention and listen actively? .

Class Field and History of Law EnforcementDescribe the fo.docx

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Class: Field and History of Law Enforcement Describe the four basic perspectives of the police function. Legal perspective Public policy perspective Systems perspective Global perspective Identify historic law codes and Commandments. Explain why they are still important today. If you had an opportunity to change a criminal law which one would you change? Provide a detailed explanation. .

CJA325 v3Historical Analysis of an Organized Crime GroupCJA3.docx

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Chuck Wexler is the Executive Director of the Police Executive Research Forum (PERF), an organization dedicated to improving policing practices. Over his 30+ year career, Wexler has worked on numerous initiatives to reduce crime and violence through innovative policing strategies. He helped design an anti-crime strategy for Minneapolis and established a unit in Boston to prevent racially motivated crimes. Wexler believes in improving human life through policing and takes risks to develop new practices. He is considered an icon in security for the United States due to his achievements in researching, managing, and creating policing policies.

CJ210 Unit 2 AssignmentMethods of InquiryThe principle metho.docx

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CJ210 / Unit 2 Assignment Methods of Inquiry The principle methods of inquiry are divided into two broad, distinct categories: those that reconstruct the past and those that discover or create new knowledge. Based on your reading answer the following questions: 1. What are methods of inquiry and how are they used in criminal investigation? 2. Describe the steps to reconstruct a case and use an example to illustrate the concepts. 3. Describe how reconstructing a crime scene can aid in understanding the fundamentals of criminal investigations. Keep in mind the fundamentals are identifying witnesses, offenders, connecting evidence from the scene to the offender and victim, and but not limited to apprehending the offender(s). Requirements 1. APA format and Style 2. 3 pages, excluding the Title and Reference pages 3. 1 resource, can include textbook 4. Standard American English Grammar, sustained point of view throughout the writing Submitting Your Assignment Compose your Assignment in Microsoft® Word® and save your document in the following format: Last name First name Assignment. (Example: SmithJohn_Unit 2_Assignment). Submit your Assignment by selecting the Unit 2 Assignment 2 Dropbox by the end of Unit 2. Checklist for the Unit 2 Assignment Criteria: Ask yourself the following questions. Not Yet Yes Content Did you identify four or more fundamental principles of criminal investigation? Did you identify the methods of inquiry and how are they used in criminal investigation? Did you describe the steps to reconstruct a case? Did you use an example to illustrate the concepts? Did you describe how reconstructing a crime scene can aid in understanding the fundamentals of criminal investigations? Research Is your research current? Did you discuss all the required areas in a substantive manner? Did you use appropriate reference material to support major statements? Quality Is your content complete enough to address the topic and questions? Is there a logical flow to your ideas? Did you present the material in a clear and concise manner to provide easy readability? Format Did you prepare your project as a Microsoft Word document? Did you label your file correctly? Did you use APA format to cite your sources? Did you check your document for grammar and spelling? Does your Assignment fulfill the length requirements? Running head: STATESMANSHIP IN ORGANIZATIONAL LEADERSHIP 2 STATESMANSHIP IN ORGANIZATIONAL LEADERSHIP 2 Statesmanship in Organizational Leadership Name: Alfreda Dunlap Institution :Liberty University Date 4/5/20 Statesmanship in Organizational Leadership Thesis statement Statesmanship models plays an important role in both interpersonal and organizational leadership. Outline I. Introduction · Thesis: Statesmanship models plays an important role in both interpersonal and organizational leadership. · It is the expectation of the people that the country applie.

CJ 317 CJ StatisticsChapter 5 – NIBRS ExercisesLet’s work wi.docx

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This document discusses exercises using assault case data from the National Incident-Based Reporting System (NIBRS). It includes instructions to calculate statistics like the mean, standard deviation, and percentages for offender age in the cases. It also describes generating histograms of victim age and comparing the distributions to a normal curve. The exercises are meant to analyze the data and make probabilistic statements about the ages of offenders and victims in the assault cases.

City of Mound Bayou’s Fire DepartmentFY 2015 BudgetCapital Impro.docx

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City of Mound Bayou’s Fire Department FY 2015 Budget Capital Improvement Program Project Summary: Project Description: Estimated Impact on Operating Budget: City of Mound Bayou’s Fire Department FY 2015 Budget Capital Improvement Program Project Summary: Project Description: Estimated Impact on Operating Budget: City of Mound Bayou’s Fire Department FY 2015 Budget Capital Improvement Program Project Summary: Project Description: Estimated Impact on Operating Budget: City of Mount Bayou Project Priority List Rank Project Name Cost Justification City of Mount Bayou Project Priority List Rank Project Name Cost Justification City of Mount Bayou Project Priority List Rank Project Name Cost Justification Module Four Chapter 4 Overview In addition to the personnel services and support services potion of the budget is the capital outlay portion. It is this portion that monies for needed “equipment” is found within the budget. Some states allow for “construction projects” to also be included in this section of the budget, however Florida is not one of those states. The laws vary from state to state as to the definition of “equipment” within public organizations. Equipment purchased under this portion of the budget is almost always placed on the agency’s inventory and assigned a property control number. Obviously this is the means whereby equipment is both managed and accounted for in public agencies. When equipment is no longer needed by the agency, it is either sold at public auction, or disposed of in accordance with law. Strict records should always be kept of all equipment under the control of any public agency. Chapter Four Lecture In this module we will be examining the Capital Outlay portion of the budget. Monies allocated for this portion of the budget vary based upon the agency or government entity preparing the budget. The power point provided for this module discusses monies allocated to this portion of the budget may include such things as construction costs for new buildings. Other areas of the power point discuss monies allocated to this portion of the budget are allocated for equipment. The difference can be found in the government entity preparing the budget. Let’s take a look at the local level of government, county or city. In the United States counties and cities have a governing body called the Council or Commission. This governing body is known as the legislative branch of that local government. Local agencies, such as the police department, sheriff’s office, building and zoning, etc. do not place it their budgets under the capital expenditure portion construction for new buildings or purchasing land. This would be done at the county or city level within the ove.

Cite the readings and multimedia in the module to support your comme.docx

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Cite the readings and multimedia in the module to support your comments. 1.In your own words describe what happens in your brain from the neurobiological perspective when you experience anxiety. How might you convey to a client what is happening in their brain when they experience anxiety? 2.Highlight and summarize at least two insights you have gained from the Preston and Bentley readings and the week's videos .

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Mule event processing models | MuleSoft Mysore Meetup #47

MysoreMuleSoftMeetup

Mule event processing models | MuleSoft Mysore Meetup #47 Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/ Agenda ● What is event processing in MuleSoft? ● Types of event processing models in Mule 4 ● Distinction between the reactive, parallel, blocking & non-blocking processing For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N Speaker:- Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/ Organizers:- Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/ Giridhar Meka - https://www.linkedin.com/in/giridharmeka Priya Shaw - https://www.linkedin.com/in/priya-shaw

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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.

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