Choose an ethnic group (not a country) you have never heard of. .docx
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Choose an ethnic group (not a country) you have never heard of. You can consult the list of contemporary ethnic or indigenous groups from Wikipedia . Once you select the group, you can read information about the group you selected from various sources. Your work should be three to four pages long, double-space, font size 12 and Times New Roman or Arial. Don’t forget to divide your essay into paragraphs. Do grammar and spell check. Make sure to write your answers in the following order. 1) which country the ethnic group is originally from, and the country’s geographical location-1 point 2) in which country or countries the ethnic group live today; a brief history of migration -2 points 3) what language or languages they speak and to which other languages it relates to-1 point 4) a brief history of their situation, social, economic and/or political-2 points 5) what religion or religions they practice-1 point 6) four distinctive things from their culture and/or traditions-2 points 7) list of your sources-1 point Apa 6 format .
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GGH110 Assignment #2Park UniversityFall 2015Exploring th.docx
GGH110 Assignment #2
Park University
Fall 2015
Exploring the “Core Components” of Culture Groups:
For this activity, you will use the Ethnologue website (www.ethnologue.com) and the Adherents website (www.adherents.com) in order to explore the two major “core components” (i.e., language and religion) of the cultures found in the place you have chosen to research this semester. Although some of the data in these resources may be relatively "old" (which really just illustrates the great need for current and sustained research in support of these languages and religions), together they represent perhaps the most comprehensive collection of information about the “core components” of the distinctive culture groups found throughout the world today.
As we have recently discussed in this course, language is often used as the most important "defining trait" of many culture groups and the primary means by which they are identified. Thus, exploring the linguistic diversity within a place is arguably the primary starting point for gaining a sense of its cultural diversity. In addition, understanding what the status is of the languages that are spoken in a place is significant because, as the Ethnologue states, “Since language is closely linked to culture, loss of language almost always is accompanied by social and cultural disruptions as well.” Finally, studying the languages of a place through a geolinguistics approach can also reveal a great deal about where a group of people came from and with whom they have been in contact. Therefore, most of this assignment will focus on finding information from Ethnologue.
Before you begin this assignment, you should take some time to become familiar with the array of information that is presented for each country and its languages on the Ethnologue website. A simple way of doing this is by going to its listing for the United States at the country index page: http://www.ethnologue.com/country_index.asp. Can you find all of the answers to the following questions?
· How many total languages are given for the United States?
· How many languages are classified as “living”? How many are “nearly extinct”? What seems to be the basis for classifying a language as nearly extinct?
· Does the U.S. have an “official language”? If so, what is it?
· What is the language family/branch/group classification for each language?
· What is the number of people who can speak each one? Where are these speakers primarily located?
· What other linguistic trends and patterns catch your attention? Notice that you can also see language maps that show where the people who speak these languages live.
Now, go back to the county index page and find the page for the country you have chosen to study for this class. Create a PowerPoint presentation that includes the following content:
1) Slide #1:
a. Name of the country/place you are studying
b. Go to the CIA World Factbook page for the place you are studying and gather and re.
SOC 101 Social ProblemsInstructor Peggy RobertsWriting Ass.docx
SOC 101: Social Problems
Instructor: Peggy Roberts
Writing Assignments:
Due Dates: Feb 3rd and Feb 17th
Using: Finsterbusch, K. (2012). Taking sides- Clashing views on social issues (15th –extended edition). Dubuque, IA: McGraw-Hall
For the two writing assignment you will select four current different journal articles, that appeal to you the most about issues related to social problems from the required text- Taking Sides. The papers should be at least six pages long, but not more than seven. (1 Cover page, 4/5 body of the paper, and a 1 reference page = 6/7 pages). All papers must be typed and follow APA writing requirements. Guidelines for using APA format will be posted on Bb.
You must select different ones for each assignment due. All references must be cited according to APA style.
The paper must follow APA format. You must have a title page and a reference page. A minimum of five pages and a maximum of six pages, including a title page and reference page
You must add this rubric to the end of your paper or lose 10 points.
Grading Criteria: 50 points possible
________ On-time (50% reduction for late papers)
________ Title Page: Page header, page number, running head, title, your name, and name of the University. Your name should not be in the running head or page number. (3 points)
________ Summary: Include your initial reaction to the information (10 points), describe what you consider to be important information (10 points), and discuss how you will use the information to expand and strengthen your own attitudes, beliefs, and behaviors about your views (10 points).
_________References: A separate page which had a page number and the heading References is centered on the page double spaced below the page number. Must be complete reference with author or title of article of no author also include date of publication or (n.d.) if there is no date. Include all appropriate information. See your handout for examples. (2 points)
_________ Correct grammar, spelling and APA format (Double Space, Times New Roman, 12 Font). (15 points)
__________ Points /50 Points possible
United States- Prejudice and discrimination against individuals who are (or who are perceived to be) Muslim or Middle EasternTarget- Minority Groups-people who have unequal access to positions of power, prestige, and wealth in society and who tend to be targets of prejudice and discriminationMinority status is not based on numerical representation in society but rather on social status
Minority groups- people who have unequal access to positions of power, prestige, and wealth in a society and who tend to targets of prejudice and discriminations
*
Classification by external appearanceWhy?
Humans beings are the same inside, but they are classified into categories according to external appearance
*
Race- people who are believed to share distinct physical characteristics that are deemed socially significantCan You Name A .
General Education Common Graded AssignmentSpanish 101 Introducto.docx
This document provides instructions for an assignment in an introductory Spanish course to assess students' skills in written communication, critical analysis, technological competence, and information literacy. Students must write a three-page research paper on an underrepresented group in a Spanish-speaking country or Spanish-speaking immigrants in the US. They must demonstrate knowledge of the group's cultural contributions, experiences, values, and struggles through thorough research using at least three academic sources. Specific guidelines are provided around paper structure, content, and formatting. The assignment will be graded based on a rubric.
This paper consists of two parts a cultural profile of yourself and.docx
This paper consists of two parts: a cultural profile of yourself and make an analysis of an intercultural experience (ICE) which you personally experienced.
1.) For your cultural profile, suggested topics are about your families and relatives. Interview the eldest member in your family. Where are your family members from? Do you have any members from different religious, ethnic, national cultures? Do you have family members who were born outside the U. S? What are their language backgrounds? State something about yourself: where you grew up, what places you have traveled to, lived in, and worked in; what language(s) you speak/have learned; what hobbies and interests that you have; what are your college-level educational experiences; what intercultural experiences you have had before.
2.) To analyze one of your intercultural experiences, you need to pick an ICE that could be domestic (involving communication between racial, ethnic, gender, or other distinct identity groups in contemporary United States society) or international (involving communication with persons from other countries). Have you studied and/or traveled overseas? Have you had a roommate whose cultural background differs from yours? Do you work in a job where you encounter people from different cultures? When describing this experience, give enough details so that the reader can understand the experience. After describing the experience, analyze the intercultural experience in terms of (a) factors which facilitated communication, (b) factors which inhibited communication, and (c) concepts or principles which can explain what happened. For example, what motivated you to seek the intercultural experience? Were there any cultural differences between the people involved? Was language a problem? Was there any evidence of ethnocentrism or prejudice? Were there any nonverbal differences which may have caused the problem?
Use concepts from readings for analyzing the experience
.
The paper should be double-spaced, 10-12 point Times font, no longer than 4-5 pages. Provide an APA Co
.
Discussion - Week 3 Top of FormPrejudice, Discrimination, .docx
Discussion - Week 3
Top of Form
Prejudice, Discrimination, and Assimilation in the United States
Racial and ethnic groups have faced various challenges throughout their history in the United States. Many have had to deal with hardships and persecution and contend with prevalent sentiments of distrust and disapproval. Others have been able to gain quick success in climbing the economic and political ladder (Pew Research Center, 2016b). They have all had to make significant adjustments in order to secure health access, work, housing, and political rights and to come to terms with dominant cultural practices and expectations within the community. Understanding the journey of the multiple racial and ethnic groups in the United States helps shed light on the issues and vulnerabilities they face and provides greater comprehension of the complex movement of the United States as a nation of immigrants.
In this week’s Discussion, you will focus on
one
of the following groups regarding their historical experience with prejudice, discrimination, and assimilation within the United States:
Native Americans
African Americans
Hispanic Americans
Asian Americans
White ethnic Americans
Jewish Americans
Arab Americans
You will analyze the historical background and treatment of that racial or ethnic group in the
United States
and their current status with regard to access and participation.
Note:
In the Week 3 and Week 4 Discussions, you are required to choose different racial or ethnic groups to analyze (
a United States group in Week 3
and a Non-United States group in Week 4). For your Course Project you must use one of the groups you chose in either Week 3 or 4 to be the focus of your analysis.
To prepare:
Review Chapters 5 and 13 and the chapter you have chosen to examine related to your chosen specific group: Native Americans, African Americans, Hispanic Americans, Asian Americans, White ethnic Americans, Jewish Americans, or Arab Americans from Part 2 of the textbook.
Consider the issues related to the group you choose with regard to its challenges with prejudice, discrimination, and assimilation.
Post 350 word
analysis of the group you chose in which you do the following:
.
SOC 400 Massive Success / snaptutorial.com
The document provides instructions for four assignments related to researching and reporting on an issue of ethnic, racial, or gender inequality. Assignment 1 involves selecting a topic, providing a rationale, and an annotated bibliography. Assignment 2 requires a 5-6 page report on the topic's history, current issues, and proposed changes. Assignment 3 is a 3-4 page report analyzing challenges and benefits to the proposed changes. Assignment 4 is a 10-12 slide PowerPoint summarizing the key points of the research for journalists. The assignments aim to enhance understanding of inequality issues and potential solutions through in-depth analysis and putting "a human face" on the problems.
Soc 400 Success Begins / snaptutorial.com
Assignment 1: Topic, Rationale, and Annotated Bibliography
Due Week 2 and worth 80 points
Assume you are an investigative reporter for a major publication (magazine or newspaper) who has been assigned to research an important issues (ethnic, racial, or gender) that are evidencing problems and affecting people in a local area, workplace, or a specific part of the world. (Note: a list of possible topics is provided, but you may select another one not on the list. However, it must be approved by your professor.) Your goal will be to provide an in-depth analysis and put a human face on the issue, the problems being evidenced, and proposing changes to bring about improvement for those affected. You will report your analysis in a series of articles that the editor plans to publish in two (2) major parts:
• Part I (Assignment 2) will focus on the history, current issues, and proposed changes.
• Part 2 (Assignment 3) will include revisions to Part 1 (Assignment 2) and focus
Select one of the following communities to research. When you m.docx
Select
one
of the following communities to research. When you make your selection, carefully consider if you feel you will be able to gather sufficient information to address required elements of the assignment.
1) A specific Native American community.
2) A specific rural community.
3) An economically challenged community in the US.
4) A community in the US with a very large population of non-English speaking immigrants.
5) A poor inner city community.
Research the educational issues and potential solutions facing this community. Prepare a presentation on your findings for the class. Address the following areas through scholarly research. You must draw upon three scholarly articles. In addition to the scholarly articles, utilize data bases (such as the US census) and relevant newspaper articles.
1) Socioeconomic and Demographic Characteristics of the Community – Locate as much data as possible on the socioeconomic and demographic characteristics of the community under study. What is the average income? How many own homes? What is the ethnic make-up of the population? What is the average age of the population?
2) Educational Challenges – Research educational challenges facing the community. Depending on the community, this may involve searching newspaper articles, drawing conclusions based on data (student/teacher ratios, funding for schools, etc.), utilizing census data bases, etc.
4) Educational
Solution
s – What strategies might be effective in identifying problems? Have similar strategies been effective in the past?
Make a Power Point presentation. It should be approximately 15 slides. Integrate visually appealing images. Include in-text citations throughout your Power Point and references at the end. Take advantage of the text box below your slide to add in text.
.
Recommended
GGH110 Assignment #2Park UniversityFall 2015Exploring th.docx
GGH110 Assignment #2
Park University
Fall 2015
Exploring the “Core Components” of Culture Groups:
For this activity, you will use the Ethnologue website (www.ethnologue.com) and the Adherents website (www.adherents.com) in order to explore the two major “core components” (i.e., language and religion) of the cultures found in the place you have chosen to research this semester. Although some of the data in these resources may be relatively "old" (which really just illustrates the great need for current and sustained research in support of these languages and religions), together they represent perhaps the most comprehensive collection of information about the “core components” of the distinctive culture groups found throughout the world today.
As we have recently discussed in this course, language is often used as the most important "defining trait" of many culture groups and the primary means by which they are identified. Thus, exploring the linguistic diversity within a place is arguably the primary starting point for gaining a sense of its cultural diversity. In addition, understanding what the status is of the languages that are spoken in a place is significant because, as the Ethnologue states, “Since language is closely linked to culture, loss of language almost always is accompanied by social and cultural disruptions as well.” Finally, studying the languages of a place through a geolinguistics approach can also reveal a great deal about where a group of people came from and with whom they have been in contact. Therefore, most of this assignment will focus on finding information from Ethnologue.
Before you begin this assignment, you should take some time to become familiar with the array of information that is presented for each country and its languages on the Ethnologue website. A simple way of doing this is by going to its listing for the United States at the country index page: http://www.ethnologue.com/country_index.asp. Can you find all of the answers to the following questions?
· How many total languages are given for the United States?
· How many languages are classified as “living”? How many are “nearly extinct”? What seems to be the basis for classifying a language as nearly extinct?
· Does the U.S. have an “official language”? If so, what is it?
· What is the language family/branch/group classification for each language?
· What is the number of people who can speak each one? Where are these speakers primarily located?
· What other linguistic trends and patterns catch your attention? Notice that you can also see language maps that show where the people who speak these languages live.
Now, go back to the county index page and find the page for the country you have chosen to study for this class. Create a PowerPoint presentation that includes the following content:
1) Slide #1:
a. Name of the country/place you are studying
b. Go to the CIA World Factbook page for the place you are studying and gather and re.
SOC 101 Social ProblemsInstructor Peggy RobertsWriting Ass.docx
SOC 101: Social Problems
Instructor: Peggy Roberts
Writing Assignments:
Due Dates: Feb 3rd and Feb 17th
Using: Finsterbusch, K. (2012). Taking sides- Clashing views on social issues (15th –extended edition). Dubuque, IA: McGraw-Hall
For the two writing assignment you will select four current different journal articles, that appeal to you the most about issues related to social problems from the required text- Taking Sides. The papers should be at least six pages long, but not more than seven. (1 Cover page, 4/5 body of the paper, and a 1 reference page = 6/7 pages). All papers must be typed and follow APA writing requirements. Guidelines for using APA format will be posted on Bb.
You must select different ones for each assignment due. All references must be cited according to APA style.
The paper must follow APA format. You must have a title page and a reference page. A minimum of five pages and a maximum of six pages, including a title page and reference page
You must add this rubric to the end of your paper or lose 10 points.
Grading Criteria: 50 points possible
________ On-time (50% reduction for late papers)
________ Title Page: Page header, page number, running head, title, your name, and name of the University. Your name should not be in the running head or page number. (3 points)
________ Summary: Include your initial reaction to the information (10 points), describe what you consider to be important information (10 points), and discuss how you will use the information to expand and strengthen your own attitudes, beliefs, and behaviors about your views (10 points).
_________References: A separate page which had a page number and the heading References is centered on the page double spaced below the page number. Must be complete reference with author or title of article of no author also include date of publication or (n.d.) if there is no date. Include all appropriate information. See your handout for examples. (2 points)
_________ Correct grammar, spelling and APA format (Double Space, Times New Roman, 12 Font). (15 points)
__________ Points /50 Points possible
United States- Prejudice and discrimination against individuals who are (or who are perceived to be) Muslim or Middle EasternTarget- Minority Groups-people who have unequal access to positions of power, prestige, and wealth in society and who tend to be targets of prejudice and discriminationMinority status is not based on numerical representation in society but rather on social status
Minority groups- people who have unequal access to positions of power, prestige, and wealth in a society and who tend to targets of prejudice and discriminations
*
Classification by external appearanceWhy?
Humans beings are the same inside, but they are classified into categories according to external appearance
*
Race- people who are believed to share distinct physical characteristics that are deemed socially significantCan You Name A .
General Education Common Graded AssignmentSpanish 101 Introducto.docx
This document provides instructions for an assignment in an introductory Spanish course to assess students' skills in written communication, critical analysis, technological competence, and information literacy. Students must write a three-page research paper on an underrepresented group in a Spanish-speaking country or Spanish-speaking immigrants in the US. They must demonstrate knowledge of the group's cultural contributions, experiences, values, and struggles through thorough research using at least three academic sources. Specific guidelines are provided around paper structure, content, and formatting. The assignment will be graded based on a rubric.
This paper consists of two parts a cultural profile of yourself and.docx
This paper consists of two parts: a cultural profile of yourself and make an analysis of an intercultural experience (ICE) which you personally experienced.
1.) For your cultural profile, suggested topics are about your families and relatives. Interview the eldest member in your family. Where are your family members from? Do you have any members from different religious, ethnic, national cultures? Do you have family members who were born outside the U. S? What are their language backgrounds? State something about yourself: where you grew up, what places you have traveled to, lived in, and worked in; what language(s) you speak/have learned; what hobbies and interests that you have; what are your college-level educational experiences; what intercultural experiences you have had before.
2.) To analyze one of your intercultural experiences, you need to pick an ICE that could be domestic (involving communication between racial, ethnic, gender, or other distinct identity groups in contemporary United States society) or international (involving communication with persons from other countries). Have you studied and/or traveled overseas? Have you had a roommate whose cultural background differs from yours? Do you work in a job where you encounter people from different cultures? When describing this experience, give enough details so that the reader can understand the experience. After describing the experience, analyze the intercultural experience in terms of (a) factors which facilitated communication, (b) factors which inhibited communication, and (c) concepts or principles which can explain what happened. For example, what motivated you to seek the intercultural experience? Were there any cultural differences between the people involved? Was language a problem? Was there any evidence of ethnocentrism or prejudice? Were there any nonverbal differences which may have caused the problem?
Use concepts from readings for analyzing the experience
.
The paper should be double-spaced, 10-12 point Times font, no longer than 4-5 pages. Provide an APA Co
.
Discussion - Week 3 Top of FormPrejudice, Discrimination, .docx
Discussion - Week 3
Top of Form
Prejudice, Discrimination, and Assimilation in the United States
Racial and ethnic groups have faced various challenges throughout their history in the United States. Many have had to deal with hardships and persecution and contend with prevalent sentiments of distrust and disapproval. Others have been able to gain quick success in climbing the economic and political ladder (Pew Research Center, 2016b). They have all had to make significant adjustments in order to secure health access, work, housing, and political rights and to come to terms with dominant cultural practices and expectations within the community. Understanding the journey of the multiple racial and ethnic groups in the United States helps shed light on the issues and vulnerabilities they face and provides greater comprehension of the complex movement of the United States as a nation of immigrants.
In this week’s Discussion, you will focus on
one
of the following groups regarding their historical experience with prejudice, discrimination, and assimilation within the United States:
Native Americans
African Americans
Hispanic Americans
Asian Americans
White ethnic Americans
Jewish Americans
Arab Americans
You will analyze the historical background and treatment of that racial or ethnic group in the
United States
and their current status with regard to access and participation.
Note:
In the Week 3 and Week 4 Discussions, you are required to choose different racial or ethnic groups to analyze (
a United States group in Week 3
and a Non-United States group in Week 4). For your Course Project you must use one of the groups you chose in either Week 3 or 4 to be the focus of your analysis.
To prepare:
Review Chapters 5 and 13 and the chapter you have chosen to examine related to your chosen specific group: Native Americans, African Americans, Hispanic Americans, Asian Americans, White ethnic Americans, Jewish Americans, or Arab Americans from Part 2 of the textbook.
Consider the issues related to the group you choose with regard to its challenges with prejudice, discrimination, and assimilation.
Post 350 word
analysis of the group you chose in which you do the following:
.
SOC 400 Massive Success / snaptutorial.com
The document provides instructions for four assignments related to researching and reporting on an issue of ethnic, racial, or gender inequality. Assignment 1 involves selecting a topic, providing a rationale, and an annotated bibliography. Assignment 2 requires a 5-6 page report on the topic's history, current issues, and proposed changes. Assignment 3 is a 3-4 page report analyzing challenges and benefits to the proposed changes. Assignment 4 is a 10-12 slide PowerPoint summarizing the key points of the research for journalists. The assignments aim to enhance understanding of inequality issues and potential solutions through in-depth analysis and putting "a human face" on the problems.
Soc 400 Success Begins / snaptutorial.com
Assignment 1: Topic, Rationale, and Annotated Bibliography
Due Week 2 and worth 80 points
Assume you are an investigative reporter for a major publication (magazine or newspaper) who has been assigned to research an important issues (ethnic, racial, or gender) that are evidencing problems and affecting people in a local area, workplace, or a specific part of the world. (Note: a list of possible topics is provided, but you may select another one not on the list. However, it must be approved by your professor.) Your goal will be to provide an in-depth analysis and put a human face on the issue, the problems being evidenced, and proposing changes to bring about improvement for those affected. You will report your analysis in a series of articles that the editor plans to publish in two (2) major parts:
• Part I (Assignment 2) will focus on the history, current issues, and proposed changes.
• Part 2 (Assignment 3) will include revisions to Part 1 (Assignment 2) and focus
Select one of the following communities to research. When you m.docx
Select
one
of the following communities to research. When you make your selection, carefully consider if you feel you will be able to gather sufficient information to address required elements of the assignment.
1) A specific Native American community.
2) A specific rural community.
3) An economically challenged community in the US.
4) A community in the US with a very large population of non-English speaking immigrants.
5) A poor inner city community.
Research the educational issues and potential solutions facing this community. Prepare a presentation on your findings for the class. Address the following areas through scholarly research. You must draw upon three scholarly articles. In addition to the scholarly articles, utilize data bases (such as the US census) and relevant newspaper articles.
1) Socioeconomic and Demographic Characteristics of the Community – Locate as much data as possible on the socioeconomic and demographic characteristics of the community under study. What is the average income? How many own homes? What is the ethnic make-up of the population? What is the average age of the population?
2) Educational Challenges – Research educational challenges facing the community. Depending on the community, this may involve searching newspaper articles, drawing conclusions based on data (student/teacher ratios, funding for schools, etc.), utilizing census data bases, etc.
4) Educational
Solution
s – What strategies might be effective in identifying problems? Have similar strategies been effective in the past?
Make a Power Point presentation. It should be approximately 15 slides. Integrate visually appealing images. Include in-text citations throughout your Power Point and references at the end. Take advantage of the text box below your slide to add in text.
.
Research Paper Draft For this assignment, you will be creating.docx
Research Paper Draft
For this assignment, you will be creating a draft for the Research Paper. Select one aspect of cultural diversity from the following list that you would like to study:
* (For improved memory and increased awareness, remember the mnemonic, GARREACS.)
Gender
Age
Race
Religion
Ethnicity
Ability
Class
Sexual Orientation
Once you have chosen one aspect of cultural diversity to study in depth, prepare a Research Paper with the following components:
Summarize the pertinent historical, political, social, economic and cultural factors related to your chosen aspect of diversity.
Consider and summarize any relevant developmental theory models related to your chosen aspect of diversity.
In regard to your chosen aspect of diversity, identify the relevant laws or programs that have either helped or restricted access to care and support.
Evaluate how your chosen aspect of diversity, in combination with two other aspects of diversity, can lead to increased needs or issues. For example, if someone is female, African American, and lesbian, will there be additional challenges? Select any combination of three aspects of diversity to discuss.
Describe at least two resources currently available in your area for someone needing special services related to your chosen aspect of diversity.
Explain how your personal characteristics will either complement or conflict with this diversity issue. Consider your own biases and prejudices or those of your family of origin.
Discuss relevant concerns, cautions or insights necessary for you to be a culturally competent human service professional.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Your paper should include a minimum of a title page, reference page, a cohesive introductory paragraph, and a representative part of the body of your paper (minimum of two- to- three pages) which may be unpolished and in need of reworking. For uncompleted parts of your paper, please report the direction that you are taking and any specific ideas that you may have regarding your final draft. You will be required to incorporate the feedback you receive on this draft into the final draft of your Research Paper.
.
COM 360 Entire Course NEW
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https://www.uopassignments.com/com-360-ash
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Eth 120 eth120
This document provides an overview and instructions for the ETH 120 Cultural Diversity in the United States course. It outlines the weekly assignments, which include worksheets, papers, and presentations on topics like stereotypes, religious and ethnic groups, discrimination, racial diversity, women's issues, aging, disability, and a final project summarizing what was learned about diversity in the US. The course aims to help students understand and relate to diverse groups to reduce prejudice.
Un debate
This document outlines the instructions and requirements for a United Nations mock debate simulation. Students will research and represent a selected country or interest group to participate in a class debate regarding a resolution for achieving zero population growth by 2025. They must submit a written report that includes demographic data, the country's position, and a histogram. Students will also participate in an in-class debate to discuss and defend their country or group's perspective on population issues.
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This document provides a list of vocabulary terms and concepts for an 8th grade social studies unit on US migration and immigration, along with classroom activities to help students understand the terms. It includes 20 key terms related to immigration, migration within the US, and the experiences of different immigrant groups. The activities focus on having students analyze primary sources and maps, define important concepts, and discuss how migration has impacted American society.
Project Final Course Project PresentationImagine you are pre.docx
Project: Final Course Project: Presentation
Imagine you are preparing to give a presentation to the United Nations General Assembly or the Office of the High Commissioner for Human Rights advocating for a racial or ethnic group from a country of your choosing. In the analysis you offer, you want to accomplish the following:
Provide your audience with an effective summary of the history of the racial or ethnic group you have chosen as it relates to prejudice, discrimination, and assimilation they have experienced in that country. You would want to present in-depth coverage of 2–3 important events or circumstances that shaped this history so as to be compelling to your audience.
Analyze in-depth 2–3 examples of stereotypes and instances of discrimination that the racial or ethnic group has faced.
Show proof of inequality by comparing their participation rates, employment levels, poverty rates, and income levels with another racial or ethnic group in that country.
Convincingly analyze the social, political, economic, and contextual factors that have contributed to the prejudice, discrimination, and assimilation experienced by the racial or ethnic group you have chosen to analyze.
Describe a possible future scenario of racial and ethnic interaction in the country you chose to examine based on the trends you see emerging in that country. Justify the reasoning behind your outlook.
Note:
Your analysis should involve a racial or ethnic group you chose to discuss in Weeks 3 (Jewish Americans), or week 4 (South Africa).
Support your analysis by making
at least five
documented references to your course readings and
five
documented references to scholarly resources found through the Walden Library.
Follow the examples of documentation in the “Common Reference List Examples” and apply proper APA formatting to cite your sources.
Each slide should be accompanied by substantial notes (within the “Notes” section) that provide greater details into each point addressed in that slide.
Use pictures and graphics only if they add to the effectiveness of your presentation.
All external sources (data, quotes, images, graphics, etc.) need to be properly cited.
For resources on how to create a slide presentation using PowerPoint, Keynote, and Prezi, you can refer to the Optional Resources (Creating a Slide Presentation) this week. If you prefer to use another presentation tool, get approval from your Instructor.
By Sunday August 13, 2017
Submit
a presentation of 18–20 slides addressing the above requirements.
.
Identity ProfileThis assignment is a reflection and analysis.docx
Identity Profile
This assignment is a reflection and analysis of your personal racial, ethnic, and cultural identity. For this assignment, you will write a paper of 4–5 pages (excluding the cover page and references list).
You are expected to complete the following:
Describe your own race, ethnicity, cultural influences, traditions, beliefs, and values:
Support your description of your identity with at least three peer-reviewed journal articles published in the last 5 years that discuss racial identity development, ethnic identity development, or cultural identity development. Use the Capella Library and search for three peer-reviewed journal articles related to the identity you describe. (For example, key word search for Latino and identity model or Hispanic and cultural identity development models.)
Identify and discuss factors that influenced how you view yourself (background, experiences, cultural traditions, parental and family relationship, education, and workplace):
Support your description of factors that influenced your view of self with findings from your Internet search in Unit 1.
Consider and analyze how the two domains above have affected your interactions with others, paying particular attention to culture and diversity issues and cultural competence:
Support your analysis with a summary of findings from Universal Ethnic Identity Scale (UEIS) in Unit 1 and the self-assessment in Unit 3.
Compare and contrast your analysis of Universal Ethnic Identity Scale (UEIS) and self-assessment with one of the following additional assessments:
Everyday Multicultural Competencies/Revised Scale of Ethnocultural Empathy.
Cultural Competence Self-Assessment Tool.
Assignment Requirements
Times New Roman, 12-point, and double-spaced.
Include a cover page, page numbers, and a running head.
It is acceptable to write in the first person for this assignment.
Cite at least three sources.
Use the current APA style and formatting, particularly for citations and references.
.
TitleABC123 Version X1Racial Diversity Historical Wo.docx
Title
ABC/123 Version X
1
Racial Diversity: Historical Worksheet
ETH/125 Version 8
2
Associate Program MaterialIRacial Diversity: Historical Worksheet
PART I: Answer the following questions in 100 to 250 words each. The answers should include research from University Library, course materials and quality sources. This is evidenced by summary, paraphrasing and/or quoting of sourced information to support points within the answer. Provide APA formatted cites and their associated references for all the sources you use.
1. Throughout most of U.S. history, in most locations, what race has been in the majority? What is the common ancestral background of most members of this group?
In most locations, the white race has been the majority (Schaefer, 2012), although this fact is not solely based upon how many of them are population. The white race came to the U.S. from varios parts of Europe (their common ancestral background), and have successfully made themselves the majority, by founding the country on what benefited them the most. This is how the white race became the majority.
2. What are some of the larger racial minorities in U.S. history? What have been the common ancestral backgrounds of each of these groups? When did each become a significant or notable minority group?
Some of the larger racial minorities in U.S. history would be African Americans, Native Americans. Native Americans who were first to be in North America. In 1871 the Federal Government declared them American Indians and were forced to move to reservations. This is where they were forced to adapt to Christianity instead of their own religion, schools that were done in English. African Americans were the other larger racial minorities. African Americans arrived with the first European explorers from Africa. Shortly after they arrived they became slaves due to their color in 1776. In 1865 Congress abolished slavery everywhere.
3. In what ways have laws been used to enforce discrimination? Provide examples. These laws were intended against which racial minorities?
4. In what ways have laws been used to eliminate discrimination? Provide examples. Did the laws work to eliminate discrimination?
Laws have been used to attempt to eliminate discrimination for many years. Some of these laws mak3s it illegal to refuse housing to people ased on their race or sex. Many of these laws prohibit not only discrimination based on race, but gender, age, religious affiliation, and other factors. Affirmative action of the courts and prison sysems which distrimiantes against Blacks, and hispancis and give them 20% longer sentences (Schaefer, 2012) is a great example of a laws that eliminated discrimination. Although discrimination still exists, the laws have helped to create equality among the different races.
PART 2: Identify one racial group from the list below and answer the questions (under the list from the perspective of the racial group selected). Search the Internet for groups ...
Reaching Untapped Markets
1) The document discusses strategies for reaching untapped markets in the US, specifically targeting Hispanic and other non-native English speaking markets.
2) It provides an overview of key terms, demographics of non-English speaking populations in the US, and strategies for understanding different audiences and effectively communicating with them.
3) Effective strategies include translation of written materials, interpretation for verbal communication, and customizing products and marketing for different locales through localization.
My TA commentWhile this is an interesting topic, I think it fal.docx
My TA comment:
While this is an interesting topic, I think it falls outside the scope of the class. You need to be looking at a speech community and the resources you cite are looking at different aspects of the interaction between music and language. Crucially, all of the music perspectives reflect groups of people that do not necessarily share a linguistic dialect or register. Perhaps refocus to an ethnolect associated with a music genre (i.e. AAVE and Hip Hop). The question perhaps you can think about is whether Hip Hop is redefining language, or if the language usage in the African American community as well as their tradition of linguistic creativity filters into Hip Hop.
you may address include: What languages are now used in your chosen area? What educational opportunities are there (e.g., dual immersion, classes to support English language learning)? Are there language revitalization/maintenance efforts underway? What U.S. policies or cultural patterns have had a hand in the current state of the speech community?
TOPPIC:
Languages and Cultures of America Field Research Project: local communities and their language practices
For this assignment,1 you will leave the UCSD area to learn more about one of the topics or speech communities we’ve talked about in this class. This is a two-part research paper which will involve performing some research on your field visit (i.e., your visit to some area outside of the UCSD campus) as well as further research into the speech community you have chosen.
In our class, the focus is language and culture. The field visit will give you further insight into cultural and historical dimensions of an American community. The goal is to allow you to perform an in-depth exploration of a speech community that is of particular interest to you. By exploring San Diego County, you can situate the experiences we discuss in class within a more local perspective. Your additional research will then complement this with information on the sociolinguistic context of the community you have chosen. Some questions you may address include: What languages are now used in your chosen area? What educational opportunities are there (e.g., dual immersion, classes to support English language learning)? Are there language revitalization/maintenance efforts underway? What U.S. policies or cultural patterns have had a hand in the current state of the speech community?
For this assignment, you will need to do the following:
1. Visit a relevant place of interest (the topic of your paper should be tied to an American context; for a non-exhaustive list of places you could visit, see page 3 of this document)
2. Write a short research paper in which you:
a. Describe the location of your visit in detail (i.e. park, museum, etc.)
b. Discuss what you learned by visiting.
c. Explain how the place you visited is relevant to a course topic (incorporate course concepts)
d. Complement what you learned on your visit with further re ...
Running head MYTHS OF LATINO IMMIGRATION .docx
Running head: MYTHS OF LATINO IMMIGRATION 1
MYTHS OF LATINO IMMIGRATION 3
Myths of Latino Immigration （revised）
Myth Outlining Worksheet
1. What is your myth?
A common myth about Latino is that Latino is homogenous naturally existing and an easily identifiable group of people.
2. What is your argument about your myth? (Should be two to three concise sentences.)
This myth is wrong because Latino is not a homogenous group or an easily identifiable group because Latino is the group that is initially from areas with different ancestries. Latino population is consisting of many types, say, Mexican, Puerto Rican, Cuban or Dominican, and they are not easily identified.
Evidence
I. Latino comprises of several sub-groups with unique identities
· One of the typical stereotype and mentality regarding the Latinos in America is that they have a shared ethnic background, race, and culture.
· However, the reality is that Latino comprises of several sub-groups with unique identities (Holloway, 2008, p.5).
· In the United States, Latino is defined in terms of their nationalities or the countries that they originated.
· For example, in the case of Midwest and Southwest, Latinos are seen as Mexicans.
· In the eastern part of America, particularly New York and Boston regions, Latino is people who are considered to have limitations of communications with the Dominicans and Puerto Ricans.
· In this case, Latinos are defined by their inability to communicate with o people other in the region. In the case of Miami, Cubans, and Central America, Latinos are groups for interpreting Latin America.
· Latin America is considered a group of Latin people who originate from different nationalities. In chapter three, Social Polarization and Colonized Labor: Puerto Ricans in the United States, between 1945–2000 Kelvin Antiago-Valles & Jiménez-Muñoz assert that the idea of homogeneity is quite extensive to the extent of some politicians treating Latino Americans as culturally unified people.
· Latino is racially diverse, thus making the ethnic category rather than a race (Gutiérrez, 2008, p.129). Technically, anyone from central, South America and the Caribbean can be described as Latino because the regions were previously empires of Spanish, Portuguese and French.
· Also, Latino as an ethnicity, has people from different nationalities. Several races are comprised of the group. The only similarity they have is that they are not the original inhabitants in America. Latinos have their roots in the immigrant groups that moved to America.
2. Latino originated from different countries with varying cultures.
· Latino is not easy to identify in terms of cultural practices.
· In chapter six, The Other “Other Hispanics”: South American–Origin Latinos In the United States, Espitia states t ...
APA Format with References and In-text citations. Use headings to .docx
APA Format with References and In-text citations. Use headings to organize the assignment.
Deliverable Length: 1200 to 1450 words
Your fast-food franchise has been cleared for business in all 4 countries (United Arab Emirates, Israel, Mexico, and China). You now have to start construction on your restaurants. The financing is coming from the United Arab Emirates, the materials are coming from Mexico and China, the engineering and technology are coming from Israel , and the labor will be hired locally within these countries by your management team from the United States. You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another. The people seem to be staying with their own groups and not mingling.
What is the cultural phenomenon at play here (what is it called/ term)?
How do you explain the lack of intercultural communication and interaction?
What do you know about these cultures—specifically their economic, political, educational, and social systems—that could help you in getting them together?
What are some of the contrasting cultural values of these countries?
You are concerned about some of the language barriers as you start the meeting, particularly the fact that the United States is a low-context country, and some of the countries present are high-context countries. Furthermore, you only speak English, and you do not have an interpreter present.
How will this affect the presentation?
What are some of the issues you should be concerned about regarding verbal and nonverbal language for this group?
What strategy would you use to begin to have everyone develop a relationship with each other that will help ease future negotiations, development, and implementation?
The objective is to discuss various styles of verbal communications and how different cultures use them.
Explain how language affects communication. Explain how different cultures influence the negotiation process. Identify regional, international, and cultural differences in communications. Describe intercultural communication processes and list ways to develop effective intercultural communication skills. Review effective cross-cultural approaches, styles, and tones of written and oral business communications. Synthesize ways to improve communications with the people whose first language is something other than English. Use effective communication techniques.
The above you will be discussing each of the 4 countries
(United Arab Emirates, Israel, Mexico, and China).
The first thing you need to do is figure out how to get the different cultures to begin developing relationships with each other. To do that, you need to investigate each culture and try and understand how to break down the communication barriers.
You also need to apply the skills they have developed on how to differentiate between high-context and low-context cultures and what to do about it so that a goal can be attained. A.
Draft of Final Paper··Read the complete description of t.docx
Draft of Final Paper
·
·
Read the complete description of the Oral History Interview Final Paper due in this class. Here in Week Four, you must submit a draft of this paper. The draft should include an introduction, thesis, the information you provided in the Interview Description you submitted in Week Two, and be at least three to five pages in length (plus a title page and a reference page) at this time. The draft must utilize the course text and at least three scholarly sources, at least one of which you obtained from preliminary research in the Ashford University Library. The draft must be in paragraph form, properly formatted in APA style, and include an updated reference list of sources you intend to use in the final paper.
Final Paper: Oral History Interview Paper
Throughout the course, you will be exploring various aspects of culture and intercultural communications. Your final assignment in this course will be to
conduct an extensive oral history interview with a person who is somewhat older than you and from a culture or subgroup that you are not a member of.
This person can be a relative or acquaintance who is from a different generation. It can be someone who immigrated to this country either recently or some time ago. Or, it can be someone who belongs to a different subgroup from you and whose cultural experiences you believe would be very different from your own. Obtain permission from the person you are interviewing to record the conversation (either an audio or a video and audio recording) or to take handwritten notes during the interview.
Your overarching goals during the oral history interview are as follows:
1.
To learn more about the culture and subcultures to which your interview subject belongs.
2.
To determine what issues they encountered in terms of intercultural communications.
3.
To relate concepts you have studied in this course to the experiences of this person.
After you have conducted the interview, review your recording or your notes and write a six- to eight-page paper (excluding a title page and a reference page), in which you discuss aspects of this person's culture and/or subcultures and communication issues related to his or her cultural identity. In the paper, you must also include the following:
1.
The name of the person and his or her relationship to you.
2.
The interview subject's cultural background and the culture and/or subcultures to which he or she belongs.
3.
At least six questions from the following list. You may add additional questions or other questions not on this list, if you wish. Remember, though, that the focus of your paper must be on intercultural communication issues.
·
How far back in time can the person remember? What is his or her first childhood memory? (Consider how it reflects the interview subject's culture or subculture?)
·
What does the person remember of the experience of being an immigrant or a subgroup member in that time?
·
Which impressions or experiences f.
Research PaperThe final assignment for this course is a Research.docx
Research Paper
The final assignment for this course is a Research Paper. The purpose of the Research Paper is for you to culminate the learning achieved in the course.
Focus of the Research Paper
For your Research Paper, select one aspect of cultural diversity from the following list that you would like to study:
* (For improved memory and increased awareness, remember the mnemonic, GARREACS.)
Gender
Age
Race
Religion
Ethnicity
Ability
Class
Sexual Orientation
Once you have chosen one aspect of cultural diversity to study in depth, prepare a Research Paper with the following components:
Summarize the pertinent historical, political, social, economic and cultural factors related to your chosen aspect of diversity.
Consider and summarize any relevant developmental theory models related to your chosen aspect of diversity.
In regard to your chosen aspect of diversity, identify and evaluate the relevant laws or programs that have either helped or restricted access to care and support.
Evaluate how your chosen aspect of diversity, in combination with two other aspects of diversity, can lead to increased needs or issues. For example, if someone is female, African American, and lesbian, will there be additional challenges? Select any combination of 3 aspects of diversity to discuss.
Describe at least two resources currently available in your area for someone needing special services related to your chosen aspect of diversity.
Explain how your personal characteristics will either complement or conflict with this diversity issue. Consider your own biases and prejudices or those of your family of origin.
Discuss relevant concerns, cautions or insights necessary for you to be a culturally competent human service professional.
Writing the Research Paper
The Research Paper:
Must be eight- to ten double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least seven scholarly sources.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
.
CLINICAL SCHOLARSHIPTuberculosis Treatment for Mexican Ame.docx
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 con-
ducted 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 treat-
ment, (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
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
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
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 schizo-
phrenia 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
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 experi-
ence 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
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
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: ___
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____________________________________________________________________
How Long at That Emp.
Click the link above to submit your assignment.Students, please .docx
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.
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Research Paper Draft For this assignment, you will be creating.docx
Research Paper Draft
For this assignment, you will be creating a draft for the Research Paper. Select one aspect of cultural diversity from the following list that you would like to study:
* (For improved memory and increased awareness, remember the mnemonic, GARREACS.)
Gender
Age
Race
Religion
Ethnicity
Ability
Class
Sexual Orientation
Once you have chosen one aspect of cultural diversity to study in depth, prepare a Research Paper with the following components:
Summarize the pertinent historical, political, social, economic and cultural factors related to your chosen aspect of diversity.
Consider and summarize any relevant developmental theory models related to your chosen aspect of diversity.
In regard to your chosen aspect of diversity, identify the relevant laws or programs that have either helped or restricted access to care and support.
Evaluate how your chosen aspect of diversity, in combination with two other aspects of diversity, can lead to increased needs or issues. For example, if someone is female, African American, and lesbian, will there be additional challenges? Select any combination of three aspects of diversity to discuss.
Describe at least two resources currently available in your area for someone needing special services related to your chosen aspect of diversity.
Explain how your personal characteristics will either complement or conflict with this diversity issue. Consider your own biases and prejudices or those of your family of origin.
Discuss relevant concerns, cautions or insights necessary for you to be a culturally competent human service professional.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Your paper should include a minimum of a title page, reference page, a cohesive introductory paragraph, and a representative part of the body of your paper (minimum of two- to- three pages) which may be unpolished and in need of reworking. For uncompleted parts of your paper, please report the direction that you are taking and any specific ideas that you may have regarding your final draft. You will be required to incorporate the feedback you receive on this draft into the final draft of your Research Paper.
.
COM 360 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/com-360-ash
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Eth 120 eth120
This document provides an overview and instructions for the ETH 120 Cultural Diversity in the United States course. It outlines the weekly assignments, which include worksheets, papers, and presentations on topics like stereotypes, religious and ethnic groups, discrimination, racial diversity, women's issues, aging, disability, and a final project summarizing what was learned about diversity in the US. The course aims to help students understand and relate to diverse groups to reduce prejudice.
Un debate
This document outlines the instructions and requirements for a United Nations mock debate simulation. Students will research and represent a selected country or interest group to participate in a class debate regarding a resolution for achieving zero population growth by 2025. They must submit a written report that includes demographic data, the country's position, and a histogram. Students will also participate in an in-class debate to discuss and defend their country or group's perspective on population issues.
Disciplinary vocabulary lesson plan fred thomas
This document provides a list of vocabulary terms and concepts for an 8th grade social studies unit on US migration and immigration, along with classroom activities to help students understand the terms. It includes 20 key terms related to immigration, migration within the US, and the experiences of different immigrant groups. The activities focus on having students analyze primary sources and maps, define important concepts, and discuss how migration has impacted American society.
Project Final Course Project PresentationImagine you are pre.docx
Project: Final Course Project: Presentation
Imagine you are preparing to give a presentation to the United Nations General Assembly or the Office of the High Commissioner for Human Rights advocating for a racial or ethnic group from a country of your choosing. In the analysis you offer, you want to accomplish the following:
Provide your audience with an effective summary of the history of the racial or ethnic group you have chosen as it relates to prejudice, discrimination, and assimilation they have experienced in that country. You would want to present in-depth coverage of 2–3 important events or circumstances that shaped this history so as to be compelling to your audience.
Analyze in-depth 2–3 examples of stereotypes and instances of discrimination that the racial or ethnic group has faced.
Show proof of inequality by comparing their participation rates, employment levels, poverty rates, and income levels with another racial or ethnic group in that country.
Convincingly analyze the social, political, economic, and contextual factors that have contributed to the prejudice, discrimination, and assimilation experienced by the racial or ethnic group you have chosen to analyze.
Describe a possible future scenario of racial and ethnic interaction in the country you chose to examine based on the trends you see emerging in that country. Justify the reasoning behind your outlook.
Note:
Your analysis should involve a racial or ethnic group you chose to discuss in Weeks 3 (Jewish Americans), or week 4 (South Africa).
Support your analysis by making
at least five
documented references to your course readings and
five
documented references to scholarly resources found through the Walden Library.
Follow the examples of documentation in the “Common Reference List Examples” and apply proper APA formatting to cite your sources.
Each slide should be accompanied by substantial notes (within the “Notes” section) that provide greater details into each point addressed in that slide.
Use pictures and graphics only if they add to the effectiveness of your presentation.
All external sources (data, quotes, images, graphics, etc.) need to be properly cited.
For resources on how to create a slide presentation using PowerPoint, Keynote, and Prezi, you can refer to the Optional Resources (Creating a Slide Presentation) this week. If you prefer to use another presentation tool, get approval from your Instructor.
By Sunday August 13, 2017
Submit
a presentation of 18–20 slides addressing the above requirements.
.
Identity ProfileThis assignment is a reflection and analysis.docx
Identity Profile
This assignment is a reflection and analysis of your personal racial, ethnic, and cultural identity. For this assignment, you will write a paper of 4–5 pages (excluding the cover page and references list).
You are expected to complete the following:
Describe your own race, ethnicity, cultural influences, traditions, beliefs, and values:
Support your description of your identity with at least three peer-reviewed journal articles published in the last 5 years that discuss racial identity development, ethnic identity development, or cultural identity development. Use the Capella Library and search for three peer-reviewed journal articles related to the identity you describe. (For example, key word search for Latino and identity model or Hispanic and cultural identity development models.)
Identify and discuss factors that influenced how you view yourself (background, experiences, cultural traditions, parental and family relationship, education, and workplace):
Support your description of factors that influenced your view of self with findings from your Internet search in Unit 1.
Consider and analyze how the two domains above have affected your interactions with others, paying particular attention to culture and diversity issues and cultural competence:
Support your analysis with a summary of findings from Universal Ethnic Identity Scale (UEIS) in Unit 1 and the self-assessment in Unit 3.
Compare and contrast your analysis of Universal Ethnic Identity Scale (UEIS) and self-assessment with one of the following additional assessments:
Everyday Multicultural Competencies/Revised Scale of Ethnocultural Empathy.
Cultural Competence Self-Assessment Tool.
Assignment Requirements
Times New Roman, 12-point, and double-spaced.
Include a cover page, page numbers, and a running head.
It is acceptable to write in the first person for this assignment.
Cite at least three sources.
Use the current APA style and formatting, particularly for citations and references.
.
TitleABC123 Version X1Racial Diversity Historical Wo.docx
Title
ABC/123 Version X
1
Racial Diversity: Historical Worksheet
ETH/125 Version 8
2
Associate Program MaterialIRacial Diversity: Historical Worksheet
PART I: Answer the following questions in 100 to 250 words each. The answers should include research from University Library, course materials and quality sources. This is evidenced by summary, paraphrasing and/or quoting of sourced information to support points within the answer. Provide APA formatted cites and their associated references for all the sources you use.
1. Throughout most of U.S. history, in most locations, what race has been in the majority? What is the common ancestral background of most members of this group?
In most locations, the white race has been the majority (Schaefer, 2012), although this fact is not solely based upon how many of them are population. The white race came to the U.S. from varios parts of Europe (their common ancestral background), and have successfully made themselves the majority, by founding the country on what benefited them the most. This is how the white race became the majority.
2. What are some of the larger racial minorities in U.S. history? What have been the common ancestral backgrounds of each of these groups? When did each become a significant or notable minority group?
Some of the larger racial minorities in U.S. history would be African Americans, Native Americans. Native Americans who were first to be in North America. In 1871 the Federal Government declared them American Indians and were forced to move to reservations. This is where they were forced to adapt to Christianity instead of their own religion, schools that were done in English. African Americans were the other larger racial minorities. African Americans arrived with the first European explorers from Africa. Shortly after they arrived they became slaves due to their color in 1776. In 1865 Congress abolished slavery everywhere.
3. In what ways have laws been used to enforce discrimination? Provide examples. These laws were intended against which racial minorities?
4. In what ways have laws been used to eliminate discrimination? Provide examples. Did the laws work to eliminate discrimination?
Laws have been used to attempt to eliminate discrimination for many years. Some of these laws mak3s it illegal to refuse housing to people ased on their race or sex. Many of these laws prohibit not only discrimination based on race, but gender, age, religious affiliation, and other factors. Affirmative action of the courts and prison sysems which distrimiantes against Blacks, and hispancis and give them 20% longer sentences (Schaefer, 2012) is a great example of a laws that eliminated discrimination. Although discrimination still exists, the laws have helped to create equality among the different races.
PART 2: Identify one racial group from the list below and answer the questions (under the list from the perspective of the racial group selected). Search the Internet for groups ...
Reaching Untapped Markets
1) The document discusses strategies for reaching untapped markets in the US, specifically targeting Hispanic and other non-native English speaking markets.
2) It provides an overview of key terms, demographics of non-English speaking populations in the US, and strategies for understanding different audiences and effectively communicating with them.
3) Effective strategies include translation of written materials, interpretation for verbal communication, and customizing products and marketing for different locales through localization.
My TA commentWhile this is an interesting topic, I think it fal.docx
My TA comment:
While this is an interesting topic, I think it falls outside the scope of the class. You need to be looking at a speech community and the resources you cite are looking at different aspects of the interaction between music and language. Crucially, all of the music perspectives reflect groups of people that do not necessarily share a linguistic dialect or register. Perhaps refocus to an ethnolect associated with a music genre (i.e. AAVE and Hip Hop). The question perhaps you can think about is whether Hip Hop is redefining language, or if the language usage in the African American community as well as their tradition of linguistic creativity filters into Hip Hop.
you may address include: What languages are now used in your chosen area? What educational opportunities are there (e.g., dual immersion, classes to support English language learning)? Are there language revitalization/maintenance efforts underway? What U.S. policies or cultural patterns have had a hand in the current state of the speech community?
TOPPIC:
Languages and Cultures of America Field Research Project: local communities and their language practices
For this assignment,1 you will leave the UCSD area to learn more about one of the topics or speech communities we’ve talked about in this class. This is a two-part research paper which will involve performing some research on your field visit (i.e., your visit to some area outside of the UCSD campus) as well as further research into the speech community you have chosen.
In our class, the focus is language and culture. The field visit will give you further insight into cultural and historical dimensions of an American community. The goal is to allow you to perform an in-depth exploration of a speech community that is of particular interest to you. By exploring San Diego County, you can situate the experiences we discuss in class within a more local perspective. Your additional research will then complement this with information on the sociolinguistic context of the community you have chosen. Some questions you may address include: What languages are now used in your chosen area? What educational opportunities are there (e.g., dual immersion, classes to support English language learning)? Are there language revitalization/maintenance efforts underway? What U.S. policies or cultural patterns have had a hand in the current state of the speech community?
For this assignment, you will need to do the following:
1. Visit a relevant place of interest (the topic of your paper should be tied to an American context; for a non-exhaustive list of places you could visit, see page 3 of this document)
2. Write a short research paper in which you:
a. Describe the location of your visit in detail (i.e. park, museum, etc.)
b. Discuss what you learned by visiting.
c. Explain how the place you visited is relevant to a course topic (incorporate course concepts)
d. Complement what you learned on your visit with further re ...
Running head MYTHS OF LATINO IMMIGRATION .docx
Running head: MYTHS OF LATINO IMMIGRATION 1
MYTHS OF LATINO IMMIGRATION 3
Myths of Latino Immigration （revised）
Myth Outlining Worksheet
1. What is your myth?
A common myth about Latino is that Latino is homogenous naturally existing and an easily identifiable group of people.
2. What is your argument about your myth? (Should be two to three concise sentences.)
This myth is wrong because Latino is not a homogenous group or an easily identifiable group because Latino is the group that is initially from areas with different ancestries. Latino population is consisting of many types, say, Mexican, Puerto Rican, Cuban or Dominican, and they are not easily identified.
Evidence
I. Latino comprises of several sub-groups with unique identities
· One of the typical stereotype and mentality regarding the Latinos in America is that they have a shared ethnic background, race, and culture.
· However, the reality is that Latino comprises of several sub-groups with unique identities (Holloway, 2008, p.5).
· In the United States, Latino is defined in terms of their nationalities or the countries that they originated.
· For example, in the case of Midwest and Southwest, Latinos are seen as Mexicans.
· In the eastern part of America, particularly New York and Boston regions, Latino is people who are considered to have limitations of communications with the Dominicans and Puerto Ricans.
· In this case, Latinos are defined by their inability to communicate with o people other in the region. In the case of Miami, Cubans, and Central America, Latinos are groups for interpreting Latin America.
· Latin America is considered a group of Latin people who originate from different nationalities. In chapter three, Social Polarization and Colonized Labor: Puerto Ricans in the United States, between 1945–2000 Kelvin Antiago-Valles & Jiménez-Muñoz assert that the idea of homogeneity is quite extensive to the extent of some politicians treating Latino Americans as culturally unified people.
· Latino is racially diverse, thus making the ethnic category rather than a race (Gutiérrez, 2008, p.129). Technically, anyone from central, South America and the Caribbean can be described as Latino because the regions were previously empires of Spanish, Portuguese and French.
· Also, Latino as an ethnicity, has people from different nationalities. Several races are comprised of the group. The only similarity they have is that they are not the original inhabitants in America. Latinos have their roots in the immigrant groups that moved to America.
2. Latino originated from different countries with varying cultures.
· Latino is not easy to identify in terms of cultural practices.
· In chapter six, The Other “Other Hispanics”: South American–Origin Latinos In the United States, Espitia states t ...
APA Format with References and In-text citations. Use headings to .docx
APA Format with References and In-text citations. Use headings to organize the assignment.
Deliverable Length: 1200 to 1450 words
Your fast-food franchise has been cleared for business in all 4 countries (United Arab Emirates, Israel, Mexico, and China). You now have to start construction on your restaurants. The financing is coming from the United Arab Emirates, the materials are coming from Mexico and China, the engineering and technology are coming from Israel , and the labor will be hired locally within these countries by your management team from the United States. You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another. The people seem to be staying with their own groups and not mingling.
What is the cultural phenomenon at play here (what is it called/ term)?
How do you explain the lack of intercultural communication and interaction?
What do you know about these cultures—specifically their economic, political, educational, and social systems—that could help you in getting them together?
What are some of the contrasting cultural values of these countries?
You are concerned about some of the language barriers as you start the meeting, particularly the fact that the United States is a low-context country, and some of the countries present are high-context countries. Furthermore, you only speak English, and you do not have an interpreter present.
How will this affect the presentation?
What are some of the issues you should be concerned about regarding verbal and nonverbal language for this group?
What strategy would you use to begin to have everyone develop a relationship with each other that will help ease future negotiations, development, and implementation?
The objective is to discuss various styles of verbal communications and how different cultures use them.
Explain how language affects communication. Explain how different cultures influence the negotiation process. Identify regional, international, and cultural differences in communications. Describe intercultural communication processes and list ways to develop effective intercultural communication skills. Review effective cross-cultural approaches, styles, and tones of written and oral business communications. Synthesize ways to improve communications with the people whose first language is something other than English. Use effective communication techniques.
The above you will be discussing each of the 4 countries
(United Arab Emirates, Israel, Mexico, and China).
The first thing you need to do is figure out how to get the different cultures to begin developing relationships with each other. To do that, you need to investigate each culture and try and understand how to break down the communication barriers.
You also need to apply the skills they have developed on how to differentiate between high-context and low-context cultures and what to do about it so that a goal can be attained. A.
Draft of Final Paper··Read the complete description of t.docx
Draft of Final Paper
·
·
Read the complete description of the Oral History Interview Final Paper due in this class. Here in Week Four, you must submit a draft of this paper. The draft should include an introduction, thesis, the information you provided in the Interview Description you submitted in Week Two, and be at least three to five pages in length (plus a title page and a reference page) at this time. The draft must utilize the course text and at least three scholarly sources, at least one of which you obtained from preliminary research in the Ashford University Library. The draft must be in paragraph form, properly formatted in APA style, and include an updated reference list of sources you intend to use in the final paper.
Final Paper: Oral History Interview Paper
Throughout the course, you will be exploring various aspects of culture and intercultural communications. Your final assignment in this course will be to
conduct an extensive oral history interview with a person who is somewhat older than you and from a culture or subgroup that you are not a member of.
This person can be a relative or acquaintance who is from a different generation. It can be someone who immigrated to this country either recently or some time ago. Or, it can be someone who belongs to a different subgroup from you and whose cultural experiences you believe would be very different from your own. Obtain permission from the person you are interviewing to record the conversation (either an audio or a video and audio recording) or to take handwritten notes during the interview.
Your overarching goals during the oral history interview are as follows:
1.
To learn more about the culture and subcultures to which your interview subject belongs.
2.
To determine what issues they encountered in terms of intercultural communications.
3.
To relate concepts you have studied in this course to the experiences of this person.
After you have conducted the interview, review your recording or your notes and write a six- to eight-page paper (excluding a title page and a reference page), in which you discuss aspects of this person's culture and/or subcultures and communication issues related to his or her cultural identity. In the paper, you must also include the following:
1.
The name of the person and his or her relationship to you.
2.
The interview subject's cultural background and the culture and/or subcultures to which he or she belongs.
3.
At least six questions from the following list. You may add additional questions or other questions not on this list, if you wish. Remember, though, that the focus of your paper must be on intercultural communication issues.
·
How far back in time can the person remember? What is his or her first childhood memory? (Consider how it reflects the interview subject's culture or subculture?)
·
What does the person remember of the experience of being an immigrant or a subgroup member in that time?
·
Which impressions or experiences f.
Research PaperThe final assignment for this course is a Research.docx
Research Paper
The final assignment for this course is a Research Paper. The purpose of the Research Paper is for you to culminate the learning achieved in the course.
Focus of the Research Paper
For your Research Paper, select one aspect of cultural diversity from the following list that you would like to study:
* (For improved memory and increased awareness, remember the mnemonic, GARREACS.)
Gender
Age
Race
Religion
Ethnicity
Ability
Class
Sexual Orientation
Once you have chosen one aspect of cultural diversity to study in depth, prepare a Research Paper with the following components:
Summarize the pertinent historical, political, social, economic and cultural factors related to your chosen aspect of diversity.
Consider and summarize any relevant developmental theory models related to your chosen aspect of diversity.
In regard to your chosen aspect of diversity, identify and evaluate the relevant laws or programs that have either helped or restricted access to care and support.
Evaluate how your chosen aspect of diversity, in combination with two other aspects of diversity, can lead to increased needs or issues. For example, if someone is female, African American, and lesbian, will there be additional challenges? Select any combination of 3 aspects of diversity to discuss.
Describe at least two resources currently available in your area for someone needing special services related to your chosen aspect of diversity.
Explain how your personal characteristics will either complement or conflict with this diversity issue. Consider your own biases and prejudices or those of your family of origin.
Discuss relevant concerns, cautions or insights necessary for you to be a culturally competent human service professional.
Writing the Research Paper
The Research Paper:
Must be eight- to ten double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least seven scholarly sources.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
.
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Research Paper Draft For this assignment, you will be creating.docx
Project Final Course Project PresentationImagine you are pre.docx
Project Final Course Project PresentationImagine you are pre.docx
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Identity ProfileThis assignment is a reflection and analysis.docx
TitleABC123 Version X1Racial Diversity Historical Wo.docx
TitleABC123 Version X1Racial Diversity Historical Wo.docx
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My TA commentWhile this is an interesting topic, I think it fal.docx
APA Format with References and In-text citations. Use headings to .docx
APA Format with References and In-text citations. Use headings to .docx
Draft of Final Paper··Read the complete description of t.docx
Draft of Final Paper··Read the complete description of t.docx
Research PaperThe final assignment for this course is a Research.docx
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CLINICAL SCHOLARSHIPTuberculosis Treatment for Mexican Ame.docx
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 con-
ducted 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 treat-
ment, (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
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
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
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 schizo-
phrenia 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
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 experi-
ence 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
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
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
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 an.docx
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
Click the link above to complete this journal. The topics of the journals will change with each module but will either ask for a reflection on students’ writing process and progress, ask students to begin work on a major course assignment or respond to a course reading. The journals will be graded based on writing clarity, organization, detail, and relevance.
INSTRUCTIONS ATTACHED
.
Classify man from the Domain to the species and discuss each categor.docx
Classify man from the Domain to the species and discuss each category.
Identify
the
organism in comparison to human and categorized by the classification scheme (taxonomy) as being the organism inclusive of every category in the scheme except the species.
Please document your pathway by providing the classification of both organisms. (120 pts)
.
Classroom Discussion is a valuable learning tool in that it.docx
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
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
Classification: Alternative Techniques Assignment
1) Define and provide an example of Rule Coverage and Accuracy.
2) What are the Characteristics of Rule-Based Classifier?
3) What do the steps to building a rule set consist in a Direct Method: RIPPER?
4) Describe what is used to separate data in Support Vector Machines.
5) List and describe the two classifiers of Ensemble Methods.
.
Classic Combo PlateDirectionsBefore there were all th.docx
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
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
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
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
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
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.
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