Database Systems:
Design, Implementation, and Management
Ninth Edition
Chapter 4
Entity Relationship (ER) Modeling
*
Database Systems, 9th Edition
*
ObjectivesIn this chapter, students will learn:The main characteristics of entity relationship componentsHow relationships between entities are defined, refined, and incorporated into the database design processHow ERD components affect database design and implementation
Database Systems, 9th Edition
Database Systems, 9th Edition
*
The Entity Relationship Model (ERM)ER model forms the basis of an ER diagramERD represents conceptual database as viewed by end userERDs depict database’s main components:EntitiesAttributesRelationships
Database Systems, 9th Edition
Database Systems, 9th Edition
*
EntitiesRefers to entity set and not to single entity occurrenceCorresponds to table and not to row in relational environmentIn Chen and Crow’s Foot models, entity is represented by rectangle with entity’s nameEntity name, a noun, written in capital letters
Database Systems, 9th Edition
Database Systems, 9th Edition
*
AttributesCharacteristics of entitiesChen notation: attributes represented by ovals connected to entity rectangle with a lineEach oval contains the name of attribute it representsCrow’s Foot notation: attributes written in attribute box below entity rectangle
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Attributes (cont’d.)Required attribute: must have a valueOptional attribute: may be left emptyDomain: set of possible values for an attributeAttributes may share a domainIdentifiers: one or more attributes that uniquely identify each entity instanceComposite identifier: primary key composed of more than one attribute
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Attributes (cont’d.)Composite attribute can be subdividedSimple attribute cannot be subdividedSingle-value attribute can have only a single valueMultivalued attributes can have many values
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Attributes (cont’d.)M:N relationships and multivalued attributes should not be implementedCreate several new attributes for each of the original multivalued attributes’ componentsCreate new entity composed of original multivalued attributes’ componentsDerived attribute: value may be calculated from other attributesNeed not be physically stored within database
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Database Systems, 9th Edition
Database Systems, 9th Edition
*
RelationshipsAssociation between entitiesParticipants are entities that participate in a relationshipRelationships between entities always operate in both directionsRelationship can be classified as 1:MRelationship classificati.
The importance of data models, Basic building blocks, Business rules, The evolution of data models, Degrees of data abstraction
Database design and Introduction to UML
The importance of data models, Basic building blocks, Business rules, The evolution of data models, Degrees of data abstraction
Database design and Introduction to UML
Fundamentals of Database Management Systems 2nd Edition Gillenson Solutions M...gamuhuto
Full download http://alibabadownload.com/product/fundamentals-of-database-management-systems-2nd-edition-gillenson-solutions-manual/
Fundamentals of Database Management Systems 2nd Edition Gillenson Solutions Manual
MAPPING COMMON ERRORS IN ENTITY RELATIONSHIP DIAGRAM DESIGN OF NOVICE DESIGNERSijdms
Data modeling in the context of database design is a challenging task for any database designer, even more so for novice designers. A proper database schema is a key factor for the success of any information systems, hence conceptual data modeling that yields the database schema is an essential process of the system development. However, novice designers encounter difficulties in understanding and implementing such models. This study aims to identify the difficulties in understanding and implementing data models and explore the origins of these difficulties. This research examines the data model produced by students and maps the errors done by the students. The errors were classified using the SOLO taxonomy. The study also sheds light on the underlying reasons for the errors done during the design of the data model based on interviews conducted with a representative group of the study participants. We also suggest ways to improve novice designer's performances more effectively, so they can draw more accurate models and make use of advanced design constituents such as entity hierarchies, ternary relationships, aggregated entities, and alike. The research findings might enrich the data body research on data model design from the students' perspectives.
Exam Questions1. (Mandatory) Assess the strengths and weaknesse.docxtheodorelove43763
Exam Questions:
1. (Mandatory) Assess the strengths and weaknesses of Divine Command Theory. Give a strong, well-supported argument in favor of (or opposed to) DCT for ethical decision-making.
1. (Mandatory) Explain the ethical theory of Thomas Hobbes, David Hume,
or
Immanuel Kant, primarily concerning morality and justice. Include contextual/background factors that shaped the theory. Also, tell why you agree or disagree with it, providing a present-day illustration to support your position.
Choose
either
3 or 4:
1. Analyze the strengths and weaknesses of Utilitarianism and Ethical Egoism. Provide an argument in favor of (or opposed to) either Utilitarianism or Ethical Egoism, using an illustration from history or personal experience.
2. Compare and contrast rationalism and empiricism, including one or more key figures representing each perspective. Focus primarily on the impact of these knowledge theories on ethical thinking (Christian or otherwise), both in the liberal arts and Western culture.
Each question must be answered with 250-300 words. Make sure to write as clearly and specifically as possible. Use your own words and include in-text citation, and provide references
.
Evolving Leadership roles in HIM1. Increased adoption of hea.docxtheodorelove43763
Evolving Leadership roles in HIM
1. Increased adoption of health information technology is opening innovative leadership pathways for HIM professionals. Four areas of opportunity based on the HIT roadmap created by the Office of the National Coordinator for Health Information Technology include privacy and security, adoption of information technology, interoperability, and collaborative governance. Choose one of these to explore, listing the challenges and opportunities for HIM professionals.
2. Take one of the challenges you presented and address it by using the 3 I’s Leadership Model for e-HIM that AHIMA adapted.
3. Postulate how earning an AHIMA credential can prepare you for leadership opportunity.
AHIMA. 2016a. e-HIM Overview and Instructions. AHIMA Leadership Model. http://library.ahima. org/xpedio/groups/public/documents/ahima/bok1_042565.pdf
AHIMA. 2016b. Why Get Certified. Certification. http://www.ahima.org/certification/whycertify Zeng, X., Reynolds, R., and Sharp, M. 2009. Redefining the Roles of Health Information Management Professionals in Health Information Technology. Perspectives in Health Information Management. (6). http://perspectives.ahima.org/redefining-the-roles-of-health-information-managementprofessionals-in-health-information-technology/#.VfWxFNJVhBc
.
More Related Content
Similar to Database Systems Design, Implementation, and Manageme.docx
Fundamentals of Database Management Systems 2nd Edition Gillenson Solutions M...gamuhuto
Full download http://alibabadownload.com/product/fundamentals-of-database-management-systems-2nd-edition-gillenson-solutions-manual/
Fundamentals of Database Management Systems 2nd Edition Gillenson Solutions Manual
MAPPING COMMON ERRORS IN ENTITY RELATIONSHIP DIAGRAM DESIGN OF NOVICE DESIGNERSijdms
Data modeling in the context of database design is a challenging task for any database designer, even more so for novice designers. A proper database schema is a key factor for the success of any information systems, hence conceptual data modeling that yields the database schema is an essential process of the system development. However, novice designers encounter difficulties in understanding and implementing such models. This study aims to identify the difficulties in understanding and implementing data models and explore the origins of these difficulties. This research examines the data model produced by students and maps the errors done by the students. The errors were classified using the SOLO taxonomy. The study also sheds light on the underlying reasons for the errors done during the design of the data model based on interviews conducted with a representative group of the study participants. We also suggest ways to improve novice designer's performances more effectively, so they can draw more accurate models and make use of advanced design constituents such as entity hierarchies, ternary relationships, aggregated entities, and alike. The research findings might enrich the data body research on data model design from the students' perspectives.
Exam Questions1. (Mandatory) Assess the strengths and weaknesse.docxtheodorelove43763
Exam Questions:
1. (Mandatory) Assess the strengths and weaknesses of Divine Command Theory. Give a strong, well-supported argument in favor of (or opposed to) DCT for ethical decision-making.
1. (Mandatory) Explain the ethical theory of Thomas Hobbes, David Hume,
or
Immanuel Kant, primarily concerning morality and justice. Include contextual/background factors that shaped the theory. Also, tell why you agree or disagree with it, providing a present-day illustration to support your position.
Choose
either
3 or 4:
1. Analyze the strengths and weaknesses of Utilitarianism and Ethical Egoism. Provide an argument in favor of (or opposed to) either Utilitarianism or Ethical Egoism, using an illustration from history or personal experience.
2. Compare and contrast rationalism and empiricism, including one or more key figures representing each perspective. Focus primarily on the impact of these knowledge theories on ethical thinking (Christian or otherwise), both in the liberal arts and Western culture.
Each question must be answered with 250-300 words. Make sure to write as clearly and specifically as possible. Use your own words and include in-text citation, and provide references
.
Evolving Leadership roles in HIM1. Increased adoption of hea.docxtheodorelove43763
Evolving Leadership roles in HIM
1. Increased adoption of health information technology is opening innovative leadership pathways for HIM professionals. Four areas of opportunity based on the HIT roadmap created by the Office of the National Coordinator for Health Information Technology include privacy and security, adoption of information technology, interoperability, and collaborative governance. Choose one of these to explore, listing the challenges and opportunities for HIM professionals.
2. Take one of the challenges you presented and address it by using the 3 I’s Leadership Model for e-HIM that AHIMA adapted.
3. Postulate how earning an AHIMA credential can prepare you for leadership opportunity.
AHIMA. 2016a. e-HIM Overview and Instructions. AHIMA Leadership Model. http://library.ahima. org/xpedio/groups/public/documents/ahima/bok1_042565.pdf
AHIMA. 2016b. Why Get Certified. Certification. http://www.ahima.org/certification/whycertify Zeng, X., Reynolds, R., and Sharp, M. 2009. Redefining the Roles of Health Information Management Professionals in Health Information Technology. Perspectives in Health Information Management. (6). http://perspectives.ahima.org/redefining-the-roles-of-health-information-managementprofessionals-in-health-information-technology/#.VfWxFNJVhBc
.
Evolution of Terrorism300wrdDo you think terrorism has bee.docxtheodorelove43763
Evolution of Terrorism
300wrd
Do you think terrorism has been on the rise over the past few years?
Why do you think so?
Analyze and explain how contemporary terrorism is different from historical terrorism. Explain this with a focus on how terrorist groups have adapted their methods to take advantage of modern advancements, such as the Internet and modern modes of transportation.
Can you think of any other modern developments that have been utilized by terrorists?
Analyze and explain why people become and remain involved in a terrorist movement?
What do they hope to achieve?
Define terrorism and explain in your own words how it is practiced. Elucidate if you think terrorism is a criminal act or an act of war. Support your answers with appropriate research and reasoning.
Briefly describe a terrorist incident (Orlando Florida night club shooting jun12 2016) from the past five years (from anywhere in the world). Describe the act and explain how those responsible for this act were identified. Analyze if the goal of the terrorist or the terrorist group was achieved.
.
Evidence-based practice is an approach to health care where health c.docxtheodorelove43763
Evidence-based practice is an approach to health care where health care professionals use the best evidence possible or the most appropriate information available to make their clinical decisions. Research studies are gathered from the literature and assessed so that decisions about application can be done so with as much insight as possible. Not all research is able to be taken into the clinical practice that is why assessing the literature and determining if it is possible to carry out in a safe and effective manner is important. The steps that make up the evidence-based practice is first to ask a question which pertains to your clinical practice, then search for research and literature that will help solve your question. Third step is to evaluate the evidence and determine if it can be used safely and effectively in your clinical practice, then you must apply the information to your clinical experience and with your patient’s values. Finally, you must evaluate the outcome and determine if the desired effect is being reached. (LoBiondo-Wood, 2014)
The nursing process is drilled into our education as nurses and with good reason. The nursing process is used countless times throughout our practice. I was taught the acronym ADPIE which stands for assessment, diagnosis, planning, implementation, and evaluation. When assessing it is important to gather as much information on the patient whether it be subjective or objective findings. After we make a nursing diagnosis based on our assessment and then we plan on how to best care for our patient, and what our goals and their goals are for their care. Once the plan is made and the patient consents to the care plan then we can implement the plan. After we implement, we evaluate whether our goals and the patient’s goals are being reached. If not, we begin the nursing process all over again. (LoBiondo-Wood, 2014) In my own practice I use the nursing practice on every patient and even do it multiple times. When a patient enters the emergency room they are immediately being assessed and then once the physical and interview assessments are done the nurse creates a nursing diagnosis. The nurse creates a care plan that is based on evidence-based practice and goes over it with patient to gain consent.
The difference between these two processes is how they begin. The nursing process begins by gathering as much information as possible to then give a nursing diagnosis. While evidence-based practice begins by posing a question first and then gathering as much information as possible. They do have similarities especially when it comes to the end of the processes. Evaluating whether the care plan is working in the nursing process or whether the research and literature brought out a successful new take on the clinical practice. They both need to make the outcomes are as expected and if they are not it is back to the beginning of the process.
References
LoBiondo-Wood, G., & Harber, J. (2014). Nursing Research. St.
Evidence-Based EvaluationEvidence-based practice is importan.docxtheodorelove43763
Evidence-Based Evaluation
Evidence-based practice is important in the field of public health. Discuss the connection between evidence-based practice and program evaluation. Using the Capella Library, find two articles using
evidence-based
as key words. Use the two articles you found and discuss evidence-based practices in public health, explaining how the evidence was obtained. Discuss the population that benefited from the program or project mentioned in the articles.
.
Evidence Table
Study Citation
Design
Method
Sample
Data Collection
Data Analysis
Validity
Reliability
TECHEDGE CASE STUDY WRITE-UP - OUTLINE 1
DESIGN AND IMPLEMENTATION OF PERFORMANCE MANAGEMENT SYSTEMS,
KPIs AND RESPONSIBILITY CENTRES
CASE WRITE-UP – OUTLINE
LAURA MATTOS | SHRUTI KODANDARAMU | ASHA BORA
Ottawa University EMBA | Organizational Behavior Theory
TECHEDGE CASE STUDY WRITE-UP - OUTLINE 2
Our consulting team, RAL Consulting, was hired by TechEdge to evaluate its current
organization structure and behavior, identify areas of needed improvement, point out a list of
actionable items for the company to improve its performance and how to implement those. This
case outlines our team’s consulting process to produce a final case write-up.
CASE OUTLINE
1. Introduction (at least 1 but no more than 2 pages)
Overview and history of TechEdge (one or two paragraphs)
TechEdge offered technology consulting service to other business, in a B2B business model.
According to Prabhu & Hedgei, the company structure was divided into sales, consulting,
support and services, back office operations, finance and software. All these departments were
led by vice presidents who reported to the CEO. The VPs assisted the managers, who led their
teams independently in their departments.
TechEdge: Main Organizational Behavior issues (half - 1 page)
The case presented a summarized list of challenges faced by TechEdge. (For next assignment,
List 5 major reasons listed on the case on page 5). Our consulting team identified a few
behaviors that might be driving these 5 major issues. These are:
§ HR v. VP responsibilities
o HRs responsibilities limited to recruiting while VPs were managing, training and
evaluating performance of the employees.
o HR not assisting with people management issues.
§ Team leader v. VP responsibilities
o Team leaders were responsible for team performance, but each team member
reported to their respective VP.
TECHEDGE CASE STUDY WRITE-UP - OUTLINE 3
o Lack of unity and shared objectives
§ Group v. Team structure.
o Different departments working together as temporary teams without a clear
common objective. Each department was more focused on their own tasks.
§ General sense of unaccountability between teams:
o All teams felt they didn’t receive adequate support from the operations
department
o Dissatisfaction from Operations VP: Complaints about overload of work,
dependency on external factors, and not enough time to fulfil other teams’
expectations
o Finance team complained about not having enough funds due to bad performance
of the sales team
§ General feeling that the company was understaffed
§ HR team couldn’t hire the best employees offering low wages
Among all items listed, our consulting team considers the following the m.
Evidence SynthesisCritique the below evidence synthesis ex.docxtheodorelove43763
Evidence Synthesis
Critique the below evidence synthesis exemplar to address the following.
Patient falls with injury and fall prevention remain complex phenomena in the acute care setting as well as a major challenge for healthcare professionals (Gygax Spicer, 2017). Patient falls are considered one of the leading adverse events occurring in acute care settings such as hospitals and nursing homes, with the detrimental impact to the patient ranging from mild to severe bruising, fractures, trauma, and even death (de Medeiros Araújo et al., 2017). Falls are common phenomena in older adults, with roughly one out of three people age 65 years and older who suffers from at least one fall per year due to multiple factors including environmental, social, and physiological factors either alone or in conjunction (Gygax Spicer, 2017). The etiology is that patients are attempting to get out of bed without assistance from nursing staff. Several of the causative factors include illness, impulsiveness, urgency, medications, or being in an unfamiliar environment. Lastly, there has been an increase in the amount of turnover in staffing, thus reducing the amount of available nursing staff in the practice setting.
Does the author clearly identify the scope of the evidence synthesis? Explain your rationale.
Are strong paraphrased sentences included that are supported by contemporary sources of research evidence? Explain your rationale.
Are the facts related to the practice problem presented in an objective manner? Explain your rationale.
Does the author use sources to support ideas and claims, and not the other way around? Explain your rationale.
Based on your appraisal, is this exemplar a true synthesis of the evidence? Or is it a summary of the evidence? Explain your rationale.
Instructions:
Use an
APA 7 style and a minimum of 250 words
. Provide
support from a minimum of at least three (3) scholarly sources.
The scholarly source needs to be: 1) evidence-based, 2) scholarly in nature, 3) Sources should be no more than five years old (
published within the last 5 years), and 4) an in-text citation.
citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which
APA style
standards apply.
• Textbooks are not considered scholarly sources.
• Wikipedia, Wikis, .com website or blogs should not be used.
.
Evidence Collection PolicyScenarioAfter the recent secur.docxtheodorelove43763
Evidence Collection Policy
Scenario
After the recent security breach, Always Fresh decided to form a computer security incident response team (CSIRT). As a security administrator, you have been assigned the responsibility of developing a CSIRT policy that addresses incident evidence collection and handling. The goal is to ensure all evidence collected during investigations is valid and admissible in court.
Consider the following questions for collecting and handling evidence:
1. What are the main concerns when collecting evidence?
2. What precautions are necessary to preserve evidence state?
3. How do you ensure evidence remains in its initial state?
4. What information and procedures are necessary to ensure evidence is admissible in court?
Tasks
Create a policy that ensures all evidence is collected and handled in a secure and efficient manner. Remember, you are writing a policy, not procedures. Focus on the high-level tasks, not the individual steps.
Address the following in your policy:
§ Description of information required for items of evidence
§ Documentation required in addition to item details (personnel, description of circumstances, and so on)
§ Description of measures required to preserve initial evidence integrity
§ Description of measures required to preserve ongoing evidence integrity
§ Controls necessary to maintain evidence integrity in storage
§ Documentation required to demonstrate evidence integrity
Required Resources
§ Internet access
§ Course textbook
Submission Requirements
§ Format: Microsoft Word (or compatible)
§ Font: Times New Roman, size 12, double-space
§ Citation Style: APA
§ Length: 2 to 4 pages
Self-Assessment Checklist
§ I created a policy that addressed all issues.
§ I followed the submission guidelines.
.
Everyone Why would companies have quality programs even though they.docxtheodorelove43763
Everyone: Why would companies have quality programs even though they cost money to implement?
Everyone: Define and explain three of the iPhone features in measurable terms.
Everyone: Referring to the leading causes of death, explain how you would develop an action plan.
#2. Explain how you would measure quality when buying a car wash.
.
Even though technology has shifted HRM to strategic partner, has thi.docxtheodorelove43763
Even though technology has shifted HRM to strategic partner, has this change resulted in HRM losing sight of its role towards employee resource and support? While companies are seeing the value in moving to a technological based business, how might HRM technology impact the "human" side of "human resource"?
.
Even though people are aware that earthquakes and volcanoes typi.docxtheodorelove43763
Even though people are aware that earthquakes and volcanoes typically occur in consistent regions, many make their homes in these locations. Unfortunately, history shows that it is only a matter of time before the next occurrence.
Perform some research on earthquake and volcano incidents that had a negative effect on people in a region. Select a disaster event where, despite the loss of life and property, the residents choose to rebuild rather than abandon the region.
For your initial post:
In your initial post, address the following:
Describe the event you selected, including:
the type and magnitude of the event
where it occurred
when it occurred
the various ways in which people were affected
whether that type of disaster affects the region repeatedly
State your opinion regarding the following questions:
Why do you think people continue to make the known dangerous area their home?
Should governments allow people to live in known risk areas?
Should insurance companies allow claims for damages incurred in known risk areas?
.
Evaluative Essay 2 Grading RubricCriteriaLevels of Achievement.docxtheodorelove43763
Evaluative Essay 2 Grading Rubric
Criteria Levels of Achievement
Content 70% Advanced 90-100% (A) Proficient 70-89% (B-C) Developing 1-69% (< D) Not present
Analysis
30 points 30 to27 points
o Thesis statement provides a clear, strong analysis, responding to the topic prompt.
o Paper demonstrates exceptional critical thinking skills.
o Logical presentation of information, body supports the thesis statement.
26 to 21 points
o Thesis statement is clear but could be stronger.
o Paper demonstrates good critical thinking skills.
o Logical presentation with good connections, but could be stronger.
OR
o Thesis statement does not provide a clear analysis.
o OR Thesis statement is evident but misplaced (located somewhere other than the end of the introduction).
o Evidence of critical thinking skills, but analysis could be stronger or more evident.
o Weak logic, or missing connections.
20 to 1 points
o Missing thesis statement.
o Focus of paper is more informative than analytical, with details focusing on the what rather than the why or how.
0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Support
30 points 30 to 27 points
o Draws from assigned sources for supporting details.
o Provides specific, detailed support.
o Clear connections are made throughout the writing to show how supporting documents prove the main argument.
o No outside sources were consulted or used.
26 to 21 points
o Draws from assigned sources for supporting details, but support could be more specific.
o Connections are made between supporting details and main argument, but these could be more clear.
OR
o Supporting details are provided but connections are largely missing between the supporting details and the main argument.
20 to 1 points
o To include any of the following:
o Supporting details drawn primarily from textbook/lectures, instead of assigned sources.
o OR
o Supporting details merely informative and do not show clear connection to the thesis.
o OR
o Outside sources used in support.
0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Biblical Evaluation
10 points 10 to 9 points
o Clear, Biblical evaluation provided, drawing from specific Scripture for support.
8 to 7 points
o Biblical evaluation is evident, and some use of Scripture is given for support.
OR
o Attempt at Biblical evaluation is provided, but support could be stronger.
6 to 1 points
o Christian worldview is evident in the writing, and some examples or details may be given, but a specific Biblical evaluation is not evident/clear.
o No Scriptural support
o OR
o Scripture included but connections to evaluation are not evident.
o 0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Structure 30% Advanced 90-100% (A) Proficient 70-89% (B-C) Developing 1-69% (< D) Not present
.
Evaluation Title Research DesignFor this first assignment, .docxtheodorelove43763
Evaluation Title: Research Design
For this first assignment, you will analyze different types of research. To begin, please read and view the following materials:
Rice University. (2017).
2.2 Approaches to research (Links to an external site.)Links to an external site.
. in,
Psychology
. OpenStax. [Electronic version]
University of Minnesota Libraries Publishing. (2010).
2.2 Psychologists use descriptive, correlational, and experimental research designs to understand behavior (Links to an external site.)Links to an external site.
. In Introduction to Psychology. [Electronic version]
Select one research design from column A
and
column B.
Describe the design.
Discuss the strengths and weaknesses of the design.
Give an example of a study completed using this design.
This information is all available in the Unit 1 Learning Content. There are also resources available online to further your understanding.
Your assignment should be typed into a Word or other word processing document, formatted in APA style. The assignment must include:
Running head
A title page with Assignment name
Your name
Professor’s name
Course
.
Evaluation is the set of processes and methods that managers and sta.docxtheodorelove43763
Evaluation is the set of processes and methods that managers and stakeholders use to determine whether the program is successful. Success is determined by multiple parameters such as financial viability of the program as well as the administrative and clinical impact of the program on the community’s or organization’s mission. Today’s programs are also expected to proactively address healthcare disparities and inequities in all levels of communities and demonstrate measureable reductions in inequities in diverse patient/client populations.
For this milestone, you will create an evaluation plan that will include the financial aspects of your proposed program as well as your evaluation methods. In your submission, be sure to include the following:
Proposed Program :to establish a department in IGM to facilitate holistic care of pediatric patients. This holistic care will require patients to be monitored before, during, and after a clinical procedure. The program will be flexible to ensure that each patient receives customized care at a subsidized fee.
Financial Aspects
o What specific resources would you suggest for use in your program? For example, what staffing and equipment suggestions would you make?
Be sure to explain your rationale.
o What is the impact on the community’s or organization’s current budget? In other words, will the program fit into the existing budget, or willconcessions need to be made?
o What recommendations would you make for ensuring the program is financially sustainable? Are there measurable expense reductions for the community/organization that cover the costs of the program? Does the program create new sources of revenue for the community or organization to offset the costs of the program?
Evaluation
o What will you measure (such as benchmarks, patient outcomes, or other measurable data) in order to evaluate the effectiveness of the program implementation? Focus on both administrative and clinical measures. Include multiple levels of measurement, including the patients/clients served, populations of patients/clients served, and community environmental measures.
o What tools will you use to measure the effect of your program on reducing the incidence of healthcare disparities?
o How will these evaluation tools tell you whether the program is successful?
o To what extent will the program help ensure healthcare equity across diverse populations? Be sure to justify your reasoning.
Guidelines for Submission: Your paper for this milestone must be submitted as a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and proper APA formatting. Include at least three peer-reviewed, scholarly resources.
.
Evaluation Plan with Policy RecommendationAfter a program ha.docxtheodorelove43763
Evaluation Plan with Policy Recommendation
After a program has been created, it must be evaluated in order to determine its success. For this assignment, complete the following:
Incorporate the changes to address the feedback received.
Use the feedback from your instructor to address pertinent sections for errors or insufficiencies. Implementing this feedback will help you draft this assignment and your course project.
Discuss the program to be introduced to the selected population to address the specific public health problem or issue.
Assess population needs, assets, and capacities that affect communities' health through epidemiological records and literature reviews. Explain activities and resources to be introduced and used for this program to change behaviors and health outcomes and why they are selected.
Describe the projected goals for the program.
Based on past studies and available data, analyze the projected expected effects of the program.
Identify the engaged stakeholders.
Describe those involved, those affected, and the primary intended users.
Gather credible evidence to substantiate the need for the program.
Identify past programs similar to the proposed program and the outcomes for those past programs.
Explain past study results and epidemiological data for similar programs implemented.
Justify conclusions on the past programs and provide lessons learned for implementing this program.
Analyze how data will be collected from program participants and other relevant stakeholders to determine program effectiveness.
Identify what instruments will be used to collect data, such as surveys, focus group interviews, or key informant interviews.
Determine who will analyze the data and how the data will be analyzed.
Propose policy recommendations.
Evaluate policies for their impact on public health and health equity. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence.
Discuss dissemination and communication suggestions for the evaluation results both in writing and through oral presentation.
Explain how the results will be shared with key stakeholders and the community.
Identify how the results will inform future programs and how they can improve health outcomes.
View the scoring guide to ensure you fulfill all grading criteria.
Additional Requirements
Length:
A minimum of 10–12 double-spaced pages, not including title and reference pages.
Font:
Arial, 12 point.
References:
Cite at least eight references from peer-reviewed journals.
Format:
Use current APA style and formatting.
Resources
Evaluation Plan with Policy Recommendation Scoring Guide
.
APA Style Paper Tutorial [DOCX]
.
APA Style Paper Template [DOCX]
.
Capella Writing Center
.
Public Health Intervention Plan.
Capella University Library.
State Policy Guide: Using Research in Public Health Policymaking
.
Public Health Masters Research Guide
.
Pub.
Evaluate the history of the Data Encryption Standard (DES) and then .docxtheodorelove43763
Evaluate the history of the Data Encryption Standard (DES) and then how it has transformed cryptography with the advancement of triple DES. You are also required to post a response to a minimum of two other student in the class by the end of the week. You must use at least one scholarly resource. Every discussion posting must be properly APA formatted.
.
Evaluate the Health History and Medical Information for Mrs. J.,.docxtheodorelove43763
Evaluate the Health History and Medical Information for Mrs. J., presented below.
Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.
Health History and Medical Information
Health History
Mrs. J. is a 63-year-old married woman who has a history of hypertension, chronic heart failure, and chronic obstructive pulmonary disease (COPD). Despite requiring 2L of oxygen/nasal cannula at home during activity, she continues to smoke two packs of cigarettes a day and has done so for 40 years. Three days ago, she had sudden onset of flu-like symptoms including fever, productive cough, nausea, and malaise. Over the past 3 days, she has been unable to perform ADLs and has required assistance in walking short distances. She has not taken her antihypertensive medications or medications to control her heart failure for 3 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure and acute exacerbation of COPD.
Subjective Data
1. Is very anxious and asks whether she is going to die.
2. Denies pain but says she feels like she cannot get enough air.
3. Says her heart feels like it is "running away."
4. Reports that she is exhausted and cannot eat or drink by herself.
Objective Data
1. Height 175 cm; Weight 95.5kg.
2. Vital signs: T 37.6C, HR 118 and irregular, RR 34, BP 90/58.
3. Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint: all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation.
4. Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%.
5. Gastrointestinal: BS present: hepatomegaly 4cm below costal margin.
Intervention
The following medications administered through drug therapy control her symptoms:
1. IV furosemide (Lasix)
2. Enalapril (Vasotec)
3. Metoprolol (Lopressor)
4. IV morphine sulphate (Morphine)
5. Inhaled short-acting bronchodilator (ProAir HFA)
6. Inhaled corticosteroid (Flovent HFA)
7. Oxygen delivered at 2L/ NC
Critical Thinking Essay
In 750-1,000 words, critically evaluate Mrs. J.'s situation. Include the following:
1. Describe the clinical manifestations present in Mrs. J.
2. Discuss whether the nursing interventions at the time of her admissions were appropriate for Mrs. J. and explain the rationale for each of the medications listed.
3. Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.
4. Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide a rationale for each of the inte.
Evaluate the environmental factors that contribute to corporate mana.docxtheodorelove43763
Evaluate the environmental factors that contribute to corporate management’s need to manage corporate earnings to align with market expectations, indicating the potential long-term risks to financial performance and sustainability. Why are these factors important in evaluating the financial performance of an organization?
Please provide one citation or reference for your initial posting that is not your textbook.
.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Database Systems Design, Implementation, and Manageme.docx
1. Database Systems:
Design, Implementation, and Management
Ninth Edition
Chapter 4
Entity Relationship (ER) Modeling
*
Database Systems, 9th Edition
*
ObjectivesIn this chapter, students will learn:The main
characteristics of entity relationship componentsHow
relationships between entities are defined, refined, and
incorporated into the database design processHow ERD
components affect database design and implementation
Database Systems, 9th Edition
Database Systems, 9th Edition
*
2. The Entity Relationship Model (ERM)ER model forms the basis
of an ER diagramERD represents conceptual database as viewed
by end userERDs depict database’s main
components:EntitiesAttributesRelationships
Database Systems, 9th Edition
Database Systems, 9th Edition
*
EntitiesRefers to entity set and not to single entity
occurrenceCorresponds to table and not to row in relational
environmentIn Chen and Crow’s Foot models, entity is
represented by rectangle with entity’s nameEntity name, a noun,
written in capital letters
Database Systems, 9th Edition
Database Systems, 9th Edition
*
AttributesCharacteristics of entitiesChen notation: attributes
represented by ovals connected to entity rectangle with a
lineEach oval contains the name of attribute it representsCrow’s
Foot notation: attributes written in attribute box below entity
rectangle
Database Systems, 9th Edition
3. Database Systems, 9th Edition
*
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Attributes (cont’d.)Required attribute: must have a
valueOptional attribute: may be left emptyDomain: set of
possible values for an attributeAttributes may share a
domainIdentifiers: one or more attributes that uniquely identify
each entity instanceComposite identifier: primary key composed
of more than one attribute
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Database Systems, 9th Edition
4. Database Systems, 9th Edition
*
Attributes (cont’d.)Composite attribute can be
subdividedSimple attribute cannot be subdividedSingle-value
attribute can have only a single valueMultivalued attributes can
have many values
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Attributes (cont’d.)M:N relationships and multivalued attributes
should not be implementedCreate several new attributes for
each of the original multivalued attributes’ componentsCreate
new entity composed of original multivalued attributes’
componentsDerived attribute: value may be calculated from
other attributesNeed not be physically stored within database
Database Systems, 9th Edition
5. Database Systems, 9th Edition
*
Database Systems, 9th Edition
Database Systems, 9th Edition
*
RelationshipsAssociation between entitiesParticipants are
entities that participate in a relationshipRelationships between
entities always operate in both directionsRelationship can be
classified as 1:MRelationship classification is difficult to
establish if only one side of the relationship is known
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Connectivity and CardinalityConnectivity Describes the
relationship classificationCardinality Expresses minimum and
maximum number of entity occurrences associated with one
occurrence of related entityEstablished by very concise
statements known as business rules
Database Systems, 9th Edition
6. Database Systems, 9th Edition
*
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Existence DependenceExistence dependenceEntity exists in
database only when it is associated with another related entity
occurrenceExistence independenceEntity can exist apart from
one or more related entitiesSometimes such an entity is referred
to as a strong or regular entity
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Relationship StrengthWeak (non-identifying)
relationshipsExists if PK of related entity does not contain PK
component of parent entityStrong (identifying)
relationshipsExists when PK of related entity contains PK
component of parent entity
Database Systems, 9th Edition
7. Database Systems, 9th Edition
*
Fig 4.8 shows how the Crow’s Foot notation depicts a week
relationship by placing a dashed relationship line between the
entities. The tables shown below the ERD illustrate how such a
relationship is implemented.
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Figure 4.9 depicts the strong (identifying) relationship with a
solid line between the entities. Whether the relationship
between COURSE and CLASS is strong or weak depends on
how the CLASS entity primary key is defined.
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Weak EntitiesWeak entity meets two conditionsExistence-
dependentPrimary key partially or totally derived from parent
entity in relationshipDatabase designer determines whether an
entity is weak based on business rules
Database Systems, 9th Edition
9. Database Systems, 9th Edition
*
Database Systems, 9th Edition
Database Systems, 9th Edition
*
The different scenarios are a function of the semantics of the
problem; that is, they depend on how the relationship is defined.
CLASS is optional. It is possible for the department to create
the entity COURSE first and then create the CLASS entity after
making the teaching assignments. In the real world, such a
scenario is very likely; there may be courses for which sections
(classes) have not yet been defined. In fact, some courses are
taught only once a year and do not generate classes each
semester.
Database Systems, 9th Edition
Database Systems, 9th Edition
*
CLASS is mandatory. This condition is created by the constraint
that is imposed by the semantics of the statement "Each
COURSE generates one or more CLASSes." In ER terms, each
COURSE in the "generates" relationship must have at least one
10. CLASS. Therefore, a CLASS must be created as the COURSE is
created, in order to comply with the semantics of the problem.
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Associative (Composite) EntitiesAlso known as bridge
entitiesUsed to implement M:N relationshipsComposed of
primary keys of each of the entities to be connectedMay also
contain additional attributes that play no role in connective
process
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Database Systems, 9th Edition
Database Systems, 9th Edition
*
A class may exist (at least at the start of registration) even
11. though it contains no students. Therefore, if you examine Figure
4.24, an optional symbol should appear on the STUDENT side
of the M:N relationship between STUDENT and CLASS.
You might argue ta that to be classified as a STUDENT, a
person must be enrolled in at least one CLASS.
Therefore, CLASS is mandatory to 0 STUDENT from a purely
conceptual point of view. However, when a student is admitted
to college, that student has not (yet) signed up for any classes.
Therefore, at least initially, CLASS is optional to
STUDENT.
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Because the M:N relationship between STUDENT and CLASS is
decomposed into two 1:M relationships
through ENROLL, the optionalities must be transferred to
ENROLL. (See Figure 4.25.) In other words, it now becomes
possible for a class not to occur in ENROLL if no student has as
signed up for that class. Because a class need not occur in
ENROLL, the ENROLL entity becomes optional to CLASS. And
because the ENROLL entity is created before any students have
signed up for a class, the ENROLL entity is also optional to
STUDENT, at least initially.
Database Systems, 9th Edition
12. Database Systems, 9th Edition
*
Developing an ER DiagramDatabase design is an iterative
processCreate detailed narrative of organization’s description
of operationsIdentify business rules based on description of
operationsIdentify main entities and relationships from business
rulesDevelop initial ERDIdentify attributes and primary keys
that adequately describe entitiesRevise and review ERD
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Tiny college is divided into several schools: business, arts and
sciences, education, and applied sciences. Each school is
administered by a dean who is a professor. Each professor can
be the dean of only one school, and a professor is not required
to be the dean of any school. Therefore, a 1:1 relationship exists
between professor ands school.
Note that the cardinality can be expressed by writing (1,1) next
to the entity PROFESSOR and (0,1) next to the entity SCHOOL.
Each school comprises several departments. Note again the
cardinality rules: The smallest number of departments operated
by a school is one, and the largest number of department is
indeterminate (N). On the other hand, each department belongs
to only a single school; thus, the cardinality is expressed by
(1,1).
Database Systems, 9th Edition
13. Database Systems, 9th Edition
*
Each department may offer courses. Tiny college had some
departments that were classified as “research only”. Those
departments would not offer courses. Therefore, the course
entity would be optional to the department entity.
Database Systems, 9th Edition
Database Systems, 9th Edition
*
1:M relationship exists between COURSE and CLASS.
However, because a course may exist in Tiny College's course
catalog even when it is not offered as a class in a current class
schedule, CLASS is
optional to COURSE. Therefore, the relationship between
COURSE and CLASS looks like Figure 4.28.
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Each department should have one or more professors assigned
to it. One and only one of those professors chairs the
department, and no professor is required to accept the chair
position. Therefore, DEPARTMENT is optional to PROFESSOR
14. in the "chairs" relationship. Those relationships are summarized
in the ER segment shown in Figure 4.29.
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Each professor may teach up to four classes; each class is a
section of a course. A professor may also be on a research
contract and teach no classes at all. The ERD segment in Figure
4.30 depicts those conditions.
Database Systems, 9th Edition
Database Systems, 9th Edition
*
This M:N relationship must be divided into two 1:M
relationships through the use of the ENROLL entity, shown in
the ERD segment in Figure 4.31. But note that the optional
symbol is shown next to ENROLL. If a class exists but has no
students enrolled in it, that class doesn't occur in the ENROLL
table. Note also that the ENROLL entity is weak: it is
existence-dependent, and its (composite) PK is composed of the
PKs of the STUDENT and CLASS entities. You can add the
cardinalities (0,6) and (0,35) next to the ENROLL entity to
reflect the business rule constraints, as shown in Figure 4.31.
Database Systems, 9th Edition
15. Database Systems, 9th Edition
*
Each department has several (or many) students whose major is
offered by that department. However, each student has only a
single major and is, therefore, associated with a single
department. (See Figure 4.32.) However, in the Tiny College
environment, it is possible—at least for a while—for a student
not to declare a major field of study. Such a student would not
be associated with a department; therefore, DEPARTMENT is
optional to STUDENT. It is worth repeating that the
relationships between entities and the entities themselves reflect
the organization's operating environment. That is, the business
rules define the ERD components.
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Each student has an advisor in his or her department; each
advisor counsels several students. An advisor is also a
professor, but not all professors advise students. Therefore,
STUDENT is optional to PROFESSOR in the "PROFESSOR
advises STUDENT" relationship. (See Figure 4.33.)
Database Systems, 9th Edition
16. Database Systems, 9th Edition
*
As you can see in Figure 4.34, the CLASS entity contains a
ROOM_CODE attribute. Given the naming conventions, it is
clear that ROOM_CODE is an FK to another entity. Clearly,
because a class is taught in a room, it is reasonable to assume
that the ROOM_CODE in CLASS is the FK to an entity named
ROOM. In turn, each room is located in a building. So the last
Tiny College ERD is created by observing that a BUILDING
can contain many ROOMs, but each ROOM is found in a single
BUILDING. In this ERD segment, it is clear that some buildings
do not contain (class) rooms. For example, a storage building
might not contain any named at all.
Database Systems, 9th Edition
Database Systems, 9th Edition
*
Database Systems, 9th Edition
Database Systems, 9th Edition
*
17. Database Systems, 9th Edition
Database Systems, 9th Edition
*
Database Design Challenges:
Conflicting GoalsDatabase designers must make design
compromisesConflicting goals: design standards, processing
speed, information requirementsImportant to meet logical
requirements and design conventionsDesign is of little value
unless it delivers all specified query and reporting
requirementsSome design and implementation problems do not
yield “clean” solutions
Database Systems, 9th Edition
Database Systems, 9th Edition
*
SummaryEntity relationship (ER) model Uses ERD to represent
conceptual database as viewed by end userERM’s main
components:EntitiesRelationshipsAttributesIncludes
connectivity and cardinality notations
Database Systems, 9th Edition
Database Systems, 9th Edition
18. *
Summary (cont’d.)Connectivities and cardinalities are based on
business rulesM:N relationship is valid at conceptual levelMust
be mapped to a set of 1:M relationships
Database Systems, 9th Edition
A pdf has been placed on Moodle with selections from Jewish
Scriptures and other writings. Read Psalm 137, which appears
on the 12th page of this pdf, p. 364 of the text reproduced there.
Explain the historical and spiritual context of this text. In
particular, explain why singing a song of Zion in an alien land
an issue for the Jewish author of this text. And if it’s not the
place where they are that is the issue, why can’t Jews just sing
some other song? What’s so important to them about singing
what is here called “a song of the Lord?” Be as specific as
possible in sketching in the background of sorrow expressed
here.
2 pages, typed and double-spaced.
Due Tuesday January 27th.
first paper topic
Strategies for writing short papers
Good Strategies
Trust your own ability to read and interpret the text.
Read the text carefully, and make use of relevant sections of the
textbook to help make sense of the context in which the text you
19. are considering appears.
Put your explanation in your own words. Think of how you
might explain what you’ve learned to a friend who asked you
about the class you’re taking.
Bad Strategies
Quoting the powerpoint slides used in class.
Going online to find how others have interpreted this text.
Plagiarizing online sources.
Forgetting to provide the explanation asked for in the
assignment.
Optional readings on Moodle
The pdf of readings on Moodle includes a selection from Philo
of Alexandria (pp. 15 – 16 of the pdf); examples drawn from
Mishnah and Talmud are on pp. 19 – 21; Maimonides’ Thirteen
Principles are on p. 22. This is followed by selections from the
Kabalistic text Zohar.
Shema: The Daily Prayer of Judaism
Hear, Israel, the Lord is our God, the Lord is One.
Blessed be the Name of His glorious kingdom for ever and ever
And you shall love the Lord your God with all your heart and
with all your soul and with all your might.
And these words that I command you today shall be in your
heart.
And you shall teach them diligently to your children, and you
shall speak of them
20. when you sit at home, and when you walk along the way, and
when you lie down and when you rise up.
And you shall bind them as a sign on your hand, and they shall
be for frontlets between your eyes.
And you shall write them on the doorposts of your house and on
your gates. [Deut. 6:4-9]
And it shall come to pass if you surely listen to the
commandments
that I command you today, to love the Lord your God,
and to serve him with all your heart and all your soul,
That I will give rain to your land, the early and the late rains,
that you may gather in your grain, your wine and your oil.
And I will give grass in your fields for your cattle and you will
eat and you will be satisfied.
Beware, lest your heart be deceived,
and you turn and serve other gods, and worship them.
And anger of the Lord will blaze against you, and he will close
the heavens and there will not be rain,
and the earth will not give you its fullness,
and you will perish quickly from the good land that the Lord
gives you.
So you shall put these, my words, on your heart and on your
soul;
and you shall bind them for signs on your hands, and they shall
be for frontlets between your eyes.
21. And you shall teach them to your children, and you shall speak
of them
when you sit in your house, and when you walk on the way, and
when you lie down, and when you rise up.
And you shall write them on the doorposts of your house and on
your gates.
In order to prolong your days and the days of your children on
the land that the Lord promised
your fathers that he would give them, as long as the days that
the heavens are over the earth. [Deut. 11: 13-21]
And the Lord spoke to Moses, saying...
And they shall be tzitzit for you, and when you look at them
you will remember all of the Lord's commandments
and do them and not follow after your heart
and after your eyes, which lead you astray.
In order to remember and do all My commandments, and be
holy for your God.
I am the Lord, your God, who led you from the land of Egypt
to be a god to you. I am the Lord, your God. [Numbers
15: 37-41]
Prayer: “Tefilah”Prayer reminds us of G*d’s presence in our
lives and our relationship to Him.Prayer requires a special kind
of concentration known as kavanah, which involves an
intensifying of our awareness of G*dPrayers are most
commonly said in a group, known as a minyan; this “quorum”
requires at least 10 adult Jewish men.
22. Tefillin
These are leather boxes worn on the forehead and strapped to
the upper arm during daily recital of shema.
Also known as phylacteries, they contain written copies of the
shema which guard against the temptation of sin.
Preparing for prayer, with tefillin on head and arms and wearing
Tallit shawl.
Mezuzah (plural: Mezuzot)These are small scroll cases mounted
on the doorposts of Jewish homes.The name “mezuzah” applies
to both the scroll and the case which holds it.The scroll contains
part of the text of the shema, and it should be hand-written, not
mechanically made.A dedication ceremony is held when the
mezuzah is installed on the house, and the mezuzah should be
removed when the family moves away so that nothing
disrespectful may be done to the scroll.
Outward signs of Judaism
Circumcision of males.
Tallit and Tzitzit: The tallit is a shawl worn during prayer;
tzitzit are the fringes tied onto the corners of this shawl. The
tying of fringes onto four-cornered garments is specified in the
Torah as a reminder of the mitzvot. (This is also part of the
Shema)
Yarmulke: a small cap, also worn during prayer.
23. Differing views of scriptures
The traditional Jewish view is that Moses wrote the Torah after
receiving its contents as a revelation on Mt. Sinai.
Modern scholarship holds that the text of Torah is a redaction, a
reconstruction done after the return from Babylon which united
several strands of literature into one document. This view is
known as the documentary hypothesis (see p. 94 of Religions of
the West Today for a more detailed account of this viewpoint).
Judaism in a Hellenic worldAs a result of the Diaspora, Jews
found themselves scattered across the Hellenized Mediterranean
world.Ideas drawn from Greek philosophy, mathematics, and
science dominated this era. The application of reason (logos) as
part of a systematic investigation of nature was the ruling
principle, while the guidance provided by prophetic revelation
was seen as limited in scope. Given the differences between
Hellenic and Judaic cultures, questions of how to maintain
Jewish identity outside of the traditional homeland became more
pressing and difficult to answer. Some Jews became
assimilated to the wider culture, while others formed isolated
Jewish communities, such as the Essenes. Intellectually,
allegorical interpretation was developed as a means of
integrating Judaism with Greek philosophy; this is a method of
reading texts symbolically. Philo of Alexandria is a good
example of a Jewish thinker who engages in this kind of reading
of the traditional scriptures.
Apocalyptic Judaism“Apocalypse” is a Greek word meaning
“unconcealed” or “out of hiding.”In the centuries following the
return from exile, as Jewish communities came into contact with
other cultures to a greater extent than before, some Jews
withdrew into isolated communities. In these communities, the
24. idea that God’s plan for the world was still in place (and hence
yet to be revealed) led to a variety of apocalyptic traditions.It
was in this context that the traditions surrounding the coming of
the Moshiach developed.
Moshiach: the anointed oneThe Moshiach (or Mashiah) will be
both a spiritual and a secular ruler, a human appearing in the
end times. Jewish eschatology holds that this will inaugurate
“The World To Come,” not an afterlife but rather a period of
peace and prosperity for the world. He will restore the temple
in Jerusalem.He will be of the line of David.He will be a great
military leader, and also a judge who establishes Jewish Law.In
every generation, the potential exists for the Moshiach to arise,
should conditions on Earth call for it (either great sinfulness or
great goodness).Christians believe that Jesus was the Moshiach,
but Jews do not accept this claim, believing instead that The
World To Come still lies in the future.
The “Dual Torah”
Jews believe that in addition to the written Torah handed to
Moses at Sinai, there was an oral tradition also transmitted at
Sinai but never written down until after the destruction of the
second temple. This oral tradition became the Mishnah. Not all
movements of Judaism accept this tradition, as some movements
focus simply on the traditional written Torah.
More Texts of JudaismMishnah: written down around 200 c.e.,
these are rabbinical commentaries on the Torah (also believed
to be the oral Torah).Gemara: These texts are completed
between 400 and 600 c.e. by Jewish communities in Jerusalem
25. and Babylonia (there are two distinct collections of
commentary). These are Rabbinical commentaries on the
Mishnah. Talmud: Talmud comprises both Mishnah and Gemara.
The Talmudic tradition of commentary and interpretation
continues to this day. While it is mainly a scholarly tradition,
the idea that continual discussion and debate over the meaning
of scriptural texts is at the heart of Jewish experience for
anyone who identifies as a Jew. Midrash: these “investigations”
are commentaries written by Rabbis in the early centuries of the
common era. Midrash has come to be a general term for any
commentary on scripture intended to provide advice for Jews
seeking guidance in life.
Halakhah: Jewish Law
“the path that one walks.”Mitzvot: commandments from the
Torah.Gezirah: (“a fence around the Torah”) laws instituted by
Rabbis to help uphold the Mitzvot (e.g., a requirement to not
even handle implements of work on Shabbat, things like pencils,
calculators, etc.).Takkanah: laws instituted by Rabbis, but with
no special reference to the Torah (e.g., the requirement to light
candles on Hanukkah).Minhag: customs which have been
recognized as having the status of law (e.g., extending the
observance of holidays to a second day so that the astronomical
timing of the day will not be interfered with).
Rabbinical JudaismThe age of cogency (640 – 1800 c.e.) saw a
growth in the power of Rabbis (teachers) within the Jewish
community. Rabbis are authorities on Halakhah, and they
advise Jews on difficult questions of legal and moral
interpretation.It is the Rabbis who develop and maintain the
Mishnah and Talmud, systematizing the substance of Jewish
26. belief.The 13 principles of faith developed by Moses Ben
Maimon (Maimonides) is an emblematic statement of Rabbinical
authority.
Officials of the Jewish Community
Kohein: a priest who is charged with the duty of carrying out
sacrifice in the Temple; traditionally identified as descendants
of Aaron. (Levites were also charged with special duties
pertaining to the maintenance of the temple.)
Rabbi: a teacher; someone well-versed in halakah; Rabbis are
not necessarily kohein and so do not perform any sacrificial
rituals.
Chazzan: a cantor who leads the group attending synagogue in
singing and prayers.
Synagogue:
The House of Assembly and PrayerSynagogue is the term used
by Conservative Jews to refer to the place of worship; this word
literally means “house of assembly” (Hebrew: beit
k’nesset).Reform Jews call it a temple, since they believe that
the ancient temple is remade wherever and whenever they
gather.Orthodox Jews call it a Shul (derived from the German
word for school; a place of learning).
The synagogue is the center of the Jewish community, and it
serves asThe place of worship or prayerThe place for rituals,
such as the Bar MitzvahA place for social gatherings
27. A Torah Scroll
Every Synagogue has a Torah scroll (called a Sefer Torah), kept
in an Ark (Hebrew: aron kodesh, or holy cabinet). This Ark has
both a curtain and doors, which are opened and closed as part of
worship services. The ark usually faces Jerusalem. In front of
this is an oil lamp, satisfying the mitzvah to keep a light
burning outside the Ark. A bimah (altar) is placed in front of
the Ark, and the scroll is placed here to be read from during
services.
In Orthodox synagogues, women are separated from men,
sometimes by a curtain or a wall. (This is meant to minimize
distraction for the men while they are praying.)
Aron Kodesh Torah Scroll on Bimah