Eating Disorders
TOPIC OVERVIEW
Anorexia Nervosa
The Clinical Picture
Medical Problems
Bulimia Nervosa
Binges
Compensatory Behaviors
Bulimia Nervosa Versus Anorexia Nervosa
Binge-Eating Disorder
What Causes Eating Disorders?
Psychodynamic Factors: Ego Deficiencies
Cognitive Factors
Depression
Biological Factors
Societal Pressures
Family Environment
Multicultural Factors: Racial and Ethnic Differences
Multicultural Factors: Gender Differences
How Are Eating Disorders Treated?
Treatments for Anorexia Nervosa
Treatments for Bulimia Nervosa
Treatments for Binge-eating Disorder
Putting It Together: A Standard for Integrating Perspectives
Shani, age 15: While I was learning to resist the temptation of hunger, I walked into the kitchen when no one was around, took a slice of bread out the packet, toasted it, spread butter on it, took a deep breath and bit. Guilty. I spat it in the trash and tossed the rest of it in and walked away. Seconds later I longed for the toast, walked back to the trash, popped open the lid and sifted around in the debris. I found it and contemplated, for minutes, whether to eat it. I brought it close to my nose and inhaled the smell of melted butter. Guilty. Guilty for trashing it. Guilty for craving it. Guilty for tasting it. I threw it back in the trash and walked away. No is no, I told myself. No is no.
… And no matter how hard I would try to always have The Perfect Day in terms of my food, I would feel the guilt every second of every day. It reeked of shame, seeped with disgust and festered in disgrace. It was my desire to escape the guilt that perpetuated my compulsion to starve.
In time I formulated a more precise list of “can” and “can’t” in my head that dictated what I was allowed or forbidden to consume…. It became my way of life. My manual. My blueprint. But more than that, it gave me false reassurance that my life was under control. I was managing everything because I had this list in front of me telling me what—and what not—to do….
In the beginning, starving was hard work. It was not innate. Day by day I was slowly lured into another world, a world that was as isolating as it was intriguing, and as rewarding as it was challenging….
That summer, despite the fact that I had lost a lot of weight, my mother agreed to let me go to summer camp with my fifteen-year-old peers, after I swore to her that I would eat. I broke that promise as soon as I got there…. At breakfast time when all the teens raced into the dining hall to grab cereal boxes and bread loaves and jelly tins and peanut butter jars, I sat alone cocooned in my fear. I fingered the plastic packet of a loaf of white sliced bread, took out a piece and tore off a corner, like I was marking a page in a book, onto which I dabbed a blob of peanut butter and jelly the size of a Q-tip. That was my breakfast. Every day. For three weeks.
I tried to get to the showers when everyone else was at the beach so nobody would see me. I heard girls behind me whispering, “Tha ...
Part of a 12 part series of courses at AllCEUs.com resulting in the receipt of a certificate in eating disorders counseling. Addresses bulimia, binge eating, anorexia, obesity. Uses The Body Betrayed by Zerbe and Brief Therapy with Eating Disorders by McDonald in addition to Dr. Snipes clinical experiences.
Earning Your Place in the Investment WorldThe CFA Program.docxsagarlesley
Earning Your Place in the Investment World
The CFA Program
Wojciech Gudaszewski, CFA, (cover) took a major career leap in
2006, founding WDM Financial Group, the first firm in Poland
to offer a fully comprehensive array of financial services. Beam-
ing with enthusiasm as he strolls amidst the ornate buildings
of Wroclaw, Poland’s third-largest city, Wojciech explains.
“Becoming a CFA charterholder gave me more self-confi-
dence,” says Wojciech. “Now I have more courage to lead more
responsible and ambitious projects, like establishing and man-
aging the WDM Financial Group.”
Wojciech saw opportunity in Poland’s emerging market
and set about earning the professional credentials to partici-
pate fully in— and find solutions for— his homeland’s finan-
cial front. But after earning a master’s degree in economics
and three professional certifications, he says, “Soon I realized
that there is really only one global standard for investment
professionals—[the] CFA [designation].”
Wojciech likewise credits getting his first job after gradu-
ation, an equity analyst position at ING Investment Manage-
ment in Warsaw, to the CFA designation. “Thanks to the CFA
charter I got a great job after my studies,” he says. He glances
proudly at the colorful facades rising all around him and adds,
“The CFA charter gave me a chance to find interesting and
well-paid work.”
As the sun fades and a cool breeze whips across the town
square, Wojciech reveals a broad level of confidence and
urgency, leaving little doubt about the depth of his determina-
tion: With more than 50 clients on board already, he plans to
serve 200 by year’s end. “I want to push the Group to the next
level as soon as possible.”
MEMB ER SOC I ETY: C FA S O C I E T Y O F P O L A N D
The Courage to Lead
Wojciech Gudaszewski, CFA cover
W R O C L AW, P O L A N D
Liliane Lintz, CFA 2–3
S Ã O PAU L O, B R A Z I L
Ryan Fuhrmann, CFA 4–5
F O RT W O RT H , T E X A S , U S A
Zafeer Hussain, CFA 6–7
D U B A I , UA E
Kam Shing Kwang, CFA 8–9
H O N G KO N G
Gao Quan, CFA 10–11
S H A N G H A I , C H I N A
Rohit Rebello, CFA 12–13
M U M B A I , I N D I A
Olga Logvina, CFA 14–15
M O S C O W, R U S S I A
Vincent Fournier, CFA 16–17
M O N T R É A L , Q U É B E C , C A N A D A
Sarah Campbell, CFA 18–19
A I X E N P R O V E N C E , F R A N C E
Ten CFA® charterholders from around
the world talk about where they
came from,how the CFA Program
affected their journeys,and where
they are headed.
TA B L E O F C O N T E N T S
3 Defining the CFA Program
4 Benefits of the CFA Charter
12 Steps to Earning Your CFA Charter
15 About the Curriculum and Examinations
18 Preparing for the CFA Examinations
20 About CFA Institute
The CFA designation is a mark of distinction
that is globally recognized by employers,
investment professionals,and investors as
the definitive standard—the gold standard—
by which to measure serious investment
professionals.
The CFA Program
Earning ...
Earned value management is only as good as the supporting systems .docxsagarlesley
Earned value management is only as good as the supporting systems used to measure progress. Identify at least three problems that could lead to inaccurate progress management. Also, provide an example of an alternative to Earned value that you might use should project progress reporting systems prove to be inadequate.
...
Part of a 12 part series of courses at AllCEUs.com resulting in the receipt of a certificate in eating disorders counseling. Addresses bulimia, binge eating, anorexia, obesity. Uses The Body Betrayed by Zerbe and Brief Therapy with Eating Disorders by McDonald in addition to Dr. Snipes clinical experiences.
Earning Your Place in the Investment WorldThe CFA Program.docxsagarlesley
Earning Your Place in the Investment World
The CFA Program
Wojciech Gudaszewski, CFA, (cover) took a major career leap in
2006, founding WDM Financial Group, the first firm in Poland
to offer a fully comprehensive array of financial services. Beam-
ing with enthusiasm as he strolls amidst the ornate buildings
of Wroclaw, Poland’s third-largest city, Wojciech explains.
“Becoming a CFA charterholder gave me more self-confi-
dence,” says Wojciech. “Now I have more courage to lead more
responsible and ambitious projects, like establishing and man-
aging the WDM Financial Group.”
Wojciech saw opportunity in Poland’s emerging market
and set about earning the professional credentials to partici-
pate fully in— and find solutions for— his homeland’s finan-
cial front. But after earning a master’s degree in economics
and three professional certifications, he says, “Soon I realized
that there is really only one global standard for investment
professionals—[the] CFA [designation].”
Wojciech likewise credits getting his first job after gradu-
ation, an equity analyst position at ING Investment Manage-
ment in Warsaw, to the CFA designation. “Thanks to the CFA
charter I got a great job after my studies,” he says. He glances
proudly at the colorful facades rising all around him and adds,
“The CFA charter gave me a chance to find interesting and
well-paid work.”
As the sun fades and a cool breeze whips across the town
square, Wojciech reveals a broad level of confidence and
urgency, leaving little doubt about the depth of his determina-
tion: With more than 50 clients on board already, he plans to
serve 200 by year’s end. “I want to push the Group to the next
level as soon as possible.”
MEMB ER SOC I ETY: C FA S O C I E T Y O F P O L A N D
The Courage to Lead
Wojciech Gudaszewski, CFA cover
W R O C L AW, P O L A N D
Liliane Lintz, CFA 2–3
S Ã O PAU L O, B R A Z I L
Ryan Fuhrmann, CFA 4–5
F O RT W O RT H , T E X A S , U S A
Zafeer Hussain, CFA 6–7
D U B A I , UA E
Kam Shing Kwang, CFA 8–9
H O N G KO N G
Gao Quan, CFA 10–11
S H A N G H A I , C H I N A
Rohit Rebello, CFA 12–13
M U M B A I , I N D I A
Olga Logvina, CFA 14–15
M O S C O W, R U S S I A
Vincent Fournier, CFA 16–17
M O N T R É A L , Q U É B E C , C A N A D A
Sarah Campbell, CFA 18–19
A I X E N P R O V E N C E , F R A N C E
Ten CFA® charterholders from around
the world talk about where they
came from,how the CFA Program
affected their journeys,and where
they are headed.
TA B L E O F C O N T E N T S
3 Defining the CFA Program
4 Benefits of the CFA Charter
12 Steps to Earning Your CFA Charter
15 About the Curriculum and Examinations
18 Preparing for the CFA Examinations
20 About CFA Institute
The CFA designation is a mark of distinction
that is globally recognized by employers,
investment professionals,and investors as
the definitive standard—the gold standard—
by which to measure serious investment
professionals.
The CFA Program
Earning ...
Earned value management is only as good as the supporting systems .docxsagarlesley
Earned value management is only as good as the supporting systems used to measure progress. Identify at least three problems that could lead to inaccurate progress management. Also, provide an example of an alternative to Earned value that you might use should project progress reporting systems prove to be inadequate.
...
Early World Literature4 VIRTUE Page 4.2 The Buddha’s Birth.docxsagarlesley
Early World Literature
4 VIRTUE / Page 4.2 The Buddha’s Birth Stories
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The Buddha’s Birth Stories
By Lynn Cianfarani
The exterior of the Ajanta Caves where they were cut into the stone on the side of a cliff by
the Waghur River in India. These cave monuments, which date from the second century
BCE to about 480 or 650 CE, house depictions of Buddha and the Jātaka Tales.
Photo courtesy of Shriram Rajagopalan / Flickr Creative Commons
In one of his former lives, Buddha was born a pigeon. That is, at least, how it is
recounted in “The Pigeon and the Crow,” one of the 547 stories in the Jātaka Tales, a
classic work of Buddhist literature.
Each of the Jātaka Tales offers readers a moral. The pigeon story, for instance,
highlights the dangers of greed. But the stories are more than just fables. They are
sacred Buddhist lore, outlining the lives that Buddha passed through before his birth as
Prince Siddhartha. Jātaka literally means “story of birth,” and in the stories, Buddha
(referred to in the Tales as the Bodhisatta—“one seeking enlightenment”) is born and
http://www.webtexts.com/courses/18168-stallard/traditional_book
reborn in the form of animals, humans, and super-human beings, all the while striving
toward enlightenment.
For Buddhists, the concept of past lives is hallowed. According to Robert Thurman, a
professor of Indo-Tibetan Buddhist Studies at Columbia University, “Buddhists see the
continuum of lives of all beings as a commonsense fact, not a mystical belief.”1 Buddhist
faith teaches that ordinary humans do not remember past existences, but enlightened
beings have the gift of recalling their former lives in detail.2
Buddhists who hear the Jātaka Tales do not necessarily take them as a word-for-word
accounting of past events, however. Devdutt Pattanaik, a Mumbai-based speaker,
writer, and mythology specialist, says that the Jātaka Tales “are as real and historical to
Buddhists as the stories of Christ’s resurrection are to Christians.”3 For most Buddhists,
whether Buddha actually lived as a pigeon is not the issue; what matters is that Buddha
did indeed have past existences which lessons can be learned from.
Reliable historical details of Buddha’s life—his early years as Siddhartha Gutam, and
later, as the enlightened Buddha—are hard to come by. According to W.S. Merwin, a
Pulitzer Prize winning poet, we don’t know how much of the Buddha/Siddhartha story
“is pure fairy tale, and how much of it is historic fact.”4 As with most religions, it’s the
message that guides followers.
Most scholars do accept that Siddhartha Gutam was an actual man, born to a royal
family in India in 563 BCE. The factual events of his life, however, remain open to
debate. According to Buddhist texts, Siddhartha married and had a child, but became
disillusioned with palace life. He started to make trips outside the palace and grew
distraught when he saw sickness, old age, and death.
In hopes of ...
Early Warning Memo for the United States Governmen.docxsagarlesley
Early Warning Memo for the United States Government
How to Deal with the Potential Conflicts in Cross-Strait Relations
between the PRC and the ROC
Table of Contents
1.0 Executive Summary
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
2.2 An Important External Factor – the United States
3.0 What is at Stake?
4.0 The Important Characteristic of the Conflict Situation
4.1 The Constraints of History
4.2 The Boundedness of International Mediation
4.3 The “Mess” of Various Aspects of Cross-Strait Relations between the PRC and the ROC
5.0 The Reasons Why Prevention Action is Merited
6.0 Future Scenarios
6.1 Lower Feasibility - Standing with the ROC
6.2 Medium Feasibility - Exiting the “Game” or Keeping Silent
6.3 Higher Feasibility - Standing with the PRC
7.0 Conclusion
References
1.0 Executive Summary
In my 2017, the 23rd annual meeting of North American Taiwan Studies Association (NATSA) was held at Stanford University. The experts and scholars, who focused on researching the relevant issues about Asian-Pacific region, such as Kharis Templeman, Erin Baggott Carter, Thomas Fingar, and Lanhee J. Chen, analyzed the potential conflicts in Cross-Strait relations between People’s Republic of China (PRC-China) and Republic of China (ROC-Taiwan) on this meeting.[footnoteRef:1] During the process of discussing the potential conflict between PRC and ROC, the United States was highlighted as the most important mediator that could influence the trends of the conflict between PRC and ROC, and that was able to provide it with windows of opportunity. This early warning policy memo will examine the three scenarios with different degrees of feasibilities by regarding the United States government as the most suitable mediator. The key facts of Cross-Strait relations between the PRC and the ROC will be demonstrated, and the important characteristic of the conflict situation will also be analyzed. Based on them, this memo will discuss the points that are at stake, and the reasons why prevention action is merited for Cross-Strait relations between the PRC and the ROC. After analyzing the pros and cons of three future scenarios, the last one, which the United States government stands with the PRC and supports “One-China” policy, reveals the relatively higher feasibility. [1: Williams, Jack F. China Review International 10, (2017): 382-85. ]
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
Since the second Chinese Civil War happened in 1937, the issues about the relations between PRC and POC, which were also called as Cross-Strait relations (Haixia Liangan Guanxi), have become seriously sensitive topics in both of the two political entities that were geographically separated by the Taiwan Strait in the west Pacific Ocean. In 1949, the second Chinese Civil War led to the political status that the mainland of China being governed by the PRC, instead, Taiwan pertains to the ROC, wh ...
Early Learning Center PortfolioSPED 293C Assignment Outline.docxsagarlesley
Early Learning Center Portfolio
SPED 293C Assignment Outline
*For this assignment you will be creating an Early Learning Center. You must include young children with exceptional needs within your program. You may work in teams or individuals for this assignment.*
The following outline is required for the Early Learning Center:
Name of Center
· Create a name for your center. (Ex. Bright Minds Early Learning Academy)
Philosophy
· What type of Early Learning philosophy will your center embrace? Please describe. (Ex. Waldorf, Montessori, Reggio, co-op, play-based, art infused, etc.)
Mission Statement
· What is the mission of your Early Learning Center? What are your goals? What is your target population?
· You can create an inclusive center that includes students with exceptional needs, or it can be a center exclusively for young children with exceptional needs.
· It can be a center for children 6 weeks to 5 years or just preschool age (4-5).
· What is your target population? (Ex. lower SES, local community or college parents) Are you going to partner with a university, YMCA, or school district?
Center Layout(Physical Layout)
· Create a layout of your entire center with a visual and written description.
· Please indicate the number of classrooms.
· Indicate other types of rooms- sensory room, indoor gym/motor room, therapy room, cafeteria, offices, support staff rooms, etc.
Staffing/Personnel
· Indicate the number of staff required for your Early Learning Center. You do not have to include all indicated below, but those pertinent to your program.
· Teachers
· Teaching Assistants
· Directors/Lead Staff
· Support Staff: OT, PT, Speech Therapist, Counselor, or Nursing
· Additional Staff: parent volunteers, fieldwork students
Classroom Layout
· Create a layout of one of your classrooms.
· Indicate a carpet area, quiet area, various stations (i.e. blocks, dress up), table areas, etc.
Classroom Management
· Outline procedures for the learning center/classrooms:
· Indicate 3-5 learning center/classroom rules
· Acknowledgment system
· Corrective consequence system
Thematic Lesson Plan Outline
· Using the thematic lesson plan outline provided to you, create a theme based lesson plan outline. Design at least 2activities in each of the eight designated topic areas.
Please be prepared to formally share out your Early Learning Center with a PowerPoint.
DUE: May 4th
Sensory Activities for Early Childhood
SPED 293C
All preschool teachers, especially those working with children with exceptional needs, are using important techniques utilized by skilled Occupational Therapists. When a child stimulates their senses they are sending signals to their brain that helps to create and strengthen neural pathways important for: Motor Skills, Cognitive Development, Communication, Social and Emotional Skills, Functional Tasks, and the development of Sense of Self.
Activity: You have just viewed a clip of an Occupational Therapist demonstrating some sensory
activitie ...
Early Intervention Research Paper CriteriaExemplary Proficie.docxsagarlesley
Early Intervention Research Paper
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Abstract
(5 points)
The candidate includes an abstract that provides an overview of the paper contents and conclusions drawn.
The candidate includes an abstract that provides an overview of the contents of the paper.
The candidate writes an abstract, but it is similar to the introduction.
The candidate does not include an abstract in the paper.
Introduction
(5 points)
The candidate provides an introduction to the topic; it covers key concepts and key sources to aid the reader in understanding the topic; and the introduction clearly aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction to the topic; it covers key concepts that aid the reader in understanding the topic; and the introduction aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction that is a brief statement on the purpose of the paper and little else; no references are cited.
The candidate provides no clear introduction.
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Literature Review
(35 points)
The candidate reviews key peer reviewed articles on the topic; the candidate provides a summary of important content from each piece; strong transitions provide connections between the pieces; the contents provide a clear and comprehensive view of the social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles on the topic; the candidate summarizes each piece and includes transitions to connect the works described; the contents provides a clear view of the current social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles, most of which are marginally related to the topic.
The candidate reviews the literature from a variety of sources, not solely from peer reviewed articles; some literature is not appropriate for the topic.
Discussion
(35 points)
The candidate discusses the topic in a comprehensive fashion and shares her or his thoughts on the subject; the candidate reflects on the literature in a cohesive fashion in the discussion, and proper references are included to the literature reviewed in the previous section.
The candidate discusses ideas related to the topic; information is linked to the literature, and references the literature cited in the previous section.
The candidate provides a short discussion with only one or two of his or her thoughts on the topic; no references are provided.
The candidate provides no di ...
EARLY IMMIGRANT IN MINNESOTA4Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 4
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Earned Value AnalysisTracking Project ProgressWh.docxsagarlesley
Earned Value Analysis
Tracking Project Progress
What Is Earned Value?The dollar amount you planned to spend for the work actually completed
Earned Value is the budgeted cost of the work that has actually been performed/completed
Earned Value = Budgeted Cost of the Work Performed (BCWP)
What Is Earned Value Analysis (EVA)?
EVA enables the project progress to be tracked in terms of:
The work that has actually been completed
--- Compared To ---
The work that was scheduled to be completed
Why Is Earned Value Analysis Important?EVA enables the project team to know:If the project is ahead of, or behind schedule
How far the project is ahead of, or behind schedule
If the project is over or under budget
How much the project is over or under budget
Why Is Earned Value Analysis Important?EVA enables the team to address the project’s triple constraints earlier rather than later Scope – re-prioritize/reduce requirements
--- and/or ---
Schedule – adjust the timeline
--- and/or ---
Cost – request additional funding
The Components of Earned Value Analysis WBS – Work Breakdown StructureIdentifies products to be delivered by the project Products or sub-products should be broken down to what can be completed in 80 hours (“80-hour rule”), when applicable
Provides the basis for Distinct products or sub-products – which help to provideValid estimates – which enableTracking earned value / project progress
The Components of Earned Value Analysis Earned Value (EV) ---- or BCWPThe budgeted cost of the work actually performed How much work was actually completed
Planned Value (PV) ---- or BCWSThe budgeted cost of the work scheduled to be performed How much work should have been completed
Actual Cost (AC) ------- or ACWPThe actual cost of the work performedHow much money has been actually spent
The Components of Earned Value AnalysisBudget at Completion (BAC)Dollar amount originally budgeted to complete the project
Estimate at Completion (EAC)Estimate of dollar amount needed to complete the project
Variance at Completion (VAC)Estimate of the dollar amount projected above or below budget
Schedule at Completion (SAC)Projection of the time needed to complete the project
The Components of Earned Value Analysis
Schedule Variance (SV)The work completed vs. the work planned to be completed
SV = (Earned Value – Planned Value)
Tells us if the project is ahead of, or behind schedule
Negative value means the project is behind schedule
The Components of Earned ValueSchedule Performance Index (SPI)Utilized to forecast how long it will take to complete the project
SPI = (Earned Value / Planned Value)
Tells us if the project is ahead of, or behind schedule
Less than 1.00 means the project is behind schedule
The Components of Earned Value
Cost Variance (CV)What we planned to spend on the work completed vs. what was actually spent on the work completed
CV = (Earned Value – Actual Cost)
Tells us if the project is over or under budget ...
EARLY IMMIGRANT IN MINNESOTA2Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 2
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Eastman Kodak Company
Haley Duell
5/12/2016
BUS/475
Eastman Kodak Company
The consumer electronic field is a great and also equally competitive business area. Different companies usually design different techniques to and outsmart their fellow business counterparts. They do this via developing various business promotional methods and marketing designs. Companies normally review their marketing strategies from time to time in order to ensure that they make maximum profits in their businesses, the do this due to changing internal and external factors of their business enterprises that they view as factors that slow their advancement. Most of the marketing departments have the likelihood of considering their consumers wants, they have a tendency to make or design products that are very much appealing and motivating to their customers. They do this to ensure customer satisfaction and ultimately they do this to ensure that their company makes maximum profit. Most of the marketing departments try to understand consumer feedback concerning their products therefore they have set up forums to ensure that they get the consumer feedback in order to think of even more interesting strategies that will ensure the companies maximum profit and sustainability in the market. To increase its competitiveness in the industry, the company should produce a new middle range smart phone in the market,
1.1 Brief Description of the company
Eastman Kodak is part of one of the growing largest multi-billion dollar corporations in the world. In 2007 it exceeded the $100bn mark in annual sales for the first time in its history. This makes it one of the world's top three companies in the electronics industry where only two other companies, Siemens and Hewlett-Packard, have posted larger revenues. The name Eastman Kodak literally means grow Group’s dominance in two further sectors: Eastman Kodak Heavy Industries and Eastman Kodak Engineering and Construction. If you are talking innovation in Eastman Kodak walks the walk and is now the established leader in consumer electronics, providing a range of leading-edge premium products and, in their own words, ‘leading the digital convergence revolution’. In so doing Eastman Kodak has made a remarkable transformation from copy-cat manufacturer to become Asia's most valuable technology company.
1.2 Organizational Structure
As of 2013, Eastman Kodak Electronics has established 15 regional headquarters, 54 global sales offices, 38 global production facilities and 34 global R&D centers.
Eastman Kodak consists of three main divisions: Consumer Electronics, IT & Mobile Communications and Device
Solution
s. Each division consists of several subsidiary divisions.
1.3The product being offered
To increase its competitiveness in the market, the company should introduce a new mid-range smart phone, Blast, targeting the middle class consumers and the teenage population in third countries who are the largest consumers of mobile ...
Earth Systems Engineering and ManagementCEE 400Week 5.docxsagarlesley
Earth Systems Engineering and Management
CEE 400
Week 5: Complex Systems
Earth Systems Engineering and Management
*
Complex Systems: TermsSystems are groups of interacting, interdependent parts linked together by exchanges of energy, matter and informationComplex systems are characterized by:Strong (usually non-linear) interactions between the partsComplex feedback loops that make it difficult to distinguish cause from effectSignificant time and space lags, discontinuities, thresholds, and limitsOperation far from equilibrium in a state of constant adaptation to changing conditions (at the edge of deterministic chaos)
Adapted from R. Costanza, L. Wainger, C folk, and K. Maler, “Modeling Complex Ecological Economic,” BioScience 43(8): 545-55
Four Types of ComplexityStatic complexity (or just complicated): many nodes and links (a 747 sitting on the ground)Dynamic complexity: system operating through time (747 in flight, controlled by air traffic control)Wicked complexity: integrates human systems (global air transport as a system)Earth systems complexity: integrated built/natural/human systems at regional and global scale (e.g., effect of 747 on disease patterns, and on eco-touorism)
Evolution of Complex Adaptive Systems All complex systems evolve in response to changing boundary conditions and internal dynamics – so known as “Complex Adaptive Systems”. Evolution occurs as the result of three mechanisms linked in complicated ways:
Information storage and transmission Mutation (generation of new alternatives for system agents Selection among alternative based on performance given internal states and external boundary conditions
Where Complex Adaptive Systems LiveIf too many strong linkages among parts of a system, it cannot adapt; any mutation is rapidly damped out.If not enough linkages, also cannot adapt; mutation can’t be preserved in new system state.Therefore, CASs live between stasis and randomness
Human Systems vs. Non-Human Systems
(The “Wicked” vs. The “Tame”)
Wicked Systems:
1. Policy problems cannot be definitively described
2. There is nothing like an indisputable public good
3. There are no objective definitions of equity
4. Policies for social problems cannot be meaningfully correct or false
5. There are no “solutions”in the sense of definitive, objective answers
6. There is no optimality
Source: H.W.J. Rittel and M. M.Webber, “Dilemmas in a General Theory Planning,” Policy Scenes 4 (1973), pp. 155-169
Policy Implications
of Simple (S) vs Complex (C) Systems
Function as Displayed by System
Information
Centralized command-and-control feasible
System management by adjusting forcing behavior; command-and-control contraindicated
Causality
Centralized command-and-control to endpoint (effect) feasible
Function
Type
Policy Implication
S
Centralized; system is “knowable”
C
Information diffused throughout the system; some embedded in system structure; system too complex to be “known”
S
Linea ...
EASY Note CardsStudents need an easy” way to keep their stu.docxsagarlesley
EASY Note Cards
Students need an “easy” way to keep their study of vocabulary organized, and it is a smart idea to have a tool to frequently review new terms so they can shift to long-term memory. Creating and studying EASY note cards is a simple way to learn and remember enough about a new word so you can begin using it and become comfortable with it. EASY stands for:
Example – create an original sentence using the word correctly
Antonym – the word’s opposite (if there is one) or what the word is not
Synonym – a word with a similar meaning or a simplified definition
Your Logic – using prior knowledge (logic), make a personal connection to the word
word: part of speech
tone: can be positive, negative, neutral, or a combination
E-
A -
S -
Y -
MLA citation:
Insert image here:
Husk (noun) ;
tone: can be neutral or negative
E – We cracked pecans for pie and threw away the husks.
A – fruit; living inside
S – shell; dead outer layer
Y – banana peel; tamales; an old physical body
MLA for a Book: search “purdue owl”
Lastname, Firstname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.
Albom, Mitch. Tuesdays with Morrie. New York: Doubleday. 1997. Print.
Bombastic (adjective);
tone: usually negative
E- Politicians are often considered bombastic, with their inflated but empty speech.
A - sincere, common, or down to earth speech
S - pretentious speech (used to impress)
Y - "players"; bravado; the song Mr. Boombastic by Shaggy
MLA for an online article: search “purdue owl”
Author(s). "Title of Article." Title of Website. Publisher. Day Mon. Year. Medium of publication. day Mon. year. (Date accessed)
Smith, Heather. “A New Way to Learn.” Thisibelieve.com. This I Believe, Inc. 31 Aug. 2011. Web. 15 Jun. 2015.
Some EASY clarification
E - an original example sentence using the word, including a context clue which illustrates the meaning (you can't say: I am bombastic. This gives no clue as to the words meaning)
A - an antonym if possible; if not, then a logical contrasted idea (what the word is not)
S - a synonym or simplified definition (in your own words that you understand; do not use a word you don’t know to define a word you don’t know!)
Y - your personal connection to the word's meaning using prior knowledge and experience of your world
(this is not a sentence, just 1-3 nouns or phrases that help you connect to the new word's meaning)
Think of tone as one of three possible scales:
Positive (+): ranging from a little bit + to very +
Negative (-): ranging from a little bit - to very -
Neutral (objective; no emotion; factual)
Some tone words
Assignment Information
You are expected to complete 25 slides following the exemplified format
Your EASY words can come from your novel or any essay you read associated with this class
This project is worth 10% of your grade
P.S. You will be expected to use 3 EASY words within each essay for this class.
The State of Calif ...
Earthquake Activity San Francisco AreaComplete the activity o.docxsagarlesley
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval
seconds
Elko, NV Seismic Station S-P Interval
seconds
Las Vegas, NV Seismic Station S-P Interval
seconds
Determining Distance from S-P
Using the S-P graph and the estimates you made for the S-P time intervals for the three seismograms, complete the table below. The horizontal grid is in one second intervals.
Station
S-P Interval
Epicentral Distance
Eureka, CA
seconds
KM
Elko, NV
seconds
KM
Las Vegas, NV
seconds
KM
Compute Your % Error
For each of the stations, compute your % error for the S-P Interval and Epicentral Distance. The formula for % Error is:
Your Data
Actual Data
% Error
Recording Station
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
Eureka, CA
sec
km
sec
km
Elko, NV
sec
km
sec
km
Las Vegas, NV
sec
km
sec
km
Richter Magnitude
Measure the maximum amplitude of the S-wave for each seismogram and record your estimate in the box below the seismogram. Note that although only one amplitude measurement is necessary, you should measure the amplitude for each of the three stations. This will enable you to determine the magnitude value as an average of three values, thus increasing the likelihood that you are accurate in your estimate.
Eureka, CA Maximum S Wave Amplitude
Elko, NV Maximum S Wave Amplitude
Las Vegas, NV Maximum S Wave Amplitude
Estimated Magnitude
Actual Magnitude
Earthquake Activity:
San Francisco
Area
Complete the activity on
this website
. Then enter your responses directly in this document and submit
it
for grading.
Determining
t
he Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S
-
P interval
Use the three seismograms to estimate the S
-
P time interval for each of the recording stations. Record
your measurement for
the S
-
P interval below:
Eureka, CA Seismic Station S
-
P Interval
seconds
Elko, NV Seismic Station S
-
P Interval
seconds
Las Vegas, NV Seismic Station S
-
P Interval
seconds
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it
for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record
your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval seconds
Elk ...
EARLY IMMIGRANT IN MINNESOTA10Early immigrant in M.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 10
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
An observation of Minnesota’s demographic statistical figures created by government officials is likely to show a white tapestry with joint a few scattered threads of color. However, there are those that would argue that this representation is inaccurate and that it is not a true account of the demographic history of Minnesota. It is worth pointing out that over the past 150 years, there have been immigrants from over 60 countries who have come to Minnesota and created a state which however on the face of it may seem homogenous, it enjoys a great legacy that has a rich cultural diversity. The new land of Minnesota presented a new life to these immigrants whereby they encountered new opportunities, made new relations and also encountered new opportunities. This paper therefore intends to look in to the immigration history of Minnesota ranging from the factors that attracted immigrants, impacts of immigration, challenges encountered by the immigrants to advantages of the immigration wave.
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants co ...
Earthquake PreparednessWork individually and in groups t.docxsagarlesley
Earthquake Preparedness
Work individually and in groups to understand the problem, propose solutions, and prioritize steps to be taken. Discuss what information you would like to have and why, and how that information would help you better prepare.
Develop a department specific plan making sure that as a group, all aspects of preparation are being covered.
Earthquake Preparedness
Part One – Your Department’s Plan
What you already know - capabilities
What you need to know – prioritized list
What you’d like to know – prioritized list
Steps to implement your plan
Resource allocation (percent of manpower, finances, etc)
Cooperation with other departments
Reasonable timeline
Identify limitations of your plan
Use a format that fits your department’s needs.
Earthquake Preparedness
Part Two - Your Personal Plan
- Identify hazards and potential mitigation measures
- “Build” an emergency kit
- Write out your emergency plan (online resources have templates)
Earthquake Preparedness
A portion of your grade is based on your participation during class time.
Work together, be respectful, and develop a well thought out plan for our city.
DeptNameDeptNameFIRE/HAZMATjuliePORTAbePOLICEmattAIRPORTSarahPARKS AND RECJennaCUSTOMSTabithaBUILDINGTracyNUCLEAR PLANTJamiePOWERmariDAMEricWATERJosephFOREST SVCKristianaCOMMUNICATIONSStoreyAIR QUALITYFranklinSEWERCandaceSEARCH AND RESCUEBLAKEPUBLIC HEALTHLindsaySHELTERAriel HOSPITALsonyaFOODCameronEDUCATIONoliverCOAST GUARDJeremiahTRANSPORTATIONseanANIMAL CONTROLcarlyCONSTRUCTIONDevin
...
Early Head Start Relationships Associationwith Program Outc.docxsagarlesley
Early Head Start Relationships: Association
with Program Outcomes
James Elicker
Human Development and Family Studies, Purdue University
Xiaoli Wen
Early Childhood Education, National College of Education, National Louis University
Kyong-Ah Kwon
Department of Early Childhood Education, Georgia State University
Jill B. Sprague
Human Development and Family Studies, Purdue University
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have
been recommended as essential aspects of early childhood intervention. This study explored the
associations of these relationships with program outcomes for children and parents in 3 Early Head
Start programs. A total of 71 children (8–35 months, M ¼ 20), their parents, and 33 program
caregivers participated. The results showed that caregiver–child relationships were moderately
positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent
relationships were generally positive and temporally stable. Caregiver–child relationships were more
positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relation-
ships were more positive when parents had higher education levels and when staff had more years of
experience, had more positive work environments, or had attained a Child Development Associate
credential or associate’s level of education rather than a 4-year academic degree. Hierarchical linear
modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger
predictor of both child and parent outcomes than was the quality of the caregiver–child relationship.
There were also moderation effects: Stronger associations of caregiver–parent relationships with
observed positive parenting were seen in parents with lower education levels and when program
caregivers had higher levels of education. Practice or Policy: The results support the importance
of caregiver–family relationships in early intervention programs and suggest that staff need to be
prepared to build relationships with children and families in individualized ways. Limitations of this
study and implications for program improvements and future research are discussed.
Early Head Start is a federally funded community-based program for low-income families with
infants and toddlers and pregnant women, with goals to enhance child development and promote
healthy family functioning (Early Head Start National Resource Center, 2008). A guiding
Correspondence regarding this article should be addressed to James Elicker, PhD, Department of Human Development
& Family Studies, Purdue University, Fowler Memorial House, 1200 West State Street, West Lafayette, IN 47906-2055.
Early Education and Development, 24: 491–516
Copyright # 2013 Taylor & Francis Group, LLC
ISSN: 1040-9289 print/1556-6935 online
DOI: 10.1080/10409289.2012.695519
principle of Early Head Start is the importance of building pos ...
Each [art is its own paper and should be written as such- its o.docxsagarlesley
***Each [art is its own paper and should be written as such- its own cover page and length requirements***
PART 1
Read through the list of research topics (Attached Separately). Select three (3) topics that interest you most and identify two (2) credible sources for each topic. Note: This is one (1) of several parts that will build toward a final draft of your persuasive writing research paper.
Write a one to two (1-2) page paper in which you:
1. Explain the reason for selecting topic one (1), identify the audience, and provide a preliminary thesis statement.
2. Explain the reason for selecting topic two (2), identify the audience, and provide a preliminary thesis statement.
3. Explain the reason for selecting topic three (3), identify the audience, and provide a preliminary thesis statement.
4. Identify and document six (6) credible sources (two (2) for each topic) that you would expect to use. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
PART 2
The second part of the assignment is to choose one of the topics that you chose from above and write a one to two (1-2) page research proposal in which you:
1. Identify the topic you selected and explain two (2) reasons for using it.
2. Include a defensible, relevant thesis statement in the first paragraph.
3. Describe three (3) major characteristics of your audience (official position, decision-making power, current view on topic, other important characteristic).
4. Describe the paper’s scope and outline the major sections.
5. Identify and explain the questions to be answered.
6. Explain your research plan, including the methods of researching and organizing research.
7. Document at least three (3) primary sources and three (3) secondary sources. Use credible, academic sources available through Strayer University’s Resource Center. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
PART 3
The Third part of the assignment is to use your thesis statement and research, present the ...
Early Adopters Who needs Those…As technology spreads faster and.docxsagarlesley
Early Adopters: Who needs Those…
As technology spreads faster and product cycles get shorter, late adopters are an increasingly numerous and influential consumer group
IPhones, Tablets and FitBits are examples of technology late adopters are slow to embrace. WSJ's Charlie Wells joins Lunch Break with Tanya Rivero and discusses reasons why they wait to buy new gadgets and how companies market to them. Photo: iStock/Cindy Singleton
By
Charlie Wells
Updated Jan. 26, 2016 4:49 p.m. ET
Dustin Schinn still isn’t sure if he wants an iPhone. He once gave a friend cash to order an Uber for him because he still hasn’t downloaded the car-service app. A friend recently tried to get him onto Tinder, the mobile dating service, but had to install an app called Dater, because Mr. Schinn is still using a Blackberry.
Mr. Schinn, a 27-year-old Washington, D.C., resident, is a late adopter. And he’s proud of it.
“People make fun of me,” Mr. Schinn says. “But I often don’t feel the need for these new technologies...They require you to sort of constantly adapt to something new, and I often feel this is just unnecessary.”
Many people are late adopters or know one. When it comes to technological adoption, as much as 16% of the population is considered to be in the “laggard” category, with another 34% encompassing a “late majority,” according to a landmark 1962 study about the spread of new ideas and technology by the late University of New Mexico professor Everett Rogers. His theories have since been widely applied to everything from laptop computers to mobile phones.
Technical definitions of the term “late adopter” vary. Loosely speaking, it is a person who buys a product or service after half of a population has done so. Late adopters tend to share certain characteristics: They are skeptical of marketing and tend to point out differences between advertised claims and the actual product. They often value a product’s core attributes, ignoring the bells and whistles intended to upsell the latest model. They may not try something new until weeks, months or even years after the crowd has moved on.
The Paths of Late Adopters (scroll down to continue reading)
From left: Dustin Schinn; Ryan Fissel; Tnder; Uber
A 19th century French sociologist, Gabriel Tarde, explored how technologies spread as a result of imitation of the elite. In his day, late adopters were pigeon-holed as less educated, from a lower social class and with less purchasing power than innovators and early adopters. Terry Clark, professor of sociology at the University of Chicago who has written on Tarde, says technological and societal changes mean that today’s late adopters exist in all income, educational and social groups.
Ryan Fissel, a 35-year-old Columbus, Ohio, resident, is a late adopter; he tried Uber for the first time last year. He says he doesn’t really have financial reasons for waiting for the latest Hollywood releases to come to the Redbox DVD-rental before seeing them. It’s just ...
Each topic should be summarized in your own words; why it was impo.docxsagarlesley
Each topic should be summarized in your own words; why it was important? And why it is interesting to you and society? Each should be 3-4 sentences in length with no citation needed due to your personal take on eacj issue.
1. Cultural impacts and their effects on parenting (including society, religion, and race)
2. Media Influences on parenting
3. Stress and Parenting
4. Important keys to early child development physical, mental, social, and emotional
5. Parent Child Relationships
6. Parenting Adolescents and challenges
7. Single Mother Parenting
...
Each text in this unit brings a unique perspective to the discussi.docxsagarlesley
Each text in this unit brings a unique perspective to the discussion of corporations, as each grapples with a different industry and the differing concerns therein, but all are guided by some crucial, fundamental beliefs about corporations and corporate influences. For this essay, you’ll use any 2-3 text from the list above and write an essay addressing the following prompt.
Taken together, what argument do these texts present regarding corporations and corporate influences? Consider the claims as well as the implied meaning in your chosen texts and discuss what, together, they tell us about what motivates corporations, what their objectives are, the harms and /or benefits of them, etc.
To answer this question, you’ll need to thoroughly analyze your chosen texts and have a solid understanding of the main claims being made by both. Present your answer as an argument, using specific evidence from both texts to support your ideas.
As always, be careful not to focus too much on the obvious or surficial similarities/ differences between the texts, as such connections typically do not call for substantial analysis. Instead, try to explore the deeper meaning to be found “between the lines,” as a means to understand the assumptions (warrants) on which each text is based.
Girls on Film: The real problem with the Disney Princess brand
Monika Bartyzel
Disney built its massive Princess empire — which now stretches from 1937's Snow White to 2012's Merida — by sanitizing the stories of the past. From Snow White to The Frog Prince, Disney excised fairy tales of their inherent horror — the rampant cannibalism, torture, and bloody mayhem characteristic of most traditional stories — in favor of a blanket policy of "happily ever after." The literary darkness was cleansed, but despite the company's best efforts, a social darkness has remained.
Disney has a sad history of gross racial stereotypes (from Dumbo's crows to Aladdin's ear-cutting barbarians) and highly problematic female characterizations and storylines (from Snow White's servitude to the Little Mermaid giving up her voice for love). The company's latest in a long string of controversies came last week with the news that Merida, the heroine at the heart of last year's Brave, was becoming a certified Disney Princess.
Last weekend, the fiery Scottish lass from the film received an official coronation at the Magic Kingdom — not as the rebellious girl introduced in Brave, but as a sparkling, made-over princess. Disney's redesign of the character tamed her unruly hair, expanded her breasts, shrank her waist, enlarged her eyes, plastered on makeup, pulled her (now-glittering) dress off her shoulders, and morphed her defiant posture into a come-hither pose. The bow-wielding Merida of Brave — a character who explicitlyfought against the princess world her mother tried to push her into in the film — was becoming what she hated, and inadvertently revealing the enormously problematic nature of Disney's Prin ...
Each summary will consist of the following four sections. Includ.docxsagarlesley
Each summary will consist of the following four sections. Include these as section headings.
(1) Author(s), publication date, and title of reading.
(2) Research questions or objectives that guide the paper; page number(s) on which you found this information.
In your own words, in a few sentences, explain what the authors are asking or trying to find out in this research study.
(3) Data and analysis for this study; page number(s) on which you found this information.
Identify the three most important types of data that the authors used to answer their research questions. (It is possible that the authors may use fewer than three types of data.)
For each type of data you identify, provide the following information:
(a) Content/description of the data. What are the data about?
(b) Form of the data. Is the data quantitative or qualitative? In the form of numbers, words, images, sounds…? Is it primary or secondary data?
(c) Data collection method. How did the researcher gather or find the data?
(d) Data source. From whom or what did the researcher collect the data?
(e) Analytic methods. How did the authors analyze the data?
(4) Major findings made by this study; page number(s) on which you found this information.
In your own words, what are the two or three most important findings the researchers made in this study? Summarize key findings that the researchers made in response to the questions/objectives you identified above in (2). One to three sentences per point is sufficient.
Full Terms & Conditions of access and use can be found at
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Download by: [Loyola Marymount University] Date: 08 January 2016, At: 14:23
Regional Studies
ISSN: 0034-3404 (Print) 1360-0591 (Online) Journal homepage: http://www.tandfonline.com/loi/cres20
Knowledge Neighbourhoods: Urban Form and
Evolutionary Economic Geography
Gregory M. Spencer
To cite this article: Gregory M. Spencer (2015) Knowledge Neighbourhoods: Urban
Form and Evolutionary Economic Geography, Regional Studies, 49:5, 883-898, DOI:
10.1080/00343404.2015.1019846
To link to this article: http://dx.doi.org/10.1080/00343404.2015.1019846
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Published online: 10 Apr 2015.
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Each student is required to conduct and record a half-hour long in.docxsagarlesley
Each student is required to conduct and record a half-hour long interview with a person in a management position in an organization. The recording may be audio or video. You should choose a person to interview and make an appointment explaining that the purpose of the interview is to learn about leadership and gain practical insights.
Notes: The leadership interview is an accreditation requirement for the HCAD program.
Ensure to notify the interviewee that you will be recording the encounter. The laws pertaining to recording vary by state. It is recommended that you obtain verbal or written agreement from the participant to be recorded (this can be the first item in the interview)
The interview must be transcribed and presented as a written report. The report should at least 6 but no more than 10 pages, double spaced, 1-inch margins, and Times New Roman, 12 point font. The report must have 4 elements:
Cover page: Your name, course number, and date
Introduction: Who you interviewed and why (credentials, experience, position, etc.).
Interview: The questions asked and the responses received.
Analysis / Assessment: Your evaluation of the interviewer’s leadership philosophy, approach, and skills, as related to the course concepts. This assessment is expected to compare the interviewee’s responses to specific leadership concepts.
With regard to the interview, sample questions include the following:
How did you get to where you are today?
How would you qualify your leadership style (e.g., servant, transformational, democratic, etc.)?
What do you find most admirable in people? Why are those things so important to you?
Who is your favorite leader and why?
What were the top principles you have learned?
How would you complete the sentence, “People should …”? (2-3 ideas)
What’s the purpose of your life?
What’s the best way to get others to do what you want them to do?
What are the two most important events in your life and what did you learn from them?
You are encouraged to develop your own inquiry. This is an opportunity to explore the intangible factors of leadership.
You will submit the transcribed interview as the assignment; due to file size limitations, do not upload the actual recorded interview.
...
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Early World Literature4 VIRTUE Page 4.2 The Buddha’s Birth.docxsagarlesley
Early World Literature
4 VIRTUE / Page 4.2 The Buddha’s Birth Stories
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The Buddha’s Birth Stories
By Lynn Cianfarani
The exterior of the Ajanta Caves where they were cut into the stone on the side of a cliff by
the Waghur River in India. These cave monuments, which date from the second century
BCE to about 480 or 650 CE, house depictions of Buddha and the Jātaka Tales.
Photo courtesy of Shriram Rajagopalan / Flickr Creative Commons
In one of his former lives, Buddha was born a pigeon. That is, at least, how it is
recounted in “The Pigeon and the Crow,” one of the 547 stories in the Jātaka Tales, a
classic work of Buddhist literature.
Each of the Jātaka Tales offers readers a moral. The pigeon story, for instance,
highlights the dangers of greed. But the stories are more than just fables. They are
sacred Buddhist lore, outlining the lives that Buddha passed through before his birth as
Prince Siddhartha. Jātaka literally means “story of birth,” and in the stories, Buddha
(referred to in the Tales as the Bodhisatta—“one seeking enlightenment”) is born and
http://www.webtexts.com/courses/18168-stallard/traditional_book
reborn in the form of animals, humans, and super-human beings, all the while striving
toward enlightenment.
For Buddhists, the concept of past lives is hallowed. According to Robert Thurman, a
professor of Indo-Tibetan Buddhist Studies at Columbia University, “Buddhists see the
continuum of lives of all beings as a commonsense fact, not a mystical belief.”1 Buddhist
faith teaches that ordinary humans do not remember past existences, but enlightened
beings have the gift of recalling their former lives in detail.2
Buddhists who hear the Jātaka Tales do not necessarily take them as a word-for-word
accounting of past events, however. Devdutt Pattanaik, a Mumbai-based speaker,
writer, and mythology specialist, says that the Jātaka Tales “are as real and historical to
Buddhists as the stories of Christ’s resurrection are to Christians.”3 For most Buddhists,
whether Buddha actually lived as a pigeon is not the issue; what matters is that Buddha
did indeed have past existences which lessons can be learned from.
Reliable historical details of Buddha’s life—his early years as Siddhartha Gutam, and
later, as the enlightened Buddha—are hard to come by. According to W.S. Merwin, a
Pulitzer Prize winning poet, we don’t know how much of the Buddha/Siddhartha story
“is pure fairy tale, and how much of it is historic fact.”4 As with most religions, it’s the
message that guides followers.
Most scholars do accept that Siddhartha Gutam was an actual man, born to a royal
family in India in 563 BCE. The factual events of his life, however, remain open to
debate. According to Buddhist texts, Siddhartha married and had a child, but became
disillusioned with palace life. He started to make trips outside the palace and grew
distraught when he saw sickness, old age, and death.
In hopes of ...
Early Warning Memo for the United States Governmen.docxsagarlesley
Early Warning Memo for the United States Government
How to Deal with the Potential Conflicts in Cross-Strait Relations
between the PRC and the ROC
Table of Contents
1.0 Executive Summary
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
2.2 An Important External Factor – the United States
3.0 What is at Stake?
4.0 The Important Characteristic of the Conflict Situation
4.1 The Constraints of History
4.2 The Boundedness of International Mediation
4.3 The “Mess” of Various Aspects of Cross-Strait Relations between the PRC and the ROC
5.0 The Reasons Why Prevention Action is Merited
6.0 Future Scenarios
6.1 Lower Feasibility - Standing with the ROC
6.2 Medium Feasibility - Exiting the “Game” or Keeping Silent
6.3 Higher Feasibility - Standing with the PRC
7.0 Conclusion
References
1.0 Executive Summary
In my 2017, the 23rd annual meeting of North American Taiwan Studies Association (NATSA) was held at Stanford University. The experts and scholars, who focused on researching the relevant issues about Asian-Pacific region, such as Kharis Templeman, Erin Baggott Carter, Thomas Fingar, and Lanhee J. Chen, analyzed the potential conflicts in Cross-Strait relations between People’s Republic of China (PRC-China) and Republic of China (ROC-Taiwan) on this meeting.[footnoteRef:1] During the process of discussing the potential conflict between PRC and ROC, the United States was highlighted as the most important mediator that could influence the trends of the conflict between PRC and ROC, and that was able to provide it with windows of opportunity. This early warning policy memo will examine the three scenarios with different degrees of feasibilities by regarding the United States government as the most suitable mediator. The key facts of Cross-Strait relations between the PRC and the ROC will be demonstrated, and the important characteristic of the conflict situation will also be analyzed. Based on them, this memo will discuss the points that are at stake, and the reasons why prevention action is merited for Cross-Strait relations between the PRC and the ROC. After analyzing the pros and cons of three future scenarios, the last one, which the United States government stands with the PRC and supports “One-China” policy, reveals the relatively higher feasibility. [1: Williams, Jack F. China Review International 10, (2017): 382-85. ]
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
Since the second Chinese Civil War happened in 1937, the issues about the relations between PRC and POC, which were also called as Cross-Strait relations (Haixia Liangan Guanxi), have become seriously sensitive topics in both of the two political entities that were geographically separated by the Taiwan Strait in the west Pacific Ocean. In 1949, the second Chinese Civil War led to the political status that the mainland of China being governed by the PRC, instead, Taiwan pertains to the ROC, wh ...
Early Learning Center PortfolioSPED 293C Assignment Outline.docxsagarlesley
Early Learning Center Portfolio
SPED 293C Assignment Outline
*For this assignment you will be creating an Early Learning Center. You must include young children with exceptional needs within your program. You may work in teams or individuals for this assignment.*
The following outline is required for the Early Learning Center:
Name of Center
· Create a name for your center. (Ex. Bright Minds Early Learning Academy)
Philosophy
· What type of Early Learning philosophy will your center embrace? Please describe. (Ex. Waldorf, Montessori, Reggio, co-op, play-based, art infused, etc.)
Mission Statement
· What is the mission of your Early Learning Center? What are your goals? What is your target population?
· You can create an inclusive center that includes students with exceptional needs, or it can be a center exclusively for young children with exceptional needs.
· It can be a center for children 6 weeks to 5 years or just preschool age (4-5).
· What is your target population? (Ex. lower SES, local community or college parents) Are you going to partner with a university, YMCA, or school district?
Center Layout(Physical Layout)
· Create a layout of your entire center with a visual and written description.
· Please indicate the number of classrooms.
· Indicate other types of rooms- sensory room, indoor gym/motor room, therapy room, cafeteria, offices, support staff rooms, etc.
Staffing/Personnel
· Indicate the number of staff required for your Early Learning Center. You do not have to include all indicated below, but those pertinent to your program.
· Teachers
· Teaching Assistants
· Directors/Lead Staff
· Support Staff: OT, PT, Speech Therapist, Counselor, or Nursing
· Additional Staff: parent volunteers, fieldwork students
Classroom Layout
· Create a layout of one of your classrooms.
· Indicate a carpet area, quiet area, various stations (i.e. blocks, dress up), table areas, etc.
Classroom Management
· Outline procedures for the learning center/classrooms:
· Indicate 3-5 learning center/classroom rules
· Acknowledgment system
· Corrective consequence system
Thematic Lesson Plan Outline
· Using the thematic lesson plan outline provided to you, create a theme based lesson plan outline. Design at least 2activities in each of the eight designated topic areas.
Please be prepared to formally share out your Early Learning Center with a PowerPoint.
DUE: May 4th
Sensory Activities for Early Childhood
SPED 293C
All preschool teachers, especially those working with children with exceptional needs, are using important techniques utilized by skilled Occupational Therapists. When a child stimulates their senses they are sending signals to their brain that helps to create and strengthen neural pathways important for: Motor Skills, Cognitive Development, Communication, Social and Emotional Skills, Functional Tasks, and the development of Sense of Self.
Activity: You have just viewed a clip of an Occupational Therapist demonstrating some sensory
activitie ...
Early Intervention Research Paper CriteriaExemplary Proficie.docxsagarlesley
Early Intervention Research Paper
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Abstract
(5 points)
The candidate includes an abstract that provides an overview of the paper contents and conclusions drawn.
The candidate includes an abstract that provides an overview of the contents of the paper.
The candidate writes an abstract, but it is similar to the introduction.
The candidate does not include an abstract in the paper.
Introduction
(5 points)
The candidate provides an introduction to the topic; it covers key concepts and key sources to aid the reader in understanding the topic; and the introduction clearly aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction to the topic; it covers key concepts that aid the reader in understanding the topic; and the introduction aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction that is a brief statement on the purpose of the paper and little else; no references are cited.
The candidate provides no clear introduction.
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Literature Review
(35 points)
The candidate reviews key peer reviewed articles on the topic; the candidate provides a summary of important content from each piece; strong transitions provide connections between the pieces; the contents provide a clear and comprehensive view of the social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles on the topic; the candidate summarizes each piece and includes transitions to connect the works described; the contents provides a clear view of the current social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles, most of which are marginally related to the topic.
The candidate reviews the literature from a variety of sources, not solely from peer reviewed articles; some literature is not appropriate for the topic.
Discussion
(35 points)
The candidate discusses the topic in a comprehensive fashion and shares her or his thoughts on the subject; the candidate reflects on the literature in a cohesive fashion in the discussion, and proper references are included to the literature reviewed in the previous section.
The candidate discusses ideas related to the topic; information is linked to the literature, and references the literature cited in the previous section.
The candidate provides a short discussion with only one or two of his or her thoughts on the topic; no references are provided.
The candidate provides no di ...
EARLY IMMIGRANT IN MINNESOTA4Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 4
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Earned Value AnalysisTracking Project ProgressWh.docxsagarlesley
Earned Value Analysis
Tracking Project Progress
What Is Earned Value?The dollar amount you planned to spend for the work actually completed
Earned Value is the budgeted cost of the work that has actually been performed/completed
Earned Value = Budgeted Cost of the Work Performed (BCWP)
What Is Earned Value Analysis (EVA)?
EVA enables the project progress to be tracked in terms of:
The work that has actually been completed
--- Compared To ---
The work that was scheduled to be completed
Why Is Earned Value Analysis Important?EVA enables the project team to know:If the project is ahead of, or behind schedule
How far the project is ahead of, or behind schedule
If the project is over or under budget
How much the project is over or under budget
Why Is Earned Value Analysis Important?EVA enables the team to address the project’s triple constraints earlier rather than later Scope – re-prioritize/reduce requirements
--- and/or ---
Schedule – adjust the timeline
--- and/or ---
Cost – request additional funding
The Components of Earned Value Analysis WBS – Work Breakdown StructureIdentifies products to be delivered by the project Products or sub-products should be broken down to what can be completed in 80 hours (“80-hour rule”), when applicable
Provides the basis for Distinct products or sub-products – which help to provideValid estimates – which enableTracking earned value / project progress
The Components of Earned Value Analysis Earned Value (EV) ---- or BCWPThe budgeted cost of the work actually performed How much work was actually completed
Planned Value (PV) ---- or BCWSThe budgeted cost of the work scheduled to be performed How much work should have been completed
Actual Cost (AC) ------- or ACWPThe actual cost of the work performedHow much money has been actually spent
The Components of Earned Value AnalysisBudget at Completion (BAC)Dollar amount originally budgeted to complete the project
Estimate at Completion (EAC)Estimate of dollar amount needed to complete the project
Variance at Completion (VAC)Estimate of the dollar amount projected above or below budget
Schedule at Completion (SAC)Projection of the time needed to complete the project
The Components of Earned Value Analysis
Schedule Variance (SV)The work completed vs. the work planned to be completed
SV = (Earned Value – Planned Value)
Tells us if the project is ahead of, or behind schedule
Negative value means the project is behind schedule
The Components of Earned ValueSchedule Performance Index (SPI)Utilized to forecast how long it will take to complete the project
SPI = (Earned Value / Planned Value)
Tells us if the project is ahead of, or behind schedule
Less than 1.00 means the project is behind schedule
The Components of Earned Value
Cost Variance (CV)What we planned to spend on the work completed vs. what was actually spent on the work completed
CV = (Earned Value – Actual Cost)
Tells us if the project is over or under budget ...
EARLY IMMIGRANT IN MINNESOTA2Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 2
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Eastman Kodak Company
Haley Duell
5/12/2016
BUS/475
Eastman Kodak Company
The consumer electronic field is a great and also equally competitive business area. Different companies usually design different techniques to and outsmart their fellow business counterparts. They do this via developing various business promotional methods and marketing designs. Companies normally review their marketing strategies from time to time in order to ensure that they make maximum profits in their businesses, the do this due to changing internal and external factors of their business enterprises that they view as factors that slow their advancement. Most of the marketing departments have the likelihood of considering their consumers wants, they have a tendency to make or design products that are very much appealing and motivating to their customers. They do this to ensure customer satisfaction and ultimately they do this to ensure that their company makes maximum profit. Most of the marketing departments try to understand consumer feedback concerning their products therefore they have set up forums to ensure that they get the consumer feedback in order to think of even more interesting strategies that will ensure the companies maximum profit and sustainability in the market. To increase its competitiveness in the industry, the company should produce a new middle range smart phone in the market,
1.1 Brief Description of the company
Eastman Kodak is part of one of the growing largest multi-billion dollar corporations in the world. In 2007 it exceeded the $100bn mark in annual sales for the first time in its history. This makes it one of the world's top three companies in the electronics industry where only two other companies, Siemens and Hewlett-Packard, have posted larger revenues. The name Eastman Kodak literally means grow Group’s dominance in two further sectors: Eastman Kodak Heavy Industries and Eastman Kodak Engineering and Construction. If you are talking innovation in Eastman Kodak walks the walk and is now the established leader in consumer electronics, providing a range of leading-edge premium products and, in their own words, ‘leading the digital convergence revolution’. In so doing Eastman Kodak has made a remarkable transformation from copy-cat manufacturer to become Asia's most valuable technology company.
1.2 Organizational Structure
As of 2013, Eastman Kodak Electronics has established 15 regional headquarters, 54 global sales offices, 38 global production facilities and 34 global R&D centers.
Eastman Kodak consists of three main divisions: Consumer Electronics, IT & Mobile Communications and Device
Solution
s. Each division consists of several subsidiary divisions.
1.3The product being offered
To increase its competitiveness in the market, the company should introduce a new mid-range smart phone, Blast, targeting the middle class consumers and the teenage population in third countries who are the largest consumers of mobile ...
Earth Systems Engineering and ManagementCEE 400Week 5.docxsagarlesley
Earth Systems Engineering and Management
CEE 400
Week 5: Complex Systems
Earth Systems Engineering and Management
*
Complex Systems: TermsSystems are groups of interacting, interdependent parts linked together by exchanges of energy, matter and informationComplex systems are characterized by:Strong (usually non-linear) interactions between the partsComplex feedback loops that make it difficult to distinguish cause from effectSignificant time and space lags, discontinuities, thresholds, and limitsOperation far from equilibrium in a state of constant adaptation to changing conditions (at the edge of deterministic chaos)
Adapted from R. Costanza, L. Wainger, C folk, and K. Maler, “Modeling Complex Ecological Economic,” BioScience 43(8): 545-55
Four Types of ComplexityStatic complexity (or just complicated): many nodes and links (a 747 sitting on the ground)Dynamic complexity: system operating through time (747 in flight, controlled by air traffic control)Wicked complexity: integrates human systems (global air transport as a system)Earth systems complexity: integrated built/natural/human systems at regional and global scale (e.g., effect of 747 on disease patterns, and on eco-touorism)
Evolution of Complex Adaptive Systems All complex systems evolve in response to changing boundary conditions and internal dynamics – so known as “Complex Adaptive Systems”. Evolution occurs as the result of three mechanisms linked in complicated ways:
Information storage and transmission Mutation (generation of new alternatives for system agents Selection among alternative based on performance given internal states and external boundary conditions
Where Complex Adaptive Systems LiveIf too many strong linkages among parts of a system, it cannot adapt; any mutation is rapidly damped out.If not enough linkages, also cannot adapt; mutation can’t be preserved in new system state.Therefore, CASs live between stasis and randomness
Human Systems vs. Non-Human Systems
(The “Wicked” vs. The “Tame”)
Wicked Systems:
1. Policy problems cannot be definitively described
2. There is nothing like an indisputable public good
3. There are no objective definitions of equity
4. Policies for social problems cannot be meaningfully correct or false
5. There are no “solutions”in the sense of definitive, objective answers
6. There is no optimality
Source: H.W.J. Rittel and M. M.Webber, “Dilemmas in a General Theory Planning,” Policy Scenes 4 (1973), pp. 155-169
Policy Implications
of Simple (S) vs Complex (C) Systems
Function as Displayed by System
Information
Centralized command-and-control feasible
System management by adjusting forcing behavior; command-and-control contraindicated
Causality
Centralized command-and-control to endpoint (effect) feasible
Function
Type
Policy Implication
S
Centralized; system is “knowable”
C
Information diffused throughout the system; some embedded in system structure; system too complex to be “known”
S
Linea ...
EASY Note CardsStudents need an easy” way to keep their stu.docxsagarlesley
EASY Note Cards
Students need an “easy” way to keep their study of vocabulary organized, and it is a smart idea to have a tool to frequently review new terms so they can shift to long-term memory. Creating and studying EASY note cards is a simple way to learn and remember enough about a new word so you can begin using it and become comfortable with it. EASY stands for:
Example – create an original sentence using the word correctly
Antonym – the word’s opposite (if there is one) or what the word is not
Synonym – a word with a similar meaning or a simplified definition
Your Logic – using prior knowledge (logic), make a personal connection to the word
word: part of speech
tone: can be positive, negative, neutral, or a combination
E-
A -
S -
Y -
MLA citation:
Insert image here:
Husk (noun) ;
tone: can be neutral or negative
E – We cracked pecans for pie and threw away the husks.
A – fruit; living inside
S – shell; dead outer layer
Y – banana peel; tamales; an old physical body
MLA for a Book: search “purdue owl”
Lastname, Firstname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.
Albom, Mitch. Tuesdays with Morrie. New York: Doubleday. 1997. Print.
Bombastic (adjective);
tone: usually negative
E- Politicians are often considered bombastic, with their inflated but empty speech.
A - sincere, common, or down to earth speech
S - pretentious speech (used to impress)
Y - "players"; bravado; the song Mr. Boombastic by Shaggy
MLA for an online article: search “purdue owl”
Author(s). "Title of Article." Title of Website. Publisher. Day Mon. Year. Medium of publication. day Mon. year. (Date accessed)
Smith, Heather. “A New Way to Learn.” Thisibelieve.com. This I Believe, Inc. 31 Aug. 2011. Web. 15 Jun. 2015.
Some EASY clarification
E - an original example sentence using the word, including a context clue which illustrates the meaning (you can't say: I am bombastic. This gives no clue as to the words meaning)
A - an antonym if possible; if not, then a logical contrasted idea (what the word is not)
S - a synonym or simplified definition (in your own words that you understand; do not use a word you don’t know to define a word you don’t know!)
Y - your personal connection to the word's meaning using prior knowledge and experience of your world
(this is not a sentence, just 1-3 nouns or phrases that help you connect to the new word's meaning)
Think of tone as one of three possible scales:
Positive (+): ranging from a little bit + to very +
Negative (-): ranging from a little bit - to very -
Neutral (objective; no emotion; factual)
Some tone words
Assignment Information
You are expected to complete 25 slides following the exemplified format
Your EASY words can come from your novel or any essay you read associated with this class
This project is worth 10% of your grade
P.S. You will be expected to use 3 EASY words within each essay for this class.
The State of Calif ...
Earthquake Activity San Francisco AreaComplete the activity o.docxsagarlesley
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval
seconds
Elko, NV Seismic Station S-P Interval
seconds
Las Vegas, NV Seismic Station S-P Interval
seconds
Determining Distance from S-P
Using the S-P graph and the estimates you made for the S-P time intervals for the three seismograms, complete the table below. The horizontal grid is in one second intervals.
Station
S-P Interval
Epicentral Distance
Eureka, CA
seconds
KM
Elko, NV
seconds
KM
Las Vegas, NV
seconds
KM
Compute Your % Error
For each of the stations, compute your % error for the S-P Interval and Epicentral Distance. The formula for % Error is:
Your Data
Actual Data
% Error
Recording Station
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
Eureka, CA
sec
km
sec
km
Elko, NV
sec
km
sec
km
Las Vegas, NV
sec
km
sec
km
Richter Magnitude
Measure the maximum amplitude of the S-wave for each seismogram and record your estimate in the box below the seismogram. Note that although only one amplitude measurement is necessary, you should measure the amplitude for each of the three stations. This will enable you to determine the magnitude value as an average of three values, thus increasing the likelihood that you are accurate in your estimate.
Eureka, CA Maximum S Wave Amplitude
Elko, NV Maximum S Wave Amplitude
Las Vegas, NV Maximum S Wave Amplitude
Estimated Magnitude
Actual Magnitude
Earthquake Activity:
San Francisco
Area
Complete the activity on
this website
. Then enter your responses directly in this document and submit
it
for grading.
Determining
t
he Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S
-
P interval
Use the three seismograms to estimate the S
-
P time interval for each of the recording stations. Record
your measurement for
the S
-
P interval below:
Eureka, CA Seismic Station S
-
P Interval
seconds
Elko, NV Seismic Station S
-
P Interval
seconds
Las Vegas, NV Seismic Station S
-
P Interval
seconds
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it
for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record
your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval seconds
Elk ...
EARLY IMMIGRANT IN MINNESOTA10Early immigrant in M.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 10
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
An observation of Minnesota’s demographic statistical figures created by government officials is likely to show a white tapestry with joint a few scattered threads of color. However, there are those that would argue that this representation is inaccurate and that it is not a true account of the demographic history of Minnesota. It is worth pointing out that over the past 150 years, there have been immigrants from over 60 countries who have come to Minnesota and created a state which however on the face of it may seem homogenous, it enjoys a great legacy that has a rich cultural diversity. The new land of Minnesota presented a new life to these immigrants whereby they encountered new opportunities, made new relations and also encountered new opportunities. This paper therefore intends to look in to the immigration history of Minnesota ranging from the factors that attracted immigrants, impacts of immigration, challenges encountered by the immigrants to advantages of the immigration wave.
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants co ...
Earthquake PreparednessWork individually and in groups t.docxsagarlesley
Earthquake Preparedness
Work individually and in groups to understand the problem, propose solutions, and prioritize steps to be taken. Discuss what information you would like to have and why, and how that information would help you better prepare.
Develop a department specific plan making sure that as a group, all aspects of preparation are being covered.
Earthquake Preparedness
Part One – Your Department’s Plan
What you already know - capabilities
What you need to know – prioritized list
What you’d like to know – prioritized list
Steps to implement your plan
Resource allocation (percent of manpower, finances, etc)
Cooperation with other departments
Reasonable timeline
Identify limitations of your plan
Use a format that fits your department’s needs.
Earthquake Preparedness
Part Two - Your Personal Plan
- Identify hazards and potential mitigation measures
- “Build” an emergency kit
- Write out your emergency plan (online resources have templates)
Earthquake Preparedness
A portion of your grade is based on your participation during class time.
Work together, be respectful, and develop a well thought out plan for our city.
DeptNameDeptNameFIRE/HAZMATjuliePORTAbePOLICEmattAIRPORTSarahPARKS AND RECJennaCUSTOMSTabithaBUILDINGTracyNUCLEAR PLANTJamiePOWERmariDAMEricWATERJosephFOREST SVCKristianaCOMMUNICATIONSStoreyAIR QUALITYFranklinSEWERCandaceSEARCH AND RESCUEBLAKEPUBLIC HEALTHLindsaySHELTERAriel HOSPITALsonyaFOODCameronEDUCATIONoliverCOAST GUARDJeremiahTRANSPORTATIONseanANIMAL CONTROLcarlyCONSTRUCTIONDevin
...
Early Head Start Relationships Associationwith Program Outc.docxsagarlesley
Early Head Start Relationships: Association
with Program Outcomes
James Elicker
Human Development and Family Studies, Purdue University
Xiaoli Wen
Early Childhood Education, National College of Education, National Louis University
Kyong-Ah Kwon
Department of Early Childhood Education, Georgia State University
Jill B. Sprague
Human Development and Family Studies, Purdue University
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have
been recommended as essential aspects of early childhood intervention. This study explored the
associations of these relationships with program outcomes for children and parents in 3 Early Head
Start programs. A total of 71 children (8–35 months, M ¼ 20), their parents, and 33 program
caregivers participated. The results showed that caregiver–child relationships were moderately
positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent
relationships were generally positive and temporally stable. Caregiver–child relationships were more
positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relation-
ships were more positive when parents had higher education levels and when staff had more years of
experience, had more positive work environments, or had attained a Child Development Associate
credential or associate’s level of education rather than a 4-year academic degree. Hierarchical linear
modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger
predictor of both child and parent outcomes than was the quality of the caregiver–child relationship.
There were also moderation effects: Stronger associations of caregiver–parent relationships with
observed positive parenting were seen in parents with lower education levels and when program
caregivers had higher levels of education. Practice or Policy: The results support the importance
of caregiver–family relationships in early intervention programs and suggest that staff need to be
prepared to build relationships with children and families in individualized ways. Limitations of this
study and implications for program improvements and future research are discussed.
Early Head Start is a federally funded community-based program for low-income families with
infants and toddlers and pregnant women, with goals to enhance child development and promote
healthy family functioning (Early Head Start National Resource Center, 2008). A guiding
Correspondence regarding this article should be addressed to James Elicker, PhD, Department of Human Development
& Family Studies, Purdue University, Fowler Memorial House, 1200 West State Street, West Lafayette, IN 47906-2055.
Early Education and Development, 24: 491–516
Copyright # 2013 Taylor & Francis Group, LLC
ISSN: 1040-9289 print/1556-6935 online
DOI: 10.1080/10409289.2012.695519
principle of Early Head Start is the importance of building pos ...
Each [art is its own paper and should be written as such- its o.docxsagarlesley
***Each [art is its own paper and should be written as such- its own cover page and length requirements***
PART 1
Read through the list of research topics (Attached Separately). Select three (3) topics that interest you most and identify two (2) credible sources for each topic. Note: This is one (1) of several parts that will build toward a final draft of your persuasive writing research paper.
Write a one to two (1-2) page paper in which you:
1. Explain the reason for selecting topic one (1), identify the audience, and provide a preliminary thesis statement.
2. Explain the reason for selecting topic two (2), identify the audience, and provide a preliminary thesis statement.
3. Explain the reason for selecting topic three (3), identify the audience, and provide a preliminary thesis statement.
4. Identify and document six (6) credible sources (two (2) for each topic) that you would expect to use. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
PART 2
The second part of the assignment is to choose one of the topics that you chose from above and write a one to two (1-2) page research proposal in which you:
1. Identify the topic you selected and explain two (2) reasons for using it.
2. Include a defensible, relevant thesis statement in the first paragraph.
3. Describe three (3) major characteristics of your audience (official position, decision-making power, current view on topic, other important characteristic).
4. Describe the paper’s scope and outline the major sections.
5. Identify and explain the questions to be answered.
6. Explain your research plan, including the methods of researching and organizing research.
7. Document at least three (3) primary sources and three (3) secondary sources. Use credible, academic sources available through Strayer University’s Resource Center. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
PART 3
The Third part of the assignment is to use your thesis statement and research, present the ...
Early Adopters Who needs Those…As technology spreads faster and.docxsagarlesley
Early Adopters: Who needs Those…
As technology spreads faster and product cycles get shorter, late adopters are an increasingly numerous and influential consumer group
IPhones, Tablets and FitBits are examples of technology late adopters are slow to embrace. WSJ's Charlie Wells joins Lunch Break with Tanya Rivero and discusses reasons why they wait to buy new gadgets and how companies market to them. Photo: iStock/Cindy Singleton
By
Charlie Wells
Updated Jan. 26, 2016 4:49 p.m. ET
Dustin Schinn still isn’t sure if he wants an iPhone. He once gave a friend cash to order an Uber for him because he still hasn’t downloaded the car-service app. A friend recently tried to get him onto Tinder, the mobile dating service, but had to install an app called Dater, because Mr. Schinn is still using a Blackberry.
Mr. Schinn, a 27-year-old Washington, D.C., resident, is a late adopter. And he’s proud of it.
“People make fun of me,” Mr. Schinn says. “But I often don’t feel the need for these new technologies...They require you to sort of constantly adapt to something new, and I often feel this is just unnecessary.”
Many people are late adopters or know one. When it comes to technological adoption, as much as 16% of the population is considered to be in the “laggard” category, with another 34% encompassing a “late majority,” according to a landmark 1962 study about the spread of new ideas and technology by the late University of New Mexico professor Everett Rogers. His theories have since been widely applied to everything from laptop computers to mobile phones.
Technical definitions of the term “late adopter” vary. Loosely speaking, it is a person who buys a product or service after half of a population has done so. Late adopters tend to share certain characteristics: They are skeptical of marketing and tend to point out differences between advertised claims and the actual product. They often value a product’s core attributes, ignoring the bells and whistles intended to upsell the latest model. They may not try something new until weeks, months or even years after the crowd has moved on.
The Paths of Late Adopters (scroll down to continue reading)
From left: Dustin Schinn; Ryan Fissel; Tnder; Uber
A 19th century French sociologist, Gabriel Tarde, explored how technologies spread as a result of imitation of the elite. In his day, late adopters were pigeon-holed as less educated, from a lower social class and with less purchasing power than innovators and early adopters. Terry Clark, professor of sociology at the University of Chicago who has written on Tarde, says technological and societal changes mean that today’s late adopters exist in all income, educational and social groups.
Ryan Fissel, a 35-year-old Columbus, Ohio, resident, is a late adopter; he tried Uber for the first time last year. He says he doesn’t really have financial reasons for waiting for the latest Hollywood releases to come to the Redbox DVD-rental before seeing them. It’s just ...
Each topic should be summarized in your own words; why it was impo.docxsagarlesley
Each topic should be summarized in your own words; why it was important? And why it is interesting to you and society? Each should be 3-4 sentences in length with no citation needed due to your personal take on eacj issue.
1. Cultural impacts and their effects on parenting (including society, religion, and race)
2. Media Influences on parenting
3. Stress and Parenting
4. Important keys to early child development physical, mental, social, and emotional
5. Parent Child Relationships
6. Parenting Adolescents and challenges
7. Single Mother Parenting
...
Each text in this unit brings a unique perspective to the discussi.docxsagarlesley
Each text in this unit brings a unique perspective to the discussion of corporations, as each grapples with a different industry and the differing concerns therein, but all are guided by some crucial, fundamental beliefs about corporations and corporate influences. For this essay, you’ll use any 2-3 text from the list above and write an essay addressing the following prompt.
Taken together, what argument do these texts present regarding corporations and corporate influences? Consider the claims as well as the implied meaning in your chosen texts and discuss what, together, they tell us about what motivates corporations, what their objectives are, the harms and /or benefits of them, etc.
To answer this question, you’ll need to thoroughly analyze your chosen texts and have a solid understanding of the main claims being made by both. Present your answer as an argument, using specific evidence from both texts to support your ideas.
As always, be careful not to focus too much on the obvious or surficial similarities/ differences between the texts, as such connections typically do not call for substantial analysis. Instead, try to explore the deeper meaning to be found “between the lines,” as a means to understand the assumptions (warrants) on which each text is based.
Girls on Film: The real problem with the Disney Princess brand
Monika Bartyzel
Disney built its massive Princess empire — which now stretches from 1937's Snow White to 2012's Merida — by sanitizing the stories of the past. From Snow White to The Frog Prince, Disney excised fairy tales of their inherent horror — the rampant cannibalism, torture, and bloody mayhem characteristic of most traditional stories — in favor of a blanket policy of "happily ever after." The literary darkness was cleansed, but despite the company's best efforts, a social darkness has remained.
Disney has a sad history of gross racial stereotypes (from Dumbo's crows to Aladdin's ear-cutting barbarians) and highly problematic female characterizations and storylines (from Snow White's servitude to the Little Mermaid giving up her voice for love). The company's latest in a long string of controversies came last week with the news that Merida, the heroine at the heart of last year's Brave, was becoming a certified Disney Princess.
Last weekend, the fiery Scottish lass from the film received an official coronation at the Magic Kingdom — not as the rebellious girl introduced in Brave, but as a sparkling, made-over princess. Disney's redesign of the character tamed her unruly hair, expanded her breasts, shrank her waist, enlarged her eyes, plastered on makeup, pulled her (now-glittering) dress off her shoulders, and morphed her defiant posture into a come-hither pose. The bow-wielding Merida of Brave — a character who explicitlyfought against the princess world her mother tried to push her into in the film — was becoming what she hated, and inadvertently revealing the enormously problematic nature of Disney's Prin ...
Each summary will consist of the following four sections. Includ.docxsagarlesley
Each summary will consist of the following four sections. Include these as section headings.
(1) Author(s), publication date, and title of reading.
(2) Research questions or objectives that guide the paper; page number(s) on which you found this information.
In your own words, in a few sentences, explain what the authors are asking or trying to find out in this research study.
(3) Data and analysis for this study; page number(s) on which you found this information.
Identify the three most important types of data that the authors used to answer their research questions. (It is possible that the authors may use fewer than three types of data.)
For each type of data you identify, provide the following information:
(a) Content/description of the data. What are the data about?
(b) Form of the data. Is the data quantitative or qualitative? In the form of numbers, words, images, sounds…? Is it primary or secondary data?
(c) Data collection method. How did the researcher gather or find the data?
(d) Data source. From whom or what did the researcher collect the data?
(e) Analytic methods. How did the authors analyze the data?
(4) Major findings made by this study; page number(s) on which you found this information.
In your own words, what are the two or three most important findings the researchers made in this study? Summarize key findings that the researchers made in response to the questions/objectives you identified above in (2). One to three sentences per point is sufficient.
Full Terms & Conditions of access and use can be found at
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Regional Studies
ISSN: 0034-3404 (Print) 1360-0591 (Online) Journal homepage: http://www.tandfonline.com/loi/cres20
Knowledge Neighbourhoods: Urban Form and
Evolutionary Economic Geography
Gregory M. Spencer
To cite this article: Gregory M. Spencer (2015) Knowledge Neighbourhoods: Urban
Form and Evolutionary Economic Geography, Regional Studies, 49:5, 883-898, DOI:
10.1080/00343404.2015.1019846
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Each student is required to conduct and record a half-hour long in.docxsagarlesley
Each student is required to conduct and record a half-hour long interview with a person in a management position in an organization. The recording may be audio or video. You should choose a person to interview and make an appointment explaining that the purpose of the interview is to learn about leadership and gain practical insights.
Notes: The leadership interview is an accreditation requirement for the HCAD program.
Ensure to notify the interviewee that you will be recording the encounter. The laws pertaining to recording vary by state. It is recommended that you obtain verbal or written agreement from the participant to be recorded (this can be the first item in the interview)
The interview must be transcribed and presented as a written report. The report should at least 6 but no more than 10 pages, double spaced, 1-inch margins, and Times New Roman, 12 point font. The report must have 4 elements:
Cover page: Your name, course number, and date
Introduction: Who you interviewed and why (credentials, experience, position, etc.).
Interview: The questions asked and the responses received.
Analysis / Assessment: Your evaluation of the interviewer’s leadership philosophy, approach, and skills, as related to the course concepts. This assessment is expected to compare the interviewee’s responses to specific leadership concepts.
With regard to the interview, sample questions include the following:
How did you get to where you are today?
How would you qualify your leadership style (e.g., servant, transformational, democratic, etc.)?
What do you find most admirable in people? Why are those things so important to you?
Who is your favorite leader and why?
What were the top principles you have learned?
How would you complete the sentence, “People should …”? (2-3 ideas)
What’s the purpose of your life?
What’s the best way to get others to do what you want them to do?
What are the two most important events in your life and what did you learn from them?
You are encouraged to develop your own inquiry. This is an opportunity to explore the intangible factors of leadership.
You will submit the transcribed interview as the assignment; due to file size limitations, do not upload the actual recorded interview.
...
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1. Eating Disorders
TOPIC OVERVIEW
Anorexia Nervosa
The Clinical Picture
Medical Problems
Bulimia Nervosa
Binges
Compensatory Behaviors
Bulimia Nervosa Versus Anorexia Nervosa
Binge-Eating Disorder
What Causes Eating Disorders?
Psychodynamic Factors: Ego Deficiencies
Cognitive Factors
Depression
Biological Factors
Societal Pressures
Family Environment
Multicultural Factors: Racial and Ethnic Differences
Multicultural Factors: Gender Differences
How Are Eating Disorders Treated?
Treatments for Anorexia Nervosa
Treatments for Bulimia Nervosa
Treatments for Binge-eating Disorder
Putting It Together: A Standard for Integrating Perspectives
Shani, age 15: While I was learning to resist the temptation of
hunger, I walked into the kitchen when no one was around, took
a slice of bread out the packet, toasted it, spread butter on it,
took a deep breath and bit. Guilty. I spat it in the trash and
tossed the rest of it in and walked away. Seconds later I longed
for the toast, walked back to the trash, popped open the lid and
sifted around in the debris. I found it and contemplated, for
minutes, whether to eat it. I brought it close to my nose and
2. inhaled the smell of melted butter. Guilty. Guilty for trashing it.
Guilty for craving it. Guilty for tasting it. I threw it back in the
trash and walked away. No is no, I told myself. No is no.
… And no matter how hard I would try to always have The
Perfect Day in terms of my food, I would feel the guilt every
second of every day. It reeked of shame, seeped with disgust
and festered in disgrace. It was my desire to escape the guilt
that perpetuated my compulsion to starve.
In time I formulated a more precise list of “can” and “can’t” in
my head that dictated what I was allowed or forbidden to
consume…. It became my way of life. My manual. My
blueprint. But more than that, it gave me false reassurance that
my life was under control. I was managing everything because I
had this list in front of me telling me what—and what not—to
do….
In the beginning, starving was hard work. It was not innate. Day
by day I was slowly lured into another world, a world that was
as isolating as it was intriguing, and as rewarding as it was
challenging….
That summer, despite the fact that I had lost a lot of weight, my
mother agreed to let me go to summer camp with my fifteen-
year-old peers, after I swore to her that I would eat. I broke that
promise as soon as I got there…. At breakfast time when all the
teens raced into the dining hall to grab cereal boxes and bread
loaves and jelly tins and peanut butter jars, I sat alone cocooned
in my fear. I fingered the plastic packet of a loaf of white sliced
bread, took out a piece and tore off a corner, like I was marking
a page in a book, onto which I dabbed a blob of peanut butter
and jelly the size of a Q-tip. That was my breakfast. Every day.
For three weeks.
I tried to get to the showers when everyone else was at the
beach so nobody would see me. I heard girls behind me
whispering, “That’s the girl I told you about that looks so
disgusting.” Someone invariably walked in on me showering
and covered her mouth with her hand like I was a dead body. I
wished I could disappear into the drain like my hair that was
3. falling out in chunks….
While everyone else was out there swimming, tanning, making
out, playing sports, volunteering and team building, I hid in my
tent and wrote letters to my mother reassuring her that I was
eating. I told her that I ate peanut butter and jelly sandwiches
every morning for breakfast….
[Upon returning to school] I was labeled the “concentration
camp victim.” On my return, over the months everyone watched
my body shrink as though it were being vacuum packed in slow
motion…. At my lowest weight my hipbones protruded like
knuckle bones under my dress and I had to minimize the
increments of the belt holes until there was so much extra belt
material dangling down that I did away with the belt
completely. My shoes were too big for my feet; my ankles were
so thin that I wore three pairs of socks at a time and still my
shoes would slide off my heels. And my panties were so baggy I
secured them with safety pins on the sides so they wouldn’t fall
down….
On the home front things were worse than ever. I moved to the
downstairs room, which had a separate entrance and bathroom,
and I locked my door and forbade anyone from entering. Even
so, my mother and I had screaming matches every day, with her
trying to convince me that “your body needs food as fuel” and
me retaliating with “I’m not hungry.” But the more she tried to
appeal to my rational side, the more stubborn I became in my
conviction….
For nine months my mother stood by, forbidden to interfere,
while I starved myself. She had no idea what was going on, nor
did I. All she knew was that I had changed. She watched me
transform from an innocent, soft, kind, loving girl into a
reclusive, vicious, aggressive, defiant teenager. She had lost her
little girl. And there was nothing she could say or do to stop
me. She knew that if my weight continued to drop radically that
she might lose me. But despite all her desperate attempts to
reach out to me … she had no way of getting through to me, let
alone helping me because, like with food, I slowly banned her
4. from my life….
(Raviv, 2010)
BETWEEN THE LINES
In Their Words
“Girls should be encouraged to take an interest in their
appearance when they are very young.”
Ladies’ Home Journal, 1940
It has not always done so, but Western society today equates
thinness with health and beauty. In fact, in the United States
thinness has become a national obsession. Most of us are as
preoccupied with how much we eat as with the taste and
nutritional value of our food. Thus it is not surprising that
during the past three decades we have also witnessed an
increase in two eating disorders that have at their core a morbid
fear of gaining weight. Sufferers of anorexia nervosa, like
Shani, are convinced that they need to be extremely thin, and
they lose so much weight that they may starve themselves to
death. People with bulimia nervosa go on frequent eating
binges, during which they uncontrollably consume large
quantities of food, and then force themselves to vomit or take
other extreme steps to keep from gaining weight. A third eating
disorder, binge-eating disorder, in which people frequently go
on eating binges but do not force themselves to vomit or engage
in other such behaviors, also appears to be on the rise. People
with binge-eating disorder do not fear weight gain to the same
degree as those with anorexia nervosa and bulimia nervosa, but
they do have many of the other features found in those disorders
(Alvarenga et al., 2014).
Are girls and women in Western society destined to struggle
with at least some issues
of eating and appearance?
The news media have published many reports about eating
disorders. One reason for the surge in public interest is the
frightening medical consequences that can result from the
disorders. The public first became aware of such consequences
in 1983 when Karen Carpenter died from medical problems
5. related to anorexia. Carpenter, the 32-year-old lead singer of the
soft-rock brother-and-sister duo called the Carpenters, had been
enormously successful and was admired by many as a
wholesome and healthy model to young women everywhere.
Another reason for the current concern is the disproportionate
prevalence of anorexia nervosa and bulimia nervosa among
adolescent girls and young women.
Anorexia Nervosa
Shani, 15 years old and in the ninth grade, displays many
symptoms of anorexia nervosa (APA, 2013). She purposely
maintains a significantly low body weight, intensely fears
becoming overweight, has a distorted view of her weight and
shape, and is excessively influenced by her weight and shape in
her self-evaluations (see Table 11-1).
table: 11-1Dx Checklist
Anorexia Nervosa
1.
Individual purposely takes in too little nourishment, resulting in
body weight that is very low and below that of other people of
similar age and gender.
2.
Individual is very fearful of gaining weight, or repeatedly seeks
to prevent weight gain despite low body weight.
3.
Individual has a distorted body perception, places inappropriate
emphasis on weight or shape in judgments of herself or himself,
or fails to appreciate the serious implications of her or his low
weight.
(Information from: APA, 2013.)
Like Shani, at least half of the people with anorexia nervosa
reduce their weight by restricting their intake of food, a pattern
called restricting-type anorexia nervosa. First they tend to cut
out sweets and fattening snacks; then, increasingly, they
eliminate other foods. Eventually people with this kind of
anorexia nervosa show almost no variability in diet. Others,
however, lose weight by forcing themselves to vomit after meals
6. or by abusing laxatives or diuretics, and they may even engage
in eating binges, a pattern called binge-eating/purging-type
anorexia nervosa, which you will read about in more detail in
the section on bulimia nervosa.
Ninety to 95 percent of all cases of anorexia nervosa occur in
females. Although the disorder can appear at any age, the peak
age of onset is between 14 and 20 years. Between 0.5 and 4.0
percent of all females in Western countries develop the disorder
in their lifetime, and many more display at least some of its
symptoms (Ekern, 2014; Smink et al., 2013; Stice et al., 2013).
It seems to be on the increase in North America, Europe, and
Japan.
Typically the disorder begins after a person who is slightly
overweight or of normal weight has been on a diet (Stice &
Presnell, 2010). The escalation toward anorexia nervosa may
follow a stressful event such as separation of parents, a move
away from home, or an experience of personal failure (Wilson
et al., 2003). Although most people with the disorder recover,
between 2 and 6 percent of them become so seriously ill that
they die, usually from medical problems brought about by
starvation, or from suicide (Suokas et al., 2013; Forcano et al.,
2010).The Clinical Picture
Becoming thin is the key goal for people with anorexia nervosa,
but fear provides their motivation. People with this disorder are
afraid of becoming obese, of giving in to their growing desire to
eat, and more generally of losing control over the size and
shape of their bodies. In addition, despite their focus on
thinness and the severe restrictions they may place on their food
intake, people with anorexia are preoccupied with food. They
may spend considerable time thinking and even reading about
food and planning their limited meals (Herzig, 2004). Many
report that their dreams are filled with images of food and
eating (Knudson, 2006).
This preoccupation with food may in fact be a result of food
deprivation rather than its cause. In a famous “starvation study”
conducted in the late 1940s, 36 normal-weight conscientious
7. objectors were put on a semistarvation diet for six months
(Keys et al., 1950). Like people with anorexia nervosa, the
volunteers became preoccupied with food and eating. They
spent hours each day planning their small meals, talked more
about food than about any other topic, studied cookbooks and
recipes, mixed food in odd combinations, and dawdled over
their meals. Many also had vivid dreams about food.
Laboratory starvation Thirty-six conscientious objectors who
were put on a semistarvation diet for six months developed
many of the symptoms seen in anorexia nervosa and bulimia
nervosa (Keys et al., 1950).
Persons with anorexia nervosa also think in distorted ways.
They usually have a low opinion of their body shape, for
example, and consider themselves unattractive (Boone et al.,
2014; Siep et al., 2011). In addition, they are likely to
overestimate their actual proportions. While most women in
Western society overestimate their body size, the estimates of
those with anorexia nervosa are particularly high. In one of her
classic books on eating disorders, Hilde Bruch, a pioneer in this
field, recalled the self-perceptions of a 23-year-old patient:
I look in a full-length mirror at least four or five times daily
and I really cannot see myself as too thin. Sometimes after
several days of strict dieting, I feel that my shape is tolerable,
but most of the time, odd as it may seem, I look in the mirror
and believe that I am too fat.
(Bruch, 1973)
This tendency to overestimate body size has been tested in the
laboratory (Delinsky, 2011; Farrell, Lee, & Shafran, 2005). In a
popular assessment technique, research participants look at a
photograph of themselves through an adjustable lens. They are
asked to adjust the lens until the image that they see matches
their actual body size. The image can be made to vary from 20
percent thinner to 20 percent larger than actual appearance. In
one study, more than half of the individuals with anorexia
nervosa overestimated their body size, stopping the lens when
8. the image was larger than they actually were.
Seeing is deceiving In one research technique, people look at
photographs of themselves through a special lens and adjust the
lens until they see what they believe is their actual image. A
research participant may change her actual image (left) from 20
percent thinner (middle) to 20 percent larger (right).
The distorted thinking of anorexia nervosa also takes the form
of certain maladaptive attitudes and misperceptions (Alvarenga
et al., 2014; Fairburn et al., 2008). Sufferers tend to hold such
beliefs as “I must be perfect in every way”; “I will become a
better person if I deprive myself “; and “I can avoid guilt by not
eating.”
People with anorexia nervosa also have certain psychological
problems, such as depression, anxiety, low self-esteem, and
insomnia or other sleep disturbances (Forsén Mantilla,
Bergsten, & Birgegård, 2014; Holm-Denoma et al., 2014). A
number grapple with substance abuse (Mann et al., 2014;
Steiger & Israel, 2010). And many display obsessive-
compulsive patterns (Degortes et al., 2014; Friederich &
Herzog, 2011). They may set rigid rules for food preparation or
even cut food into specific shapes. Broader obsessive-
compulsive patterns are common as well. Many, for example,
exercise compulsively, prioritizing exercise over most other
activities in their lives (Fairburn et al., 2008). In some research,
people with anorexia nervosa and others with obsessive-
compulsive disorder score equally high for obsessiveness and
compulsiveness. Finally, persons with anorexia nervosa tend to
be perfectionistic, a characteristic that typically precedes the
onset of the disorder (Boone et al., 2014).Medical Problems
The starvation habits of anorexia nervosa cause medical
problems (Faje et al., 2014; Suokas et al., 2014; Oflaz et al.,
2013). Women develop amenorrhea, the absence of menstrual
cycles. Other problems include lowered body temperature, low
blood pressure, body swelling, reduced bone mineral density,
and slow heart rate. Metabolic and electrolyte imbalances also
9. may occur and can lead to death by heart failure or circulatory
collapse. The poor nutrition of people with anorexia nervosa
may also cause skin to become rough, dry, and cracked; nails to
become brittle; and hands and feet to be cold and blue. Some
people lose hair from the scalp, and some grow lanugo (the fine,
silky hair that covers some newborns) on their trunk,
extremities, and face. Shani, the young woman whose self-
description opened this chapter, recalls how her body
deteriorated as her disorder was progressing:
Nobody knew that I was always cold no matter how many layers
I wore. And that my hair came out in thick wads whenever I wet
it or washed it. That I stopped menstruating. That at night I lay
awake agonizing over thoughts of the day’s consumption. That
the guilt I carried every day weighed on me like lead. That my
hipbones hurt to lie on my stomach and my coccyx hurt to sit on
the floor. And that the concave feeling in my stomach of dying
hunger left in its place an anger that would destroy all feeling.
(Raviv, 2010)
Across the generations When famous television journalist Katie
Couric interviewed popular singer Demi Lovato in 2012, it
turned out that the two had an important thing in common—
eating disorders. Lovato has spoken openly for years about her
body image issues and eating struggles, but not until this
interview did Couric reveal that she had experienced similar
problems in the past. She noted, “I wrestled with bulimia all
through college and for two years after that.”Bulimia Nervosa
table: 11-2Dx Checklist
Bulimia Nervosa
1.
Repeated binge eating episodes.
2.
Repeated performance of ill-advised compensatory behaviors
(e.g., forced vomiting) to prevent weight gain.
3.
Symptoms take place at least weekly for a period of 3 months.
10. 4.
Inappropriate influence of weight and shape on appraisal of
oneself.
(Information from: APA, 2013.)
People with bulimia nervosa—a disorder also known as binge-
purge syndrome—engage in repeated episodes of uncontrollable
overeating, or binges. A binge episode takes place over a
limited period of time, often two hours, during which the person
eats much more food than most people would eat during a
similar time span (APA, 2013). In addition, people with this
disorder repeatedly perform inappropriate compensatory
behaviors, such as forcing themselves to vomit; misusing
laxatives, diuretics, or enemas; fasting; or exercising
excessively (see Table 11-2). Lindsey, a woman who has since
recovered from bulimia nervosa, describes a morning during her
disorder:
Today I am going to be really good and that means eating
certain predetermined portions of food and not taking one more
bite than I think I am allowed. I am very careful to see that I
don’t take more than Doug does. I judge by his body. I can feel
the tension building. I wish Doug would hurry up and leave so I
can get going!
As soon as he shuts the door, I try to get involved with one of
the myriad of responsibilities on the list. I hate them all! I just
want to crawl into a hole. I don’t want to do anything. I’d rather
eat. I am alone, I am nervous, I am no good, I always do
everything wrong anyway, I am not in control, I can’t make it
through the day, I just know it. It has been the same for so long.
I remember the starchy cereal I ate for breakfast. I am into the
bathroom and onto the scale. It measures the same, but I don’t
want to stay the same! I want to be thinner! I look in the mirror,
I think my thighs are ugly and deformed looking. I see a lumpy,
clumsy, pear-shaped wimp. There is always something wrong
with what I see. I feel frustrated trapped in this body and I don’t
know what to do about it.
I float to the refrigerator knowing exactly what is there. I begin
11. with last night’s brownies. I always begin with the sweets. At
first I try to make it look like nothing is missing, but my
appetite is huge and I resolve to make another batch of
brownies. I know there is half of a bag of cookies in the
bathroom, thrown out the night before, and I polish them off
immediately. I take some milk so my vomiting will be smoother.
I like the full feeling I get after downing a big glass. I get out
six pieces of bread and toast one side in the broiler, turn them
over and load them with patties of butter and put them under the
broiler again till they are bubbling. I take all six pieces on a
plate to the television and go back for a bowl of cereal and a
banana to have along with them. Before the last toast is
finished, I am already preparing the next batch of six more
pieces. Maybe another brownie or five, and a couple of large
bowlfuls of ice cream, yogurt or cottage cheese. My stomach is
stretched into a huge ball below my ribcage. I know I’ll have to
go into the bathroom soon, but I want to postpone it. I am in
never-never land. I am waiting, feeling the pressure, pacing the
floor in and out of the rooms. Time is passing. Time is passing.
It is getting to be time.
I wander aimlessly through each of the rooms again tidying,
making the whole house neat and put back together. I finally
make the turn into the bathroom. I brace my feet, pull my hair
back and stick my finger down my throat, stroking twice, and
get up a huge pile of food. Three times, four and another pile of
food. I can see everything come back. I am glad to see those
brownies because they are SO fattening. The rhythm of the
emptying is broken and my head is beginning to hurt. I stand up
feeling dizzy, empty and weak. The whole episode has taken
about an hour.
(Hall & Cohn, 2010, p. 1; Hall, 1980 pp. 5–6)
BETWEEN THE LINES
Royal Bulimia?
During her three years as queen of England, Anne Boleyn, King
Henry VIII’s second wife, displayed a habit, first observed
12. during her coronation banquet, of vomiting during meals. In
fact, she assigned a lady-in-waiting the task of holding up a
sheet when the queen looked likely to vomit (Shaw, 2004).
Like anorexia nervosa, bulimia nervosa usually occurs in
females, again in 90 to 95 percent of the cases (Sanftner &
Tantillo, 2011). It begins in adolescence or young adulthood
(most often between 15 and 20 years of age) and often lasts for
years, with periodic letup (Stice et al., 2013). The weight of
people with bulimia nervosa usually stays within a normal
range, although it may fluctuate markedly within that range.
Some people with this disorder, however, become seriously
underweight and may eventually qualify for a diagnosis of
anorexia nervosa instead (see Figure 11-1).
figure11-1Overlapping patterns of anorexia nervosa, bulimia
nervosa, and obesity
Some people with anorexia nervosa binge and purge their way
to weight loss, and some obese people binge eat. However, most
people with bulimia nervosa are not obese, and most overweight
people do not binge eat.
Many teenagers and young adults go on occasional eating
binges or experiment with vomiting or laxatives after they hear
about these behaviors from their friends or the media. Indeed,
according to global studies, 25 to 50 percent of all students
report periodic binge eating or self-induced vomiting (Ekern,
2014; Zerbe, 2008; McDermott & Jaffa, 2005). Only some of
these individuals, however, qualify for a diagnosis of bulimia
nervosa. Surveys in several Western countries suggest that as
many as 5 percent of women develop the full syndrome (Ekern,
2014; Touchette et al., 2011). Among college students the rate
may be much higher (Zerbe, 2008).
Eating for sport Many people go on occasional eating binges. In
fact, sometimes binges are officially endorsed, as you see in
this photo from the annual Nathan’s Famous International Hot
Dog Eating Contest in Brooklyn’s Coney Island, New York.
13. However, people are considered to have an eating disorder only
when the binges recur, the pattern endures, and the issues of
weight or shape dominate self-evaluation.Binges
People with bulimia nervosa may have between 1 and 30 binge
episodes per week (Fairburn et al., 2008). In most cases, they
carry out the binges in secret. The person eats massive amounts
of food very rapidly, with minimal chewing—usually sweet,
high-calorie foods with a soft texture, such as ice cream,
cookies, doughnuts, and sandwiches. The food is hardly tasted
or thought about. Binge eaters consume an average of 3400
calories during an episode. Some individuals consume as many
as 10,000 calories.
Binges are usually preceded by feelings of great tension. The
person feels irritable, “unreal,” and powerless to control an
overwhelming need to eat “forbidden” foods. During the binge,
the person feels unable to stop eating (APA, 2013). Although
the binge itself may be experienced as pleasurable in the sense
that it relieves the unbearable tension, it is followed by feelings
of extreme self-blame, shame, guilt, and depression, as well as
fears of gaining weight and being discovered (Sanftner &
Tantillo, 2011; Goss & Allan, 2009).Compensatory Behaviors
After a binge, people with bulimia nervosa try to compensate
for and undo its effects. Many resort to vomiting, for example.
But vomiting actually fails to prevent the absorption of half of
the calories consumed during a binge. Furthermore, repeated
vomiting affects one’s general ability to feel satiated; thus it
leads to greater hunger and more frequent and intense binges.
Similarly, the use of laxatives or diuretics largely fails to undo
the caloric effects of bingeing (Fairburn et al., 2008).
BETWEEN THE LINES
Climate Control
Women who live in warmer climates (where more revealing
clothing is worn) have lower weight, engage in more binge
eating and purging, and have more body image concerns than
women who live in cooler climates (Sloan, 2002).
14. Vomiting and other compensatory behaviors may temporarily
relieve the uncomfortable physical feelings of fullness or reduce
the feelings of anxiety and self-disgust attached to binge eating
(Stewart & Williamson, 2008). Over time, however, a cycle
develops in which purging allows more bingeing, and bingeing
necessitates more purging. The cycle eventually causes people
with the disorder to feel powerless and disgusted with
themselves (Sanftner & Tantillo, 2011; Hayaki et al., 2002).
Most recognize fully that they have an eating disorder. Lindsey,
the woman we met earlier, recalls how the pattern of binge
eating, purging, and self-disgust took hold while she was a
teenager in boarding school.
Every bite that went into my mouth was a naughty and selfish
indulgence, and I became more and more disgusted with
myself….
The first time I stuck my fingers down my throat was during the
last week of school. I saw a girl come out of the bathroom with
her face all red and her eyes puffy. She had always talked about
her weight and how she should be dieting even though her body
was really shapely. I knew instantly what she had just done and
I had to try it….
I began with breakfasts which were served buffet-style on the
main floor of the dorm. I learned which foods I could eat that
would come back up easily. When I woke in the morning, I had
to make the decision whether to stuff myself for half an hour
and throw up before class, or whether to try and make it through
the whole day without overeating…. I always thought people
noticed when I took huge portions at mealtimes, but I figured
they assumed that because I was an athlete, I burned it off….
Once a binge was under way, I did not stop until my stomach
looked pregnant and I felt like I could not swallow one more
time.
That year was the first of my nine years of obsessive eating and
throwing up…. I didn’t want to tell anyone what I was doing,
and I didn’t want to stop…. [Though] being in love or other
distractions occasionally lessened the cravings, I always
15. returned to the food.
(Hall & Cohn, 2010, p. 55; Hall, 1980, pp. 9–12)
As with anorexia nervosa, a bulimic pattern typically begins
during or after a period of intense dieting, often one that has
been successful and earned praise from family members and
friends (Stice & Pressnell, 2010; Couturier & Lock, 2006).
Studies of both animals and humans have found that normal
research participants placed on very strict diets also develop a
tendency to binge (Pankevich et al., 2010; Eifert et al., 2007).
Some of the participants in the conscientious objector
“starvation study,” for example, later binged when they were
allowed to return to regular eating, and a number of them
continued to be hungry even after large meals (Keys et al.,
1950).Bulimia Nervosa Versus Anorexia Nervosa
Miss America speaks out Kirsten Haglund is crowned Miss
America at the January 2008 pageant. During her one-year
reign, Haglund openly acknowledged her past struggles with
anorexia nervosa. In recent years, she has continued to travel
and speak about body-image issues and eating disorders. She
also has started a foundation to provide treatment services for
women who have eating disorders.
Bulimia nervosa is similar to anorexia nervosa in many ways.
Both disorders typically begin after a period of dieting by
people who are fearful of becoming obese; driven to become
thin; preoccupied with food, weight, and appearance; and
struggling with depression, anxiety, obsessiveness, and the need
to be perfect (Boone et al., 2014; Holm-Denoma et al., 2014).
People with either of the disorders have a heightened risk of
suicide attempts (Suokas et al., 2014; Keel & McCormick,
2010). Substance abuse may accompany either disorder, perhaps
beginning with the excessive use of diet pills (Mann et al.,
2014; Steiger & Israel, 2010). People with either disorder
believe that they weigh too much and look too heavy regardless
of their actual weight or appearance (Boone et al., 2014; Siep et
al., 2011) (see InfoCentral below). And both disorders are
16. marked by disturbed attitudes toward eating (Alvarenga et al.,
2014).
Yet the two disorders also differ in important ways. Although
people with either disorder worry about the opinions of others,
those with bulimia nervosa tend to be more concerned about
pleasing others, being attractive to others, and having intimate
relationships (Zerbe, 2010, 2008; Eddy et al., 2004). They also
tend to be more sexually experienced and active than people
with anorexia nervosa (Gonidakis et al., 2014). Particularly
troublesome, they are more likely to have long histories of
mood swings, become easily frustrated or bored, and have
trouble coping effectively or controlling their impulses and
strong emotions (Boone et al., 2014; Lilenfeld, 2011; Halmi,
2010). As many as one-third of those with bulimia nervosa
display the characteristics of a personality disorder, particularly
borderline personality disorder, which you will be looking at
more closely in Chapter 16 (Reas et al., 2013; Rowe et al.,
2011, 2010).
InfoCentral
BODY DISSATISFACTION
People who evaluate their weight and shape negatively are
experiencing body dissatisfaction. Around 73% of all girls and
women are dissatisfied with their bodies, compared with 56% of
all boys and men (Mintem et al., 2014). The vast majority of
dissatisfied females believe they are overweight; in contrast,
half of dissatisfied males consider themselves overweight and
half consider themselves underweight. The factors most closely
tied to body dissatisfaction are perfectionism and unrealistic
expectations (Wade & Tiggemann, 2013). Body dissatisfaction
is the single most powerful contributor to dieting and to the
development of eating disorders.
Another difference is the nature of the medical complications
that accompany the two disorders (Corega et al., 2014;
Birmingham, 2011; Mitchell & Crow, 2010). Only half of
17. women with bulimia nervosa are amenorrheic or have very
irregular menstrual periods, compared with almost all of those
with anorexia nervosa. On the other hand, repeated vomiting
bathes teeth and gums in hydrochloric acid, leading some
women with bulimia nervosa to have serious dental problems,
such as breakdown of enamel and even loss of teeth. Moreover,
frequent vomiting or chronic diarrhea (from the use of
laxatives) can cause dangerous potassium deficiencies, which
may lead to weakness, intestinal disorders, kidney disease, or
heart damage.
Turning point When soft-rock star Karen Carpenter (right)
received an award from fellow musician Emmylou Harris at the
1977 Billboard Music Awards, few people paid much attention
to her symptoms. Carpenter’s 1983 death helped change the
public’s view of anorexia nervosa.
Binge-Eating Disorder
Like those with bulimia nervosa, people with binge eating
disorder engage in repeated eating binges during which they
feel no control over their eating (APA, 2013). However, they
do not perform inappropriate compensatory behavior
(see Table 11-3). As a result of their frequent binges, around
two-thirds of people with binge-eating disorder become
overweight or even obese (Brauhardt et al., 2014; Claudino &
Morgan, 2012).
table: 11-3Dx Checklist
Binge-Eating Disorder
1.
Recurrent binge-eating episodes.
2.
Binge-eating episodes include at least three of these features: •
Unusually fast eating • Absence of hunger • Uncomfortable
fullness • Secret eating due to sense of shame • Subsequent
feelings of self-disgust, depression, or severe guilt.
3.
Significant distress.
18. 4.
Binge-eating episodes take place at least weekly over the course
of 3 months.
5.
Absence of excessive compensatory behaviors.
(Information from: APA, 2013.)
Binge-eating disorder was first recognized more than 50 years
ago as a pattern common among many overweight people
(Stunkard, 1959). It is important to recognize, however, that
most overweight people do not engage in repeated binges; their
weight results from frequent overeating and/or a combination of
biological, psychological, and sociocultural factors (ANAD,
2014; Claudino & Morgan 2012).
Between 2 and 7 percent of the population have binge-eating
disorder (Smink et al., 2013; Stice et al., 2013; Hudson et al.,
2007). The binges that characterize this pattern are similar to
those seen in bulimia nervosa, particularly the amount of food
eaten and the sense of loss of control experienced during the
binge. Moreover, like people with bulimia nervosa or anorexia
nervosa, those with binge-eating disorder typically are
preoccupied with food, weight, and appearance; base their
evaluation of themselves largely on their weight and shape;
misperceive their body size and are extremely dissatisfied with
their body; struggle with feelings of depression, anxiety, and
perfectionism; may abuse substances; and typically first develop
the disorder in adolescence or young adulthood (Brauhardt et
al., 2014; Pearl et al., 2014; Stice et al., 2013). On the other
hand, although they aspire to limit their eating, people with
binge-eating disorder are not as driven to thinness as those with
anorexia nervosa and bulimia nervosa. Also, unlike the other
eating disorders, binge-eating disorder does not necessarily
begin with efforts at extreme dieting. Nor are there large gender
differences in the prevalence of binge-eating disorder (ANAD,
2014; Grucza et al., 2007).