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In 1910, the non-agricultural working force was made up of approximately 38 million men and women, many of whom labored in factories. Frustrated by exploitive working conditions and terrible poverty, some Americans started to protest. They were joined by artists, journalists, politicians, and intellectuals who adopted their cause. As a whole, these reformers were known as Progressives. Select one of the following groups that included members sympathetic to the Progressive cause: Factory workers Union organizers Photographers Writers and journalists Create a 3 slide presentation, using Microsoft ® PowerPoint ® , in which you address the following: Identify several key members of the selected group. Discuss the selected group's position on reform. Discuss how the selected group contributed to positive change. Highlight your data with visuals, such as pictures, graphs, etc. Use detailed speaker notes for each slide. Cite your reference sources according to appropriate course level APA guidelines. .
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In 1910, the non-agricultural working force was made up of approxima.docx
In 1910, the non-agricultural working force was made up of approximately 38 million men and women, many of whom labored in factories. Frustrated by exploitive working conditions and terrible poverty, some Americans started to protest. They were joined by artists, journalists, politicians, and intellectuals who adopted their cause. As a whole, these reformers were known as Progressives.
Select
one of the following groups that included members sympathetic to the Progressive cause:
Factory workers
Union organizers
Photographers
Writers and journalists
Feminists
Elected officials
Settlement House founders
Socialists and Communists
Create
a 3- to 4-slide presentation, using Microsoft
®
PowerPoint
®
or another multimedia tool, in which you address the following:
Identify several key members of the selected group.
Discuss the selected group’s position on reform.
Discuss how the selected group contributed to positive change.
Cite
your reference sources consistent with APA guidelines.
Present
the Progressives presentation.
.
In 1910, the non-agricultural working force was made up of approxima
In 1910, the non-agricultural working force was made up of approximately 38 million men and women, many of whom labored in factories. Frustrated by exploitive working conditions and terrible poverty, some Americans started to protest. They were joined by artists, journalists, politicians, and intellectuals who adopted their cause. As a whole, these reformers were known as Progressives.
Select
one of the following groups that included members sympathetic to the Progressive cause:
Factory workers
Union organizers
Photographers
Writers and journalists
Feminists
Elected officials
Settlement House founders
Socialists and Communists
Create
a 3- to 4-slide presentation, using Microsoft® PowerPoint® or another multimedia tool, in which you address the following:
Identify several key members of the selected group.
Discuss the selected group's position on reform.
Discuss how the selected group contributed to positive change.
Cite
your reference sources according to appropriate course level APA guidelines.
...
HST 165 WEEK 2 The Progressives
Factory workers, union organizers, writers and journalists, and settlement house founders were among the groups that included members sympathetic to the Progressive cause in the early 1900s. Frustrated by exploitive working conditions and poverty, some Americans started protesting and were joined by reformers from these groups who adopted their cause. As a whole, these reformers worked for positive change and were known as Progressives.
In 1910, the non-agricultural working force was made up of approxima.docx
In 1910, the non-agricultural working force was made up of approximately 38 million men and women, many of whom labored in factories. Frustrated by exploitive working conditions and terrible poverty, some Americans started to protest. They were joined by artists, journalists, politicians, and intellectuals who adopted their cause. As a whole, these reformers were known as Progressives.
In class or via private message you will sign up for one of the following groups that included members sympathetic to the Progressive cause:
Factory workers
Union organizers
Photographers
Journalists
Feminists
Politicians
Settlement House founders (Jane Addams)
Socialists
Communists
Create an 8- to 12-slide presentation, using Prezi® Presentation or another multimedia tool with in text citations connected to your sources, in which you address the following:
Identify one key individual of the selected group
Provide background information on the individual and their personal philosophies
Discuss how the individual was connected to the Progressive Movement
Discuss how the selected individual contributed to societal change
Cite your reference sources consistent with APA guidelines included on the final slide. It is recommended that you copy and paste all text into a Word Document and run it through Plagiarism Checker to avoid unintentional plagiarism.
Present the Progressives presentation during class. Your presentation should last for approximately 5-7 minutes.
.
For part 1 choose ONLY 1 essay question from the list below.docx
For part 1
choose ONLY 1 essay question from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.
Part 1 Essay Questions:
1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms?
2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer.
3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece.
4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement?
5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans.
6 - Explain how Americans used the language of freedom when discussing foreign policy. Look specifically at the foreign policies of Roosevelt, Taft, and Wilson in your answer. Did the meaning of freedom change with each administration or stay constant?
7 - It is April 1917, you are a member of Congress, and President Wilson wants a declaration of war. Justify your vote for or against war with Germany.
8 - Examine the restrictions placed on freedom during World War I. Be sure to analyze Debs’s piece in “Voices of Freedom,” the Committee on Public Information, and “coercive patriotism.”
9 - Compare the political ideas of W. E. B. Du Bois and Marcus Garvey. What were the similarities (if any)? What were the differences?
10 - Examine and analyze Woodrow Wilson’s ideas about foreign policy. To what extent did Wilson put into practice his stated ideas?
For part 2
choose ONLY 1 essay question from the list below, which covers chapters 20 and 21 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions:
1 - After World War I and more than twenty years of reform, Americans became much more conservative in the 1920s. In fact, Reinhold Niebuhr stated that America was “rapidly becoming the most conservative nation on earth.” Give examples that defend this perce ...
Economic, Political, and Social Adversity Challenges a Nation .docx
: Economic, Political, and Social Adversity Challenges a Nation
Complete both parts of this assignment.
Part A: Post-Watergate Presidencies
Choose five events during the 1970s from the following list.
Identify the basic facts, dates, and purpose of the event in two to three sentences in the “Identify” column.
Include why the event is significant in the “Significance” column.
Add a reference for your material in the “Reference” column.
Post-Watergate Public Opinion
The Arab Oil Embargo
Stagflation
High Interest Rates
The Crisis of Confidence
Energy crisis
The Iranian Hostage Crisis
The Sagebrush Rebellion
OPEC
Gerald Ford
Jimmy Carter
Panama Canal
Event
Identify
Significance
Reference
Part B: Select and complete one of the following:
Option 1: Pop and Media Culture of the 1970s
Option 2: 1970s Sitcoms
Option 1: Pop and Media Culture of the 1970s
Resource: Moving On, Ch.13 section, “Conflict and Diversity: Hollywood’s Visions of the 1970s” through “Television and the Ascendary of the Media Culture.”
Create a five- to eight-slide Microsoft® PowerPoint® presentation on media culture and how it reflected American society in the 1970s. You may explore one of the following: movies, television shows, or music bands.
Include five 1970s movies, television shows, or bands and address how each of these artistic venues mirrored American culture in the 1970s. For example, if you select The Mary Tyler Moore Show you would need to address how this show represented the modern feminist movement. Your presentation must include a written component. Use the speaker notes section to include specific factual information and detailed descriptions of experiences, key figures, or other relevant data about your selections.
Use one source other than your textbook and include speaker notes with the presentation slides.
Include a title slide, introductory slide, and references slides; however, these do not count towards the five- to eight-slide requirement.
Format your assignment according to appropriate course-level APA guidelines.
Technology Trends Worksheet
HCS/483 Version 7
1
University of Phoenix Material
Technology Trends Worksheet
Imagine you work for a health care organization and have been asked to develop a proposal on how the organization might adopt a technology trend to improve the quality of the health care delivered to organization members.
Examples of technology trends:
· Telemedicine
· Optical imagery for diagnosing disease
· Electronic health records
· Telehealth
· Video translation services
· Dictation services (e.g., Dragon NaturallySpeaking)
· Medical equipment
· Health care robots
· Neural engineering
· Intelligent mobile devices
· National health care information network
· A technology trend approved by your faculty
Select and research two technology trends.
Complete the table below by explaining the trend’s use, the effect of the trend on the health care industry, the benefits of adapting the sele ...
Choose from a variety of media forms a TV program (a sitcom, drama,.docx
Choose from a variety of media forms: a TV program (a sitcom, drama, news program, etc.), radio program, film, or a story in a popular magazine or newspaper.
Include in your paper the following sections, clearly labeled:
An introduction section in which you briefly summarize the media piece you chose to analyze.
A section in which you discuss how the media piece you chose is an agent of socialization. Be sure to refer to and properly cite the course material in this section.
A section in which you analyze the media you chose, using a sociological perspective. Apply at least three sociological concepts you’ve learned throughout the course. Examples of sociological concepts include gender roles, authority, stereotype, ethnic group, class, and deviance. In this section, discuss which of the major sociological theories (functionalist, conflict, interactionist) you think is most useful for understanding your media piece and why. Be sure to refer to and properly cite the course material in this section.
A conclusion section in which you summarize your main points.
Your Media Analysis submission should contain four to six pages of text (double-spaced), not including a title and reference page. Submissions should be in APA format.
In the reference list, cite the course text (which also should be referenced in the body of your paper to support your points, as noted above) and provide a citation for the media piece you chose. Outside sources are not required, but if used should be cited properly in APA format.
.
Uncovering problems at the turn of century
The document provides instructions for students to take on the role of "muckrakers" investigating problems at the turn of the 20th century, having them complete a mock investigative report for a magazine covering issues such as urban living conditions, workplace hazards, and political corruption. Students are guided through researching a topic, taking notes in the field, writing vivid articles, and designing a mock publication to share their findings with the class in order to understand the work of early investigative journalists.
Recommended
In 1910, the non-agricultural working force was made up of approxima.docx
In 1910, the non-agricultural working force was made up of approximately 38 million men and women, many of whom labored in factories. Frustrated by exploitive working conditions and terrible poverty, some Americans started to protest. They were joined by artists, journalists, politicians, and intellectuals who adopted their cause. As a whole, these reformers were known as Progressives.
Select
one of the following groups that included members sympathetic to the Progressive cause:
Factory workers
Union organizers
Photographers
Writers and journalists
Feminists
Elected officials
Settlement House founders
Socialists and Communists
Create
a 3- to 4-slide presentation, using Microsoft
®
PowerPoint
®
or another multimedia tool, in which you address the following:
Identify several key members of the selected group.
Discuss the selected group’s position on reform.
Discuss how the selected group contributed to positive change.
Cite
your reference sources consistent with APA guidelines.
Present
the Progressives presentation.
.
In 1910, the non-agricultural working force was made up of approxima
In 1910, the non-agricultural working force was made up of approximately 38 million men and women, many of whom labored in factories. Frustrated by exploitive working conditions and terrible poverty, some Americans started to protest. They were joined by artists, journalists, politicians, and intellectuals who adopted their cause. As a whole, these reformers were known as Progressives.
Select
one of the following groups that included members sympathetic to the Progressive cause:
Factory workers
Union organizers
Photographers
Writers and journalists
Feminists
Elected officials
Settlement House founders
Socialists and Communists
Create
a 3- to 4-slide presentation, using Microsoft® PowerPoint® or another multimedia tool, in which you address the following:
Identify several key members of the selected group.
Discuss the selected group's position on reform.
Discuss how the selected group contributed to positive change.
Cite
your reference sources according to appropriate course level APA guidelines.
...
HST 165 WEEK 2 The Progressives
Factory workers, union organizers, writers and journalists, and settlement house founders were among the groups that included members sympathetic to the Progressive cause in the early 1900s. Frustrated by exploitive working conditions and poverty, some Americans started protesting and were joined by reformers from these groups who adopted their cause. As a whole, these reformers worked for positive change and were known as Progressives.
In 1910, the non-agricultural working force was made up of approxima.docx
In 1910, the non-agricultural working force was made up of approximately 38 million men and women, many of whom labored in factories. Frustrated by exploitive working conditions and terrible poverty, some Americans started to protest. They were joined by artists, journalists, politicians, and intellectuals who adopted their cause. As a whole, these reformers were known as Progressives.
In class or via private message you will sign up for one of the following groups that included members sympathetic to the Progressive cause:
Factory workers
Union organizers
Photographers
Journalists
Feminists
Politicians
Settlement House founders (Jane Addams)
Socialists
Communists
Create an 8- to 12-slide presentation, using Prezi® Presentation or another multimedia tool with in text citations connected to your sources, in which you address the following:
Identify one key individual of the selected group
Provide background information on the individual and their personal philosophies
Discuss how the individual was connected to the Progressive Movement
Discuss how the selected individual contributed to societal change
Cite your reference sources consistent with APA guidelines included on the final slide. It is recommended that you copy and paste all text into a Word Document and run it through Plagiarism Checker to avoid unintentional plagiarism.
Present the Progressives presentation during class. Your presentation should last for approximately 5-7 minutes.
.
For part 1 choose ONLY 1 essay question from the list below.docx
For part 1
choose ONLY 1 essay question from the list below, which covers chapters 18 and 19 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.
Part 1 Essay Questions:
1 - In what ways was the Progressive era a period that saw both the expansion and the restriction of political and economic freedoms?
2 - Analyze the various roles women played during the Progressive era, from social reformer, to feminist, to suffragist. How did various women define freedom? Be sure to distinguish between different types of women and include the “Voices of Freedom” excerpt in your answer.
3 - Freedom of expression was given new meaning by labor in the Progressive age. Thinking back to previous chapters, compare the various movements to expand the meaning of freedom of expression—from the Alien and Sedition Acts to the abolitionists in the antebellum era—with the labor movement in the Progressive age. Use the “Voices of Freedom” piece.
4 - Compare the Populist and Progressive movements. Critically analyze why the Progressive movement seemed to have more success. What were the limitations of the Populist movement?
5 - Compare the presidencies of Roosevelt, Taft, and Wilson. What made them Progressive presidents? Identify what you believe to be the most important pieces of legislation passed during each administration. Why are these so significant? Finally, be sure to indicate what each president did to expand the meaning of freedom for Americans.
6 - Explain how Americans used the language of freedom when discussing foreign policy. Look specifically at the foreign policies of Roosevelt, Taft, and Wilson in your answer. Did the meaning of freedom change with each administration or stay constant?
7 - It is April 1917, you are a member of Congress, and President Wilson wants a declaration of war. Justify your vote for or against war with Germany.
8 - Examine the restrictions placed on freedom during World War I. Be sure to analyze Debs’s piece in “Voices of Freedom,” the Committee on Public Information, and “coercive patriotism.”
9 - Compare the political ideas of W. E. B. Du Bois and Marcus Garvey. What were the similarities (if any)? What were the differences?
10 - Examine and analyze Woodrow Wilson’s ideas about foreign policy. To what extent did Wilson put into practice his stated ideas?
For part 2
choose ONLY 1 essay question from the list below, which covers chapters 20 and 21 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions:
1 - After World War I and more than twenty years of reform, Americans became much more conservative in the 1920s. In fact, Reinhold Niebuhr stated that America was “rapidly becoming the most conservative nation on earth.” Give examples that defend this perce ...
Economic, Political, and Social Adversity Challenges a Nation .docx
: Economic, Political, and Social Adversity Challenges a Nation
Complete both parts of this assignment.
Part A: Post-Watergate Presidencies
Choose five events during the 1970s from the following list.
Identify the basic facts, dates, and purpose of the event in two to three sentences in the “Identify” column.
Include why the event is significant in the “Significance” column.
Add a reference for your material in the “Reference” column.
Post-Watergate Public Opinion
The Arab Oil Embargo
Stagflation
High Interest Rates
The Crisis of Confidence
Energy crisis
The Iranian Hostage Crisis
The Sagebrush Rebellion
OPEC
Gerald Ford
Jimmy Carter
Panama Canal
Event
Identify
Significance
Reference
Part B: Select and complete one of the following:
Option 1: Pop and Media Culture of the 1970s
Option 2: 1970s Sitcoms
Option 1: Pop and Media Culture of the 1970s
Resource: Moving On, Ch.13 section, “Conflict and Diversity: Hollywood’s Visions of the 1970s” through “Television and the Ascendary of the Media Culture.”
Create a five- to eight-slide Microsoft® PowerPoint® presentation on media culture and how it reflected American society in the 1970s. You may explore one of the following: movies, television shows, or music bands.
Include five 1970s movies, television shows, or bands and address how each of these artistic venues mirrored American culture in the 1970s. For example, if you select The Mary Tyler Moore Show you would need to address how this show represented the modern feminist movement. Your presentation must include a written component. Use the speaker notes section to include specific factual information and detailed descriptions of experiences, key figures, or other relevant data about your selections.
Use one source other than your textbook and include speaker notes with the presentation slides.
Include a title slide, introductory slide, and references slides; however, these do not count towards the five- to eight-slide requirement.
Format your assignment according to appropriate course-level APA guidelines.
Technology Trends Worksheet
HCS/483 Version 7
1
University of Phoenix Material
Technology Trends Worksheet
Imagine you work for a health care organization and have been asked to develop a proposal on how the organization might adopt a technology trend to improve the quality of the health care delivered to organization members.
Examples of technology trends:
· Telemedicine
· Optical imagery for diagnosing disease
· Electronic health records
· Telehealth
· Video translation services
· Dictation services (e.g., Dragon NaturallySpeaking)
· Medical equipment
· Health care robots
· Neural engineering
· Intelligent mobile devices
· National health care information network
· A technology trend approved by your faculty
Select and research two technology trends.
Complete the table below by explaining the trend’s use, the effect of the trend on the health care industry, the benefits of adapting the sele ...
Choose from a variety of media forms a TV program (a sitcom, drama,.docx
Choose from a variety of media forms: a TV program (a sitcom, drama, news program, etc.), radio program, film, or a story in a popular magazine or newspaper.
Include in your paper the following sections, clearly labeled:
An introduction section in which you briefly summarize the media piece you chose to analyze.
A section in which you discuss how the media piece you chose is an agent of socialization. Be sure to refer to and properly cite the course material in this section.
A section in which you analyze the media you chose, using a sociological perspective. Apply at least three sociological concepts you’ve learned throughout the course. Examples of sociological concepts include gender roles, authority, stereotype, ethnic group, class, and deviance. In this section, discuss which of the major sociological theories (functionalist, conflict, interactionist) you think is most useful for understanding your media piece and why. Be sure to refer to and properly cite the course material in this section.
A conclusion section in which you summarize your main points.
Your Media Analysis submission should contain four to six pages of text (double-spaced), not including a title and reference page. Submissions should be in APA format.
In the reference list, cite the course text (which also should be referenced in the body of your paper to support your points, as noted above) and provide a citation for the media piece you chose. Outside sources are not required, but if used should be cited properly in APA format.
.
Uncovering problems at the turn of century
The document provides instructions for students to take on the role of "muckrakers" investigating problems at the turn of the 20th century, having them complete a mock investigative report for a magazine covering issues such as urban living conditions, workplace hazards, and political corruption. Students are guided through researching a topic, taking notes in the field, writing vivid articles, and designing a mock publication to share their findings with the class in order to understand the work of early investigative journalists.
CLINICAL SCHOLARSHIPTuberculosis Treatment for Mexican Ame.docx
CLINICAL SCHOLARSHIP
Tuberculosis Treatment for Mexican Americans Living on the
U.S.–Mexico Border
Julie Ann Zuñiga, PhD, RN1, Silvia E. Muñoz, PhD, FNP2, Mary Zuñiga Johnson, ME3, & Alexandra Garcia, PhD,
RN, FAAN4
1 Alpha Epsilon, Post-Doctoral Fellow, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA
2 Clinical Instructor of Nursing, School of Nursing, The University of Texas at Austin, Austin, TX
3 Doctoral Student, The University of Texas at Austin, Austin, TX
4 Associate Professor, School of Nursing, The University of Texas at Austin, Austin, TX
Key words
Tuberculosis, phenomenology, Mexican
Americans, public health
Correspondence
Dr. Julie Ann Zuñiga, Nell Hodgson Woodruff
School of Nursing, Emory University, 1520
Clifton Rd NE, Atlanta, GA 30322.
E-mail: [email protected]
Accepted: January 12, 2014
doi: 10.1111/jnu.12071
Abstract
Purpose: This study produced a rich description of the lived experiences of
tuberculosis (TB) treatment among Mexican Americans living in the Lower
Rio Grande Valley (LRGV) of Texas.
Design: This qualitative study used phenomenological methodology, guided
by Merleau-Ponty’s philosophical framework, particularly his theories on
mind–body influence, fabric of relationships, importance of culture, and equi-
librium. A purposive sample was recruited through TB clinics in four south
Texas border counties: Hidalgo, Cameron, Starr, and Willacy, which make up
the LRGV. Interviews from 18 participants—5 women and 13 men—were con-
ducted in the participant’s preferred language. Interviews were analyzed for
common themes as described by Cohen Kahn and Steeves.
Findings: The majority of interviews were conducted in Spanish. Five themes
were discovered: (a) day-to-day life during Directly Observed Therapy treat-
ment, (b) signs and symptoms, (c) familismo, (d) living on the border, and (e)
stigma.
Conclusions: TB treatment can create a high level of patient burden. The
participants in TB treatment in the LRGV on the Texas-Mexico border reported
a high level of stigma. Due to this stigma, patients struggled to find a balance
between exposure to stigma and the support from family that buoyed them
through treatment.
Clinical Relevance: The findings support the importance of addressing
stigma and the resulting sense of isolation in patients being treated for TB, per-
haps through bolstering support from family and healthcare providers, which
is relevant for public health professionals working in regions with high rates of
TB.
Over 20 years ago, the World Health Organization (WHO)
recommended that patients with active tuberculosis (TB)
be monitored on a daily basis through the Directly Ob-
served Therapy Short Course (DOTS) program to improve
outcomes, decrease incidence, and decrease resistance to
treatment (WHO, 2011). In DOTS, a trained healthcare
representative watches a TB patient swallow each dose
of TB medication, ensuring that the patient takes every
dose of the prescribed antibiot.
cmdfile.txtsleep 5ls -latrsleep 3pwdsleep 1wc .docx
cmdfile.txt
sleep 5
ls -latr
sleep 3
pwd
sleep 1
wc /etc/passwd
CommandNode.c
#include <unistd.h>
#include <stdio.h>
#include <stdlib.h>
#include <string.h>
#include "CommandNode.h"
/**
*CommandNode.c
*The function bodies for a linked list of commands
**/
/**
Example of linked list initialization in code:
//First command node (head of list)
headCommand = (CommandNode*)malloc(sizeof(CommandNode));
CreateCommandNode(headCommand, command, index, NULL);
index = 1;
.....
//Later command nodes
while ((linesize = getline(&line, &len, fp)) >= 0) {
...
index++;
nextCommand1 = (CommandNode*)malloc(sizeof(CommandNode));
CreateCommandNode(nextCommand1, command, index, NULL);
InsertCommandAfter(headCommand, nextCommand1);
}
**/
//create a new command node. usually nextCmd can be NULL and function InsertCommandAfter can be called to insert after head node.
void CreateCommandNode(CommandNode* thisNode, char cmd[20][20], int ind, CommandNode* nextCmd) {
//this is useful if you store a string (char *): strcpy(thisNode->command, cmd);
for (int i = 0; i < 20; i++)
for (int j = 0; j < 20; j++)
thisNode->command[i][j] = cmd[i][j];
thisNode->index = ind;
thisNode->nextCommandPtr = nextCmd;
return;
}
//insert node newNode after thisNode
void InsertCommandAfter(CommandNode* thisNode, CommandNode* newNode) {
CommandNode* tmpNext = NULL;
tmpNext = thisNode->nextCommandPtr;
thisNode->nextCommandPtr = newNode;
newNode->nextCommandPtr = tmpNext;
return;
}
//get next command node in linked list
CommandNode* GetNextCommand(CommandNode* thisNode) {
return thisNode->nextCommandPtr;
}
//find a command based on the pid
CommandNode* FindCommand(CommandNode* cmd, int pid) {
CommandNode* tmpNext = cmd;
while (tmpNext != NULL) {
if (tmpNext->PID == pid) { return tmpNext; }
tmpNext = tmpNext->nextCommandPtr;
}
return NULL;
}
CommandNode.h
/**
*CommandNode.h
*The struct for a Command Node and function prototypes for a linked list of commands
**/
typedef struct command_struct {
char command[20][20];
int index;
int PID;
int starttime;
struct command_struct* nextCommandPtr;
} CommandNode;
void CreateCommandNode(CommandNode* thisNode, char cmd[20][20], int ind, CommandNode* nextCmd);
void InsertCommandAfter(CommandNode* thisNode, CommandNode* newNode);
CommandNode* GetNextCommand(CommandNode* thisNode);
CommandNode* FindCommand(CommandNode* cmd, int pid);
HWdetails&helperFile/HW_details1.jpg
HWdetails&helperFile/HW_details1_1.jpg
HWdetails&helperFile/read_parse_file.c
#define _GNU_SOURCE
#include <stdio.h>
#include <stdlib.h>
#include <string.h>
int main(void)
{
FILE * fp;
char * line = NULL;
size_t len = 0;
ssize_t read;
char newString[20][20];
int i,j,ctr;
fp = fopen("commands.txt", "r");
if (fp == NULL)
exit.
CLOUD COMPUTINGAssessment item 3 - AWS implementation – 10Ove.docx
CLOUD COMPUTING
Assessment item 3 - AWS implementation – 10%
Overview
This assessment item requires you to produce a short report for some of the Technical and
Development staff of DSI.
Task
DSI is starting to migrate some of its applications and services to a public cloud. Many of the technical staff have had no experience in the Cloud and are concerned about this process. You have recommended to DSI management that they should consider the use of microservices as part of their application architecture. DSI now want you to redesign one of their monolithic applications as a microservice application DSI has an old and image and video processing application. This is used by a number of DSI customers to upload images and videos for inclusion in spatial layers for their own use. DSI create the specialised layer for each customer and supply it to them when complete. The application has a number of modules as shown in Figure 1, below. Some of these modules may not need any development work done on them for long periods of time as their functions and outputs are relatively stable. Other modules though can be modified quite frequently as changes occur in the Industry. Other modules experience great peaks in workload which often slows services to DSI customers.
1. You are to assess each of the modules shown in Figure 1 above, and determine:
a. Which modules are likely to be relatively stable, a together with the reasons for this
categorisation,
b. Which modules are likely to require frequent modification, together with the reasons
for this categorisation,
c. Which modules are likely to experience workload peaks, together with the reasons for
this categorisation.
2. DSI wants to transition to a microservice approach with the Image and Video Processing Application. But they want to move in a phased approach so that they can handle the workload peaks first.
a. Which modules should be refactored first?
b. Discuss how a move to a microservice approach for these modules would resolve
issues around workload peaks?
3. Discuss how a move to a microservice approach will improve DSI’s ability to maintain high availability for this application.
4. Draw a diagram that shows the architecture of the Image and Video Processing Application after the transition to a microservice approach.
RATIONALE
SUBJECT LEARNING OUTCOMES
This assessment task will assess the following learning outcome/s:
• be able to compare and evaluate the ability of different cloud computing architectures to meet a set of given business requirements.
• be able to evaluate a set of business requirements to determine suitability for a cloud computing delivery model.
• be able to identify and design an ICT Risk Management strategy for a cloud computing delivery plan to meet business requirements.
• be able to critically analyse business requirements to plan a migration to a cloud model.
KS1029
Case Number 1588.0
This case was written b.
Clinical Case Studies8(6) 417 –423© The Author(s) 2009.docx
Clinical Case Studies
8(6) 417 –423
© The Author(s) 2009
Reprints and permission: http://www.
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1534650109351930
http://ccs.sagepub.com
Psychotherapy of
Schizophrenia: A Brief History
and the Potential to Promote
Recovery
Paul H. Lysaker1 and Steven M. Silverstein2
Abstract
With growing awareness of the likelihood of recovery from schizophrenia, interest has
arisen about the potential role of psychotherapy within emerging treatment regimens. Could
psychotherapy uniquely promote recovery by addressing symptoms, the achievement of
psychosocial milestones, and/or helping to enhance the extent to which persons diagnosed with
schizophrenia experience themselves as meaningful agents in the world? As an introduction to
a set of case studies of how psychotherapy can promote recovery this article briefly reviews
the history of the psychotherapy of schizophrenia. In particular the appearance and course
of psychoanalytically oriented treatments, as well as cognitively and interpersonally based
treatments are detailed. Evidence supporting these approaches and remaining questions for
research are discussed.
Keywords
schizophrenia, recovery, psychotherapy, psychosis
Recent reviews have suggested that contrary to long-standing pessimistic views, most people with
schizophrenia do not experience lifelong dysfunction. Instead, most with this condition move
meaningfully toward or achieve recovery over the course of their lives (Bellack, 2006; Lysaker &
Buck, 2008; Silverstein, Spaulding, & Menditto, 2006). They may not only experience improve-
ments with regard to symptoms or function, but also positive changes in how persons think about
and experience themselves as individual human beings in the world (Resnick, Rosenheck, &
Lehman, 2004; Roe, 2001; Silverstein & Bellack, 2008). As a result of growing awareness of this
possibility, interest has arisen in whether some forms of psychotherapy could play an important
role in treatment. Given literature suggesting psychotherapy may help a wide range of people
without psychosis to develop both a richer sense of self and a more adaptive self-concept
(Hermans & Dimaggio, 2005), it is now asked whether it could do the same for many with schizo-
phrenia and thereby uniquely promote recovery (Lysaker & Lysaker, 2008).
To explore this question and a wide range of related concerns, this issue of Clinical Case Stud-
ies is devoted to case studies of the processes by which individual psychotherapy can promote
recovery. Therapies which range from office to community based and from existential to
1Indiana University School of Medicine
2University of Medicine and Dentistry of New Jersey, Piscataway
Corresponding Author:
Paul H. Lysaker, 1481 West 10 street, Indiana University School of Medicine, Indianapolis, IN 46202
Email: [email protected]
418 Clinical Case Studies 8(6)
metacognitive to cognitive behavioral are presented with the unifying q.
Clinical Case Studies8(5) 383 –402© The Author(s) 2009.docx
Clinical Case Studies
8(5) 383 –402
© The Author(s) 2009
Reprints and permission: http://www.
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1534650109345004
http://ccs.sagepub.com
Culturally Sensitive Treatment
of Anger in African American
Women: A Single Case Study
A. Antonio González-Prendes and Shirley A. Thomas
Abstract
Culturally sensitive clinical practice challenges practitioners to recognize the cultural significance
and importance of clients’ behaviors and belief systems. This article reports a case study of the
treatment of anger in an African American woman. Presented within a framework of cognitive-
behavioral theory, the case illuminates three important issues that influence experience and
expression of anger in African American women: the influence of gender role socialization
on the mode of anger expression; the experience of powerlessness, rooted in historical and
contemporary discriminatory and oppressive realities; and culture-related messages that
create unrealistic expectations of strength. The article addresses conceptualization, assessment,
treatment processes, and clinical strategies, as well as limitations of a single case study, implications
for practice and recommendations for future research.
Keywords
African American women, anger treatment, cultural sensitivity, cognitive-behavioral
1 Theoretical and Research Basis
Culturally sensitive treatment approaches must be able to conceptualize, recognize, and evaluate
the client’s belief system and behaviors within the context of the client’s gender, race and culture,
among other factors. This is particularly important when working with individuals from minori-
ties and other traditionally disempowered groups, whose beliefs and behaviors run the risk of
being pathologized when taken out of the context of their cultures and measured against the
standards of the dominant group. This article presents and discusses, within the framework of a
case study, central elements of a culturally sensitive approach to the treatment of anger problems
in an African American woman. The conceptual model for the treatment approach suggests that,
if anger in African American women is to be understood accurately, it must be viewed through
the twin prisms of gender and race (Thomas & González-Prendes, 2009). Previous studies have
underscored the idea that, in order to develop an accurate understanding of the emotional experi-
ence of women of color, one must be able to integrate issues related to gender, culture, and race
Wayne State University
Corresponding Author:
A. Antonio González-Prendes, Wayne State University, School of Social Work, 4756 Cass Avenue, Room #301, Detroit,
MI 48202
Email: [email protected]
384 Clinical Case Studies 8(5)
(King, 1988, 2005). More specifically, related to women’s anger, deMarraias and Tisdale (2002)
emphasized that emotions are sensitive to the contexts in which such emotions are experienced.
Therefore, we propose t.
Climate ChangeWhat every designer should know.This i.docx
Climate Change
What every designer should know.
This is a short presentation covering climate change fundamentals for design students and professionals. Climate change is an important topic for designers to be aware of and responsive to, because designers help create the world we live in. The choices designers make, in what they make, how its made, what its made of, how its used, and what happens to it after it’s disposed of, can impact large numbers of people and the environment. This is what you need to know.
1
Our planet’s climate is controlled by its atmosphere. You can see our atmosphere isn’t very big. It’s a thin protective coating stretched over the earth’s surface. But that thin protective coating is surprisingly important. Without it, our planet would have no life whatsoever. Its surface would be as barren and freezing as the moon you see in the background. A healthy atmosphere is a precondition of life.
2
Our planet has had a relatively stable and predictable climate for much of the last 10,000 years. It is no accident that agriculture began within this time period, a period characterized by relative peace and stable civilizations.
3
The climate has been so stable, we tend to completely ignore it and take it for granted, not even being aware how much we rely upon it. But we rely on a stable, predictable, and moderate climate for such basic and vital activities as growing food, placing and designing settlements, and many, many other things.
4
Here’s the entire volume of the earth’s atmosphere in comparison to the volume of the earth itself: again, not very big. Because the earth’s atmosphere is not very big, it is sensitive to relatively small changes. The composition and relative amounts of chemicals inside that little ball play a big role in how the atmosphere functions.
5
Here’s the composition and relative amounts of the chemicals inside that little ball. You can see carbon dioxide is a relatively miniscule part of the earth’s atmosphere. Yet the relative amount of this molecule and a few others has an outsized role in controlling our planet’s climate, because of how these molecules react to sunlight.
6
A large portion of the sun’s radiation is absorbed at the surface of the Earth. This heat then re-radiates back into the atmosphere, and then back out into space. The atmosphere holds on to some of that heat for a time, before it leaks back out into space.
7
Some atmospheric molecules hold onto this heat longer than others, which is why they are known as “greenhouse gases”. Like a greenhouse in the sun, atmospheric gases like carbon dioxide hold on to the heat re-radiating from the earth for a relatively long time. This is why the earth’s climate is sensitive to small changes in the relative amounts of these particular molecules. There are other greenhouse gases besides carbon dioxide, such as methane, nitrous oxide, and water vapor. Some of these trap heat even more powerfully than c.
CLIENT INTERVIEW SHEETDate ______________.docx
CLIENT INTERVIEW SHEET
Date: ___________________
Lawyer: ___________________ Referred by: _____________
Hourly Rates: ___________________
Retainer: ___________________
Legal Assistant: ___________________ Client Information
Client’s Full Name: ____________________________________________
Present Address: ____________________________________________
____________________________________________
Mailing Address: ____________________________________________
(If different from above) ___________________________________________
E-mail Address: ___________________________________________
Home Phone: _______________ Work Phone: ______________
Fax: _____________ Cell (or other contact):___________
Date of Birth: ____________________ Present Age: __________
Place of Birth: ___________________________________________
Surname at Birth: _________________________________________________
Surname Before this Marriage: _________________________________
Marital Status at the Time of Marriage: Single__ Widowed__ Divorced__
Occupation: _____________________________________________
Employer’s Name and Address: _________________________________
_____________________________________________________________________
How Long at that Employer? _______________________________________
Gross Annual Income: $___________
Frequency of Payment: Bi-Weekly ____ Bi-Monthly: ___ Monthly: ___
Total Income on Last Tax Return: $______________
Net Taxable Income on Last Tax Return: $___________
Occupation at Marriage: _______________________________________
Do You Have a Valid Will: _______________________________________
If So, Who Are the Beneficiaries: _________________________________
Who Is the Executor/Executrix: _________________________________
Do You Want to Change Your Will: _____________________________
If your matter is against an ex-spouse and you have a new spouse, do mention your current spouse’s name and date of birth:
Name: __________________________________________________________________
Date of Birth: ____________________________________________________________
Information about Your Spouse (Opposing Party)
Spouse’s Full Name: ____________________________________________
Spouse’s Present Address: ______________________________________
____________________________________________________________________
Spouse’s Home Phone: _____________ Work Phone: ______________
Spouse’s Date of Birth: _____________________Present Age: ______
Place of Birth: _________________________________________________
Surname at Birth: ________________________________________________
Surname Before This Marriage: ________________________________
Marital Status at Time of Marriage: Single: ___Widowed: ___Divorced: ___
Occupation: __________________________________________________
Employer’s Name and Address: ________________________________
____________________________________________________________________
How Long at That Emp.
Click the link above to submit your assignment.Students, please .docx
Click the link above to submit your assignment.
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 1: Applications of Epidemiology – A Case Study
Due Week 3 and worth 280 points
The situation at Good Health Hospital has become a bit overwhelming ever since the outbreak of E. coli in Ward 10 on the second floor. It appears that there are six (6) cases of the disease. To better understand the situation, communication with the CDC has revealed that this particular bacterium can be found in many everyday items. The CDC recommends that investigation begins in the hospital kitchens, since E. coli can be transmitted via contaminated vegetables, as well as delicatessen meats such as salami and other cold cuts. The following table shows the number of cases identified so far:
Case
Age
Gender
1 23 M 2 21 F 3 15 M 4 42 F
After meeting yesterday with chief administrator Joe Wellborn, it has been decided that the litigation issues with one (1) of the patients may need further information to determine if the patient was already symptomatic with the bacteria prior to admission.
Research has indicated that hospitals operating in the Tampa Bay area have been known to have cases of E. coli contamination. This substantiates the need for further investigations by the County Health Department.
Due to the severity of the cases, and the potential for further spread, it is recommended that the hospital seek alternate vending services since the present suppliers cannot verify sanitation protocols for their products.
In conclusion, the study done at Good Health Hospital has indicated that the E. coli outbreak was in fact caused by spoil food from the cafeteria.
As a social science researcher working for a regional hospital, you are placed in charge of contacting the DOH from your home state, as well as the CDC for statistical data on nosocomial diseases that frequently cause illness at your health care facility. Using information from both agencies, evaluate the data on common nosocomial diseases and compile a treatment contingency plan for dealing with the hospital infections.
Write a five to six (5-6) page evaluation report in which you:
Analyze Good Health Hospital’s records and itemize recent nosocomial infections that occurred within the past year. In your report, categorize the different parameters (i.e., person, time, place, ethnicity, and gender) used in the compilation of data into the information summative.
Propose at least six (6) questions for the health care administrator at Good Health Hospital, regarding potential litigation issues with infections from the nosocomial diseases. Rationalize, in your report, the logic behind your six (6) questions.
Identify a targeted audience within Good Health Hospital, and prepare an implementation plan based on your hypothetical meeting with the hospital health care admi.
click the link and watch the following video death by socialism an.docx
click the link and watch the following video "death by socialism" and answer the following questions
https://www.youtube.com/watch?v=3Gjnk9KqwvQ&feature=youtu.be
1. Why do some people feel socialism would work in America? Why doesn't it seem to work in other countries? Is America different? Why or why not?
2. Summarize what's currently going on in Venezuela. Then, share your opinion on it and what might be done about it.
3. Were Bernie Sanders and his supporters advocating socialism? Defend your answer. What did Sanders mean by "democratic socialism"?
4. Why did socialism effect the economy the way it did in Venezuela? Why are there food shortages, etc.? Research the effects of socialism and share your thoughts.
5. Why does Chavez blame capitalism for the problems? Is this accurate? Explain why or why not.
DUE BY 9:00 4/8
.
Click the link above to complete this journal. The topics of the jo.docx
Click the link above to complete this journal. The topics of the journals will change with each module but will either ask for a reflection on students’ writing process and progress, ask students to begin work on a major course assignment or respond to a course reading. The journals will be graded based on writing clarity, organization, detail, and relevance.
INSTRUCTIONS ATTACHED
.
Classify man from the Domain to the species and discuss each categor.docx
Classify man from the Domain to the species and discuss each category.
Identify
the
organism in comparison to human and categorized by the classification scheme (taxonomy) as being the organism inclusive of every category in the scheme except the species.
Please document your pathway by providing the classification of both organisms. (120 pts)
.
Classroom Discussion is a valuable learning tool in that it.docx
Classroom Discussion is a valuable learning tool in that it:
It helps students explore a diversity of perspectives.
It increases students’ awareness of and tolerance for ambiguity or complexity.
It helps students recognize and investigate their assumptions.
It encourages attentive, respectful listening.
It develops new appreciation for continuing differences.
It increases intellectual agility.
It helps students become connected to a topic.
It shows respect for student voices and experiences.
It helps students learn the processes and habits of democratic discourse.
It affirms students as co-creators of knowledge.
It develops the capacity for the clear communication of ideas and meaning.
It develops habits of collaborative learning.
It increases breadth and makes students more empathic.
It helps students develop skills of synthesis and integration.
It leads to transformation.
Stephen D. Brookfield and Stephen Preskill, Discussion as a Way of Teaching (2d edition, 2005, John
Wiley and Sons), 21-22.
Assignment
Step #1: Respond to the following Discussion Prompt
"Explain the difference between and EMPLOYEE and an INDEPENDENT CONTRATOR and the tests that help us in that determination."
.
CLASSICSOFWESTERN PHILOSOPHY2CLASSICSO.docx
This document is the introduction to the eighth edition of the
philosophy anthology "Classics of Western Philosophy". It
provides brief biographical information about the editor, Steven
M. Cahn, acknowledges those who contributed to the edition,
and lists some of the major changes from previous editions.
Specifically, it added five new works: Plato's Laches, Aristotle's
Nicomachean Ethics selections, Descartes' Discourse on
Method, Berkeley's A Treatise Concerning the Principles of
Human Knowledge, and Kant's Prolegomena to Any Future
Metaphysics.
Classification Alternative Techniques Assignment1) Define a.docx
Classification: Alternative Techniques Assignment
1) Define and provide an example of Rule Coverage and Accuracy.
2) What are the Characteristics of Rule-Based Classifier?
3) What do the steps to building a rule set consist in a Direct Method: RIPPER?
4) Describe what is used to separate data in Support Vector Machines.
5) List and describe the two classifiers of Ensemble Methods.
.
Classic Combo PlateDirectionsBefore there were all th.docx
Classic Combo Plate
Directions:
Before there were all the cart options, I remember going to the cafes near campus that offered combo menus. For a reasonable price, the menu usually had two lists of items and you would choose one from column A and one from column B for a very satisfying lunch.
For our musical version of the combo plate, you are asked to select one composer from column A (just the big three) and one composer from column B (a very long Wikipedia page with composers listed by birth year)
Both composers must share the same, or nearly the same, birth year
. The latitude for this is no more than + or - 10 years. We want to place both of them solidly within the Classic era and also within roughly the same generation.
Find one movement of a piece of music by each. that is a total of two tracks for this assignment. Include a link to that specific movement of each piece so that readers of your post can quickly click it to listen. You may use Naxos (a bit easier to pinpoint the exact movement in a longer piece) or YouTube but you are responsible for providing the accurate url. Please be careful in YouTube that your music link takes your reader to exactly the movement you write about.
For each of these two tracks provides clearly the full title of each piece and the exact movement title or number if these are from multi-movement works.
Provide background information on both of the movements of music you have selected and some bio information on the lesser known composer from "column B". Include musical observations
based on your own listening
as you compare the two tracks. You may find it easier to make a targeted comparison if you select works of a similar genre (for instance, the first movement of a piano sonata by each composer, or the slow movement of a symphony by each, or the minuet movement of a string quartet, or a soprano aria from an opera by each......)
Interesting "fun facts" might include: did the two ever meet? Where did they live, did they study with the same teacher? Were they both performers as well as composers? Did each have a patron?
Music Selection parameters
Column A Classic era composers are limited to the big three we have covered already this term:
Franz Joseph Haydn b. 1732
Wolfgang Amadeus Mozart b. 1756
Ludwig van Beethoven b. 1770
Choose just one movement of one piece by one of these "big three" composers.
Column B classic era composers are listed at the page linked below. Scroll to find the birth years you need for a match.
https://en.wikipedia.org/wiki/List_of_Classical-era_composers#Middle_Classical_era_composers_(born_1730%E2%80%931750)
Choose just one movement of one piece by one of the other classic era composers that you find at this page.
Reply post:
After completing your main post,
make an interactive reply post to another student's main post.
An interactive reply post shows you've listened to the music they wrote about (supply track timings for your musical obse.
Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” .docx
Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” Thinking through quality questioning incorporates habits of mind and thinking dispositions. Cultivating Habits of Mind are also important. It includes the pursuit of accuracy, intellectual curiosity, empathetic listening, flexibility in thinking (page 146).
This week’s focus is on creating a thinking culture. Discuss the following:
How can you use quality questioning to create a classroom culture where students and teacher work together to advance thinking and knowing?
How do you define
habits of the mind
? What habits of mind underpin thinking and questioning?
.
Classic Gardens and Landscapes counts responses to specialty pro.docx
Classic Gardens and Landscapes counts responses to specialty promotions to determine effectiveness. You use
SUMIFS
and an
IFS
formula to complete the summary. You also calculate insurance statistics and display full names in one cell.
[Student Learning Outcomes 6.1, 6.2, 6.3, 6.6, 6.7]
File Needed:
ClassicGardens-06.xlsx
(Available from the
Start File
link.)
Completed Project File Name:
[your name]-ClassicGardens-06.xlsx
Skills Covered in This Project
Nest
MATCH
and
INDEX
functions.
Create
DSUM
formulas.
Build an
IFS
function.
Build
SUMIFS
formulas.
Use
TEXTJOIN
to join labels.
Open the
ClassicGardens-06
start file. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.
Create a nested
INDEX
and
MATCH
function to display the number of responses from a city.
Click the
Mailings
sheet tab and select and name cells
A3:D28
as
Responses
.
Click the
Mailing Stats
sheet tab.
Click cell
B21
and type
Carthage
.
Click cell
C21
, start an
INDEX
function, and select the first argument list option.
Choose or type the
Responses
range name for the
Array
argument.
Click the
Row_num
box and nest a
MATCH
function. Select cell
B21
for the
Lookup_value
and cells
A3:A28
on the
Mailings
sheet for the
Lookup_array
. Click the
Match_type
argument box and type
0
.
Click
INDEX
in the
Formula
bar. Click the
Column_num
box and nest a second
MATCH
function to look up cell
D3
on the
Mailings
sheet in the lookup array
A3:D3
.
Click the
Match_type
box and type
0
(Figure 6-106) and click
OK
. The result displays as 343.00.
Figure 6-106 Nested
MATCH
and
INDEX
functions
Format the results to show zero decimal places.
Type
Smyrna
in cell
B21
.
Use
DSUM
to summarize mailing data.
Select the
Mailings
sheet and note that number mailed is located in the third column and response data is in the fourth column.
Click the
Criteria
sheet tab. Select cell
B2
and type
lan*
to select data for the Landscape Design department.
Type
law*
in cell
B5
for the Lawn & Maintenance department.
Type
pat*
in cell
B8
for the Patio & Furniture department.
Click the
Mailing Stats
sheet tab and select cell
B7
.
Use
DSUM
with the range name
Responses
as the
Database
argument. Type
3
for the
Field
argument (# Mailed column), and enter an absolute reference to cells
B1:B2
on the
Criteria
sheet as the
Criteria
argument.
Copy the formula to cell
C7
and edit the
Field
argument to use the fourth column (# Responses).
Use
DSUM
in cells
B8:C9
to calculate results for the two remaining departments.
Use
SUM
in cells
B10:C10
.
Format all values as
Comma Style
with no decimal places.
Create an
IFS
function to display a response rating.
Note: If your version of Excel does not include the
IFS
function, build the following nested
IF
function
=IF.
Class, this is the final forum of the course. From our readings fro.docx
Class, this is the final forum of the course. From our readings from Week 8, we see that field of emergency management including the Incident Command System and NIMS have changed drastically over the years. The NIC has been developed in order to make sure that our incident management systems are as efficient and effective as possible. Going forward, there will inevitably be changes that will positively impact our emergency response and disaster planning organizations. In the past 50 years we have seen significant changes to the field of emergency management in our country. Some of the notable turning points in the field of emergnecy management include the following:
1974 - Disaster Relief Act of 1974
- The Disaster Relief Act of 1974 authorized the president of the United States to implement a program of disaster preparedness and relief aid that would enable use of all federal agencies. The Disaster Relief Act of 1974 states that any federal assistance offered is dependent upon the president authorizing such aid in the form of issuing a declaration.
1979
- FEMA is created.
1988 - Stafford Act
- Part of the reason for the change from the Disaster Relief Act of 1974 to the Stafford Act was the fact that the federal government was concerned about expanding disaster declarations beyond only natural disasters, and this included other types of incidents such as technological disasters (Three Mile Island in PA) and other instances outside the scope of natural disasters. Terrorism is not yet included. Federal assistance could be requested by the state on behalf of either the local government or state government. However, the request from the state must come from the governor.
2002 - Homeland Security Act
- The September 11, 2001 terrorist attacks resulted in the creation of the Department of Homeland Security (DHS). FEMA is now included under the umbrella of DHS.
HSPD-5 established the National Incident Management System (NIMS) and the National Response Plan (NRP).
HSPD-8 established policies to strengthen the preparedness of the United States to prevent and respond to threatened or actual domestic terrorist attacks, major disasters, and other emergencies by requiring a national domestic all-hazards preparedness goal, establishing mechanisms for improved delivery of Federal preparedness assistance to State and local governments, and outlining actions to strengthen preparedness capabilities of Federal, State, and local entities.
2005 - Post-Katrina Emergency Management Reform Act
- the performance of FEMA and other emergency management agencies during Hurricane Katrina results in the Post-Katrina Emergency Management Reform Act (
PKEMRA
) of 2006. The act enhances FEMA's responsibilities and its autonomy within DHS. Significant and meaningful changes to FEMA were made to increase preparedness levels of the general population and aid in mitigation and resilience efforts. These changes also included incident managem.
Class Subjects we went overWEEK 1 April 5thMULTICULTURAL.docx
Class Subjects we went over
WEEK 1 April 5thMULTICULTURALISM: REALITY & DEBATERead: “A Different Mirror: The Making of Multicultural America,” Ronald Takaki “An Overview and Point of View,” John Koval“Urban Fieldwork,” George Gmelch & Petra Kuppinger, from Urban Life (our required course text)
WEEK 2 April 12thDIVERSITY & DIVISIONRead:“Race Relations Chicago Style: Past, Present and Future,” Michael Bennett & RichardSchaefer “Transnationalism, Old and New: New York Immigrants,” Nancy Foner, Urban Life “A Tale of 3 Cities: The State of Racial Justice in Chicago Report,” Executive Summary, pp. 1 – 10, Institute for Research on Race and Public Policy, UICDue: Reading Review, for Weeks 1-2, online under Submissions on D2L by 6PM Thursday
WEEK 3 April 19thGEOGRAPHY & INEQUALITYRead: “The Shadow of the Skyscraper,” Harvey Zorbaugh“Urban Danger: Life in a Neighborhood of Strangers,” Sally Engle Merry, Urban Life“How Urban Ethnography Counters Myths About the Poor,” J. Goode, UrbanLifePART II: MAKING BLACK, LATINO & WHITE CHICAGOS
WEEK 4 April 26thTHE BLACK BELT & SEGREGATIONRead: “The Black Ghetto,” St. Clair Drake & Horace Cayton “Less Than Plessy: The Inner City, Suburbs, and State-Sanctioned Residential Segregation in the Age of Brown,” Arnold R. HirschDue: Reading Review, for Weeks 3-4, online under Submissions on D2L by 6PM Thurs
Writing Ethnographic Fieldnotes – Robert M. Emerson
University of Chicago Press
Published 1995
Chapter 1: Fieldnotes in Ethnographic Research
Ethnographic field research involves the study of groups and people as they go about their everyday lives. Carrying
out such research involves two distinct activities. First, the ethnographer enters into a social setting and gets to
know the people involved in it; usually, the setting is not previously known in an intimate way. The ethnographer
participates in the daily routines of this setting, develops ongoing relations with the people in it, and observes all the
while what is going on. Indeed, the term "participant-observation" is often used to characterize this basic research
approach. But, second, the ethnographer writes down in regular, systematic ways what she observes and learns
while participating in the daily rounds of life of others. Thus the researcher creates an accumulating written record of
these observations and experiences. These two interconnected activities comprise the core of ethnographic
research: Firsthand participation in some initially unfamiliar social world and the production of written accounts of
that world by drawing upon such participation. In the following sections we examine in detail each of these activities
and then trace out their implications for writing fieldnotes.
ETHNOGRAPHIC PARTICIPATION
Ethnographers are committed to going out and getting close to the activities and everyday experiences of other
people. "Getting close" minimally requires physical and social pr.
Class ProfileStudent NameEnglish Language LearnerSocio.docx
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
Whit.
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CLINICAL SCHOLARSHIPTuberculosis Treatment for Mexican Ame.docx
CLINICAL SCHOLARSHIP
Tuberculosis Treatment for Mexican Americans Living on the
U.S.–Mexico Border
Julie Ann Zuñiga, PhD, RN1, Silvia E. Muñoz, PhD, FNP2, Mary Zuñiga Johnson, ME3, & Alexandra Garcia, PhD,
RN, FAAN4
1 Alpha Epsilon, Post-Doctoral Fellow, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA
2 Clinical Instructor of Nursing, School of Nursing, The University of Texas at Austin, Austin, TX
3 Doctoral Student, The University of Texas at Austin, Austin, TX
4 Associate Professor, School of Nursing, The University of Texas at Austin, Austin, TX
Key words
Tuberculosis, phenomenology, Mexican
Americans, public health
Correspondence
Dr. Julie Ann Zuñiga, Nell Hodgson Woodruff
School of Nursing, Emory University, 1520
Clifton Rd NE, Atlanta, GA 30322.
E-mail: [email protected]
Accepted: January 12, 2014
doi: 10.1111/jnu.12071
Abstract
Purpose: This study produced a rich description of the lived experiences of
tuberculosis (TB) treatment among Mexican Americans living in the Lower
Rio Grande Valley (LRGV) of Texas.
Design: This qualitative study used phenomenological methodology, guided
by Merleau-Ponty’s philosophical framework, particularly his theories on
mind–body influence, fabric of relationships, importance of culture, and equi-
librium. A purposive sample was recruited through TB clinics in four south
Texas border counties: Hidalgo, Cameron, Starr, and Willacy, which make up
the LRGV. Interviews from 18 participants—5 women and 13 men—were con-
ducted in the participant’s preferred language. Interviews were analyzed for
common themes as described by Cohen Kahn and Steeves.
Findings: The majority of interviews were conducted in Spanish. Five themes
were discovered: (a) day-to-day life during Directly Observed Therapy treat-
ment, (b) signs and symptoms, (c) familismo, (d) living on the border, and (e)
stigma.
Conclusions: TB treatment can create a high level of patient burden. The
participants in TB treatment in the LRGV on the Texas-Mexico border reported
a high level of stigma. Due to this stigma, patients struggled to find a balance
between exposure to stigma and the support from family that buoyed them
through treatment.
Clinical Relevance: The findings support the importance of addressing
stigma and the resulting sense of isolation in patients being treated for TB, per-
haps through bolstering support from family and healthcare providers, which
is relevant for public health professionals working in regions with high rates of
TB.
Over 20 years ago, the World Health Organization (WHO)
recommended that patients with active tuberculosis (TB)
be monitored on a daily basis through the Directly Ob-
served Therapy Short Course (DOTS) program to improve
outcomes, decrease incidence, and decrease resistance to
treatment (WHO, 2011). In DOTS, a trained healthcare
representative watches a TB patient swallow each dose
of TB medication, ensuring that the patient takes every
dose of the prescribed antibiot.
cmdfile.txtsleep 5ls -latrsleep 3pwdsleep 1wc .docx
cmdfile.txt
sleep 5
ls -latr
sleep 3
pwd
sleep 1
wc /etc/passwd
CommandNode.c
#include <unistd.h>
#include <stdio.h>
#include <stdlib.h>
#include <string.h>
#include "CommandNode.h"
/**
*CommandNode.c
*The function bodies for a linked list of commands
**/
/**
Example of linked list initialization in code:
//First command node (head of list)
headCommand = (CommandNode*)malloc(sizeof(CommandNode));
CreateCommandNode(headCommand, command, index, NULL);
index = 1;
.....
//Later command nodes
while ((linesize = getline(&line, &len, fp)) >= 0) {
...
index++;
nextCommand1 = (CommandNode*)malloc(sizeof(CommandNode));
CreateCommandNode(nextCommand1, command, index, NULL);
InsertCommandAfter(headCommand, nextCommand1);
}
**/
//create a new command node. usually nextCmd can be NULL and function InsertCommandAfter can be called to insert after head node.
void CreateCommandNode(CommandNode* thisNode, char cmd[20][20], int ind, CommandNode* nextCmd) {
//this is useful if you store a string (char *): strcpy(thisNode->command, cmd);
for (int i = 0; i < 20; i++)
for (int j = 0; j < 20; j++)
thisNode->command[i][j] = cmd[i][j];
thisNode->index = ind;
thisNode->nextCommandPtr = nextCmd;
return;
}
//insert node newNode after thisNode
void InsertCommandAfter(CommandNode* thisNode, CommandNode* newNode) {
CommandNode* tmpNext = NULL;
tmpNext = thisNode->nextCommandPtr;
thisNode->nextCommandPtr = newNode;
newNode->nextCommandPtr = tmpNext;
return;
}
//get next command node in linked list
CommandNode* GetNextCommand(CommandNode* thisNode) {
return thisNode->nextCommandPtr;
}
//find a command based on the pid
CommandNode* FindCommand(CommandNode* cmd, int pid) {
CommandNode* tmpNext = cmd;
while (tmpNext != NULL) {
if (tmpNext->PID == pid) { return tmpNext; }
tmpNext = tmpNext->nextCommandPtr;
}
return NULL;
}
CommandNode.h
/**
*CommandNode.h
*The struct for a Command Node and function prototypes for a linked list of commands
**/
typedef struct command_struct {
char command[20][20];
int index;
int PID;
int starttime;
struct command_struct* nextCommandPtr;
} CommandNode;
void CreateCommandNode(CommandNode* thisNode, char cmd[20][20], int ind, CommandNode* nextCmd);
void InsertCommandAfter(CommandNode* thisNode, CommandNode* newNode);
CommandNode* GetNextCommand(CommandNode* thisNode);
CommandNode* FindCommand(CommandNode* cmd, int pid);
HWdetails&helperFile/HW_details1.jpg
HWdetails&helperFile/HW_details1_1.jpg
HWdetails&helperFile/read_parse_file.c
#define _GNU_SOURCE
#include <stdio.h>
#include <stdlib.h>
#include <string.h>
int main(void)
{
FILE * fp;
char * line = NULL;
size_t len = 0;
ssize_t read;
char newString[20][20];
int i,j,ctr;
fp = fopen("commands.txt", "r");
if (fp == NULL)
exit.
CLOUD COMPUTINGAssessment item 3 - AWS implementation – 10Ove.docx
CLOUD COMPUTING
Assessment item 3 - AWS implementation – 10%
Overview
This assessment item requires you to produce a short report for some of the Technical and
Development staff of DSI.
Task
DSI is starting to migrate some of its applications and services to a public cloud. Many of the technical staff have had no experience in the Cloud and are concerned about this process. You have recommended to DSI management that they should consider the use of microservices as part of their application architecture. DSI now want you to redesign one of their monolithic applications as a microservice application DSI has an old and image and video processing application. This is used by a number of DSI customers to upload images and videos for inclusion in spatial layers for their own use. DSI create the specialised layer for each customer and supply it to them when complete. The application has a number of modules as shown in Figure 1, below. Some of these modules may not need any development work done on them for long periods of time as their functions and outputs are relatively stable. Other modules though can be modified quite frequently as changes occur in the Industry. Other modules experience great peaks in workload which often slows services to DSI customers.
1. You are to assess each of the modules shown in Figure 1 above, and determine:
a. Which modules are likely to be relatively stable, a together with the reasons for this
categorisation,
b. Which modules are likely to require frequent modification, together with the reasons
for this categorisation,
c. Which modules are likely to experience workload peaks, together with the reasons for
this categorisation.
2. DSI wants to transition to a microservice approach with the Image and Video Processing Application. But they want to move in a phased approach so that they can handle the workload peaks first.
a. Which modules should be refactored first?
b. Discuss how a move to a microservice approach for these modules would resolve
issues around workload peaks?
3. Discuss how a move to a microservice approach will improve DSI’s ability to maintain high availability for this application.
4. Draw a diagram that shows the architecture of the Image and Video Processing Application after the transition to a microservice approach.
RATIONALE
SUBJECT LEARNING OUTCOMES
This assessment task will assess the following learning outcome/s:
• be able to compare and evaluate the ability of different cloud computing architectures to meet a set of given business requirements.
• be able to evaluate a set of business requirements to determine suitability for a cloud computing delivery model.
• be able to identify and design an ICT Risk Management strategy for a cloud computing delivery plan to meet business requirements.
• be able to critically analyse business requirements to plan a migration to a cloud model.
KS1029
Case Number 1588.0
This case was written b.
Clinical Case Studies8(6) 417 –423© The Author(s) 2009.docx
Clinical Case Studies
8(6) 417 –423
© The Author(s) 2009
Reprints and permission: http://www.
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1534650109351930
http://ccs.sagepub.com
Psychotherapy of
Schizophrenia: A Brief History
and the Potential to Promote
Recovery
Paul H. Lysaker1 and Steven M. Silverstein2
Abstract
With growing awareness of the likelihood of recovery from schizophrenia, interest has
arisen about the potential role of psychotherapy within emerging treatment regimens. Could
psychotherapy uniquely promote recovery by addressing symptoms, the achievement of
psychosocial milestones, and/or helping to enhance the extent to which persons diagnosed with
schizophrenia experience themselves as meaningful agents in the world? As an introduction to
a set of case studies of how psychotherapy can promote recovery this article briefly reviews
the history of the psychotherapy of schizophrenia. In particular the appearance and course
of psychoanalytically oriented treatments, as well as cognitively and interpersonally based
treatments are detailed. Evidence supporting these approaches and remaining questions for
research are discussed.
Keywords
schizophrenia, recovery, psychotherapy, psychosis
Recent reviews have suggested that contrary to long-standing pessimistic views, most people with
schizophrenia do not experience lifelong dysfunction. Instead, most with this condition move
meaningfully toward or achieve recovery over the course of their lives (Bellack, 2006; Lysaker &
Buck, 2008; Silverstein, Spaulding, & Menditto, 2006). They may not only experience improve-
ments with regard to symptoms or function, but also positive changes in how persons think about
and experience themselves as individual human beings in the world (Resnick, Rosenheck, &
Lehman, 2004; Roe, 2001; Silverstein & Bellack, 2008). As a result of growing awareness of this
possibility, interest has arisen in whether some forms of psychotherapy could play an important
role in treatment. Given literature suggesting psychotherapy may help a wide range of people
without psychosis to develop both a richer sense of self and a more adaptive self-concept
(Hermans & Dimaggio, 2005), it is now asked whether it could do the same for many with schizo-
phrenia and thereby uniquely promote recovery (Lysaker & Lysaker, 2008).
To explore this question and a wide range of related concerns, this issue of Clinical Case Stud-
ies is devoted to case studies of the processes by which individual psychotherapy can promote
recovery. Therapies which range from office to community based and from existential to
1Indiana University School of Medicine
2University of Medicine and Dentistry of New Jersey, Piscataway
Corresponding Author:
Paul H. Lysaker, 1481 West 10 street, Indiana University School of Medicine, Indianapolis, IN 46202
Email: [email protected]
418 Clinical Case Studies 8(6)
metacognitive to cognitive behavioral are presented with the unifying q.
Clinical Case Studies8(5) 383 –402© The Author(s) 2009.docx
Clinical Case Studies
8(5) 383 –402
© The Author(s) 2009
Reprints and permission: http://www.
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1534650109345004
http://ccs.sagepub.com
Culturally Sensitive Treatment
of Anger in African American
Women: A Single Case Study
A. Antonio González-Prendes and Shirley A. Thomas
Abstract
Culturally sensitive clinical practice challenges practitioners to recognize the cultural significance
and importance of clients’ behaviors and belief systems. This article reports a case study of the
treatment of anger in an African American woman. Presented within a framework of cognitive-
behavioral theory, the case illuminates three important issues that influence experience and
expression of anger in African American women: the influence of gender role socialization
on the mode of anger expression; the experience of powerlessness, rooted in historical and
contemporary discriminatory and oppressive realities; and culture-related messages that
create unrealistic expectations of strength. The article addresses conceptualization, assessment,
treatment processes, and clinical strategies, as well as limitations of a single case study, implications
for practice and recommendations for future research.
Keywords
African American women, anger treatment, cultural sensitivity, cognitive-behavioral
1 Theoretical and Research Basis
Culturally sensitive treatment approaches must be able to conceptualize, recognize, and evaluate
the client’s belief system and behaviors within the context of the client’s gender, race and culture,
among other factors. This is particularly important when working with individuals from minori-
ties and other traditionally disempowered groups, whose beliefs and behaviors run the risk of
being pathologized when taken out of the context of their cultures and measured against the
standards of the dominant group. This article presents and discusses, within the framework of a
case study, central elements of a culturally sensitive approach to the treatment of anger problems
in an African American woman. The conceptual model for the treatment approach suggests that,
if anger in African American women is to be understood accurately, it must be viewed through
the twin prisms of gender and race (Thomas & González-Prendes, 2009). Previous studies have
underscored the idea that, in order to develop an accurate understanding of the emotional experi-
ence of women of color, one must be able to integrate issues related to gender, culture, and race
Wayne State University
Corresponding Author:
A. Antonio González-Prendes, Wayne State University, School of Social Work, 4756 Cass Avenue, Room #301, Detroit,
MI 48202
Email: [email protected]
384 Clinical Case Studies 8(5)
(King, 1988, 2005). More specifically, related to women’s anger, deMarraias and Tisdale (2002)
emphasized that emotions are sensitive to the contexts in which such emotions are experienced.
Therefore, we propose t.
Climate ChangeWhat every designer should know.This i.docx
Climate Change
What every designer should know.
This is a short presentation covering climate change fundamentals for design students and professionals. Climate change is an important topic for designers to be aware of and responsive to, because designers help create the world we live in. The choices designers make, in what they make, how its made, what its made of, how its used, and what happens to it after it’s disposed of, can impact large numbers of people and the environment. This is what you need to know.
1
Our planet’s climate is controlled by its atmosphere. You can see our atmosphere isn’t very big. It’s a thin protective coating stretched over the earth’s surface. But that thin protective coating is surprisingly important. Without it, our planet would have no life whatsoever. Its surface would be as barren and freezing as the moon you see in the background. A healthy atmosphere is a precondition of life.
2
Our planet has had a relatively stable and predictable climate for much of the last 10,000 years. It is no accident that agriculture began within this time period, a period characterized by relative peace and stable civilizations.
3
The climate has been so stable, we tend to completely ignore it and take it for granted, not even being aware how much we rely upon it. But we rely on a stable, predictable, and moderate climate for such basic and vital activities as growing food, placing and designing settlements, and many, many other things.
4
Here’s the entire volume of the earth’s atmosphere in comparison to the volume of the earth itself: again, not very big. Because the earth’s atmosphere is not very big, it is sensitive to relatively small changes. The composition and relative amounts of chemicals inside that little ball play a big role in how the atmosphere functions.
5
Here’s the composition and relative amounts of the chemicals inside that little ball. You can see carbon dioxide is a relatively miniscule part of the earth’s atmosphere. Yet the relative amount of this molecule and a few others has an outsized role in controlling our planet’s climate, because of how these molecules react to sunlight.
6
A large portion of the sun’s radiation is absorbed at the surface of the Earth. This heat then re-radiates back into the atmosphere, and then back out into space. The atmosphere holds on to some of that heat for a time, before it leaks back out into space.
7
Some atmospheric molecules hold onto this heat longer than others, which is why they are known as “greenhouse gases”. Like a greenhouse in the sun, atmospheric gases like carbon dioxide hold on to the heat re-radiating from the earth for a relatively long time. This is why the earth’s climate is sensitive to small changes in the relative amounts of these particular molecules. There are other greenhouse gases besides carbon dioxide, such as methane, nitrous oxide, and water vapor. Some of these trap heat even more powerfully than c.
CLIENT INTERVIEW SHEETDate ______________.docx
CLIENT INTERVIEW SHEET
Date: ___________________
Lawyer: ___________________ Referred by: _____________
Hourly Rates: ___________________
Retainer: ___________________
Legal Assistant: ___________________ Client Information
Client’s Full Name: ____________________________________________
Present Address: ____________________________________________
____________________________________________
Mailing Address: ____________________________________________
(If different from above) ___________________________________________
E-mail Address: ___________________________________________
Home Phone: _______________ Work Phone: ______________
Fax: _____________ Cell (or other contact):___________
Date of Birth: ____________________ Present Age: __________
Place of Birth: ___________________________________________
Surname at Birth: _________________________________________________
Surname Before this Marriage: _________________________________
Marital Status at the Time of Marriage: Single__ Widowed__ Divorced__
Occupation: _____________________________________________
Employer’s Name and Address: _________________________________
_____________________________________________________________________
How Long at that Employer? _______________________________________
Gross Annual Income: $___________
Frequency of Payment: Bi-Weekly ____ Bi-Monthly: ___ Monthly: ___
Total Income on Last Tax Return: $______________
Net Taxable Income on Last Tax Return: $___________
Occupation at Marriage: _______________________________________
Do You Have a Valid Will: _______________________________________
If So, Who Are the Beneficiaries: _________________________________
Who Is the Executor/Executrix: _________________________________
Do You Want to Change Your Will: _____________________________
If your matter is against an ex-spouse and you have a new spouse, do mention your current spouse’s name and date of birth:
Name: __________________________________________________________________
Date of Birth: ____________________________________________________________
Information about Your Spouse (Opposing Party)
Spouse’s Full Name: ____________________________________________
Spouse’s Present Address: ______________________________________
____________________________________________________________________
Spouse’s Home Phone: _____________ Work Phone: ______________
Spouse’s Date of Birth: _____________________Present Age: ______
Place of Birth: _________________________________________________
Surname at Birth: ________________________________________________
Surname Before This Marriage: ________________________________
Marital Status at Time of Marriage: Single: ___Widowed: ___Divorced: ___
Occupation: __________________________________________________
Employer’s Name and Address: ________________________________
____________________________________________________________________
How Long at That Emp.
Click the link above to submit your assignment.Students, please .docx
Click the link above to submit your assignment.
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 1: Applications of Epidemiology – A Case Study
Due Week 3 and worth 280 points
The situation at Good Health Hospital has become a bit overwhelming ever since the outbreak of E. coli in Ward 10 on the second floor. It appears that there are six (6) cases of the disease. To better understand the situation, communication with the CDC has revealed that this particular bacterium can be found in many everyday items. The CDC recommends that investigation begins in the hospital kitchens, since E. coli can be transmitted via contaminated vegetables, as well as delicatessen meats such as salami and other cold cuts. The following table shows the number of cases identified so far:
Case
Age
Gender
1 23 M 2 21 F 3 15 M 4 42 F
After meeting yesterday with chief administrator Joe Wellborn, it has been decided that the litigation issues with one (1) of the patients may need further information to determine if the patient was already symptomatic with the bacteria prior to admission.
Research has indicated that hospitals operating in the Tampa Bay area have been known to have cases of E. coli contamination. This substantiates the need for further investigations by the County Health Department.
Due to the severity of the cases, and the potential for further spread, it is recommended that the hospital seek alternate vending services since the present suppliers cannot verify sanitation protocols for their products.
In conclusion, the study done at Good Health Hospital has indicated that the E. coli outbreak was in fact caused by spoil food from the cafeteria.
As a social science researcher working for a regional hospital, you are placed in charge of contacting the DOH from your home state, as well as the CDC for statistical data on nosocomial diseases that frequently cause illness at your health care facility. Using information from both agencies, evaluate the data on common nosocomial diseases and compile a treatment contingency plan for dealing with the hospital infections.
Write a five to six (5-6) page evaluation report in which you:
Analyze Good Health Hospital’s records and itemize recent nosocomial infections that occurred within the past year. In your report, categorize the different parameters (i.e., person, time, place, ethnicity, and gender) used in the compilation of data into the information summative.
Propose at least six (6) questions for the health care administrator at Good Health Hospital, regarding potential litigation issues with infections from the nosocomial diseases. Rationalize, in your report, the logic behind your six (6) questions.
Identify a targeted audience within Good Health Hospital, and prepare an implementation plan based on your hypothetical meeting with the hospital health care admi.
click the link and watch the following video death by socialism an.docx
click the link and watch the following video "death by socialism" and answer the following questions
https://www.youtube.com/watch?v=3Gjnk9KqwvQ&feature=youtu.be
1. Why do some people feel socialism would work in America? Why doesn't it seem to work in other countries? Is America different? Why or why not?
2. Summarize what's currently going on in Venezuela. Then, share your opinion on it and what might be done about it.
3. Were Bernie Sanders and his supporters advocating socialism? Defend your answer. What did Sanders mean by "democratic socialism"?
4. Why did socialism effect the economy the way it did in Venezuela? Why are there food shortages, etc.? Research the effects of socialism and share your thoughts.
5. Why does Chavez blame capitalism for the problems? Is this accurate? Explain why or why not.
DUE BY 9:00 4/8
.
Click the link above to complete this journal. The topics of the jo.docx
Click the link above to complete this journal. The topics of the journals will change with each module but will either ask for a reflection on students’ writing process and progress, ask students to begin work on a major course assignment or respond to a course reading. The journals will be graded based on writing clarity, organization, detail, and relevance.
INSTRUCTIONS ATTACHED
.
Classify man from the Domain to the species and discuss each categor.docx
Classify man from the Domain to the species and discuss each category.
Identify
the
organism in comparison to human and categorized by the classification scheme (taxonomy) as being the organism inclusive of every category in the scheme except the species.
Please document your pathway by providing the classification of both organisms. (120 pts)
.
Classroom Discussion is a valuable learning tool in that it.docx
Classroom Discussion is a valuable learning tool in that it:
It helps students explore a diversity of perspectives.
It increases students’ awareness of and tolerance for ambiguity or complexity.
It helps students recognize and investigate their assumptions.
It encourages attentive, respectful listening.
It develops new appreciation for continuing differences.
It increases intellectual agility.
It helps students become connected to a topic.
It shows respect for student voices and experiences.
It helps students learn the processes and habits of democratic discourse.
It affirms students as co-creators of knowledge.
It develops the capacity for the clear communication of ideas and meaning.
It develops habits of collaborative learning.
It increases breadth and makes students more empathic.
It helps students develop skills of synthesis and integration.
It leads to transformation.
Stephen D. Brookfield and Stephen Preskill, Discussion as a Way of Teaching (2d edition, 2005, John
Wiley and Sons), 21-22.
Assignment
Step #1: Respond to the following Discussion Prompt
"Explain the difference between and EMPLOYEE and an INDEPENDENT CONTRATOR and the tests that help us in that determination."
.
CLASSICSOFWESTERN PHILOSOPHY2CLASSICSO.docx
This document is the introduction to the eighth edition of the
philosophy anthology "Classics of Western Philosophy". It
provides brief biographical information about the editor, Steven
M. Cahn, acknowledges those who contributed to the edition,
and lists some of the major changes from previous editions.
Specifically, it added five new works: Plato's Laches, Aristotle's
Nicomachean Ethics selections, Descartes' Discourse on
Method, Berkeley's A Treatise Concerning the Principles of
Human Knowledge, and Kant's Prolegomena to Any Future
Metaphysics.
Classification Alternative Techniques Assignment1) Define a.docx
Classification: Alternative Techniques Assignment
1) Define and provide an example of Rule Coverage and Accuracy.
2) What are the Characteristics of Rule-Based Classifier?
3) What do the steps to building a rule set consist in a Direct Method: RIPPER?
4) Describe what is used to separate data in Support Vector Machines.
5) List and describe the two classifiers of Ensemble Methods.
.
Classic Combo PlateDirectionsBefore there were all th.docx
Classic Combo Plate
Directions:
Before there were all the cart options, I remember going to the cafes near campus that offered combo menus. For a reasonable price, the menu usually had two lists of items and you would choose one from column A and one from column B for a very satisfying lunch.
For our musical version of the combo plate, you are asked to select one composer from column A (just the big three) and one composer from column B (a very long Wikipedia page with composers listed by birth year)
Both composers must share the same, or nearly the same, birth year
. The latitude for this is no more than + or - 10 years. We want to place both of them solidly within the Classic era and also within roughly the same generation.
Find one movement of a piece of music by each. that is a total of two tracks for this assignment. Include a link to that specific movement of each piece so that readers of your post can quickly click it to listen. You may use Naxos (a bit easier to pinpoint the exact movement in a longer piece) or YouTube but you are responsible for providing the accurate url. Please be careful in YouTube that your music link takes your reader to exactly the movement you write about.
For each of these two tracks provides clearly the full title of each piece and the exact movement title or number if these are from multi-movement works.
Provide background information on both of the movements of music you have selected and some bio information on the lesser known composer from "column B". Include musical observations
based on your own listening
as you compare the two tracks. You may find it easier to make a targeted comparison if you select works of a similar genre (for instance, the first movement of a piano sonata by each composer, or the slow movement of a symphony by each, or the minuet movement of a string quartet, or a soprano aria from an opera by each......)
Interesting "fun facts" might include: did the two ever meet? Where did they live, did they study with the same teacher? Were they both performers as well as composers? Did each have a patron?
Music Selection parameters
Column A Classic era composers are limited to the big three we have covered already this term:
Franz Joseph Haydn b. 1732
Wolfgang Amadeus Mozart b. 1756
Ludwig van Beethoven b. 1770
Choose just one movement of one piece by one of these "big three" composers.
Column B classic era composers are listed at the page linked below. Scroll to find the birth years you need for a match.
https://en.wikipedia.org/wiki/List_of_Classical-era_composers#Middle_Classical_era_composers_(born_1730%E2%80%931750)
Choose just one movement of one piece by one of the other classic era composers that you find at this page.
Reply post:
After completing your main post,
make an interactive reply post to another student's main post.
An interactive reply post shows you've listened to the music they wrote about (supply track timings for your musical obse.
Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” .docx
Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” Thinking through quality questioning incorporates habits of mind and thinking dispositions. Cultivating Habits of Mind are also important. It includes the pursuit of accuracy, intellectual curiosity, empathetic listening, flexibility in thinking (page 146).
This week’s focus is on creating a thinking culture. Discuss the following:
How can you use quality questioning to create a classroom culture where students and teacher work together to advance thinking and knowing?
How do you define
habits of the mind
? What habits of mind underpin thinking and questioning?
.
Classic Gardens and Landscapes counts responses to specialty pro.docx
Classic Gardens and Landscapes counts responses to specialty promotions to determine effectiveness. You use
SUMIFS
and an
IFS
formula to complete the summary. You also calculate insurance statistics and display full names in one cell.
[Student Learning Outcomes 6.1, 6.2, 6.3, 6.6, 6.7]
File Needed:
ClassicGardens-06.xlsx
(Available from the
Start File
link.)
Completed Project File Name:
[your name]-ClassicGardens-06.xlsx
Skills Covered in This Project
Nest
MATCH
and
INDEX
functions.
Create
DSUM
formulas.
Build an
IFS
function.
Build
SUMIFS
formulas.
Use
TEXTJOIN
to join labels.
Open the
ClassicGardens-06
start file. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.
Create a nested
INDEX
and
MATCH
function to display the number of responses from a city.
Click the
Mailings
sheet tab and select and name cells
A3:D28
as
Responses
.
Click the
Mailing Stats
sheet tab.
Click cell
B21
and type
Carthage
.
Click cell
C21
, start an
INDEX
function, and select the first argument list option.
Choose or type the
Responses
range name for the
Array
argument.
Click the
Row_num
box and nest a
MATCH
function. Select cell
B21
for the
Lookup_value
and cells
A3:A28
on the
Mailings
sheet for the
Lookup_array
. Click the
Match_type
argument box and type
0
.
Click
INDEX
in the
Formula
bar. Click the
Column_num
box and nest a second
MATCH
function to look up cell
D3
on the
Mailings
sheet in the lookup array
A3:D3
.
Click the
Match_type
box and type
0
(Figure 6-106) and click
OK
. The result displays as 343.00.
Figure 6-106 Nested
MATCH
and
INDEX
functions
Format the results to show zero decimal places.
Type
Smyrna
in cell
B21
.
Use
DSUM
to summarize mailing data.
Select the
Mailings
sheet and note that number mailed is located in the third column and response data is in the fourth column.
Click the
Criteria
sheet tab. Select cell
B2
and type
lan*
to select data for the Landscape Design department.
Type
law*
in cell
B5
for the Lawn & Maintenance department.
Type
pat*
in cell
B8
for the Patio & Furniture department.
Click the
Mailing Stats
sheet tab and select cell
B7
.
Use
DSUM
with the range name
Responses
as the
Database
argument. Type
3
for the
Field
argument (# Mailed column), and enter an absolute reference to cells
B1:B2
on the
Criteria
sheet as the
Criteria
argument.
Copy the formula to cell
C7
and edit the
Field
argument to use the fourth column (# Responses).
Use
DSUM
in cells
B8:C9
to calculate results for the two remaining departments.
Use
SUM
in cells
B10:C10
.
Format all values as
Comma Style
with no decimal places.
Create an
IFS
function to display a response rating.
Note: If your version of Excel does not include the
IFS
function, build the following nested
IF
function
=IF.
Class, this is the final forum of the course. From our readings fro.docx
Class, this is the final forum of the course. From our readings from Week 8, we see that field of emergency management including the Incident Command System and NIMS have changed drastically over the years. The NIC has been developed in order to make sure that our incident management systems are as efficient and effective as possible. Going forward, there will inevitably be changes that will positively impact our emergency response and disaster planning organizations. In the past 50 years we have seen significant changes to the field of emergency management in our country. Some of the notable turning points in the field of emergnecy management include the following:
1974 - Disaster Relief Act of 1974
- The Disaster Relief Act of 1974 authorized the president of the United States to implement a program of disaster preparedness and relief aid that would enable use of all federal agencies. The Disaster Relief Act of 1974 states that any federal assistance offered is dependent upon the president authorizing such aid in the form of issuing a declaration.
1979
- FEMA is created.
1988 - Stafford Act
- Part of the reason for the change from the Disaster Relief Act of 1974 to the Stafford Act was the fact that the federal government was concerned about expanding disaster declarations beyond only natural disasters, and this included other types of incidents such as technological disasters (Three Mile Island in PA) and other instances outside the scope of natural disasters. Terrorism is not yet included. Federal assistance could be requested by the state on behalf of either the local government or state government. However, the request from the state must come from the governor.
2002 - Homeland Security Act
- The September 11, 2001 terrorist attacks resulted in the creation of the Department of Homeland Security (DHS). FEMA is now included under the umbrella of DHS.
HSPD-5 established the National Incident Management System (NIMS) and the National Response Plan (NRP).
HSPD-8 established policies to strengthen the preparedness of the United States to prevent and respond to threatened or actual domestic terrorist attacks, major disasters, and other emergencies by requiring a national domestic all-hazards preparedness goal, establishing mechanisms for improved delivery of Federal preparedness assistance to State and local governments, and outlining actions to strengthen preparedness capabilities of Federal, State, and local entities.
2005 - Post-Katrina Emergency Management Reform Act
- the performance of FEMA and other emergency management agencies during Hurricane Katrina results in the Post-Katrina Emergency Management Reform Act (
PKEMRA
) of 2006. The act enhances FEMA's responsibilities and its autonomy within DHS. Significant and meaningful changes to FEMA were made to increase preparedness levels of the general population and aid in mitigation and resilience efforts. These changes also included incident managem.
Class Subjects we went overWEEK 1 April 5thMULTICULTURAL.docx
Class Subjects we went over
WEEK 1 April 5thMULTICULTURALISM: REALITY & DEBATERead: “A Different Mirror: The Making of Multicultural America,” Ronald Takaki “An Overview and Point of View,” John Koval“Urban Fieldwork,” George Gmelch & Petra Kuppinger, from Urban Life (our required course text)
WEEK 2 April 12thDIVERSITY & DIVISIONRead:“Race Relations Chicago Style: Past, Present and Future,” Michael Bennett & RichardSchaefer “Transnationalism, Old and New: New York Immigrants,” Nancy Foner, Urban Life “A Tale of 3 Cities: The State of Racial Justice in Chicago Report,” Executive Summary, pp. 1 – 10, Institute for Research on Race and Public Policy, UICDue: Reading Review, for Weeks 1-2, online under Submissions on D2L by 6PM Thursday
WEEK 3 April 19thGEOGRAPHY & INEQUALITYRead: “The Shadow of the Skyscraper,” Harvey Zorbaugh“Urban Danger: Life in a Neighborhood of Strangers,” Sally Engle Merry, Urban Life“How Urban Ethnography Counters Myths About the Poor,” J. Goode, UrbanLifePART II: MAKING BLACK, LATINO & WHITE CHICAGOS
WEEK 4 April 26thTHE BLACK BELT & SEGREGATIONRead: “The Black Ghetto,” St. Clair Drake & Horace Cayton “Less Than Plessy: The Inner City, Suburbs, and State-Sanctioned Residential Segregation in the Age of Brown,” Arnold R. HirschDue: Reading Review, for Weeks 3-4, online under Submissions on D2L by 6PM Thurs
Writing Ethnographic Fieldnotes – Robert M. Emerson
University of Chicago Press
Published 1995
Chapter 1: Fieldnotes in Ethnographic Research
Ethnographic field research involves the study of groups and people as they go about their everyday lives. Carrying
out such research involves two distinct activities. First, the ethnographer enters into a social setting and gets to
know the people involved in it; usually, the setting is not previously known in an intimate way. The ethnographer
participates in the daily routines of this setting, develops ongoing relations with the people in it, and observes all the
while what is going on. Indeed, the term "participant-observation" is often used to characterize this basic research
approach. But, second, the ethnographer writes down in regular, systematic ways what she observes and learns
while participating in the daily rounds of life of others. Thus the researcher creates an accumulating written record of
these observations and experiences. These two interconnected activities comprise the core of ethnographic
research: Firsthand participation in some initially unfamiliar social world and the production of written accounts of
that world by drawing upon such participation. In the following sections we examine in detail each of these activities
and then trace out their implications for writing fieldnotes.
ETHNOGRAPHIC PARTICIPATION
Ethnographers are committed to going out and getting close to the activities and everyday experiences of other
people. "Getting close" minimally requires physical and social pr.
Class ProfileStudent NameEnglish Language LearnerSocio.docx
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
Whit.
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