“Social Change”
Program Transcript
HOLLY HOEY: So Maurice, as we talk about social change, I know there's a
story behind how you got into this field. I can just sense your passion and
enthusiasm for what you do.
MAURICE WILLIAMS: Well, I've always had an interest in the human condition.
My undergrad was in psychology, so we studied a lot about the mind, human
behavior. I've always been inquisitive. I want to know; how did we get here, who
are we, why are we so different, why are we so alike, what makes us who we
are? And so, literally, that's why I got into it.
Now, as I started working in the field though, I saw that, wow, it's not about
being inquisitive. There's really a lot of needs out here for people. There's a lot
of pain out here. It's a lot of trauma, a lot of grief, a lot of loss. And I come from
a family that has always been very community focused.
And so I got into working with people with disabilities. And then next, I worked
with adults who were on assistance, tenants assistance. And then I ended up
working with children. And now it's like, "Wow, there it is." Children have such a
vulnerability, but such a purity. I can connect with them, because children always
remind me that we all were one of them at one time. And I'm fortunate enough to
have gotten into a field that keeps me focused on, like Holly asked, What am I
going to do good today? Who am I going to help? Not really save, but who am I
going to help progress further in their life."
HOLLY HOEY: What about you Andrea?
ANDREA INGRAM: Well, I grew up in a large family, a lot of kids, and I was in
the middle. So middle children, we do a lot of mediating and all this kind of stuff.
But, I also grew up with a very keen sense of justice and fairness. When there
are seven kids in the family, you learn that life is not fair. And my parents had a
strong sense of justice also, and
were great examples.
So when I went out into the world, I felt an obligation, a responsibility to try to
make life better for people that didn't have it as well as I did. Because to me, it's a
sense of justice and fairness to include people in the mainstream who are left out,
for whatever reason. They're left out because of poverty, they're left out because
of mental illness, or there are left out because of their personality. They're just left
out because of relationships.
So it's just because of, I think, being raised with a keen sense of fairness and
justice and wanting to have an impact on that.
I found that I really loved crisis work, because when people are in crisis there's
such energy there and motivation to make things different. And there's a real
opportunity to make things different and to make some really significant changes
and reach some really significant resolutions in your life that really might put you
on a different path.
HOLLY HOEY: I say that I'm in this field by default. But it worked out to my
benefit, becau.
This is a graph that is supposed to be in the instructions but.docxchristalgrieg
This is a graph that is supposed to be in the instructions but for some reason I couldn’t add it.
“Social Change”
Program Transcript
HOLLY HOEY: So Maurice, as we talk about social change, I know there's a
story behind how you got into this field. I can just sense your passion and
enthusiasm for what you do.
MAURICE WILLIAMS: Well, I've always had an interest in the human condition.
My undergrad was in psychology, so we studied a lot about the mind, human
behavior. I've always been inquisitive. I want to know; how did we get here, who
are we, why are we so different, why are we so alike, what makes us who we
are? And so, literally, that's why I got into it.
Now, as I started working in the field though, I saw that, wow, it's not about
being inquisitive. There's really a lot of needs out here for people. There's a lot
of pain out here. It's a lot of trauma, a lot of grief, a lot of loss. And I come from
a family that has always been very community focused.
And so I got into working with people with disabilities. And then next, I worked
with adults who were on assistance, tenants assistance. And then I ended up
working with children. And now it's like, "Wow, there it is." Children have such a
vulnerability, but such a purity. I can connect with them, because children always
remind me that we all were one of them at one time. And I'm fortunate enough to
have gotten into a field that keeps me focused on, like Holly asked, What am I
going to do good today? Who am I going to help? Not really save, but who am I
going to help progress further in their life."
HOLLY HOEY: What about you Andrea?
ANDREA INGRAM: Well, I grew up in a large family, a lot of kids, and I was in
the middle. So middle children, we do a lot of mediating and all this kind of stuff.
But, I also grew up with a very keen sense of justice and fairness. When there
are seven kids in the family, you learn that life is not fair. And my parents had a
strong sense of justice also, and
were great examples.
So when I went out into the world, I felt an obligation, a responsibility to try to
make life better for people that didn't have it as well as I did. Because to me, it's a
sense of justice and fairness to include people in the mainstream who are left out,
for whatever reason. They're left out because of poverty, they're left out because
of mental illness, or there are left out because of their personality. They're just left
out because of relationships.
So it's just because of, I think, being raised with a keen sense of fairness and
justice and wanting to have an impact on that.
I found that I really loved crisis work, because when people are in crisis there's
such energy there and motivation to make things different. And there's a real
opportunity to make things different and to make some really significant changes
and reach some really significant resolutions in your life that really might pu ...
Wes Chapman on owning your power no matter what life throws at you.
http://rachelrofe.com/wes-chapman-on-owning-your-power-no-matter-what-life-throws-at-you
Harrison believes that one of the most important things to any human being is to feel important. We all have the need to feel significant and this need is something that really controls and governs many of our lives. Being focused on the work is incredibly important. Being focused on your own significance is attachment, and all attachments eventually result in disappointment.
One of the largest challenges of our lives is making sure that we do not meet our need to feel significant in a way that is destructive. For example, many people in their need to feel significant will try and be critical of others.
Sue Amphlett founded Parents Against Injustice in 1985 after her family was wrongly accused of child abuse. Her youngest daughter had fractures from minor falls but doctors initially suspected abuse. This led to an investigation where Sue and her family felt marginalized as strangers passed judgement on them. The process was long, traumatic and damaging as they tried to prove their innocence without support. Most people caught up in similar situations lose self-esteem and cannot cope as their life structure revolves around their children. Sue felt the process focused too much on child protection and not enough on properly investigating allegations and supporting families impacted.
The document is about a 19-year-old who is applying for a nursing program and a job as a nurse's assistant. They have gained experience through years of volunteering, including at soup kitchens, hospitals, and helping those in need. They created a website to raise awareness of volunteering opportunities. In their job interview, the head nurse is impressed by their volunteering experience and achievements. She asks to see their website and offers them the job.
This is a graph that is supposed to be in the instructions but.docxchristalgrieg
This is a graph that is supposed to be in the instructions but for some reason I couldn’t add it.
“Social Change”
Program Transcript
HOLLY HOEY: So Maurice, as we talk about social change, I know there's a
story behind how you got into this field. I can just sense your passion and
enthusiasm for what you do.
MAURICE WILLIAMS: Well, I've always had an interest in the human condition.
My undergrad was in psychology, so we studied a lot about the mind, human
behavior. I've always been inquisitive. I want to know; how did we get here, who
are we, why are we so different, why are we so alike, what makes us who we
are? And so, literally, that's why I got into it.
Now, as I started working in the field though, I saw that, wow, it's not about
being inquisitive. There's really a lot of needs out here for people. There's a lot
of pain out here. It's a lot of trauma, a lot of grief, a lot of loss. And I come from
a family that has always been very community focused.
And so I got into working with people with disabilities. And then next, I worked
with adults who were on assistance, tenants assistance. And then I ended up
working with children. And now it's like, "Wow, there it is." Children have such a
vulnerability, but such a purity. I can connect with them, because children always
remind me that we all were one of them at one time. And I'm fortunate enough to
have gotten into a field that keeps me focused on, like Holly asked, What am I
going to do good today? Who am I going to help? Not really save, but who am I
going to help progress further in their life."
HOLLY HOEY: What about you Andrea?
ANDREA INGRAM: Well, I grew up in a large family, a lot of kids, and I was in
the middle. So middle children, we do a lot of mediating and all this kind of stuff.
But, I also grew up with a very keen sense of justice and fairness. When there
are seven kids in the family, you learn that life is not fair. And my parents had a
strong sense of justice also, and
were great examples.
So when I went out into the world, I felt an obligation, a responsibility to try to
make life better for people that didn't have it as well as I did. Because to me, it's a
sense of justice and fairness to include people in the mainstream who are left out,
for whatever reason. They're left out because of poverty, they're left out because
of mental illness, or there are left out because of their personality. They're just left
out because of relationships.
So it's just because of, I think, being raised with a keen sense of fairness and
justice and wanting to have an impact on that.
I found that I really loved crisis work, because when people are in crisis there's
such energy there and motivation to make things different. And there's a real
opportunity to make things different and to make some really significant changes
and reach some really significant resolutions in your life that really might pu ...
Wes Chapman on owning your power no matter what life throws at you.
http://rachelrofe.com/wes-chapman-on-owning-your-power-no-matter-what-life-throws-at-you
Harrison believes that one of the most important things to any human being is to feel important. We all have the need to feel significant and this need is something that really controls and governs many of our lives. Being focused on the work is incredibly important. Being focused on your own significance is attachment, and all attachments eventually result in disappointment.
One of the largest challenges of our lives is making sure that we do not meet our need to feel significant in a way that is destructive. For example, many people in their need to feel significant will try and be critical of others.
Sue Amphlett founded Parents Against Injustice in 1985 after her family was wrongly accused of child abuse. Her youngest daughter had fractures from minor falls but doctors initially suspected abuse. This led to an investigation where Sue and her family felt marginalized as strangers passed judgement on them. The process was long, traumatic and damaging as they tried to prove their innocence without support. Most people caught up in similar situations lose self-esteem and cannot cope as their life structure revolves around their children. Sue felt the process focused too much on child protection and not enough on properly investigating allegations and supporting families impacted.
The document is about a 19-year-old who is applying for a nursing program and a job as a nurse's assistant. They have gained experience through years of volunteering, including at soup kitchens, hospitals, and helping those in need. They created a website to raise awareness of volunteering opportunities. In their job interview, the head nurse is impressed by their volunteering experience and achievements. She asks to see their website and offers them the job.
Southampton Business School Postgraduate Module Grade Descrip.docxrosemariebrayshaw
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docxrosemariebrayshaw
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/623?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/630?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/638?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
ht.
Spadoni • revised Jan. 2020 —continued— Checklist for .docxrosemariebrayshaw
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
May 24, 2020
[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
10. Staple pages, top-left corner. Unstapled.
SPAN100Course SummaryCourse SPAN100 Title Spanish I.docxrosemariebrayshaw
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
.
Sources and Resources for RC004Informed Advocacy in Early .docxrosemariebrayshaw
Sources and Resources for RC004
Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738
WEBSITE: KIDS COUNT DATA CENTER
http://datacenter.kidscount.org/topics
KIDS COUNT Data Center
Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics
WEBSITE: NATIONAL AND STATE FACTS
http://www.cwla.org/our-work/advocacy/
WEBSITE: U.S. CHILD STATE DATA
http://www.cwla.org/our-work/advocacy/
WEBSITE: DATA TOOLS
http://www.nccp.org/tools/
Consider how this information will be beneficial within the context of Part 1 of your Work Product.
WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL
http://www.acei.org/
WEBSITE: DIVISION FOR EARLY CHILDHOOD
http://www.dec-sped.org/
WEBSITE: INTERNATIONAL READING ASSOCIATION
http://www.reading.org/
WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE
http://www.nbcdi.org/
BOOK EXCERPT: DEVELOPING INITIATIVES
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738
The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field.
WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS
http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10
WEBSITE: LEGISLATIVE HOT TOPICS
https://www.literacyworldwide.org/
WEBSITE: TAKEN ACTION NOW
http://www.naeyc.org/policy/action
WEBSITE: WHAT WE DO: POLICY
http://www.nbcdi.org/what-we-do/policy
BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING
As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product.
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738
This information is beneficial in the context of Part 2 and Part 3 of your Work Product.
ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY
https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING
https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE
https://www.zerotothree.org/resources/483-the-elements.
Sources of General Information about the Topic A paragr.docxrosemariebrayshaw
Sources of General Information about the Topic
A paragraph that explains that the follow-
ing sources provide more in depth information about
the topic.
Smith, John. “An Understanding of Animal Experimen-
tation.” The Journal of Animal Husbandry, vol33,
no 2 Jan 2010 pp.70-91. JSTOR,
ww.libray.dcccd.edu. Accessed 10-30-19.
This paragraph will include indicative information
about the source. Other info the reader needs about
the source.
This paragraph will include info about the value
of the source. Other info needed by the reader .
This can/will be multiple pages. The annotation
is to include indicative and evaluative information—a
combined annotation. For this and the following sec-
tions needed will be five(5) sources and associated
annotations for each. The sources are to be in stand-
ard MLA alphabetic order.
An Annotated Bibliography
Of
Topic
First Paragraph will include what the
topic is in language that shows a complete un-
derstanding of the issue.
The second paragraph will include
statements about why this is a topic of concern.
It may also include some background and defini-
tions. Here will also be general information
about the topic (GEN)
The third paragraph will include
some possible reasons why there are views in
favor of the topic( PROs).
The fourth paragraph will include
some possible reasons why the topic has detrac-
tors (CONs).
Sources of Information in Favor of the Topic
This paragraph will explain what some
of the positions in favor of the topic are. It will
provide more detail and depth about the PRO
side of the issue.
Jones, Mary. “Using Animals for Good.” Animals
in Experiments, Society for Ethics in the
Animal World. www.anieths.org. Accessed
10-30-19.
This paragraph provides the indicative
use of the info. It may include the breadth of the
subject covered, the typical use, etc.
This paragraph will discuss the relative
merits of the article. Who can use it, whether it is
complex or simple, is it a good source or is it
somehow lacking.
See above for more details on criteria
for the annotations and bibliography.
Sources of Information Opposed to the Topic
This paragraph will explain some of
the positions taken in opposition to the topic. It
provides more detail and depth about the op-
posed position on the topic.
Hector, James. “Animal Use in Cosmetic Re-
search.” Animals in Our World, edited by
The Staff of the Department of Ecology. 4th
ed. Columbia UP, 2015, pp 456-459.
This paragraph will include indicative
information about the source. Other info the
reader needs about the source.
This paragraph will include info about the
value of the source. Other info needed by the
reader .
.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Source for ArticleMilliken, A. (2018). Ethical awareness What .docxrosemariebrayshaw
Source for Article:
Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html
Article:
Ethical Awareness: What It Is and Why It Matters
^ m d
Aimee Milliken, PhD, RN
Abstract
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Though dilemmas and challenging situations create the most obvious, dramatic risks to patients, routine nursing actions have implications for patients as well. Ethical awareness involves recognizing the ethical implications of all nursing actions. Developing ethical awareness is one way to empower nurses to act as moral agents in order to provide patients with safe and ethical care. The aim of this article is to provide an overview of the concept of ethical awareness and the role it plays in patient care. Background information is provided; three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice; followed by additional discussion; and strategies for heightening ethical awareness are suggested.
Citation: Milliken, A., (January 31, 2018) "Ethical Awareness: What It Is and Why It Matters" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 1, Manuscript 1.
DOI: 10.3912/OJIN.Vol23No01Man01
Key Words: ethical awareness, nursing ethics, ethical sensitivity, moral sensitivity, critical care
Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action.
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action (Milliken & Grace, 2015). This means that nurses must first recognize the potential ethical repercussions of their actions in order to effectively resolve problems and address patient needs. The aim of this article is to provide an overview of ethical awareness and its important role in ethical nursing care. Three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice. Finally, strategies for heightening ethical awareness in the clinical setting are suggested.
Background
...nurses do not often recognize daily activities... as having ethical implications.
Many scholars have addressed the ethical nature of nursing practice (Austin, 2007; Erlen, 1997; Milliken & Grace, 2015; Truog et al., 2015; Ulrich et al., 2010). Though nursing ethics education often focuses on dilemmas and challenging situations (Truog et al., 2015; Zizzo, Bell, & Racine, 2016), ethical awareness involves recognizing .
Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
10 March 2020
RAVENArticle 1 by Theresa Capra (2009).
Reputation. The author is a renowned researcher at Mercer County Community College who holds a Ph.D. and specializes in issues of education and children.
Ability to Observe. Being a researcher, the author is in a position to access reliable evidence from other scholarly researchers like her. Working as a director in the College also allows her to observe the effects of poverty on the education of children.
Vested Interest. Being a researcher, the author has no personal interest in the topic. Instead, she seeks to inform the general public about the effects of poverty.
Expertise. The author is an expert in the field of education such that she is even pursuing her Ph.D. She also refers to scholarly sources written by experts as evidence in the article.
Neutrality. The author is neutral about poverty and education. She provides a discussion of the causes, effects, and possible solutions that can be applied to curb the problem. Article 2 by Sean Slade (2015)
Reputation. The author is the director of Global Outreach at ASCD which aims at providing quality education that will grow children emotionally, physically, psychologically, and socially (ASCD, 2020). Thus, the author is in a position of authority.
Ability to Observe. The author is in a position that allows him to access reliable evidence. Being the director of Global Outreach at ASCD, the author works and interacts with children and this allows him to observe how poverty can affect their education.
Vested Interest. The author has some personal interest in the topic. He is a contributor to news being posted on the website. Thus, to get more views and reads, the author has to write something captivating and which will get more reads. This will increase his image in the online world.
Expertise. The author is not an expert in the field of poverty and education. Judging from the website, the author is just a contributor. It is only one evidence that quotes scholarly research. All the other evidence is from news and politics.
Neutrality. The author is biased about the issue of poverty and its impact on education. The author decided to focus on the negative side of poverty only. This painted a bad picture on the government and rich countries who, it is claimed, are the ones who cause poverty. Although this is partially true, the author fails to recognize intervention efforts from these rich countries that have worked to curb poverty. In this biased state, the author presents a one-sided argument only. Article 3 by Kelley Taylor (2017)
Reputation. The author is a contributor to contents on the Insight website which reports news about various issues facing the world today. being a magazine website, the source is not in a position of authority.
Ability to Observe. Being a news reporter, the author is in a position to access reliable evidence through researching on the internet and conduc.
SPC1017 Rubric: Informative Speech
Name: Jhoan Speech Topic: Tanorexia
Time: 4 minutes Points: 81
Introduction 15%
4
Strong attention getter and relevance statement
3
Strong credibility statement
5
Good overview of main points
Main Body 30%
5
Each main point is clear
5
Organization is logical
5
Information is new and relatable to audience, practical
3
Main points supported with research
3
At least one oral citation with needed information
3
Good transitions, good flow from one point to the next
Conclusion 15%
5
Prepared audience for conclusion
4
Summarized main points, no extra information
4
Strong ending, related back to attention getter
Delivery 40%
5
Good volume and speech rate
3
Good vocal variety, speaker was energetic, passionate
3
Good eye contact
4
Good posture and hand gestures, good overall body language
5
Good articulation, pronunciation (few verbal fillers, appropriate language)
4
Professional appearance, business casual attire, professional notes
3
Presentation aid (supportive, easily visible, correct spelling, duration)
4
Time Limit (stayed within designated time limit)
81
TOTAL
5 –Very Good
4 – good
3 – average
2– needs work
1 – unacceptable
.
South University College of Nursing and Public Health Graduate.docxrosemariebrayshaw
South University College of Nursing and Public Health Graduate Online
Nursing Program
Aquifer Internal Medicine
Internal
Medicine
08: 55-year-
old male
with chronic
disease
management
Author/Editor:Author/Editor: Cynthia A. Burns, MD
INTRODUCTION HISTORY
You review Mr. Morales' records on the computer.You review Mr. Morales' records on the computer.
!
You are working with Dr. Clay in her outpatient diabetes clinic this morning.
https://southu-nur.meduapp.com/
https://southu-nur.meduapp.com/document_sets/6094
Your first patient, Mr. Morales, was seen by Dr. Clay once before, eight years ago,
but was lost to follow-up after that time.
Based on review of the electronic medical record you are able to collect the
following information prior to heading into the room to meet Mr. Morales:
Mr. Morales is a 55-year-old Hispanic male, diagnosed with Type 2 diabetes
mellitus thirteen years ago after experiencing a 20-pound unintentional weight
loss, blurry vision, and nocturia.
He was hospitalized six weeks ago with a non-ST elevation myocardial infarction
and required three vessel coronary artery bypass grafting. During his admission,
he was found to have a reduced ejection fraction of 20%.
He was referred for today's visit by the cardiologist to focus on optimizing his
glycemic control and reducing his risk of the comorbidities associated with poorly
controlled Type 2 diabetes mellitus.
His last hemoglobin A1c (HbA1c) was 9.5% eight years ago, and he had
microalbuminuria at that time.
DIABETES CHRONIC DISEASE
MANAGEMENT 1
MANAGEMENT
You review diabetes chronic disease management with Dr. Clay.You review diabetes chronic disease management with Dr. Clay.
!
Before you see Mr. Morales, Dr. Clay reviews diabetes chronic disease
management with you.
Diabetes Chronic Disease Management
Evaluate for and optimize prevention of diabetic complicationsEvaluate for and optimize prevention of diabetic complications
Macrovascular complications:
Cardiovascular disease
Cerebrovascular disease
Microvascular complications:
Retinopathy
Nephropathy
Neuropathy
In particular, cardiovascular disease is the No. 1 cause of mortality for people
with diabetes, and one of the top causes of morbidity.
Hypoglycemia, infections, foot ulcers, and amputations are additional causes of
morbidity and mortality in patients with diabetes.
The American Diabetes Association publishes annual guidelines to assist in the
management of a patient with diabetes.
Remember the large role that the psychosocial aspects of a diabetesRemember the large role that the psychosocial aspects of a diabetes
diagnosis play in managementdiagnosis play in management
Non-adherence with medical recommendations could be due to economic,
work-related, religious, social, or linguistic barriers to care. Care must be taken
to assess the psychosocial status of each person with diabetes at each clinic
visit to ensure that barriers to successful diabetes care are minimized.
Question
Which .
Sources to UseSuskie, L. (2014, March 17). What is good.docxrosemariebrayshaw
Sources to Use:
Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from http://www.lindasuskie.com/apps/blog/show/41934533-what-is-good-assessment-a-second-look
Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals-
Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/43191428-setting-meaningful-benchmarks-or-standards
Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from http://www.learningoutcomesassessment.org/documents/BraskampGuidelines.pdf
Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice: Aging Nicely. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf
Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA).
Banta, T., & Blaich, C. (2011). Closing the Assessment Loop. Change, 43(1), 22–27.
Running head: WEEK FIVE PAPER 1
TITLE OF PAPER 5
Week Five Paper
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Week Five Paper
Start the first paragraph here. It should introduce your reader to the subject you are writing about, as well as your particular position or claim. Before you can create your first paragraph, check that you Understand Your Assignment. You can use this template to help you format your paper. For longer papers, include sub-headings or levels of heading.
Challenges and Communication Needs
Communication Theories and Use to Effectively Engage Clients
Three Verbal and Three Nonverbal Techniques to Use With Clients
Selected Communication Theories and Benefits and Limitations
How Active Listening Skills Are Used
How Empathy Skills Are Used
Family, Culture and Gender Issues
Personal Communication Strengths and Growth Areas
Conclusion
.
References
The following are commonly used references. Please fill in the required information, and if you need more help, see the Formatting Your References List page. References are listed in alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal.
Sooner or later you’ll find your-self leading a team where one.docxrosemariebrayshaw
Sooner or later you’ll find your-self leading a team where one
or more of your people work
remotely. You can turn this situa-
tion into an advantage by leverag-
ing diverse backgrounds and
highly motivated employees. To do
this, you’ll need to avoid the possi-
ble communication and effective-
ness pitfalls and make sure you’re
making use of all the means at
your disposal to operate effectively
from a distance. Interestingly
enough, my experiences in P&G as
both a remote manager and a
remote employee have made me a
more disciplined manager.
Various situations, be it with
remote teams who work from
their homes or international
employees in different time zones,
bring unique characteristics to
which you’ll need to adjust your
management style. That said, the
basics for any manager remain the
same—you just have to do them
better. Do them well, and you’ll
have a highly energized and driven
work team. The consequences of
not doing so are twice as disas-
trous with remote teams.
What You Can Do
Let me share some of my favorite
must-do items for any remote
leader.
1. Energize your team with a
vision. To win as a team and as an
organization, it’s critical to involve
your remote group in the creation
and deployment of a common
vision. Ask yourself what your
most important breakthrough will
be, and set this as the direction
that propels your people and your
action plan. If it isn’t possible to do
this face to face, take time to have a
brainstorming forum, group chats,
and calls with video where you
come to a clear, meaningful state-
ment of the accomplishment your
team will be known for.
2. Engage them with a robust
action plan. This is probably one
of the most critical aspects of
remote leadership. Each team
member needs to feel engaged and
have a clear understanding about
what will be requested from them
or their teams, how it will be mea-
sured, and when you will expect it.
To do this well is to set a solid
foundation and clear the way for
what will come. Draft an action
plan with a clear link to your
vision, and engage each team
member individually with the
objectives assigned to them. Align
on the way updates will be pre-
sented and on key milestones.
Give examples of the way you like
updates to be presented and the
data you expect to see in them.
3. Be in touch with your team.
You need to be disciplined about
having periodic touchpoints in
order to stay connected. Watch out
for overly independent employees
who think they don’t need direc-
tion and allow the distance to
grow. It’s important to align prior-
ities, review action-plan progress,
and talk about career develop-
ment. It also doesn’t hurt to build
a personal relationship that fosters
trust and open communication.
Though there are various con-
straints, mostly financial, make
sure to schedule face-to-face time
as much as possible, and, again,
make use of the vast array of avail-
able videoconferencing te.
Sophia Bosoni, Tombra Esite & Junhui Liu
February 6, 2020
Innovation and Organization Transformation
The Boston Globe Organizational Transformations and Innovations
Introduction
The Boston Globe is a company that has been running since 1872. They are experiencing great changes due to changes in the media industry. The owner of The Boston Globe is The Boston Globe Media Partners, LLC. Now, the publisher and the owner of The Boston Globe is John Henry (The Boston Globe). Due to technological innovations, the way and how we inform ourselves is different than the past generations (ex: virtually).
The Boston Globe’s structure, human resources, political and symbolic frames activities are changing so quickly due to the new organization’s transformations and innovations. The structure of the media organizations has changed internally and externally. In relation to human resources we are going to focus on the internal and external changes as a result of the structural change. Politically and symbolically The Boston Globehas transformed, as well. We are going to explore how digital innovation has completely transformed The Boston Globe. This issue is important as The Boston Globe is experiencing many transformations and revenue challenges and they have to survive. Moreover, as a group, we will focus on the organizational transformations in relation to the four frames (structural, human resources, political & symbolic).
Main Issue
· Requires organization response involving key decision makers
Underlying Causes
Activity in the Four Frames
Structural Frame
The Boston Globe had to restructure because of the technological changes in this century. The Boston Globe had to adapt; therefore they created the BostonGlobe.com in 1995. The Boston Globe mains goal is to survive; then it is to deliver news. The Boston Globe went from an all paper organization to an electronic and paper organization (BostonGlobe.com). Due to all the new technological innovation and other online website there has been a need to get an IT department. This IT department takes care of the online website. Moreover, there needs to be a cyber security team because of all the hacking. The Boston Globe needs to protect themselves from the hackers. Additionally, jobs at The Boston Globe have changed greatly. They had to fire Truck drivers to deliver the newspapers and paper boys and hire more tech people.
Human Resources Frame
Political Frame
The owner of The Boston Globe, John Henry, is also the “Red Sox” owner. “In February 2013, the Red Sox owner John Henry assumed ownership, marking a new chapter (The Boston Globe).” This involves means that there is a lot of politics involved as John Henry has biases.
Due to the new structure at The Boston Globe it changes a lot of activity that relates to the political frame. Some of the changes are that there is no more need for different jobs that were very important and essential a couple decades ago, a generation ago. .
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
This document provides instructions and guidance for a history assignment on America as a superpower from 1947 to the present. It discusses the structure and formatting of the paper, including it being 5 paragraphs long and 500-800 words. It provides sources to use, including a textbook and lists additional sources categorized by topic. It provides examples of in-text citations and formatting the sources list. The document aims to help students understand the requirements and find relevant sources to write their history paper on examples from the Cold War and post-Cold War eras.
Sources of Risk for Chronic Conditions in the State of Flo.docxrosemariebrayshaw
Sources of Risk for Chronic Conditions in the State of Florida
DHA-7010 - Project and Resource Management in Integrated Systems
4/05/20
*
Introduction
A chronic condition is a disease that endures along period.
Chronic illness is one of the health issues which has been prevalent in the United States for an extended period.
Various sources of risk are associated with chronic conditions that directly impact the success of this project.
These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
Introduction
A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. However, multiple sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
*
Sources of Technical Risk Factors
Technical risk factors in this project are associated with factors such as:
Scope definition in the study
Research design
Research of information (Cachada et al., 2019)
Methods used to conduct the research study
Sources of Technical risk factors
Technical risk factors in this project arise from issues or activities associated with the scope definition, research design, research of information, and methods used to conduct the research study. In this case, conduction research to know more about chronic conditions in the State of Florida will involve in-depth scope definition to understand more the status of chronic illness in the State of Florida (Cachada et al., 2019)
.
*
Sources of Managerial Risk Factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity (Cachada et al., 2019).
Sources of managerial risks affecting the success of this project include the following factors:
Cost factors
Legal factors
Legal factors
Sources of managerial risk factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity. The primary source of such risk includes cost factors, which escalates the cost of conducting a project due to the inability to make proper cost estimations.
Schedule factors is another source of risk that affect how activities of the project should be conducted (Cachada et al., 2019). In the research study, the schedule of performing on the status of chronic illness in the State of Florida will be timed to collect enough information to help in making proper decisions.
Legal risk factors is another set of sources of managerial risks that are likely to affect the effectiveness of this research. These factors arise from regulatory obligations such as contract risks that approve the use of chronic condition data to perform a research project. This set of risks will.
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104 PART ONE DIRECTING THE OPERATION
● Implementation – the way that strategy is operationalized or executed. Three issues are
often mentioned by strategy practitioners as being important in achieving successful
implementation: the clarity of the strategy, the nature of the leadership provided by top
management, and effective project management.
● Monitoring – involves tracking ongoing performance and diagnosing data to make sure
that the changes are proceeding as planned and providing early indications of any devi-
ation from the plan.
● Control – involves the evaluation of the results from monitoring the implementation so
that activities, plans and performance can be assessed with the intention of correcting
future action if that is required.
CASE STUDY McDonald’s: half a century of growth 13
It is loved and it is hated. It is a shining example of how
good-value food can be brought to a mass market. It is a
symbol of everything that is wrong with ‘industrialized’, cap-
italist, bland, high-calorie and environmentally unfriendly
commercialism. It is the best-known and most loved fast
food brand in the world with more than 36,000 restau-
rants in 117 countries, providing jobs for 1.7 million staff
and feeding 69 million customers per day (yes, per day!).
It is part of the homogenization of individual national cul-
tures, filling the world with bland, identical, ‘cookie cutter’,
Americanized and soulless operations that dehumanize
its staff by forcing them to follow ridged and over-defined
procedures. But whether you see it as friend, foe, or a bit
of both, McDonald’s has revolutionized the food industry,
affecting the lives of both the people who produce food and
the people who eat it. It has also had its ups (mainly) and
downs (occasionally) as markets, customers and economic
circumstances change. Yet, even in the toughest times it has
always displayed remarkable resilience. What follows is a
brief (for such a large corporation) summary of its history.
Starting small
Central to the development of McDonald’s is Ray Kroc, who
by 1954 and at the age of 52 had been variously a piano
player, a paper cup salesman and a multi-mixer salesman.
He was surprised by a big order for eight multi-mixers
from a restaurant in San Bernardino, California. When
he visited the customer he found a small but successful
restaurant run by two brothers Dick and Mac McDonald.
They had opened their ‘Bar-B-Que’ restaurant 14 years
earlier, and by the time Ray Kroc visited the brothers’ oper-
ation it had a self-service drive-in format with a limited
menu of nine items. He was amazed by the effectiveness
of their operation. Focusing on a limited menu including
burgers, fries and beverages had allowed them to analyse
every step of the process of producing and serving their
food. Ray Kroc was so impressed that he p.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Southampton Business School Postgraduate Module Grade Descrip.docxrosemariebrayshaw
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docxrosemariebrayshaw
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/623?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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http://network.bepress.com/hgg/discipline/638?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
ht.
Spadoni • revised Jan. 2020 —continued— Checklist for .docxrosemariebrayshaw
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
May 24, 2020
[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
10. Staple pages, top-left corner. Unstapled.
SPAN100Course SummaryCourse SPAN100 Title Spanish I.docxrosemariebrayshaw
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
.
Sources and Resources for RC004Informed Advocacy in Early .docxrosemariebrayshaw
Sources and Resources for RC004
Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738
WEBSITE: KIDS COUNT DATA CENTER
http://datacenter.kidscount.org/topics
KIDS COUNT Data Center
Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics
WEBSITE: NATIONAL AND STATE FACTS
http://www.cwla.org/our-work/advocacy/
WEBSITE: U.S. CHILD STATE DATA
http://www.cwla.org/our-work/advocacy/
WEBSITE: DATA TOOLS
http://www.nccp.org/tools/
Consider how this information will be beneficial within the context of Part 1 of your Work Product.
WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL
http://www.acei.org/
WEBSITE: DIVISION FOR EARLY CHILDHOOD
http://www.dec-sped.org/
WEBSITE: INTERNATIONAL READING ASSOCIATION
http://www.reading.org/
WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE
http://www.nbcdi.org/
BOOK EXCERPT: DEVELOPING INITIATIVES
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738
The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field.
WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS
http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10
WEBSITE: LEGISLATIVE HOT TOPICS
https://www.literacyworldwide.org/
WEBSITE: TAKEN ACTION NOW
http://www.naeyc.org/policy/action
WEBSITE: WHAT WE DO: POLICY
http://www.nbcdi.org/what-we-do/policy
BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING
As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product.
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738
This information is beneficial in the context of Part 2 and Part 3 of your Work Product.
ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY
https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING
https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE
https://www.zerotothree.org/resources/483-the-elements.
Sources of General Information about the Topic A paragr.docxrosemariebrayshaw
Sources of General Information about the Topic
A paragraph that explains that the follow-
ing sources provide more in depth information about
the topic.
Smith, John. “An Understanding of Animal Experimen-
tation.” The Journal of Animal Husbandry, vol33,
no 2 Jan 2010 pp.70-91. JSTOR,
ww.libray.dcccd.edu. Accessed 10-30-19.
This paragraph will include indicative information
about the source. Other info the reader needs about
the source.
This paragraph will include info about the value
of the source. Other info needed by the reader .
This can/will be multiple pages. The annotation
is to include indicative and evaluative information—a
combined annotation. For this and the following sec-
tions needed will be five(5) sources and associated
annotations for each. The sources are to be in stand-
ard MLA alphabetic order.
An Annotated Bibliography
Of
Topic
First Paragraph will include what the
topic is in language that shows a complete un-
derstanding of the issue.
The second paragraph will include
statements about why this is a topic of concern.
It may also include some background and defini-
tions. Here will also be general information
about the topic (GEN)
The third paragraph will include
some possible reasons why there are views in
favor of the topic( PROs).
The fourth paragraph will include
some possible reasons why the topic has detrac-
tors (CONs).
Sources of Information in Favor of the Topic
This paragraph will explain what some
of the positions in favor of the topic are. It will
provide more detail and depth about the PRO
side of the issue.
Jones, Mary. “Using Animals for Good.” Animals
in Experiments, Society for Ethics in the
Animal World. www.anieths.org. Accessed
10-30-19.
This paragraph provides the indicative
use of the info. It may include the breadth of the
subject covered, the typical use, etc.
This paragraph will discuss the relative
merits of the article. Who can use it, whether it is
complex or simple, is it a good source or is it
somehow lacking.
See above for more details on criteria
for the annotations and bibliography.
Sources of Information Opposed to the Topic
This paragraph will explain some of
the positions taken in opposition to the topic. It
provides more detail and depth about the op-
posed position on the topic.
Hector, James. “Animal Use in Cosmetic Re-
search.” Animals in Our World, edited by
The Staff of the Department of Ecology. 4th
ed. Columbia UP, 2015, pp 456-459.
This paragraph will include indicative
information about the source. Other info the
reader needs about the source.
This paragraph will include info about the
value of the source. Other info needed by the
reader .
.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Source for ArticleMilliken, A. (2018). Ethical awareness What .docxrosemariebrayshaw
Source for Article:
Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html
Article:
Ethical Awareness: What It Is and Why It Matters
^ m d
Aimee Milliken, PhD, RN
Abstract
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Though dilemmas and challenging situations create the most obvious, dramatic risks to patients, routine nursing actions have implications for patients as well. Ethical awareness involves recognizing the ethical implications of all nursing actions. Developing ethical awareness is one way to empower nurses to act as moral agents in order to provide patients with safe and ethical care. The aim of this article is to provide an overview of the concept of ethical awareness and the role it plays in patient care. Background information is provided; three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice; followed by additional discussion; and strategies for heightening ethical awareness are suggested.
Citation: Milliken, A., (January 31, 2018) "Ethical Awareness: What It Is and Why It Matters" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 1, Manuscript 1.
DOI: 10.3912/OJIN.Vol23No01Man01
Key Words: ethical awareness, nursing ethics, ethical sensitivity, moral sensitivity, critical care
Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action.
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action (Milliken & Grace, 2015). This means that nurses must first recognize the potential ethical repercussions of their actions in order to effectively resolve problems and address patient needs. The aim of this article is to provide an overview of ethical awareness and its important role in ethical nursing care. Three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice. Finally, strategies for heightening ethical awareness in the clinical setting are suggested.
Background
...nurses do not often recognize daily activities... as having ethical implications.
Many scholars have addressed the ethical nature of nursing practice (Austin, 2007; Erlen, 1997; Milliken & Grace, 2015; Truog et al., 2015; Ulrich et al., 2010). Though nursing ethics education often focuses on dilemmas and challenging situations (Truog et al., 2015; Zizzo, Bell, & Racine, 2016), ethical awareness involves recognizing .
Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
10 March 2020
RAVENArticle 1 by Theresa Capra (2009).
Reputation. The author is a renowned researcher at Mercer County Community College who holds a Ph.D. and specializes in issues of education and children.
Ability to Observe. Being a researcher, the author is in a position to access reliable evidence from other scholarly researchers like her. Working as a director in the College also allows her to observe the effects of poverty on the education of children.
Vested Interest. Being a researcher, the author has no personal interest in the topic. Instead, she seeks to inform the general public about the effects of poverty.
Expertise. The author is an expert in the field of education such that she is even pursuing her Ph.D. She also refers to scholarly sources written by experts as evidence in the article.
Neutrality. The author is neutral about poverty and education. She provides a discussion of the causes, effects, and possible solutions that can be applied to curb the problem. Article 2 by Sean Slade (2015)
Reputation. The author is the director of Global Outreach at ASCD which aims at providing quality education that will grow children emotionally, physically, psychologically, and socially (ASCD, 2020). Thus, the author is in a position of authority.
Ability to Observe. The author is in a position that allows him to access reliable evidence. Being the director of Global Outreach at ASCD, the author works and interacts with children and this allows him to observe how poverty can affect their education.
Vested Interest. The author has some personal interest in the topic. He is a contributor to news being posted on the website. Thus, to get more views and reads, the author has to write something captivating and which will get more reads. This will increase his image in the online world.
Expertise. The author is not an expert in the field of poverty and education. Judging from the website, the author is just a contributor. It is only one evidence that quotes scholarly research. All the other evidence is from news and politics.
Neutrality. The author is biased about the issue of poverty and its impact on education. The author decided to focus on the negative side of poverty only. This painted a bad picture on the government and rich countries who, it is claimed, are the ones who cause poverty. Although this is partially true, the author fails to recognize intervention efforts from these rich countries that have worked to curb poverty. In this biased state, the author presents a one-sided argument only. Article 3 by Kelley Taylor (2017)
Reputation. The author is a contributor to contents on the Insight website which reports news about various issues facing the world today. being a magazine website, the source is not in a position of authority.
Ability to Observe. Being a news reporter, the author is in a position to access reliable evidence through researching on the internet and conduc.
SPC1017 Rubric: Informative Speech
Name: Jhoan Speech Topic: Tanorexia
Time: 4 minutes Points: 81
Introduction 15%
4
Strong attention getter and relevance statement
3
Strong credibility statement
5
Good overview of main points
Main Body 30%
5
Each main point is clear
5
Organization is logical
5
Information is new and relatable to audience, practical
3
Main points supported with research
3
At least one oral citation with needed information
3
Good transitions, good flow from one point to the next
Conclusion 15%
5
Prepared audience for conclusion
4
Summarized main points, no extra information
4
Strong ending, related back to attention getter
Delivery 40%
5
Good volume and speech rate
3
Good vocal variety, speaker was energetic, passionate
3
Good eye contact
4
Good posture and hand gestures, good overall body language
5
Good articulation, pronunciation (few verbal fillers, appropriate language)
4
Professional appearance, business casual attire, professional notes
3
Presentation aid (supportive, easily visible, correct spelling, duration)
4
Time Limit (stayed within designated time limit)
81
TOTAL
5 –Very Good
4 – good
3 – average
2– needs work
1 – unacceptable
.
South University College of Nursing and Public Health Graduate.docxrosemariebrayshaw
South University College of Nursing and Public Health Graduate Online
Nursing Program
Aquifer Internal Medicine
Internal
Medicine
08: 55-year-
old male
with chronic
disease
management
Author/Editor:Author/Editor: Cynthia A. Burns, MD
INTRODUCTION HISTORY
You review Mr. Morales' records on the computer.You review Mr. Morales' records on the computer.
!
You are working with Dr. Clay in her outpatient diabetes clinic this morning.
https://southu-nur.meduapp.com/
https://southu-nur.meduapp.com/document_sets/6094
Your first patient, Mr. Morales, was seen by Dr. Clay once before, eight years ago,
but was lost to follow-up after that time.
Based on review of the electronic medical record you are able to collect the
following information prior to heading into the room to meet Mr. Morales:
Mr. Morales is a 55-year-old Hispanic male, diagnosed with Type 2 diabetes
mellitus thirteen years ago after experiencing a 20-pound unintentional weight
loss, blurry vision, and nocturia.
He was hospitalized six weeks ago with a non-ST elevation myocardial infarction
and required three vessel coronary artery bypass grafting. During his admission,
he was found to have a reduced ejection fraction of 20%.
He was referred for today's visit by the cardiologist to focus on optimizing his
glycemic control and reducing his risk of the comorbidities associated with poorly
controlled Type 2 diabetes mellitus.
His last hemoglobin A1c (HbA1c) was 9.5% eight years ago, and he had
microalbuminuria at that time.
DIABETES CHRONIC DISEASE
MANAGEMENT 1
MANAGEMENT
You review diabetes chronic disease management with Dr. Clay.You review diabetes chronic disease management with Dr. Clay.
!
Before you see Mr. Morales, Dr. Clay reviews diabetes chronic disease
management with you.
Diabetes Chronic Disease Management
Evaluate for and optimize prevention of diabetic complicationsEvaluate for and optimize prevention of diabetic complications
Macrovascular complications:
Cardiovascular disease
Cerebrovascular disease
Microvascular complications:
Retinopathy
Nephropathy
Neuropathy
In particular, cardiovascular disease is the No. 1 cause of mortality for people
with diabetes, and one of the top causes of morbidity.
Hypoglycemia, infections, foot ulcers, and amputations are additional causes of
morbidity and mortality in patients with diabetes.
The American Diabetes Association publishes annual guidelines to assist in the
management of a patient with diabetes.
Remember the large role that the psychosocial aspects of a diabetesRemember the large role that the psychosocial aspects of a diabetes
diagnosis play in managementdiagnosis play in management
Non-adherence with medical recommendations could be due to economic,
work-related, religious, social, or linguistic barriers to care. Care must be taken
to assess the psychosocial status of each person with diabetes at each clinic
visit to ensure that barriers to successful diabetes care are minimized.
Question
Which .
Sources to UseSuskie, L. (2014, March 17). What is good.docxrosemariebrayshaw
Sources to Use:
Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from http://www.lindasuskie.com/apps/blog/show/41934533-what-is-good-assessment-a-second-look
Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals-
Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/43191428-setting-meaningful-benchmarks-or-standards
Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from http://www.learningoutcomesassessment.org/documents/BraskampGuidelines.pdf
Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice: Aging Nicely. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf
Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA).
Banta, T., & Blaich, C. (2011). Closing the Assessment Loop. Change, 43(1), 22–27.
Running head: WEEK FIVE PAPER 1
TITLE OF PAPER 5
Week Five Paper
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Week Five Paper
Start the first paragraph here. It should introduce your reader to the subject you are writing about, as well as your particular position or claim. Before you can create your first paragraph, check that you Understand Your Assignment. You can use this template to help you format your paper. For longer papers, include sub-headings or levels of heading.
Challenges and Communication Needs
Communication Theories and Use to Effectively Engage Clients
Three Verbal and Three Nonverbal Techniques to Use With Clients
Selected Communication Theories and Benefits and Limitations
How Active Listening Skills Are Used
How Empathy Skills Are Used
Family, Culture and Gender Issues
Personal Communication Strengths and Growth Areas
Conclusion
.
References
The following are commonly used references. Please fill in the required information, and if you need more help, see the Formatting Your References List page. References are listed in alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal.
Sooner or later you’ll find your-self leading a team where one.docxrosemariebrayshaw
Sooner or later you’ll find your-self leading a team where one
or more of your people work
remotely. You can turn this situa-
tion into an advantage by leverag-
ing diverse backgrounds and
highly motivated employees. To do
this, you’ll need to avoid the possi-
ble communication and effective-
ness pitfalls and make sure you’re
making use of all the means at
your disposal to operate effectively
from a distance. Interestingly
enough, my experiences in P&G as
both a remote manager and a
remote employee have made me a
more disciplined manager.
Various situations, be it with
remote teams who work from
their homes or international
employees in different time zones,
bring unique characteristics to
which you’ll need to adjust your
management style. That said, the
basics for any manager remain the
same—you just have to do them
better. Do them well, and you’ll
have a highly energized and driven
work team. The consequences of
not doing so are twice as disas-
trous with remote teams.
What You Can Do
Let me share some of my favorite
must-do items for any remote
leader.
1. Energize your team with a
vision. To win as a team and as an
organization, it’s critical to involve
your remote group in the creation
and deployment of a common
vision. Ask yourself what your
most important breakthrough will
be, and set this as the direction
that propels your people and your
action plan. If it isn’t possible to do
this face to face, take time to have a
brainstorming forum, group chats,
and calls with video where you
come to a clear, meaningful state-
ment of the accomplishment your
team will be known for.
2. Engage them with a robust
action plan. This is probably one
of the most critical aspects of
remote leadership. Each team
member needs to feel engaged and
have a clear understanding about
what will be requested from them
or their teams, how it will be mea-
sured, and when you will expect it.
To do this well is to set a solid
foundation and clear the way for
what will come. Draft an action
plan with a clear link to your
vision, and engage each team
member individually with the
objectives assigned to them. Align
on the way updates will be pre-
sented and on key milestones.
Give examples of the way you like
updates to be presented and the
data you expect to see in them.
3. Be in touch with your team.
You need to be disciplined about
having periodic touchpoints in
order to stay connected. Watch out
for overly independent employees
who think they don’t need direc-
tion and allow the distance to
grow. It’s important to align prior-
ities, review action-plan progress,
and talk about career develop-
ment. It also doesn’t hurt to build
a personal relationship that fosters
trust and open communication.
Though there are various con-
straints, mostly financial, make
sure to schedule face-to-face time
as much as possible, and, again,
make use of the vast array of avail-
able videoconferencing te.
Sophia Bosoni, Tombra Esite & Junhui Liu
February 6, 2020
Innovation and Organization Transformation
The Boston Globe Organizational Transformations and Innovations
Introduction
The Boston Globe is a company that has been running since 1872. They are experiencing great changes due to changes in the media industry. The owner of The Boston Globe is The Boston Globe Media Partners, LLC. Now, the publisher and the owner of The Boston Globe is John Henry (The Boston Globe). Due to technological innovations, the way and how we inform ourselves is different than the past generations (ex: virtually).
The Boston Globe’s structure, human resources, political and symbolic frames activities are changing so quickly due to the new organization’s transformations and innovations. The structure of the media organizations has changed internally and externally. In relation to human resources we are going to focus on the internal and external changes as a result of the structural change. Politically and symbolically The Boston Globehas transformed, as well. We are going to explore how digital innovation has completely transformed The Boston Globe. This issue is important as The Boston Globe is experiencing many transformations and revenue challenges and they have to survive. Moreover, as a group, we will focus on the organizational transformations in relation to the four frames (structural, human resources, political & symbolic).
Main Issue
· Requires organization response involving key decision makers
Underlying Causes
Activity in the Four Frames
Structural Frame
The Boston Globe had to restructure because of the technological changes in this century. The Boston Globe had to adapt; therefore they created the BostonGlobe.com in 1995. The Boston Globe mains goal is to survive; then it is to deliver news. The Boston Globe went from an all paper organization to an electronic and paper organization (BostonGlobe.com). Due to all the new technological innovation and other online website there has been a need to get an IT department. This IT department takes care of the online website. Moreover, there needs to be a cyber security team because of all the hacking. The Boston Globe needs to protect themselves from the hackers. Additionally, jobs at The Boston Globe have changed greatly. They had to fire Truck drivers to deliver the newspapers and paper boys and hire more tech people.
Human Resources Frame
Political Frame
The owner of The Boston Globe, John Henry, is also the “Red Sox” owner. “In February 2013, the Red Sox owner John Henry assumed ownership, marking a new chapter (The Boston Globe).” This involves means that there is a lot of politics involved as John Henry has biases.
Due to the new structure at The Boston Globe it changes a lot of activity that relates to the political frame. Some of the changes are that there is no more need for different jobs that were very important and essential a couple decades ago, a generation ago. .
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
This document provides instructions and guidance for a history assignment on America as a superpower from 1947 to the present. It discusses the structure and formatting of the paper, including it being 5 paragraphs long and 500-800 words. It provides sources to use, including a textbook and lists additional sources categorized by topic. It provides examples of in-text citations and formatting the sources list. The document aims to help students understand the requirements and find relevant sources to write their history paper on examples from the Cold War and post-Cold War eras.
Sources of Risk for Chronic Conditions in the State of Flo.docxrosemariebrayshaw
Sources of Risk for Chronic Conditions in the State of Florida
DHA-7010 - Project and Resource Management in Integrated Systems
4/05/20
*
Introduction
A chronic condition is a disease that endures along period.
Chronic illness is one of the health issues which has been prevalent in the United States for an extended period.
Various sources of risk are associated with chronic conditions that directly impact the success of this project.
These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
Introduction
A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. However, multiple sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
*
Sources of Technical Risk Factors
Technical risk factors in this project are associated with factors such as:
Scope definition in the study
Research design
Research of information (Cachada et al., 2019)
Methods used to conduct the research study
Sources of Technical risk factors
Technical risk factors in this project arise from issues or activities associated with the scope definition, research design, research of information, and methods used to conduct the research study. In this case, conduction research to know more about chronic conditions in the State of Florida will involve in-depth scope definition to understand more the status of chronic illness in the State of Florida (Cachada et al., 2019)
.
*
Sources of Managerial Risk Factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity (Cachada et al., 2019).
Sources of managerial risks affecting the success of this project include the following factors:
Cost factors
Legal factors
Legal factors
Sources of managerial risk factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity. The primary source of such risk includes cost factors, which escalates the cost of conducting a project due to the inability to make proper cost estimations.
Schedule factors is another source of risk that affect how activities of the project should be conducted (Cachada et al., 2019). In the research study, the schedule of performing on the status of chronic illness in the State of Florida will be timed to collect enough information to help in making proper decisions.
Legal risk factors is another set of sources of managerial risks that are likely to affect the effectiveness of this research. These factors arise from regulatory obligations such as contract risks that approve the use of chronic condition data to perform a research project. This set of risks will.
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104 PART ONE DIRECTING THE OPERATION
● Implementation – the way that strategy is operationalized or executed. Three issues are
often mentioned by strategy practitioners as being important in achieving successful
implementation: the clarity of the strategy, the nature of the leadership provided by top
management, and effective project management.
● Monitoring – involves tracking ongoing performance and diagnosing data to make sure
that the changes are proceeding as planned and providing early indications of any devi-
ation from the plan.
● Control – involves the evaluation of the results from monitoring the implementation so
that activities, plans and performance can be assessed with the intention of correcting
future action if that is required.
CASE STUDY McDonald’s: half a century of growth 13
It is loved and it is hated. It is a shining example of how
good-value food can be brought to a mass market. It is a
symbol of everything that is wrong with ‘industrialized’, cap-
italist, bland, high-calorie and environmentally unfriendly
commercialism. It is the best-known and most loved fast
food brand in the world with more than 36,000 restau-
rants in 117 countries, providing jobs for 1.7 million staff
and feeding 69 million customers per day (yes, per day!).
It is part of the homogenization of individual national cul-
tures, filling the world with bland, identical, ‘cookie cutter’,
Americanized and soulless operations that dehumanize
its staff by forcing them to follow ridged and over-defined
procedures. But whether you see it as friend, foe, or a bit
of both, McDonald’s has revolutionized the food industry,
affecting the lives of both the people who produce food and
the people who eat it. It has also had its ups (mainly) and
downs (occasionally) as markets, customers and economic
circumstances change. Yet, even in the toughest times it has
always displayed remarkable resilience. What follows is a
brief (for such a large corporation) summary of its history.
Starting small
Central to the development of McDonald’s is Ray Kroc, who
by 1954 and at the age of 52 had been variously a piano
player, a paper cup salesman and a multi-mixer salesman.
He was surprised by a big order for eight multi-mixers
from a restaurant in San Bernardino, California. When
he visited the customer he found a small but successful
restaurant run by two brothers Dick and Mac McDonald.
They had opened their ‘Bar-B-Que’ restaurant 14 years
earlier, and by the time Ray Kroc visited the brothers’ oper-
ation it had a self-service drive-in format with a limited
menu of nine items. He was amazed by the effectiveness
of their operation. Focusing on a limited menu including
burgers, fries and beverages had allowed them to analyse
every step of the process of producing and serving their
food. Ray Kroc was so impressed that he p.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. “Social Change”
Program Transcript
HOLLY HOEY: So Maurice, as we talk about social change, I
know there's a
story behind how you got into this field. I can just sense your
passion and
enthusiasm for what you do.
MAURICE WILLIAMS: Well, I've always had an interest in the
human condition.
2. My undergrad was in psychology, so we studied a lot about the
mind, human
behavior. I've always been inquisitive. I want to know; how did
we get here, who
are we, why are we so different, why are we so alike, what
makes us who we
are? And so, literally, that's why I got into it.
Now, as I started working in the field though, I saw that, wow,
it's not about
being inquisitive. There's really a lot of needs out here for
people. There's a lot
of pain out here. It's a lot of trauma, a lot of grief, a lot of loss.
And I come from
a family that has always been very community focused.
And so I got into working with people with disabilities. And
then next, I worked
with adults who were on assistance, tenants assistance. And
then I ended up
working with children. And now it's like, "Wow, there it is."
Children have such a
vulnerability, but such a purity. I can connect with them,
because children always
remind me that we all were one of them at one time. And I'm
fortunate enough to
have gotten into a field that keeps me focused on, like Holly
asked, What am I
going to do good today? Who am I going to help? Not really
save, but who am I
going to help progress further in their life."
HOLLY HOEY: What about you Andrea?
ANDREA INGRAM: Well, I grew up in a large family, a lot of
kids, and I was in
3. the middle. So middle children, we do a lot of mediating and all
this kind of stuff.
But, I also grew up with a very keen sense of justice and
fairness. When there
are seven kids in the family, you learn that life is not fair. And
my parents had a
strong sense of justice also, and
were great examples.
So when I went out into the world, I felt an obligation, a
responsibility to try to
make life better for people that didn't have it as well as I did.
Because to me, it's a
sense of justice and fairness to include people in the mainstream
who are left out,
for whatever reason. They're left out because of poverty, they're
left out because
of mental illness, or there are left out because of their
personality. They're just left
out because of relationships.
So it's just because of, I think, being raised with a keen sense of
fairness and
justice and wanting to have an impact on that.
4. I found that I really loved crisis work, because when people are
in crisis there's
such energy there and motivation to make things different. And
there's a real
opportunity to make things different and to make some really
significant changes
and reach some really significant resolutions in your life that
really might put you
on a different path.
HOLLY HOEY: I say that I'm in this field by default. But it
worked out to my
benefit, because I absolutely love what I do. I wasn't a middle
child, but I've
always been a mediator. Always. "Are you OK? Is everyone
OK? Let's make sure
everybody gets along." And so that's just my personality.
But I have a degree in interior design. And so I did design work
for five years.
And I race walked a marathon for Leukemia Society, and we
had to raise money.
Here we go. Here goes my life story. And I had to raise money,
5. which I found to
be so simple. And people kept saying, "How are you raising all
that money?" And
I said, "It's because I believe in it." If I could talk about it and I
believed in it, and I
really had a case for why I was raising money, I found it to be
very easy.
And so here goes my career change. I loved it. And I said, "I'm
not fulfilled in
my previous job." And I just said, "I'm going to make a life
change." And it
was the best change that I made. And 12 years later, here I am. I
love it at
United Way.
And I just feel that I connect the dots. That's my job. I connect
the dots. I
connect the dots with my volunteers, with donors, to people that
need help. And
United Way does the same thing with partners. And I just feel
that that's where
my skill set is. If I can bring these people together to effect
change, I've done
my job.
So we're talking about how our organizations influence social
change. And I
think this is actually the most exciting part to discuss, because
being at United
Way for over 12 years, I think that my job every day is
extremely rewarding and
fulfilling.
What United Way of Central Maryland does is to again,
mobilize the community
6. to improve people's lives. We are touching the lives and
changing lives as it
relates to helping people sustain their lives, to stabilize, and
then getting them
out of that spiraling poverty and getting them to self-
sufficiency. My job is to
educate and communicate and inform individuals about the most
pressing
needs in this community.
MAURICE WILLIAMS: I, like you, Holly, believe that social
change is very, very
important for our organization as well, the Williams Life
Center. We service
people who are born into the number one institution, the first
institution that
they'll ever be a part of, which is the family. Unfortunately,
their families fall apart
for whatever reasons, neglect, abuse, drugs, incarceration. Some
families and
some parents want to take care of the kids, but they just don't
have the
resources and the capabilities to do so. And so we at the
Williams Life Center
bring them in.
7. Some children come into our program and they've already lost a
lot. And maybe
they're now 14 already when they come into the system, and
some of them have
a long way to go. And they may falter and they may not be
successful in the
program that we provide to them. But then there are others,
which far outweigh
the ones that don't make it, that will come in and although they
have the
emotional baggage that they have, and the traumas that they've
experienced, we
watch them grow and we watch them become connected to a
family.
And that is so rewarding, because we see that as our duty to
ensure that these
children, no matter what their previous life would have been
like, that when they
8. come to our agency we're going to take care of them, bottom
line. We're going to
take care of them. And if they're in an environment that is not
meeting the
standard, we move them. And then those that aren't meeting the
standard, but we
can work with them to get them higher, we do that. And so
that's how we believe
we affect social change. Because this is another child who may
not grow up to be
an abuser himself.
ANDREA INGRAM: Well, to me, social change is very
personal. You talked
about volunteers. You talked about your families and the kids. I
think large
change starts with one person, and it goes from that person to
their family, to
their congregation.
An example that I would like to talk a little bit about is, we do a
lot of services for
people with mental illness. And they're in our shelter programs,
but we also have
a mobile crisis team and we go out with the police. We also do
some training with
the Police Department on how to better manage situations with a
person who's
perhaps having a psychotic episode, may be behaviorally out of
control, resulting
in some family conflict, and so forth.
There's one person that we respond to all the time. When she's
not in treatment,
it can be pretty outrageous, including challenging the police,
very confrontational.
9. It could even be sexually oriented. When the police went to
lunch at this day
program, there she was. And it was at a point in her life where
she was in
treatment. And the police were just amazed. They sat down with
her, were able to
talk with her, see her when she is in treatment and is doing
well. And were even
able to talk to her about, how should we behave when we come
out and you're in
crisis? So that she could even have some input into how the
police and the
mobile crisis team would respond to her.
That one thing transfers to other police officers, transfers to
how they act when
they respond to other people who are having a mental health
crisis. Because they
can see the person behind the crisis. And when you see the
person behind the
crisis, you handle it a little differently. So that to me is social
change, one person
at a time.
MAURICE WILLIAMS: When we think of social change,
sometimes I think we
think of somebody standing behind a podium saying, "Let's do
it," and there's
hundreds of thousands of people out there on the lawn listening.
But it's really
one person at a time.
10. And sometimes, in our jobs, we have to remind ourselves how
important
what we do really is.
I was in Walmart two weeks ago, and a foster family came up to
me and said,
"Hey, Mr. Williams." And I turned around and it was a 16-year
old who I had
placed there over a year ago with her foster mother. And the 16-
year old has a
son who was born about a year or so ago. The son was born with
extreme
health needs. And so working with this child, she broke down.
She said, "I'm in
twelfth grade. My child is sick." The child was in the hospital
for like three
months at a time. And we said to her, "We will help you through
this. We're
going to ensure that you graduate. We're going to ensure that
this baby is
taken care of." And we stuck with her.
And so when I walked away after we spoke, I looked back at
them again and I
said to myself, "Wow, that could have never happened had we
not really
14. printf("0x%X,", (unsigned int)le->info);
le = le->next;
}
pthread_mutex_unlock(&list->lock);
printf("n");
}
__MACOSX/assign3/assign3_part2/._list.c
assign3/assign3_part2/worker.c
#include <stdio.h>
#include <errno.h>
#include <stdlib.h>
#include <string.h>
#include <signal.h>
#include "scheduler.h"
/****************************************************
***************************
*
* Implement these functions.
*
*****************************************************
*************************/
/* Handler for SIGTERM signal */
void cancel_thread()
{
printf("Thread %u: terminating.n", (unsigned
int)pthread_self());
/* signal that done in queue */
15. sem_post(&queue_sem);
pthread_exit(NULL);
}
/* TODO: Handle the SIGUSR1 signal */
void suspend_thread()
{
printf("Thread %u: suspending.n", (unsigned
int)pthread_self());
/*add your code here to wait for a resume signal from the
scheduler*/
printf("Thread %u: resuming.n",(unsigned int)
pthread_self());
}
/****************************************************
***************************
*
*
*
*****************************************************
*************************/
/*
* waits to gain access to the scheduler queue.
*/
static int enter_scheduler_queue(thread_info_t *info)
{
/*
* wait for available room in queue.
* create a new list entry for this thread
* store this thread info in the new entry.
*/
16. sem_wait(&queue_sem);
list_elem *item = (list_elem*)malloc(sizeof(list_elem));
info->le = item;
item->info = info;
item->prev = 0;
item->next = 0;
list_insert_tail(&sched_queue, item);
return 0;
}
/*
* leaves the scheduler queue
*/
void leave_scheduler_queue(thread_info_t *info)
{
printf("Thread %lu: leaving scheduler queue.n", info-
>thrid);
/*
* remove the given worker from queue
* clean up the memory that we malloc'd for the list
* clean up the memory that was passed to us
*/
list_remove(&sched_queue, info->le);
free(info->le);
free(info);
}
/*
* Initialize thread, enter scheduling queue, and execute
instructions.
* arg is a pointer to thread_info_t
*/
void *start_worker(void *arg)
{
thread_info_t *info = (thread_info_t *) arg;
17. float calc = 0.8;
int j = 0;
/* TODO: Block SIGALRM and SIGUSR2. */
/* TODO: Unblock SIGUSR1 and SIGTERM. */
/* compete with other threads to enter queue. */
if (enter_scheduler_queue(info)) {
printf("Thread %lu: failure entering scheduler queue -
%sn", info->thrid, strerror(errno));
free (info);
pthread_exit(0);
}
printf("Thread %lu: in scheduler queue.n", info->thrid);
suspend_thread();
while (1) {
/* do some meaningless work... */
for (j = 0; j < 10000000; j++) {
calc = 4.0 * calc * (1.0 - calc);
}
}
}
__MACOSX/assign3/assign3_part2/._worker.c
assign3/assign3_part2/Makefile
CC = gcc
CCOPTS = -c -g -Wall
LINKOPTS = -g -pthread -Wall
EXEC=scheduler
25. workers.%c",&dummyc)!=1 || dummyc!='n');
quit_if(fscanf(stream, "Thread %lu: terminating.n",&tid)
!= 1 || tid != prev);
quit_if(fscanf(stream, "Thread %lu: in scheduler
queue.n",&tid)!= 1 || tid != newwork);
quit_if(fscanf(stream, "Thread %lu:
suspending.n",&tid)!= 1 || tid != newwork);
term = 0;
susp = 0;
my_wait++;
}
} else {
queue[queue_index] = 0;
in_queue--;
}
} else {
term = 0;
susp = 1;
}
prev = tid;
my_run++;
my_wait += in_queue+(num_workers-worker_index)-1+term;
queue_index= (queue_index+1)%queue_size;
}
quit_if(fscanf(stream, "Th%c",&dummyc) != 1);
if (dummyc=='r') {
quit_if(fscanf(stream, "ead %lu: terminating.nThe",&tid)!=1
|| tid != prev);
}
quit_if(fscanf(stream, " total wait time is %f
seconds.n",&tot_wait) != 1);
quit_if(fscanf(stream, "The total run time is %f
seconds.n",&tot_run) != 1);
quit_if(fscanf(stream, "The average wait time is %f
seconds.n",&ave_wait) != 1);
quit_if(fscanf(stream, "The average run time is %f
26. seconds.n",&ave_run) != 1);
if (dummyc=='e')
quit_if(fscanf(stream, "Thread %lu: terminating.nThe",&tid)
!= 1|| tid != prev);
quit_if(abs(tot_wait-my_wait)>1);
quit_if(abs(tot_run-my_run)>1);
quit_if(abs(tot_wait/num_workers-ave_wait)>.5);
quit_if(abs(tot_run/num_workers-ave_run)>.5);
return 0;
}
int general_test(int argc, const char **argv) {
FILE *f;
int nw, qs, *q;
run_test(argc,argv);
f = fopen("smp5.out","r");
args_to_nums(argc,argv,&nw,&qs,&q);
test_output(f,nw,qs,q);
return EXIT_SUCCESS;
}
int specific_test(int nw, int qs, int *q) {
FILE *f;
int argc;
char **argv;
nums_to_args(nw,qs,q,&argc,&argv);
run_test(argc,(const char **)argv);
f = fopen("smp5.out","r");
test_output(f,nw,qs,q);
return EXIT_SUCCESS;
}
int test_3_1_2_2_2() {
int q[3] = {2,2,2};
return specific_test(3,1,q);
27. }
int test_2_2_2_2() {
int q[2]={2,2};
return specific_test(2,2,q);
}
int test_5_7_1_2_1_2_1() {
int q[5] = {1,2,1,2,1};
return specific_test(5,7,q);
}
int test_4_1_1_2_3_4() {
int q[4] = {1,2,3,4};
return specific_test(4,1,q);
}
int test_3_3_4_3_2() {
int q[3] = {4,3,2};
return specific_test(3,3,q);
}
/*
* Main entry point for SMP% test harness
*/
int run_smp5_tests(int argc, const char **argv)
{
/* Tests can be invoked by matching their name or their
suite name
* or 'all' */
testentry_t tests[] = {
{"test_3_1_2_2_2", "rr", test_3_1_2_2_2},
{"test_2_2_2_2", "rr", test_2_2_2_2},
{"test_5_7_1_2_1_2_1", "rr", test_5_7_1_2_1_2_1},
{"test_4_1_1_2_3_4", "rr", test_4_1_1_2_3_4},
{"test_3_3_4_3_2", "rr", test_3_3_4_3_2},
28. {"general", "gen", general_test}
};
int result = run_testrunner(argc, argv, tests, sizeof(tests) /
sizeof(testentry_t));
unlink("smp5.out");
return result;
}
/* The real main function. */
int main(int argc, const char **argv)
{
if (argc > 1 && !strcmp(argv[1], "-test")) {
return run_smp5_tests(argc - 1, argv + 1);
} else {
return smp5_main(argc, argv);
}
}
__MACOSX/assign3/assign3_part2/._smp5_tests.c
assign3/assign3_part2/testrunner.h
/*************** YOU SHOULD NOT MODIFY ANYTHING
IN THIS FILE ***************/
typedef int (*test_fp) (int, const char **);
typedef struct {
const char *name;
const char *suite;
test_fp test_function;
} testentry_t;
int run_testrunner(int argc, const char **argv, testentry_t *
entries,
int entry_count);
30. int list_size(thread_info_list *list);
int list_insert_head(thread_info_list *list, list_elem *new);
int list_insert_tail(thread_info_list *list, list_elem *new);
int list_remove(thread_info_list *list, list_elem *new);
void print_list(thread_info_list *list);
#endif /* __LIST_H_ */
__MACOSX/assign3/assign3_part2/._list.h
assign3/assign3_part2/README.txt
SMP5: Scheduler with Signals
============================
This MP is a variation of SMP4.
In the last MP, we built a simulated OS process scheduler. The
scheduler can
hold only a certain number of processes (workers) at one time.
Once the process
has been accepted into the scheduler, the scheduler decides in
what order the
processes execute. We implemented two scheduling algorithms:
FIFO and Round
Robin.
In this MP, we are to simulate a time-sharing system by using
signals and
timers. We will only implement the Round Robin algorithm.
Instead of using
iterations to model the concept of "time slices" (as in the last
MP), we use
interval timers. The scheduler is installed with an interval
timer. The timer
starts ticking when the scheduler picks a thread to use the CPU
31. which in turn
signals the thread when its time slice is finished thus allowing
the scheduler
to pick another thread and so on. When a thread has completely
finished its work
it leaves the scheduler to allow a waiting thread to enter. Please
note that in
this MP, only the timer and scheduler send signals. The threads
passively handle
the signals without signaling back to the scheduler.
The program takes a number of arguments. Arg1 determines the
number of jobs
(threads in our implementation) created; arg2 specifies the
queue size of the
scheduler. Arg3 through argN gives the duration (the required
time slices to
complete a job) of each job. Hence if we create 2 jobs, we
should supply arg3
and arg4 for the required duration. You can assume that the
autograder will
always supply the correct number of arguments and hence you
do not have to
detect invalid input.
Here is an example of program output, once the program is
complete:
% scheduler 3 2 3 2 3
Main: running 3 workers with queue size 2 for quanta:
3 2 3
Main: detaching worker thread 3075926960.
Main: detaching worker thread 3065437104.
Main: detaching worker thread 3054947248.
Main: waiting for scheduler 3086416816.
Scheduler: waiting for workers.
33. Scheduler: suspending 3054947248.
Scheduler: scheduling.
Scheduler: resuming 3054947248.
Thread 3054947248: suspending.
Thread 3054947248: resuming.
Scheduler: suspending 3054947248.
Scheduler: scheduling.
Scheduler: resuming 3054947248.
Thread 3054947248: suspending.
Thread 3054947248: resuming.
Scheduler: suspending 3054947248.
Thread 3054947248: leaving scheduler queue.
Thread 3054947248: terminating.
The total wait time is 12.062254 seconds.
The total run time is 7.958618 seconds.
The average wait time is 4.020751 seconds.
The average run time is 2.652873 seconds.
The goal of this MP is to help you understand (1) how signals
and timers work,
and (2) how to evaluate the performance of your program. You
will first
implement the time-sharing system using timers and signals.
Then, you will
evaluate the overall performance of your program by keeping
track of how long
each thread is idle, running, etc.
The program will use these four signals:
SIGALRM: sent by the timer to the scheduler, to indicate
another time
quantum has passed.
SIGUSR1: sent by the scheduler to a worker, to tell it to
suspend.
34. SIGUSR2: sent by the scheduler to a suspended worker, to tell
it to resume.
SIGTERM: sent by the scheduler to a worker, to tell it to
cancel.
You will need to set up the appropriate handlers and masks for
these signals.
You will use these functions:
clock_gettime
pthread_sigmask
pthread_kill
sigaction
sigaddset
sigemptyset
sigwait
timer_settime
timer_create
Also, make sure you understand how the POSIX:TMR interval
timer works.
There are two ways you can test your code. You can run the
built-in grading
tests by running "scheduler -test -f0 rr". This runs 5 tests, each
of which can
be run individually. You can also test you program with
specific parameters by
running "scheduler -test gen ..." where the ellipsis contains the
parameters you
would pass to scheduler.
Programming
===========
35. Part I: Modify the scheduler code (scheduler.c)
-----------------------------------------------
We use the scheduler thread to setup the timer and handle the
scheduling for the
system. The scheduler handles the SIGALRM events that come
from the timer, and
sends out signals to the worker threads.
Step 1.
Modify the code in init_sched_queue() function in scheduler.c
to initialize the
scheduler with a POSIX:TMR interval timer. Use
CLOCK_REALTIME in timer_create().
The timer will be stored in the global variable "timer", which
will be started
in scheduler_run() (see Step 4 below).
Step 2.
Implement setup_sig_handlers(). Use sigaction() to install
signal handlers for
SIGALRM, SIGUSR1, and SIGTERM. SIGALRM should
trigger timer_handler(), SIGUSR1
should trigger suspend_thread(), and SIGTERM should trigger
cancel_thread().
Notice no handler is installed for SIGUSR2; this signal will be
handled
differently, in step 8.
Step 3.
In the scheduler_run() function, start the timer. Use
36. timer_settime(). The
time quantum (1 second) is given in scheduler.h. The timer
should go off
repeatedly at regular intervals defined by the timer quantum.
In Round-Robin, whenever the timer goes off, the scheduler
suspends the
currently running thread, and tells the next thread to resume its
operations
using signals. These steps are listed in timer_handler(), which is
called every
time the timer goes off. In this implementation, the timer
handler makes use of
suspend_worker() and resume_worker() to accomplush these
steps.
Step 4.
Complete the suspend_worker() function. First, update the
info->quanta value.
This is the number of quanta that remain for this thread to
execute. It is
initialized to the value passed on the command line, and
decreases as the thread
executes. If there is any more work for this worker to do, send
it a signal to
suspend, and update the scheduler queue. Otherwise, cancel the
thread.
Step 5.
Complete the cancel_worker() function by sending the
appropriate signal to the
thread, telling it to kill itself.
Step 6.
37. Complete the resume_worker() function by sending the
appropriate signal to the
thread, telling it to resume execution.
Part II: Modify the worker code (worker.c)
------------------------------------------
In this section, you will modify the worker code to correctly
handle the signals
from the scheduler that you implemented in the previous
section.
You need to modify the thread functions so that it immediately
suspends the
thread, waiting for a resume signal from the scheduler. You will
need to use
sigwait() to force the thread to suspend itself and wait for a
resume signal.
You need also to implement a signal handler in worker.c to
catch and handle the
suspend signals.
Step 7.
Modify start_worker() to (1) block SIGUSR2 and SIGALRM,
and (2) unblock SIGUSR1
and SIGTERM.
Step 8.
Implement suspend_thread(), the handler for the SIGUSR1
signal. The
thread should block until it receives a resume (SIGUSR2)
signal.
38. Part III: Modify the evaluation code (scheduler.c)
--------------------------------------------------
This program keeps track of run time, and wait time. Each
thread saves these
two values regarding its own execution in its thread_info_t.
Tracking these
values requires also knowing the last time the thread suspended
or resumed.
Therefore, these two values are also kept in thread_info_t. See
scheduler.h.
In this section, you will implement the functions that calculate
run time and
wait time. All code that does this will be in scheduler.c. When
the program
is done, it will collect all these values, and print out the total
and average
wait time and run time. For your convenience, you are given a
function
time_difference() to compute the difference between two times
in microseconds.
Step 9.
Modify create_workers() to initialize the various time variables.
Step 10.
Implement update_run_time(). This is called by
suspend_worker().
Step 11.
39. Implement update_wait_time(). This is called by
resume_worker().
Questions
==========
Question 1.
Why do we block SIGUSR2 and SIGALRM in worker.c? Why
do we unblock SIGUSR1 and
SIGTERM in worker.c?
Question 2.
We use sigwait() and sigaction() in our code. Explain the
difference between the
two. (Please explain from the aspect of thread behavior rather
than syntax).
Question 3.
When we use POSIX:TMR interval timer, we are using relative
time. What is the
alternative? Explain the difference between the two.
Question 4.
Look at start_worker() in worker.c, a worker thread is executing
within an
infinite loop at the end. When does a worker thread terminate?
Question 5.
When does the scheduler finish? Why does it not exit when the
scheduler queue
is empty?
Question 6.
After a thread is scheduled to run, is it still in the sched_queue?
When is it
40. removed from the head of the queue? When is it removed from
the queue completely?
Question 7.
We've removed all other condition variables in SMP4, and
replaced them with a
timer and signals. Why do we still use the semaphore
queue_sem?
Question 8.
What's the purpose of the global variable "completed" in
scheduler.c? Why do we
compare "completed" with thread_count before we
wait_for_queue() in
next_worker()?
Question 9.
We only implemented Round Robin in this SMP. If we want to
implement a FIFO
scheduling algorithm and keep the modification as minimum,
which function in
scheduler.c is the one that you should modify? Briefly describe
how you would
modify this function.
Question 10.
In this implementation, the scheduler only changes threads
when the time quantum
expires. Briefly explain how you would use an additional signal
to allow the
scheduler to change threads in the middle of a time quantum. In
what situations
would this be useful?
__MACOSX/assign3/assign3_part2/._README.txt
41. assign3/assign3_part2/scheduler.c
#include <stdio.h>
#include <stdlib.h>
#include <string.h>
#include <unistd.h>
#include <errno.h>
#include <time.h>
#include <signal.h>
#include "scheduler.h"
#include "worker.h"
/*
* define the extern global variables here.
*/
sem_t queue_sem; /* semaphore for scheduler queue
*/
thread_info_list sched_queue; /* list of current workers */
static int quit = 0;
static timer_t timer;
static thread_info_t *currentThread= 0;
static long wait_times;
static long run_times;
static int completed = 0;
static int thread_count = 0;
static void exit_error(int); /* helper function. */
static void wait_for_queue();
/****************************************************
***************************
*
* Implement these functions.
*
42. *****************************************************
*************************/
/*
* This function intializes the queue semaphore and the queue
itself.
*/
/*
* Update the worker's current running time.
* This function is called every time the thread is suspended.
*/
void update_run_time(thread_info_t *info) {
/* TODO: implement this function */
}
/*
* Update the worker's current waiting time.
* This function is called every time the thread resumes.
*/
void update_wait_time(thread_info_t *info) {
/* TODO: implement this function */
}
static void init_sched_queue(int queue_size)
{
/* set up a semaphore to restrict access to the queue */
sem_init(&queue_sem, 0, queue_size);
/* initialize the scheduler queue */
sched_queue.head = sched_queue.tail = 0;
pthread_mutex_init(&sched_queue.lock, NULL);
/* TODO: initialize the timer */
43. }
/*
* signal a worker thread that it can resume.
*/
static void resume_worker(thread_info_t *info)
{
printf("Scheduler: resuming %lu.n", info->thrid);
/*
* TODO: signal the worker thread that it can resume
*/
/* update the wait time for the thread */
update_wait_time(info);
}
/*send a signal to the thread, telling it to kill itself*/
void cancel_worker(thread_info_t *info)
{
/* TODO: send a signal to the thread, telling it to kill
itself*/
/* Update global wait and run time info */
wait_times += info->wait_time;
run_times += info->run_time;
completed++;
/* Update schedule queue */
leave_scheduler_queue(info);
if (completed >= thread_count) {
sched_yield(); /* Let other threads terminate. */
printf("The total wait time is %f seconds.n",
44. (float)wait_times / 1000000);
printf("The total run time is %f seconds.n",
(float)run_times / 1000000);
printf("The average wait time is %f seconds.n",
(float)wait_times / 1000000 / thread_count);
printf("The average run time is %f seconds.n",
(float)run_times / 1000000 / thread_count);
}
}
/*
* signals a worker thread that it should suspend.
*/
static void suspend_worker(thread_info_t *info)
{
int whatgoeshere = 0;
printf("Scheduler: suspending %lu.n", info->thrid);
/*update the run time for the thread*/
update_run_time(info);
/* TODO: Update quanta remaining. */
/* TODO: decide whether to cancel or suspend thread */
if(whatgoeshere) {
/*
* Thread still running: suspend.
* TODO: Signal the worker thread that it should
suspend.
*/
/* Update Schedule queue */
list_remove(&sched_queue,info->le);
list_insert_tail(&sched_queue,info->le);
} else {
45. /* Thread done: cancel */
cancel_worker(info);
}
}
/*
* this is the scheduling algorithm
* pick the next worker thread from the available list
* you may need to add new information to the thread_info
struct
*/
static thread_info_t *next_worker()
{
if (completed >= thread_count)
return 0;
wait_for_queue();
printf("Scheduler: scheduling.n");
/* return the thread_info_t for the next thread to run */
return sched_queue.head->info;
}
void timer_handler()
{
thread_info_t *info = 0;
/* once the last worker has been removed, we're done. */
if (list_size(&sched_queue) == 0) {
quit = 1;
return;
}
/*suspend the current worker*/
if (currentThread)
suspend_worker(currentThread);
46. //resume the next worker
info = next_worker();
/* Update currentThread */
currentThread = info;
if (info)
resume_worker(info);
else
quit = 1;
}
/*
* Set up the signal handlers for SIGALRM, SIGUSR1, and
SIGTERM.
* TODO: Implement this function.
*/
void setup_sig_handlers() {
/* Setup timer handler for SIGALRM signal in scheduler */
/* Setup cancel handler for SIGTERM signal in workers */
/* Setup suspend handler for SIGUSR1 signal in workers
*/
}
/****************************************************
***************************
*
*
*
*****************************************************
47. *************************/
/*
* waits until there are workers in the scheduling queue.
*/
static void wait_for_queue()
{
while(!list_size(&sched_queue)) {
printf("Scheduler: waiting for workers.n");
sched_yield();
}
}
/*
* runs at the end of the program just before exit.
*/
static void clean_up()
{
/*
* destroy any mutexes/condition variables/semaphores
that were created.
* free any malloc'd memory not already free'd
*/
sem_destroy(&queue_sem);
pthread_mutex_destroy(&sched_queue.lock);
}
/*
* prints the program help message.
*/
static void print_help(const char *progname)
{
printf("usage: %s <num_threads> <queue_size> <i_1, i_2
... i_numofthreads>n", progname);
printf("tnum_threads: the number of worker threads to
48. runn");
printf("tqueue_size: the number of threads that can be in
the scheduler at one timen");
printf("ti_1, i_2 ...i_numofthreads: the number of quanta
each worker thread runsn");
}
/*
* prints an error summary and exits.
*/
static void exit_error(int err_num)
{
fprintf(stderr, "failure: %sn", strerror(err_num));
exit(1);
}
/*
* creates the worker threads.
*/
static void create_workers(int thread_count, int *quanta)
{
int i = 0;
int err = 0;
for (i = 0; i < thread_count; i++) {
thread_info_t *info = (thread_info_t *)
malloc(sizeof(thread_info_t));
info->quanta = quanta[i];
if ((err = pthread_create(&info->thrid, NULL,
start_worker, (void *)info)) != 0) {
exit_error(err);
}
printf("Main: detaching worker thread %lu.n", info-
>thrid);
pthread_detach(info->thrid);
49. /* TODO: initialize the time variables for each thread
for performance evalution*/
}
}
/*
* runs the scheduler.
*/
static void *scheduler_run(void *unused)
{
wait_for_queue();
/* TODO: start the timer */
/*keep the scheduler thread alive*/
while( !quit )
sched_yield();
return NULL;
}
/*
* starts the scheduler.
* returns 0 on success or exits program on failure.
*/
static int start_scheduler(pthread_t *thrid)
{
int err = 0;
if ((err = pthread_create(thrid, NULL, scheduler_run, 0))
!= 0) {
exit_error(err);
}
50. return err;
}
/*
* reads the command line arguments and starts the scheduler &
worker threads.
*/
int smp5_main(int argc, const char** argv)
{
int queue_size = 0;
int ret_val = 0;
int *quanta,i;
pthread_t sched_thread;
/* check the arguments. */
if (argc < 3) {
print_help(argv[0]);
exit(0);
}
thread_count = atoi(argv[1]);
queue_size = atoi(argv[2]);
quanta = (int*)malloc(sizeof(int)*thread_count);
if (argc != 3 + thread_count) {
print_help(argv[0]);
exit(0);
}
for ( i = 0; i < thread_count; i++)
quanta[i] = atoi(argv[i+3]);
printf("Main: running %d workers with queue size %d for
quanta:n", thread_count, queue_size);
for ( i = 0; i < thread_count; i++)
printf(" %d", quanta[i]);
printf("n");
51. /*setup the sig handlers for scheduler and workers*/
setup_sig_handlers();
/* initialize anything that needs to be done for the
scheduler queue. */
init_sched_queue(queue_size);
/* creates a thread for the scheduler. */
start_scheduler(&sched_thread);
/* creates the worker threads and returns. */
create_workers(thread_count, quanta);
/* wait for scheduler to finish */
printf("Main: waiting for scheduler %lu.n",
sched_thread);
pthread_join(sched_thread, (void **) &ret_val);
/* clean up our resources */
clean_up();
/* this will wait for all other threads */
pthread_exit(0);
}
long time_difference(const struct timespec *time1, const struct
timespec *time2) {
return (time1->tv_sec - time2->tv_sec) * 1000000 +
(time1->tv_nsec - time2->tv_nsec) / 1000;
}
__MACOSX/assign3/assign3_part2/._scheduler.c
assign3/assign3_part2/testrunner.c
52. /*************** YOU SHOULD NOT MODIFY ANYTHING
IN THIS FILE ***************/
/*
A simple testrunner framework
Original Author: L. Angrave
*/
#include <sys/types.h>
#include <sys/wait.h>
#include <errno.h>
#include <stdio.h>
#include <signal.h>
#include <stdlib.h>
#include <string.h>
#include <assert.h>
#include <unistd.h>
#include "testrunner.h"
/* Constants */
#define false (0)
#define true (1)
#define test_killed (2)
/* defaults */
static int default_timeout_seconds = 15;
static int timeout_seconds;
void set_testrunner_default_timeout(int s)
{
assert(s > 0);
default_timeout_seconds = s;
}
void set_testrunner_timeout(int s)
{
assert(s > 0);
53. timeout_seconds = s;
}
/* --- Helper macros and functions --- */
#define DIE(mesg)
{fprintf(stderr,"n%s(%d):%sn",__fname__,__LINE__,mesg);
exit(1);}
static int eql(const char *s1, const char *s2)
{
return s1 && s2 && !strcmp(s1, s2);
}
/* Callback function for qsort on strings */
static int mystrcmp(const void *p1, const void *p2)
{
return eql((const char *) p1, (const char *) p2);
}
/* Stats of all tests run so far */
typedef struct {
int ran, passed, failed;
} stats_t;
/* -- Signal handlers -- */
static pid_t child_pid;
static int sent_child_timeout_kill_signal;
static void kill_child_signal_handler(intsigno)
{
if (!child_pid)
return;
char m[] = "-Timeout(Killing test process)-";
write(0, m, sizeof(m) - 1);
kill(child_pid, SIGKILL);
sent_child_timeout_kill_signal = 1;
}
54. /* Internal function to run a test as a forked child. The child
process is terminated if it runs for more than a few seconds */
static int invoke_test_with_timelimit(testentry_t * test,
int redirect_stdouterr, int argc,
const char **argv)
{
char fname[255];
int wait_status;
pid_t wait_val;
struct sigaction action;
assert(!child_pid);
assert(test && test->test_function && test->name);
set_testrunner_timeout(default_timeout_seconds);
errno = 0;
child_pid = fork();
if (child_pid == -1) {
fprintf(stderr, "-fork failed so running test inline-");
return test->test_function(argc, argv);
}
if (child_pid == 0) {
if (redirect_stdouterr) {
snprintf(fname, (int) sizeof(fname), "stdout-%s.txt",
test->name);
fname[sizeof(fname) - 1] = 0;
freopen(fname, "w", stdout);
memcpy(fname + 3, "err", 3);
freopen(fname, "w", stderr);
55. }
exit(test->test_function(argc, argv));
} else {
wait_status = -1;
sigemptyset(&action.sa_mask);
action.sa_handler = kill_child_signal_handler;
sigaction(SIGALRM, &action, NULL);
sent_child_timeout_kill_signal = 0;
alarm(timeout_seconds);
wait_val = waitpid(child_pid, &wait_status, 0);
int child_exited_normally = WIFEXITED(wait_status);
int child_exit_value = WEXITSTATUS(wait_status);
int child_term_by_signal = WIFSIGNALED(wait_status);
int child_term_signal = WTERMSIG(wait_status);
if (child_term_by_signal) {
fprintf(stderr, "testrunner:Test terminated by signal
%dn",
child_term_signal);
fprintf(stderr,
"testrunner:waitpid returned %d
(child_pid=%d,wait_status=%d)",
wait_val, child_pid, wait_status);
}
if (child_pid != wait_val)
fprintf(stderr,
"testrunner: strange... wait_val != child_pidn");
int passed = (child_pid == wait_val) && (child_exit_value
== 0)
&& (child_exited_normally != 0);
56. alarm(0);
kill(child_pid, SIGKILL);
child_pid = 0;
return sent_child_timeout_kill_signal ? test_killed : passed
? 0 :
1;
}
}
/*
* run a test and update the stats. The main guts of this
functionality is provided by invoke_test_with_timelimit
* This outer wrapper updates thes output and statistics before
and after running the test.
*/
static int
run_one_test(stats_t * stats, testentry_t * test, int
redirect_stdouterr,
int argc, const char **argv)
{
int test_result;
assert(stats && test->name && argc > 0 && argv && *argv);
stats->ran++;
stats->failed++;
printf("%2d.%-20s:", stats->ran, test->name);
fflush(stdout);
test_result =
invoke_test_with_timelimit(test, redirect_stdouterr, argc,
argv);
57. if (test_result == 0) {
stats->failed--;
stats->passed++;
}
printf(":%sn", (test_result == 0 ? "pass" : test_result ==
2 ? "TIMEOUT * " : "FAIL *"));
return test_result != 0;
}
/* Help functionality to print out sorted list of test names and
suite names */
static void print_targets(testentry_t tests[], int count)
{
const char **array;
const char *previous;
int i;
array = (const char **) calloc(sizeof(const char *), count);
/* Sort the test names and print unique entries */
for (i = 0; i < count; i++)
array[i] = tests[i].name;
qsort(array, count, sizeof(array[0]), mystrcmp);
printf("nValid tests : all");
for (i = 0, previous = ""; i < count; i++)
if (!eql(previous, array[i]))
printf(" %s", (previous = array[i]));
/* Sort the suite names and print unique entries */
for (i = 0; i < count; i++)
array[i] = tests[i].suite;
qsort(array, count, sizeof(array[0]), mystrcmp);
58. printf("nValid suites:");
for (i = 0, previous = ""; i < count; i++)
if (!eql(previous, array[i]))
printf(" %s", (previous = array[i]));
printf("n");
}
/*
* Main entry point for test harness
*/
int
run_testrunner(int argc, const char **argv, testentry_t tests[],
int test_count)
{
const char *test_name, *target;
int i;
stats_t stats;
int target_matched, max_errors_before_quit,
redirect_stdouterr;
memset(&stats, 0, sizeof(stats));
max_errors_before_quit = 1;
redirect_stdouterr = 0;
assert(tests != NULL);
assert(test_count > 0);
assert(argc > 0 && argv && *argv);
while (true) {
target = argc > 1 ? argv[1] : "";
assert(target);
if (*target != '-')
break;
argc--;
60. }
return stats.passed == stats.ran && target_matched ? 0 : 1;
}
__MACOSX/assign3/assign3_part2/._testrunner.c
“Social Change”
Program Transcript
HOLLY HOEY: So Maurice, as we talk about social change, I
61. know there's a
story behind how you got into this field. I can just sense your
passion and
enthusiasm for what you do.
MAURICE WILLIAMS: Well, I've always had an interest in the
human condition.
My undergrad was in psychology, so we studied a lot about the
mind, human
behavior. I've always been inquisitive. I want to know; how did
we get here, who
are we, why are we so different, why are we so alike, what
makes us who we
are? And so, literally, that's why I got into it.
Now, as I started working in the field though, I saw that, wow,
it's not about
being inquisitive. There's really a lot of needs out here for
people. There's a lot
of pain out here. It's a lot of trauma, a lot of grief, a lot of loss.
And I come from
a family that has always been very community focused.
And so I got into working with people with disabilities. And
then next, I worked
with adults who were on assistance, tenants assistance. And
then I ended up
working with children. And now it's like, "Wow, there it is."
Children have such a
vulnerability, but such a purity. I can connect with them,
because children always
remind me that we all were one of them at one time. And I'm
fortunate enough to
have gotten into a field that keeps me focused on, like Holly
asked, What am I
going to do good today? Who am I going to help? Not really
62. save, but who am I
going to help progress further in their life."
HOLLY HOEY: What about you Andrea?
ANDREA INGRAM: Well, I grew up in a large family, a lot of
kids, and I was in
the middle. So middle children, we do a lot of mediating and all
this kind of stuff.
But, I also grew up with a very keen sense of justice and
fairness. When there
are seven kids in the family, you learn that life is not fair. And
my parents had a
strong sense of justice also, and
were great examples.
So when I went out into the world, I felt an obligation, a
responsibility to try to
make life better for people that didn't have it as well as I did.
Because to me, it's a
sense of justice and fairness to include people in the mainstream
who are left out,
for whatever reason. They're left out because of poverty, they're
left out because
of mental illness, or there are left out because of their
personality. They're just left
out because of relationships.
So it's just because of, I think, being raised with a keen sense of
fairness and
justice and wanting to have an impact on that.
63. I found that I really loved crisis work, because when people are
in crisis there's
such energy there and motivation to make things different. And
there's a real
opportunity to make things different and to make some really
significant changes
and reach some really significant resolutions in your life that
really might put you
on a different path.
HOLLY HOEY: I say that I'm in this field by default. But it
worked out to my
benefit, because I absolutely love what I do. I wasn't a middle
child, but I've
always been a mediator. Always. "Are you OK? Is everyone
OK? Let's make sure
64. everybody gets along." And so that's just my personality.
But I have a degree in interior design. And so I did design work
for five years.
And I race walked a marathon for Leukemia Society, and we
had to raise money.
Here we go. Here goes my life story. And I had to raise money,
which I found to
be so simple. And people kept saying, "How are you raising all
that money?" And
I said, "It's because I believe in it." If I could talk about it and I
believed in it, and I
really had a case for why I was raising money, I found it to be
very easy.
And so here goes my career change. I loved it. And I said, "I'm
not fulfilled in
my previous job." And I just said, "I'm going to make a life
change." And it
was the best change that I made. And 12 years later, here I am. I
love it at
United Way.
And I just feel that I connect the dots. That's my job. I connect
the dots. I
connect the dots with my volunteers, with donors, to people that
need help. And
United Way does the same thing with partners. And I just feel
that that's where
my skill set is. If I can bring these people together to effect
change, I've done
my job.
So we're talking about how our organizations influence social
change. And I
think this is actually the most exciting part to discuss, because
65. being at United
Way for over 12 years, I think that my job every day is
extremely rewarding and
fulfilling.
What United Way of Central Maryland does is to again,
mobilize the community
to improve people's lives. We are touching the lives and
changing lives as it
relates to helping people sustain their lives, to stabilize, and
then getting them
out of that spiraling poverty and getting them to self-
sufficiency. My job is to
educate and communicate and inform individuals about the most
pressing
needs in this community.
MAURICE WILLIAMS: I, like you, Holly, believe that social
change is very, very
important for our organization as well, the Williams Life
Center. We service
people who are born into the number one institution, the first
institution that
they'll ever be a part of, which is the family. Unfortunately,
their families fall apart
for whatever reasons, neglect, abuse, drugs, incarceration. Some
families and
some parents want to take care of the kids, but they just don't
have the
resources and the capabilities to do so. And so we at the
Williams Life Center
bring them in.
66. Some children come into our program and they've already lost a
lot. And maybe
they're now 14 already when they come into the system, and
some of them have
a long way to go. And they may falter and they may not be
successful in the
program that we provide to them. But then there are others,
which far outweigh
the ones that don't make it, that will come in and although they
have the
emotional baggage that they have, and the traumas that they've
experienced, we
67. watch them grow and we watch them become connected to a
family.
And that is so rewarding, because we see that as our duty to
ensure that these
children, no matter what their previous life would have been
like, that when they
come to our agency we're going to take care of them, bottom
line. We're going to
take care of them. And if they're in an environment that is not
meeting the
standard, we move them. And then those that aren't meeting the
standard, but we
can work with them to get them higher, we do that. And so
that's how we believe
we affect social change. Because this is another child who may
not grow up to be
an abuser himself.
ANDREA INGRAM: Well, to me, social change is very
personal. You talked
about volunteers. You talked about your families and the kids. I
think large
change starts with one person, and it goes from that person to
their family, to
their congregation.
An example that I would like to talk a little bit about is, we do a
lot of services for
people with mental illness. And they're in our shelter programs,
but we also have
a mobile crisis team and we go out with the police. We also do
some training with
the Police Department on how to better manage situations with a
person who's
perhaps having a psychotic episode, may be behaviorally out of
68. control, resulting
in some family conflict, and so forth.
There's one person that we respond to all the time. When she's
not in treatment,
it can be pretty outrageous, including challenging the police,
very confrontational.
It could even be sexually oriented. When the police went to
lunch at this day
program, there she was. And it was at a point in her life where
she was in
treatment. And the police were just amazed. They sat down with
her, were able to
talk with her, see her when she is in treatment and is doing
well. And were even
able to talk to her about, how should we behave when we come
out and you're in
crisis? So that she could even have some input into how the
police and the
mobile crisis team would respond to her.
That one thing transfers to other police officers, transfers to
how they act when
they respond to other people who are having a mental health
crisis. Because they
can see the person behind the crisis. And when you see the
person behind the
crisis, you handle it a little differently. So that to me is social
change, one person
at a time.
MAURICE WILLIAMS: When we think of social change,
sometimes I think we
think of somebody standing behind a podium saying, "Let's do
it," and there's
hundreds of thousands of people out there on the lawn listening.
69. But it's really
one person at a time.
And sometimes, in our jobs, we have to remind ourselves how
important
what we do really is.
I was in Walmart two weeks ago, and a foster family came up to
me and said,
"Hey, Mr. Williams." And I turned around and it was a 16-year
old who I had
placed there over a year ago with her foster mother. And the 16-
year old has a
son who was born about a year or so ago. The son was born with
extreme
health needs. And so working with this child, she broke down.
She said, "I'm in
twelfth grade. My child is sick." The child was in the hospital
for like three
months at a time. And we said to her, "We will help you through
this. We're
going to ensure that you graduate. We're going to ensure that