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Use the following outline to discuss diversity, inequality, and immigration in human services: I. Overview of Inequality. Present the history of inequality and racial injustice in our society. Discuss the current disparities in housing and home ownership, health, health insurance, social mobility, employment status, and political representation. Have such disparities improved over time or have they become progressively worse? What is the current state of prejudice, discrimination, and oppression? II. Understanding Ethnicity. Describe how our overall view of ethnicity has been shaped by cultural definitions, media stereotypes, ethnic identity, institutional racism, and discrimination. III. Immigration. Examine the impact of immigration and immigration policy on cultural diversity and social inequities. What are the current controversies surrounding immigration, and what are your personal thoughts on them from a human services perspective? IV. Working with Diverse Groups. As human services professionals, we work with a diverse group of audiences and clients. Discuss the considerations and guidelines for working with diverse groups, such as ethnic minorities, women, the gay and lesbian community, and people with disabilities. Your assignment should be two- to three-pages in length (excluding title and reference pages), formatted according to the APA guidelines.. You must utilize at least three scholarly sources that are cited according to APA style. ...
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Ashford 4 - Week 3 - AssignmentDiversity, Inequality, and Imm.docx
Ashford 4: - Week 3 - Assignment
Diversity, Inequality, and Immigration
Use the following outline to discuss diversity, inequality, and immigration in human services:
Overview of Inequality
. Present the history of inequality and racial injustice in our society. Discuss the current disparities in housing and home ownership, health, health insurance, social mobility, employment status, and political representation. Have such disparities improved over time or have they become progressively worse? What is the current state of prejudice, discrimination, and oppression?
Understanding Ethnicity
. Describe how our overall view of ethnicity has been shaped by cultural definitions, media stereotypes, ethnic identity, institutional racism, and discrimination.
Immigration
. Examine the impact of immigration and immigration policy on cultural diversity and social inequities. What are the current controversies surrounding immigration, and what are your personal thoughts on them from a human services perspective?
Working with Diverse Groups
. As human services professionals, we work with a diverse group of audiences and clients. Discuss the considerations and guidelines for working with diverse groups, such as ethnic minorities, women, the gay and lesbian community, and people with disabilities.
Your assignment should be two- to three-pages in length (excluding title and reference pages), formatted according to the APA guidelines as outlined in the Ashford Writing Center. You must utilize at least three scholarly sources that are cited according to APA style.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment
.
.
Use the following outline to discuss diversity, inequality, and immi.docx
Use the following outline to discuss diversity, inequality, and immigration in human services:
Overview of Inequality
. Present the history of inequality and racial injustice in our society. Discuss the current disparities in housing and home ownership, health, health insurance, social mobility, employment status, and political representation. Have such disparities improved over time or have they become progressively worse? What is the current state of prejudice, discrimination, and oppression?
Understanding Ethnicity
. Describe how our overall view of ethnicity has been shaped by cultural definitions, media stereotypes, ethnic identity, institutional racism, and discrimination.
Immigration
. Examine the impact of immigration and immigration policy on cultural diversity and social inequities. What are the current controversies surrounding immigration, and what are your personal thoughts on them from a human services perspective?
Working with Diverse Groups
. As human services professionals, we work with a diverse group of audiences and clients. Discuss the considerations and guidelines for working with diverse groups, such as ethnic minorities, women, the gay and lesbian community, and people with disabilities.
Your assignment should be two- to three-pages in length (excluding title and reference pages), formatted according to the APA guidelines as outlined in the Ashford Writing Center. You must utilize at least three scholarly sources that are cited according to APA style.
required textbook:
Mandell, B. R., & Schram, B. (2012).
An introduction to human services policy and practice
(8
th
ed.). Upper Saddle River, NJ. Pearson.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
.
And You Welcomed Me - Reflection Questions
The book, And You Welcomed Me, is a product of the Theology of Migration Project at Woodstock Theological Center at Georgetown University in Washington, DC that includes contributions from Catholic theologians, lawyers, social scientists, and a variety of experts in the field of migration. It is intended to provide a foundation and framework not only for seeing and detecting important data, but also for judging and acting. These reflection questions are aimed at a Catholic audience but will also be helpful in stimulating discussion among groups thinking about this critical issue from other perspectives.
Discussion Personal and Professional Social Work ValuesHeterose.docx
Discussion: Personal and Professional Social Work Values
Heterosexism is defined as "the discrimination or prejudice by heterosexuals against homosexuals" (merriam-webster.com) and is predicated on the belief that being heterosexual is the norm and the only accepted type of relationship.
Everyday heterosexism is exemplified in our media, our policies, and daily practices. By making these assumptions, social workers can be in part culpable for the oppression and marginalization experienced by the LGBTQ community.
As a profession, social work embraces diversity and strives to ensure equal rights for all. The National Association of Social Workers (NASW) is committed to supporting the needs of these groups and, in turn, they created the National Committee on Gay, Lesbian, Bisexual and Transgender Issues. During this week's discussion you will be asked to consider how one's own personal views on sexual orientation may clash with the profession's stance.
By Day 3
Post a scenario of how a social worker's personal, ethical, and moral values in relation to the LGBTQ community might conflict with those of their clients. Explain the distinction between personal ethics and values and professional ethics and values evident in the social work profession in addressing this community. Be specific and explain how this distinction relates to the scenario you posted. Also explain how prejudice and bias might create barriers to fulfilling your professional responsibility to the LGBTQ community.
Assignment 1: Project Progress
In Week 10, you will submit a recorded PowerPoint presentation on a cultural event in which you participate. This final project allows faculty to evaluate how you integrate the various concepts related to diversity, human rights, and social justice. You will be expected to evaluate course content as you share aspects of your experience. This Week, you are asked to provide an updated on your progress.
It is recommended that you to attend the event no later than Week 8 to prevent last minute challenges with this assignment, such as in the case when an event is cancelled. The event should be open to the public and be related to a diverse social identity. Places that may list cultural events, meetings, or experiences include your local or neighborhood newspaper, church bulletins, local colleges, primary schools, or your local library.
Below are some possible ideas:
Check your Office of Multicultural Affairs
Town hall meeting in another part of town
Local churches
Local training
Local Agencies
Identify local multicultural communities to see if there are any events
Pride Event/Parade
Contact a town visitor center
Civic Committee
If you have difficulty identifying a cultural event in your community, please contact your Instructor immediately.
For this Week’s assignment, consider a short checklist of items to confirm you are prepared for this assignment.
By Day 5 of Week 7
Submit your response to the following prompts.
N A S W S t a n d a r d s f o r CulturalCompetence.docx
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
N A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S
2001
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
Terry Mizrahi, MSW, PhD
NASW President (2001-2003)
Ruth W. Mayden, MSS, LSW
NASW President (1999-2001)
National Committee on Racial and
Ethnic Diversity 1999-2001
Saundra H. Starks, EdD, ACSW, LCSW
Lina Fong, PhD, ACSW, LCSW
Emma Montero, MSW
Ada E. Deer, ACSW
Inderjit K. Jaipaul, DSW, ACSW
Carmen Ortiz Hendricks, DSW, ACSW
Robert D. Showers, BSW
Clara Simmons, ACSW, DCSW
Nelrene Yellow Bird, MSW
Halaevalu F. Vakalahi, DSW
Irene Moreda, DSW
NASW Staff
Elizabeth J. Clark, PhD, ACSW, MPH,
NASW Executive Director
Leticia Diaz, MS
Luisa López, MSW
Tracy Whitaker, ACSW
5
Standard 6. Empowerment and Advocacy
Social workers shall be aware of the effect of
social policies and programs on diverse client
populations, advocating for and with clients
whenever appropriate.
Standard 7. Diverse Workforce
Social workers shall support and advocate for
recruitment, admissions and hiring, and retention
efforts in social work programs and agencies that
ensure diversity within the profession.
Standard 8. Professional Education
Social workers shall advocate for and participate
in educational and training programs that help
advance cultural competence within the profession.
Standard 9. Language Diversity
Social workers shall seek to provide or advocate
for the provision of information, referrals, and
services in the language appropriate to the client,
which may include use of interpreters.
Standard 10. Cross-Cultural Leadership
Social workers shall be able to communicate
information about diverse client groups to
other professionals.
Prepared by the
NASW National Committee
on Racial and Ethnic Diversity
Adopted by the NASW Board of Directors
June 23, 2001
4
Standards
for Cultural Competence
in Social Work Practice
Standard 1. Ethics and Values
Social workers shall function in accordance with
the values, ethics, and standards of the profession,
recognizing how personal and professional values
may conflict with or accommodate the needs of
diverse clients.
Standard 2. Self-Awareness
Social workers shall seek to develop an under-
standing of their own personal, cultural values
and beliefs as one way of appreciating the
importance of multicultural identities in the
lives of people.
Standard 3. Cross-Cultural Knowledge
Social workers shall have and continue to devel-
op specialized knowledge and understanding
about the history, traditions, values, family sys-
tems, and artistic expressions of major client
groups that they serve.
Standard 4. Cross-Cultural Skills
Social workers shall use appropriate method-
ological approaches, skills, and techniques that
reflect the workers’ understanding of the role of
culture in the helping process. .
Recommended
Ashford 4 - Week 3 - AssignmentDiversity, Inequality, and Imm.docx
Ashford 4: - Week 3 - Assignment
Diversity, Inequality, and Immigration
Use the following outline to discuss diversity, inequality, and immigration in human services:
Overview of Inequality
. Present the history of inequality and racial injustice in our society. Discuss the current disparities in housing and home ownership, health, health insurance, social mobility, employment status, and political representation. Have such disparities improved over time or have they become progressively worse? What is the current state of prejudice, discrimination, and oppression?
Understanding Ethnicity
. Describe how our overall view of ethnicity has been shaped by cultural definitions, media stereotypes, ethnic identity, institutional racism, and discrimination.
Immigration
. Examine the impact of immigration and immigration policy on cultural diversity and social inequities. What are the current controversies surrounding immigration, and what are your personal thoughts on them from a human services perspective?
Working with Diverse Groups
. As human services professionals, we work with a diverse group of audiences and clients. Discuss the considerations and guidelines for working with diverse groups, such as ethnic minorities, women, the gay and lesbian community, and people with disabilities.
Your assignment should be two- to three-pages in length (excluding title and reference pages), formatted according to the APA guidelines as outlined in the Ashford Writing Center. You must utilize at least three scholarly sources that are cited according to APA style.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment
.
.
Use the following outline to discuss diversity, inequality, and immi.docx
Use the following outline to discuss diversity, inequality, and immigration in human services:
Overview of Inequality
. Present the history of inequality and racial injustice in our society. Discuss the current disparities in housing and home ownership, health, health insurance, social mobility, employment status, and political representation. Have such disparities improved over time or have they become progressively worse? What is the current state of prejudice, discrimination, and oppression?
Understanding Ethnicity
. Describe how our overall view of ethnicity has been shaped by cultural definitions, media stereotypes, ethnic identity, institutional racism, and discrimination.
Immigration
. Examine the impact of immigration and immigration policy on cultural diversity and social inequities. What are the current controversies surrounding immigration, and what are your personal thoughts on them from a human services perspective?
Working with Diverse Groups
. As human services professionals, we work with a diverse group of audiences and clients. Discuss the considerations and guidelines for working with diverse groups, such as ethnic minorities, women, the gay and lesbian community, and people with disabilities.
Your assignment should be two- to three-pages in length (excluding title and reference pages), formatted according to the APA guidelines as outlined in the Ashford Writing Center. You must utilize at least three scholarly sources that are cited according to APA style.
required textbook:
Mandell, B. R., & Schram, B. (2012).
An introduction to human services policy and practice
(8
th
ed.). Upper Saddle River, NJ. Pearson.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
.
And You Welcomed Me - Reflection Questions
The book, And You Welcomed Me, is a product of the Theology of Migration Project at Woodstock Theological Center at Georgetown University in Washington, DC that includes contributions from Catholic theologians, lawyers, social scientists, and a variety of experts in the field of migration. It is intended to provide a foundation and framework not only for seeing and detecting important data, but also for judging and acting. These reflection questions are aimed at a Catholic audience but will also be helpful in stimulating discussion among groups thinking about this critical issue from other perspectives.
Discussion Personal and Professional Social Work ValuesHeterose.docx
Discussion: Personal and Professional Social Work Values
Heterosexism is defined as "the discrimination or prejudice by heterosexuals against homosexuals" (merriam-webster.com) and is predicated on the belief that being heterosexual is the norm and the only accepted type of relationship.
Everyday heterosexism is exemplified in our media, our policies, and daily practices. By making these assumptions, social workers can be in part culpable for the oppression and marginalization experienced by the LGBTQ community.
As a profession, social work embraces diversity and strives to ensure equal rights for all. The National Association of Social Workers (NASW) is committed to supporting the needs of these groups and, in turn, they created the National Committee on Gay, Lesbian, Bisexual and Transgender Issues. During this week's discussion you will be asked to consider how one's own personal views on sexual orientation may clash with the profession's stance.
By Day 3
Post a scenario of how a social worker's personal, ethical, and moral values in relation to the LGBTQ community might conflict with those of their clients. Explain the distinction between personal ethics and values and professional ethics and values evident in the social work profession in addressing this community. Be specific and explain how this distinction relates to the scenario you posted. Also explain how prejudice and bias might create barriers to fulfilling your professional responsibility to the LGBTQ community.
Assignment 1: Project Progress
In Week 10, you will submit a recorded PowerPoint presentation on a cultural event in which you participate. This final project allows faculty to evaluate how you integrate the various concepts related to diversity, human rights, and social justice. You will be expected to evaluate course content as you share aspects of your experience. This Week, you are asked to provide an updated on your progress.
It is recommended that you to attend the event no later than Week 8 to prevent last minute challenges with this assignment, such as in the case when an event is cancelled. The event should be open to the public and be related to a diverse social identity. Places that may list cultural events, meetings, or experiences include your local or neighborhood newspaper, church bulletins, local colleges, primary schools, or your local library.
Below are some possible ideas:
Check your Office of Multicultural Affairs
Town hall meeting in another part of town
Local churches
Local training
Local Agencies
Identify local multicultural communities to see if there are any events
Pride Event/Parade
Contact a town visitor center
Civic Committee
If you have difficulty identifying a cultural event in your community, please contact your Instructor immediately.
For this Week’s assignment, consider a short checklist of items to confirm you are prepared for this assignment.
By Day 5 of Week 7
Submit your response to the following prompts.
N A S W S t a n d a r d s f o r CulturalCompetence.docx
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
N A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S
2001
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
Terry Mizrahi, MSW, PhD
NASW President (2001-2003)
Ruth W. Mayden, MSS, LSW
NASW President (1999-2001)
National Committee on Racial and
Ethnic Diversity 1999-2001
Saundra H. Starks, EdD, ACSW, LCSW
Lina Fong, PhD, ACSW, LCSW
Emma Montero, MSW
Ada E. Deer, ACSW
Inderjit K. Jaipaul, DSW, ACSW
Carmen Ortiz Hendricks, DSW, ACSW
Robert D. Showers, BSW
Clara Simmons, ACSW, DCSW
Nelrene Yellow Bird, MSW
Halaevalu F. Vakalahi, DSW
Irene Moreda, DSW
NASW Staff
Elizabeth J. Clark, PhD, ACSW, MPH,
NASW Executive Director
Leticia Diaz, MS
Luisa López, MSW
Tracy Whitaker, ACSW
5
Standard 6. Empowerment and Advocacy
Social workers shall be aware of the effect of
social policies and programs on diverse client
populations, advocating for and with clients
whenever appropriate.
Standard 7. Diverse Workforce
Social workers shall support and advocate for
recruitment, admissions and hiring, and retention
efforts in social work programs and agencies that
ensure diversity within the profession.
Standard 8. Professional Education
Social workers shall advocate for and participate
in educational and training programs that help
advance cultural competence within the profession.
Standard 9. Language Diversity
Social workers shall seek to provide or advocate
for the provision of information, referrals, and
services in the language appropriate to the client,
which may include use of interpreters.
Standard 10. Cross-Cultural Leadership
Social workers shall be able to communicate
information about diverse client groups to
other professionals.
Prepared by the
NASW National Committee
on Racial and Ethnic Diversity
Adopted by the NASW Board of Directors
June 23, 2001
4
Standards
for Cultural Competence
in Social Work Practice
Standard 1. Ethics and Values
Social workers shall function in accordance with
the values, ethics, and standards of the profession,
recognizing how personal and professional values
may conflict with or accommodate the needs of
diverse clients.
Standard 2. Self-Awareness
Social workers shall seek to develop an under-
standing of their own personal, cultural values
and beliefs as one way of appreciating the
importance of multicultural identities in the
lives of people.
Standard 3. Cross-Cultural Knowledge
Social workers shall have and continue to devel-
op specialized knowledge and understanding
about the history, traditions, values, family sys-
tems, and artistic expressions of major client
groups that they serve.
Standard 4. Cross-Cultural Skills
Social workers shall use appropriate method-
ological approaches, skills, and techniques that
reflect the workers’ understanding of the role of
culture in the helping process. .
Racial equity human dignity-social justice in ontario - shared principles - d...
Racial equity human dignity-social justice in ontario - shared principles - d...Colour of Poverty - Colour of Change
Understanding Global Diversity 2024 Greg DeShields.pptx
Global diversity refers to the presence of diverse perspectives, experiences, cultures, and identities within organizations, communities, and societies worldwide. It encompasses a broad range of dimensions, including but not limited to:
Cultural Diversity: Cultural diversity encompasses differences in beliefs, customs, traditions, languages, and values among people from different cultural backgrounds. It includes aspects such as nationality, ethnicity, religion, and heritage.
Ethnic Diversity: Ethnic diversity refers to the variety of ethnic groups and races represented within a population. It acknowledges the unique identities, histories, and experiences of individuals from diverse racial and ethnic backgrounds.
Gender Diversity: Gender diversity recognizes the differences and complexities of gender identity and expression. It encompasses the full spectrum of gender identities, including male, female, transgender, non-binary, and gender-nonconforming individuals.
Generational Diversity: Generational diversity acknowledges the different perspectives, values, and communication styles of individuals from different generations, such as Baby Boomers, Generation X, Millennials, and Generation Z.
Ability Diversity: Ability diversity, also known as disability or differently-abled diversity, encompasses variations in physical, cognitive, sensory, and developmental abilities. It recognizes the unique strengths and contributions of individuals with disabilities.
Socioeconomic Diversity: Socioeconomic diversity reflects differences in socioeconomic status, income levels, educational backgrounds, and access to resources and opportunities. It addresses disparities in wealth, privilege, and social mobility among individuals and communities.
Linguistic Diversity: Linguistic diversity recognizes the multitude of languages and dialects spoken by people around the world. It encompasses variations in language usage, proficiency, and communication styles within multicultural and multilingual societies.
Geographic Diversity: Geographic diversity acknowledges the diversity of geographical locations, regions, and environments inhabited by people globally. It considers factors such as urban-rural divides, geographical landscapes, and climate conditions.
Global diversity is important because it enriches societies, fosters innovation, and promotes understanding and collaboration across cultures and borders. Embracing and celebrating diversity helps organizations and communities thrive in an increasingly interconnected and multicultural world, driving positive social change and sustainable development on a global scale.
Chapter 8 4th ed
This presentation accompanies chapter 8 in The Real World: Introduction to Sociology 4th edition on Race and Ethnicity.
Chapter8 4thed 150409140901-conversion-gate01
The Real World An Introduction to Sociology 4th Edition
Racism or racial inequality : How to Reduce ??
This presentation covers the Racial Inequality aspects, challenges and ways to reduce its effect in todays world.
Policy responses to multiculturalism, integration and diversity - part 1
Dealing with migration related diversity in Europe
Executive Training Migration in the EU and its Neighbourhood
Florence, 21 January 2013
by Anna Triandafyllidou
Is Social Work Prepared for Diversity in Hospiceand Palliati
Is Social Work Prepared for Diversity in Hospice
and Palliative Care?
Christine M. Rine
The purpose of this article is to assess current and future trends in hospice and palliative care
with the objective of informing culturally appropriate best practice for social work. Concern
for the intersectionality of racial, ethnic, social, and other differences in end-of-life (EOL)
care is imperative given the ever growing range of diversity characteristics among the
increasing aging populations in the United States. A review of literature from the current
decade that is pertinent to the profession contributes to the ability of social work to consider
evidence and build agreement germane to EOL practice settings. Administrative reports,
government data, academic literature, professional standards, and assessment tools contrib-
ute to the profession’s ability to work toward cultural competence and develop practice
strategies for EOL care. The varied roles held by social workers across health care arenas
provide a unique opportunity to promote cultural competence and advance best practice
on all levels of work.
KEY WORDS: cultural competence; diversity; end-of-life care; hospice; palliative care
Before the start of the 21st century, 2020 wasdemarcated as a year for goal setting basedon predictions and anticipated trends in at-
tempts to properly prepare for the future. Now that
2020 is only a few years away, shedding all of its
futuristic connotations, it is time to examine if and
how aims for preparedness have been met. At pres-
ent, efforts that have been made to plan for the
future can be appraised on their ability to accom-
modate both realized changes and those on the
horizon. Of particular interest are shifts in culture;
since the 2000 U.S. Census there has been a great
deal of attention to demographic trends and their
role in predicting dramatic changes to the world in
which we live (Perez & Hirschman, 2009). Many
anticipated developments have already manifested
completely or to some degree often evidenced by
sweeping consequence. For example, significant
impact is directly observable in the language we use
to understand commonplace terms long engrained
in our society. To illustrate, the term “minority” to
denote the proportion of individuals of nondomi-
nant culture is currently statistically incorrect. This is
evidenced in several states and has been inaccurate
for many years in almost 50 metropolitan areas
across the nation. It is estimated that by 2044 this
misnomer will connote the nation as a whole
(National Association of Social Workers [NASW],
2015a; U.S. Census Bureau, n.d.-a). Whether real
or illusory, “minority” populations continue to bear
plainly real racial and socioeconomic encumbrances
of nondominant group membership. As a result, the
oxymoron “majority minority” has become more
widely used in our lexicon to represent statistical
correctness while relegating nondominant groups of
greater numbers to continued minority status.
...
Race, Power, and Justice: Exploring the Dynamics of Inequality
Join us on an enlightening journey as we delve into the complex dynamics of race, power, and justice, examining the profound impact of inequality on individuals, communities, and society as a whole. In this thought-provoking SlideShare presentation, we will explore the historical context, systemic structures, and contemporary challenges associated with racial inequality.
In this presentation, we will begin by delving into the historical roots of racial inequality, examining the legacy of colonization, slavery, and discrimination. Understand how power dynamics shaped by race have perpetuated social, economic, and political disparities throughout history. Explore the intersectionality of race with other forms of identity, such as gender, class, and ethnicity.
We will explore the manifestations of racial inequality in contemporary society, addressing issues such as racial profiling, institutional racism, educational disparities, economic inequity, and unequal access to healthcare and opportunities. Examine the implications of racial bias in law enforcement, criminal justice, and policymaking. Reflect on the impact of racial inequality on mental health, social mobility, and overall well-being.
Through engaging visuals, data-driven analysis, and personal narratives, we will highlight the lived experiences of individuals affected by racial inequality. Engage in thought-provoking discussions on the role of privilege, allyship, and collective action in dismantling systemic barriers and promoting social justice.
Furthermore, we will discuss strategies for fostering racial equity and inclusivity, both at the individual and systemic levels. Explore the importance of education, dialogue, and cultural competence in challenging biases and promoting understanding. Consider the need for policy reforms, community engagement, and advocacy to address the root causes of racial inequality.
Through this presentation, we aim to foster awareness, empathy, and dialogue around the dynamics of race, power, and justice. Whether you are an educator, activist, policymaker, or concerned citizen, this presentation will provide valuable insights into the multifaceted nature of racial inequality and inspire you to take action towards a more inclusive and equitable society.
Copyright © eContent Management Pty Ltd. Health Sociology Revi.docx
Copyright © eContent Management Pty Ltd. Health Sociology Review (2012) 2 1 ( 4 ) : 4 1 3 - 4 3 1 .
Death and grief on-line: Virtual memorialization and changing
concepts of childhood death and parental
bereavement on the Internet
LISA M MITCHELL, PETER H STEPHENSON*, SUSAN CADELL"^ AND MARY ELLEN MACDONALD'
Department of Anthropology, University of Victoria, Victoria, BC, Canada; *School of
Environmental Studies and Department of Anthropology, University of Victoria, Victoria, BC,
Canada; ^School of Social Work, Renison University College, University of Waterloo, Waterloo,
ON, Canada; 'Faculty of Dentistry, McGill University, Montreal, QC, Canada
A B S T R A C T : 'Virtual memorials' intended to memorialize the lives of children imply significant shifts in the conceptualiza-
tion of death, particularly for grieving parents. Created by parents in memory of their deceased children, on-line memorials
constructed using templates reflect strong cultural beließ about the nature of childhood deaths, grief and the development of a
kind of distal afterlife. Yirtual memorials create a new social value for the deceased and shift death and bereavement from
private into more public experiences. Building upon this work, we describe a kind of 'on-line immortality' created through
virtual memorials where the virtiud presence of the deceased in text and images, and practices intended to sustain a relation-
ship with the deceased can extend bereavement and the social lives of the dead indefinitely. While such memorials can offer
solace, they also potentiate business opportunities for those hoping to create lasting customers. As such, they may also extend
mourning indefinitely. This may be especiaUy true for certain kinds of deeply problematic deaths, such as those of children.
KEYWORDS: virtual, online, memorials, grief, children, parents
Though many people sit night after night intheir living rooms watching various kinds of
'death' and irmumerable dead bodies as a form
of entertainment (e.g., CSI, Bones), the death of
loved ones and the grief which follows are still
mosdy sequestered from everyday life in eco-
nomically and technologically advantaged coun-
tries, including Canada. Grief and bereavement
are confmed to specific times and places, and are
mainly private, or secluded experiences. Most
deaths take place in hospitals, nursing homes, and
hospices, and are managed by health care profes-
sionals who also inform the bereaved of what is
'normal' and what is 'pathological' in the grief
process, and offer ways to 'resolve' grief and to
grieve properly. Anthropological research has
long established that the dead in many cultural
contexts have social lives (Baydala, Hampton,
Rinunwa, Kinunwa, & Kinunwa, 2006; Counts
& Counts, 2004; Hattori, McCubbin, & Ishida,
2006; Keesing, 1982; Rodman & Rodman,
1983). But, until recendy the dominant approach
in Canadian bereavement care has been that
survivors should view death as fmal and they
should 'wor.
Copyright © Pearson Education 2010 Digital Tools in Toda.docx
Copyright © Pearson Education 2010
Digital Tools in Today’s Classroom
Chapter 3any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images;any rental, lease, or lending of the program.
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:
Copyright © Pearson Education 2010
Reflecting on What I KnowWhy is it important to learn about different technology tools when they are constantly changing?Most desktop computers do the same things as mobile devices, so why do teachers need to use them?How can the cost of digital devices be justified when the functions they perform are often limited in number and scope.
Copyright © Pearson Education 2010
Using Digital Tools in the Classroom
Four Digital Tool CategoriesPlatformConnectivityDevice SoftwareFile Format
Copyright © Pearson Education 2010
ComputersDesktop ComponentsAll-in-One DesktopsMonitor, Processor, SpeakersLaptops
Computer Pros and ConsDigital ToolProsConsDesktop ComponentsEasily replace or upgrade individual components by school personnel
Monitors are often large enough for easy group sharingDesk workspace reduced
Heavy
ImmobileAll-in-one DesktopCompact size provides additional space for individual or group work.
Drives (e.g., USB, CD, DVD) may be more accessible if CPU is not stored on desktop.Higher cost
Entire unit must go for repairs
ImmobileLaptopPortable – can be used in multiple locations
Compact size
Many schools keep extra laptops for use when others are sent for repair Access to power outlets
Easily damaged from dropping
Short battery life
Smaller screen limits usability for small-group learning
Copyright © Pearson Education 2010
Mobile DevicesDigital Media Players/RecordersDigital Camerase-Book ReadersGPS Navigation ReceiversGraphing CalculatorsPDA (Personal Data Assistants)Personal Response Systems
Mobile Devise Pros Digital ToolProsDigital Media Players/RecordersPortable for field use
Review at home
Stores more data than a tape
Less moving parts than a tape recorder
Digital format produces higher quality recordings that are easy to edit
Files easily transfer to other digital devices
Files can be copied indefinitely without degradationDigital CamerasInexpensive all-in-one models
Easy to use
Instant viewing of images
Digital editing and deletion of unwanted photos
Large storage capacityE-booksStores multiple books that can easily be exchanged or deleted
Enables digital manipulation of contents, e.g., searching, highlighting, bookmarking, audible reading, increasing font size
Enables digital enhancements, e.g., links to video or related informationGPS Navigation ReceiversProvides a variety of real-time information
Small portable sizePersonal Data AssistantsLow cost as compared to laptops
Light weight – easy to carry
Multifunction
Uses less power than a .
Copyright © Jen-Wen Lin 2018 1 STA457 Time series .docx
Copyright © Jen-Wen Lin 2018
1
STA457 Time series analysis assignment (Fall 2018)
Statistical properties of (moving-average) rule returns
Date: 23 October 2018
Jen-Wen Lin, PhD, CFA
1. Introduction
Technical indicator is widely used to generate trading signals by practitioners to make
trading decisions. The usual rule is to trade with the trend. In this case, the trader initiates a
position early in the trend and maintains that position as long as the trend continues.
In this assignment, you are asked to study the statistical properties of returns for applying
the oldest and most widely used method in technical indicators—moving averages.1
The structure of this paper is given as follows. Section 2 defines the trading rule (or
strategy). In Section 3 and 4, we formulate the trading return based on a given trading rule and
state the corresponding statistical properties, respectively. The questions for you to answer are
listed in Section 5. Finally, references and appendix are given in Section 6 and 7, respectively.
2. Trading rule
Suppose that at each time 𝑡, market participants predict the direction of the trend of asset
prices using a price-based forecast 𝐹#, where 𝐹# is a function of past asset prices
𝐹# = 𝑓(𝑃#,…,𝑃#*+,-,…).
1 The simplest rule of this family is the single moving average which says when the rate penetrates from below
(above) a moving average of a given length, a buy (sell) signal is generated.
Copyright © Jen-Wen Lin 2018
2
The above predictor is then converted to buy and sell trading signals 𝐵#: buy (+1) and sell (-1)
using, i.e.
{
"𝑆𝑒𝑙𝑙" ⇔ 𝐵# = −1 ⇔ 𝐹# < 0
"𝐵𝑢𝑦" ⇔ 𝐵# = +1 ⇔ 𝐹# > 0
Note that the signal of a trading rule is completely defined by one of the inequalities giving a
sell or buy order (if the position is not short, it is long).
For example, consider a trading rule based on the moving average of order five rule (𝑚 =
5). In this case, 𝑓 is given by
𝑓(𝑃#,…,𝑃#*+,-) = 𝑃# −
∑ 𝑃#*BCBDE
5
.
In this case, we buy the asset (𝐵# = +1) at time 𝑡 + 1when
𝐹# > 0 ⟺ 𝑃# >
∑ 𝑃#*BCBDE
5
;
and sell the asset (𝐵# = −1) when
𝐹# < 0 ⟺ 𝑃# <
∑ 𝑃#*BCBDE
5
.
The Figure below illustrates the dynamics of the above 5-periods moving average method—
when the rate penetrates from below (above) the moving average of order five, a buy (sell)
signal is generated.
Copyright © Jen-Wen Lin 2018
3
For your assignment, we consider 𝐹# based on a moving-average technical indicator. In
general, for a given moving-average indicator, 𝐹# may be expressed as (a function of log
returns):
𝐹# = 𝛿 + I 𝑑K𝑋#*K
+*M
KDE
, (1)
where 𝑋# = 𝑙𝑛(𝑃# 𝑃#*-⁄ ), 𝛿 and 𝑑K are defined by a given trading rule (See Appendix for more
details). For this assignment, we assume 𝛿 = 0.
2.45
2 4
2.35
Price
2.25
2.2
Signal
13 17 21 25
33
37
41
45
Day
Return oscillator
•
Sett',
‘,s1
A
\
\
006
006 _
i
0
Copyright © John Wiley & Sons, Inc. All rights reserved..docx
Copyright © John Wiley & Sons, Inc. All rights reserved.
Chapter 17
The Special
Senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special SensesRecall that a sensation is the conscious or subconscious awareness of an internal or external stimulus
For this chapter, “external stimulus” means light rays striking the retina of the eye, sound waves impinging on the tympanic membrane of the ear, molecules in the air and food transmitting smells and tastes to the chemical sensors in the nose an on the tongue, and the force of gravity acting on equilibrium receptors in the inner ear which sense changes in inertia
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special SensesReceptors for the special senses of smell, taste, vision, hearing, and equilibrium are anatomically distinct from one another and are concentrated in specific locations in the head
In addition to the stimuli and the receptors, there are specific afferent pathways and translation sites in the brain for information assembled from these special senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special Senses
General Senses
Include somatic sensations (tactile, thermal, pain, and proprioceptive) and visceral sensations
Are scattered throughout the body
Are relatively simple structures
Special Senses
Include smell, taste, vision, hearing and equilibrium
Are concentrated in specific locations in the head
Are anatomically distinct structures
Form complex neural pathwaysComparing the general senses and the special senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Olfaction and TasteOlfaction is the process of perceiving smells. Smell and taste are brought about through the interpretation of chemicals present in the environment
Olfactory and gustatory (taste) impulses travel not only to the cerebral cortex, but also to the limbic systemthis is why we can have emotional responses and trigger strong memories to certain smells and tastesgustation and olfaction work together but olfaction
is much stronger/more sensitive (when someone has a cold it is difficult to taste food)
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory epithelium is located in the superior part of the nasal cavity covering the surface of the cribriform plate and extending along the superior nasal concha
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory epithelium consists of 3 kinds of cells:
The olfactory receptor is a bipolar neuron with cilia (called olfactory hairs). There are 10-100 million of these receptors in the nose that respond to odorant molecules
Supporting cells provide
support and nourishment
Basal cells are stem cells
that replace olfactory
receptors
*
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory apparatus can detect about 10,000 different odors, often in concentrations as low as 1/25 billionth of a milligram per milliliter of air .
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Accou.docx
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 1
The Aztec Account of the
Conquest of Mexico
edited by Miguel León Portillo
1
OVERVIEW
The Native Americans left few written records of the arrival of the Spanish conqueror
Hernán Cortés in Tenochtitlán (today's Mexico City) in 1519. From them, however, Miguel
León Portillo, a Mexican anthropologist, constructed an eyewitness account of how Cortés
treated the Native Americans and seized Montezuma (also known as Moctezuma) before
going on to destroy the city and to take over much of what is present-day Mexico.
GUIDED READING As you read, consider the following questions:
• How did Montezuma’s messengers describe Cortés and his troops?
• How did Cortés and his troops treat the Native Americans?
he Spaniards arrived in Xoloco, near the entrance to Tenochtitlan. That
was the end of the march, for they had reached their goal.
Motecuhzoma now arrayed himself in his finery, preparing to go out to
meet them. The other great princes also adorned their persons, as did the
nobles and their chieftains and knights. They all went out together to meet the
strangers.
They brought trays heaped with the finest flowers—the flower that
resembles a shield; the flower shaped like a heart; in the center, the flower with
the sweetest aroma; and the fragrant yellow flower, the most precious of all.
They also brought garlands of flowers, and ornaments for the breast, and
necklaces of gold, necklaces hung with rich stones, necklaces fashioned in the
petatillo style.
Thus Motecuhzoma went out to meet them, there in Huitzillan. He
presented many gifts to the Captain and his commanders, those who had
come to make war. He showered gifts upon them and hung flowers around
their necks; he gave them necklaces of flowers and bands of flowers to adorn
their breasts; he set garlands of flowers upon their heads. Then he hung the
gold necklaces around their necks and gave them presents of every sort as gifts
of welcome. . . .
Report on the Spaniards
The messengers reported to the king. They told him how they had made
the journey, and what they had seen, and what food the strangers ate.
Motecuhzoma was astonished and terrified by their report, and the description
of the strangers' food astonished him above all else.
T
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 2
He was also terrified to learn how the cannon roared, how its noise
resounded, how it caused one to faint and grow deaf. The messengers told
him: "A thing like a ball of fire comes out of its entrails: it comes out shooting
sparks and raining fire. The smoke that comes out with it has a pestilent odor,
like that of rotten mud. This odor penetrates even to the brain and causes the
greatest discomfort. If the cannon is aimed against a mountain, the mountain
splits and cracks open. If it is aimed against a tree, it shatters the tree into
splinters. This is a mo.
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Copyright © Pearson Education 2010 Digital Tools in Toda.docx
Copyright © Pearson Education 2010
Digital Tools in Today’s Classroom
Chapter 3any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images;any rental, lease, or lending of the program.
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:
Copyright © Pearson Education 2010
Reflecting on What I KnowWhy is it important to learn about different technology tools when they are constantly changing?Most desktop computers do the same things as mobile devices, so why do teachers need to use them?How can the cost of digital devices be justified when the functions they perform are often limited in number and scope.
Copyright © Pearson Education 2010
Using Digital Tools in the Classroom
Four Digital Tool CategoriesPlatformConnectivityDevice SoftwareFile Format
Copyright © Pearson Education 2010
ComputersDesktop ComponentsAll-in-One DesktopsMonitor, Processor, SpeakersLaptops
Computer Pros and ConsDigital ToolProsConsDesktop ComponentsEasily replace or upgrade individual components by school personnel
Monitors are often large enough for easy group sharingDesk workspace reduced
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Compact size
Many schools keep extra laptops for use when others are sent for repair Access to power outlets
Easily damaged from dropping
Short battery life
Smaller screen limits usability for small-group learning
Copyright © Pearson Education 2010
Mobile DevicesDigital Media Players/RecordersDigital Camerase-Book ReadersGPS Navigation ReceiversGraphing CalculatorsPDA (Personal Data Assistants)Personal Response Systems
Mobile Devise Pros Digital ToolProsDigital Media Players/RecordersPortable for field use
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Copyright © Jen-Wen Lin 2018 1 STA457 Time series .docx
Copyright © Jen-Wen Lin 2018
1
STA457 Time series analysis assignment (Fall 2018)
Statistical properties of (moving-average) rule returns
Date: 23 October 2018
Jen-Wen Lin, PhD, CFA
1. Introduction
Technical indicator is widely used to generate trading signals by practitioners to make
trading decisions. The usual rule is to trade with the trend. In this case, the trader initiates a
position early in the trend and maintains that position as long as the trend continues.
In this assignment, you are asked to study the statistical properties of returns for applying
the oldest and most widely used method in technical indicators—moving averages.1
The structure of this paper is given as follows. Section 2 defines the trading rule (or
strategy). In Section 3 and 4, we formulate the trading return based on a given trading rule and
state the corresponding statistical properties, respectively. The questions for you to answer are
listed in Section 5. Finally, references and appendix are given in Section 6 and 7, respectively.
2. Trading rule
Suppose that at each time 𝑡, market participants predict the direction of the trend of asset
prices using a price-based forecast 𝐹#, where 𝐹# is a function of past asset prices
𝐹# = 𝑓(𝑃#,…,𝑃#*+,-,…).
1 The simplest rule of this family is the single moving average which says when the rate penetrates from below
(above) a moving average of a given length, a buy (sell) signal is generated.
Copyright © Jen-Wen Lin 2018
2
The above predictor is then converted to buy and sell trading signals 𝐵#: buy (+1) and sell (-1)
using, i.e.
{
"𝑆𝑒𝑙𝑙" ⇔ 𝐵# = −1 ⇔ 𝐹# < 0
"𝐵𝑢𝑦" ⇔ 𝐵# = +1 ⇔ 𝐹# > 0
Note that the signal of a trading rule is completely defined by one of the inequalities giving a
sell or buy order (if the position is not short, it is long).
For example, consider a trading rule based on the moving average of order five rule (𝑚 =
5). In this case, 𝑓 is given by
𝑓(𝑃#,…,𝑃#*+,-) = 𝑃# −
∑ 𝑃#*BCBDE
5
.
In this case, we buy the asset (𝐵# = +1) at time 𝑡 + 1when
𝐹# > 0 ⟺ 𝑃# >
∑ 𝑃#*BCBDE
5
;
and sell the asset (𝐵# = −1) when
𝐹# < 0 ⟺ 𝑃# <
∑ 𝑃#*BCBDE
5
.
The Figure below illustrates the dynamics of the above 5-periods moving average method—
when the rate penetrates from below (above) the moving average of order five, a buy (sell)
signal is generated.
Copyright © Jen-Wen Lin 2018
3
For your assignment, we consider 𝐹# based on a moving-average technical indicator. In
general, for a given moving-average indicator, 𝐹# may be expressed as (a function of log
returns):
𝐹# = 𝛿 + I 𝑑K𝑋#*K
+*M
KDE
, (1)
where 𝑋# = 𝑙𝑛(𝑃# 𝑃#*-⁄ ), 𝛿 and 𝑑K are defined by a given trading rule (See Appendix for more
details). For this assignment, we assume 𝛿 = 0.
2.45
2 4
2.35
Price
2.25
2.2
Signal
13 17 21 25
33
37
41
45
Day
Return oscillator
•
Sett',
‘,s1
A
\
\
006
006 _
i
0
Copyright © John Wiley & Sons, Inc. All rights reserved..docx
Copyright © John Wiley & Sons, Inc. All rights reserved.
Chapter 17
The Special
Senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special SensesRecall that a sensation is the conscious or subconscious awareness of an internal or external stimulus
For this chapter, “external stimulus” means light rays striking the retina of the eye, sound waves impinging on the tympanic membrane of the ear, molecules in the air and food transmitting smells and tastes to the chemical sensors in the nose an on the tongue, and the force of gravity acting on equilibrium receptors in the inner ear which sense changes in inertia
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special SensesReceptors for the special senses of smell, taste, vision, hearing, and equilibrium are anatomically distinct from one another and are concentrated in specific locations in the head
In addition to the stimuli and the receptors, there are specific afferent pathways and translation sites in the brain for information assembled from these special senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special Senses
General Senses
Include somatic sensations (tactile, thermal, pain, and proprioceptive) and visceral sensations
Are scattered throughout the body
Are relatively simple structures
Special Senses
Include smell, taste, vision, hearing and equilibrium
Are concentrated in specific locations in the head
Are anatomically distinct structures
Form complex neural pathwaysComparing the general senses and the special senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Olfaction and TasteOlfaction is the process of perceiving smells. Smell and taste are brought about through the interpretation of chemicals present in the environment
Olfactory and gustatory (taste) impulses travel not only to the cerebral cortex, but also to the limbic systemthis is why we can have emotional responses and trigger strong memories to certain smells and tastesgustation and olfaction work together but olfaction
is much stronger/more sensitive (when someone has a cold it is difficult to taste food)
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory epithelium is located in the superior part of the nasal cavity covering the surface of the cribriform plate and extending along the superior nasal concha
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory epithelium consists of 3 kinds of cells:
The olfactory receptor is a bipolar neuron with cilia (called olfactory hairs). There are 10-100 million of these receptors in the nose that respond to odorant molecules
Supporting cells provide
support and nourishment
Basal cells are stem cells
that replace olfactory
receptors
*
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory apparatus can detect about 10,000 different odors, often in concentrations as low as 1/25 billionth of a milligram per milliliter of air .
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Accou.docx
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 1
The Aztec Account of the
Conquest of Mexico
edited by Miguel León Portillo
1
OVERVIEW
The Native Americans left few written records of the arrival of the Spanish conqueror
Hernán Cortés in Tenochtitlán (today's Mexico City) in 1519. From them, however, Miguel
León Portillo, a Mexican anthropologist, constructed an eyewitness account of how Cortés
treated the Native Americans and seized Montezuma (also known as Moctezuma) before
going on to destroy the city and to take over much of what is present-day Mexico.
GUIDED READING As you read, consider the following questions:
• How did Montezuma’s messengers describe Cortés and his troops?
• How did Cortés and his troops treat the Native Americans?
he Spaniards arrived in Xoloco, near the entrance to Tenochtitlan. That
was the end of the march, for they had reached their goal.
Motecuhzoma now arrayed himself in his finery, preparing to go out to
meet them. The other great princes also adorned their persons, as did the
nobles and their chieftains and knights. They all went out together to meet the
strangers.
They brought trays heaped with the finest flowers—the flower that
resembles a shield; the flower shaped like a heart; in the center, the flower with
the sweetest aroma; and the fragrant yellow flower, the most precious of all.
They also brought garlands of flowers, and ornaments for the breast, and
necklaces of gold, necklaces hung with rich stones, necklaces fashioned in the
petatillo style.
Thus Motecuhzoma went out to meet them, there in Huitzillan. He
presented many gifts to the Captain and his commanders, those who had
come to make war. He showered gifts upon them and hung flowers around
their necks; he gave them necklaces of flowers and bands of flowers to adorn
their breasts; he set garlands of flowers upon their heads. Then he hung the
gold necklaces around their necks and gave them presents of every sort as gifts
of welcome. . . .
Report on the Spaniards
The messengers reported to the king. They told him how they had made
the journey, and what they had seen, and what food the strangers ate.
Motecuhzoma was astonished and terrified by their report, and the description
of the strangers' food astonished him above all else.
T
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 2
He was also terrified to learn how the cannon roared, how its noise
resounded, how it caused one to faint and grow deaf. The messengers told
him: "A thing like a ball of fire comes out of its entrails: it comes out shooting
sparks and raining fire. The smoke that comes out with it has a pestilent odor,
like that of rotten mud. This odor penetrates even to the brain and causes the
greatest discomfort. If the cannon is aimed against a mountain, the mountain
splits and cracks open. If it is aimed against a tree, it shatters the tree into
splinters. This is a mo.
Copyright © Cengage Learning. All rights reserved. CHAPTE.docx
Copyright © Cengage Learning. All rights reserved.
CHAPTER 3
The Interorganizational Context of Public Administration
LEARNING OBJECTIVES
1. Understanding the relationships among the many groups—public, private, and
nonprofit—that drive the effectiveness of public programs and affect the work of the
public manager
2. Learning about the federal system of government and the complexities of
intergovernmental relations that result from federalism
3. Understanding how the relationship and power division between federal and state
governments has evolved
4. Exploring the issues associated with privatization and contracting and public-private
partnerships
5. Understanding the unique challenges of nonprofit organizations
SUMMARY OVERVIEW
This chapter is concerned with relationships among public-sector organizations, an issue that has
become an increasingly important focus for public administrators at all levels. Given the
complexity of modern society, the work of a public administrator likely will involve an intricate
set of relationships with a variety of groups external to the administrator’s own agency, including
public, nonprofit, and private organizations. The chapter includes a comprehensive discussion
about the concept of intergovernmental relations (IGR), which the authors define as “the complex
and interdependent relationships among those at various levels of government as they seek to
develop and implement public programs,” and federalism, which is the relationship and division
of power between the federal government and state governments.
This discussion addresses the changing patterns of funding for public programs, which is
instrumental to an understanding of intergovernmental relations, and touches on the various
approaches to federalism that have been employed in the United States. This includes a
description of how recent presidential administrations, from Reagan to Obama, have approached
the relationship between the federal government and the states, and offers insights into the courts’
influence in this area as well. This chapter also addresses IGR from the perspective of states and
localities, including funding and the use of preemptions and mandates, and includes a discussion
of subnational relationships, including state-to-state, state-to-local, and local-to-local.
This is followed by an examination of the relationships between governmental and
nongovernmental organizations in the public sector, highlighting the role of the latter in the
policy process. As the authors note, not only have nonprofit, for-profit, and faith-based
organizations taken a leading role in delivering public services, they also play an important part in
bringing issues to the public agenda and influencing decisions about public problems. An
important theme running throughout this discussion concerns a description and an evaluation of
30 Chapter 3: The Interorganizational Context o.
Copyright © by Holt, Rinehart and Winston. All rights reserved.docx
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
The Story of an Hour
Kate Chopin
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break
to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in
half concealing. Her husband's friend Richards was there, too, near her. It was he who had been
in the newspaper office when intelligence of the railroad disaster was received, with Brently
Mallard's name leading the list of "killed." He had only taken the time to assure himself of its
truth by a second telegram, and had hastened to forestall any less careful, less tender friend in
bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to
accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms.
When the storm of grief had spent itself she went away to her room alone. She would have no
one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank,
pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with
the new spring life. The delicious breath of rain was in the air. In the street below a peddler was
crying his wares. The notes of a distant song which some one was singing reached her faintly,
and countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met and
piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except
when a sob came up into her throat and shook her, as a child who has cried itself to sleep
continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain
strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on
one of those patches of blue sky. It was not a glance of reflection, but rather indicated a
suspension of intelligent thought.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
There was something coming to her and she was waiting for it, fearfully. What was it? She
did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky,
reaching toward her through the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that
was approaching to possess her, and she was striving to beat it back with her will—as powerless
as her two white slender hands would have been.
When she abandone.
Copyright © 2020 by Jones & Bartlett Learning, LLC, an Ascend .docx
Copyright © 2020 by Jones & Bartlett Learning, LLC, an Ascend Learning Company
Case 1: Arnold, a 62-year-old plumber, had been experiencing a series of symptoms, including increased thirst, frequent urination, and
unusual weight loss. After some prodding from his wife, he went to see his family physician, Dr. Lopez. The doctor gave him a physical
exam, ordered some blood work, and scheduled a follow-up appointment. On the return visit, Arnold sat down with the doctor to discuss
his diagnosis. Dr. Lopez explained, “You have noninsulin-dependent diabetes or type 2 diabetes, which is a chronic condition that affects
the way your body metabolizes glucose. Insulin is a pancreatic hormone that transforms dietary glucose into energy for your cells. If you
had type 1 diabetes, it would mean that your pancreas produces little or no insulin. However, with type 2 diabetes, your pancreas produc-
es sufficient amounts of insulin, but your cells are no longer utilizing it efficiently, which causes fluctuation in your blood glucose levels. To
treat your condition, you’ll need to start eating a healthy diet, start exercising regularly, and monitor your blood sugar. I’m writing you a
prescription for Metformin and a glucose monitor.” After finishing his explanation, Dr. Lopez asked Arnold if he had any questions. Slightly
stunned, Arnold just shook his head and replied, “No.” Dr. Lopez also told him that his practice has a diabetes fact sheet posted on their
website and suggested that he look it up and read it. Arnold thanked him and left. He went to the pharmacy to have his prescription filled
and also bought a bottle of glucosamine, a dietary supplement used by some people to treat joint pain. When his wife asked what the
glucosamine was for, Arnold said, “I think I’m supposed to be taking it. The doctor mentioned it a few times.”
1. What are some reasons why Arnold likely did not understand what Dr. Lopez told him?
2. What could Dr. Lopez have done to better present the information in a way that Arnold would understand?
3. Was it a good idea for Dr. Lopez to refer Arnold to his practice’s website for more information? Why or why not?
Case 2: Dr. Falk and Dr. Keller operate a family medical practice. One afternoon, as they ate lunch in the break room, they discussed an
article about health literacy that Dr. Falk was reading in a national news magazine. “There’s been a growing trend toward healthcare or-
ganizations becoming health literate,” Dr. Keller said. “The statistics are pretty surprising,” Dr. Falk replied. “More than half of the people
surveyed had only basic or below basic health literacy skills.” “Do you think it’s something we should look into at our practice?” Dr. Keller
asked. “I think we should,” Dr. Falk replied. While they were talking, Amanda, the office manager, and Jean, one of the nurses, came
into the break room to get some coffee. They overheard what the doctors were discussing, and Amanda asked Jean, “What.
Copyright © 2019, American Institute of Certified Public Accou.docx
Copyright © 2019, American Institute of Certified Public Accountants, Inc. All Rights Reserved.
AICPA Code of
Professional Conduct
Effective December 15, 2014.
Updated for all Official Releases through September 1, 2018
ii
Table of Contents
Preface: Applicable to All Members ...................................................................................... 1
0.100 Overview of the Code of Professional Conduct ........................................................ 1
.01 ................................................................................................................... 1
.02 ................................................................................................................... 1
.03 ................................................................................................................... 1
0.100.010 Principles and Rules of Conduct ............................................................. 1
0.100.020 Interpretations and Other Guidance .......................................................... 1
0.200 Structure and Application of the AICPA Code ......................................................... 2
0.200.010 Structure of the AICPA Code ................................................................. 2
0.200.020 Application of the AICPA Code .............................................................. 2
0.200.030 Citations ............................................................................................. 3
0.200.040 Transition Provisions ............................................................................ 4
0.200.050 Drafting Conventions ............................................................................ 4
0.300 Principles of Professional Conduct ........................................................................ 5
0.300.010 Preamble ............................................................................................ 5
0.300.020 Responsibilities .................................................................................... 5
0.300.030 The Public Interest ............................................................................... 5
0.300.040 Integrity .............................................................................................. 6
0.300.050 Objectivity and Independence ................................................................. 6
0.300.060 Due Care ............................................................................................ 6
0.300.070 Scope and Nature of Services ................................................................. 7
0.400 Definitions ........................................................................................................ 7
.01 ................................................................................................................... 8
.02 .......................................................................................................
Copyright © 2018 Pearson Education, Inc. All Rights ReservedChild .docx
Copyright © 2018 Pearson Education, Inc. All Rights ReservedChild Development Worldwide: A Cultural Approach
First Edition
Chapter 1
Child Development Worldwide:
Who, How, and Why
Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (1 of 4)
1.1 A Worldwide Profile of Humanity Today
1.1.1 Describe the nature of the “global demographic divide” between developing and developed countries, and explain why the United States is following a different demographic path from other developed countries.
1.1.2 Distinguish between developing and developed countries in terms of income, education, and cultural values.
1.1.3 Explain why socioeconomic status (SES), gender, and ethnicity are important aspects of child development within countries.
1.2 Humans: The Cultural and Global Species
1.2.1 Identify the evolution of characteristics that make modern humans distinct from their nearest great ape species.
1.2.2 Summarize the major changes in human cultures since the Upper Paleolithic period.
1.2.3 Apply information about human evolution to how child development takes place today.
Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (2 of 4)
1.3 The Field of Child Development: Emergence and Expansion
1.3.1 Provide some reasons why the field of child development primarily focused on younger children until about the mid-20th century.
1.3.2 Describe when the field of child development began to address adolescence in a notable way, and explain why the age range that Hall had designated for adolescence has been moved downward by contemporary researchers.
1.3.3 Explain how the field of child development has recently expanded anew to encompass emerging adulthood.
1.3.4 Describe the cultural-developmental approach, and why developmental stages and pathways within this approach are somewhat flexible.
Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (3 of 4)
1.4 How We Study Child Development
1.4.1 Recall the five steps of the scientific method.
1.4.2 Summarize the main measurements used in research on child development.
1.4.3 Distinguish between major types of research designs.
1.4.4 Describe the two major types of research designs distinctive to developmental psychology.
1.4.5 Identify some key ethical standards for child development research.
Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (4 of 4)
1.5 Why We Study Child Development Worldwide
1.5.1 Explain the three general levels at which child development contributes knowledge.
1.5.2 Give examples of how scientific knowledge can be applied across contexts to improve children’s lives.
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Copyright © 2018 Pearson Education, Inc. All Rights ReservedA Cultural Approach to Understanding Child DevelopmentChild development is the ways individuals grow and change until adulthoodCulture is the total pattern of a group’s customs, beliefs, art, and techn.
Copyright © 2018 Pearson Education, Inc. C H A P T E R 6.docx
Copyright © 2018 Pearson Education, Inc.
C H A P T E R 6
Files and Exceptions
Copyright © 2018 Pearson Education, Inc.
TopicsIntroduction to File Input and OutputUsing Loops to Process FilesProcessing RecordsExceptions
Copyright © 2018 Pearson Education, Inc.
Introduction to File Input and OutputFor program to retain data between the times it is run, you must save the data
Data is saved to a file, typically on computer disk
Saved data can be retrieved and used at a later time“Writing data to”: saving data on a fileOutput file: a file that data is written to
Copyright © 2018 Pearson Education, Inc.
Copyright © 2018 Pearson Education, Inc.
Introduction to File Input and Output (cont’d.)“Reading data from”: process of retrieving data from a fileInput file: a file from which data is readThree steps when a program uses a file
Open the file
Process the file
Close the file
Copyright © 2018 Pearson Education, Inc.
Copyright © 2018 Pearson Education, Inc.
Types of Files and File Access MethodsIn general, two types of files
Text file: contains data that has been encoded as text
Binary file: contains data that has not been converted to textTwo ways to access data stored in file
Sequential access: file read sequentially from beginning to end, can’t skip ahead
Direct access: can jump directly to any piece of data in the file
Copyright © 2018 Pearson Education, Inc.
Filenames and File ObjectsFilename extensions: short sequences of characters that appear at the end of a filename preceded by a period
Extension indicates type of data stored in the fileFile object: object associated with a specific file
Provides a way for a program to work with the file: file object referenced by a variable
Copyright © 2018 Pearson Education, Inc.
Filenames and File Objects (cont’d.)
Copyright © 2018 Pearson Education, Inc.
Opening a Fileopen function: used to open a file
Creates a file object and associates it with a file on the disk
General format:
file_object = open(filename, mode)Mode: string specifying how the file will be opened
Example: reading only ('r'), writing ('w'), and appending ('a')
Copyright © 2018 Pearson Education, Inc.
Specifying the Location of a FileIf open function receives a filename that does not contain a path, assumes that file is in same directory as programIf program is running and file is created, it is created in the same directory as the program
Can specify alternative path and file name in the open function argument
Prefix the path string literal with the letter r
Copyright © 2018 Pearson Education, Inc.
Writing Data to a FileMethod: a function that belongs to an object
Performs operations using that objectFile object’s write method used to write data to the file
Format: file_variable.write(string)File should be closed using file object close method
Format: file_variable.close()
Copyright © 2018 Pearson Education, Inc.
Reading Data From a Fileread method: file object method tha.
Copyright © 2018 Capella University. Copy and distribution o.docx
Copyright © 2018 Capella University. Copy and distribution of this document are prohibited.
PSYC1003
Learner’s Name
Topic Selection and Thesis Worksheet
Topic: In the box below, state the topic of your research as a full sentence.
How do addictions of a family member affect nonaddicted family members?
Preliminary Thesis Statement: In the box below, state your preliminary thesis statement as
a full sentence or two. (Note: Your thesis statement may change as you discover new
information about your topic.)
Addiction has a devastating effect on families. When a family member is addicted to
drugs or alcohol, tension, miscommunication, and frequent arguments are likely to become a
part of the addict’s household. (DrugRehab.org, 2016).
List the curiosity questions you asked about the topic before researching it.
What is addiction, and what are the different types of addiction?
How does addiction affect family life?
How does addiction of a parent or parents affect a child?
How does addiction of a spouse affect a person?
What are the consequences of addiction?
How does addiction of a child affect the parents?
How does addiction affect the social life of a family that has an addicted member?
What kinds of people are prone to addiction?
What causes addiction?
How should the problem of addiction be dealt with?
What other points of view, in addition to your own, did you consider before deciding your
position on this specific topic?
Comment [A1]: Hi! Wonderful thesis
statement—it clearly establishes the point of
view and position for you paper.
Comment [A2]: Hi! The citation should come
before the final period in the sentence.
Comment [A3]: Hi! Great curiosity question
that reflect an open-minded approach to the
topic and a willingness to see where the
information will take you!
Copyright © 2018 Capella University. Copy and distribution of this document are prohibited.
PSYC1003
Before deciding my position on addiction, I considered the following points of view, in
addition to my own:
• Addiction of a family member is beneficial to nonaddict family members.
• Addiction of a family member does not affect nonaddict family members.
• Addiction of a family member may affect nonaddict children and adolescents in the family
as they tend to have impressionable minds.
• Addiction of a family member may affect nonaddict family members who have poor
mental health.
• Addiction of a family member may affect nonaddict family members who can be easily
influenced.
Comment [A4]: Hi! Wonderful job looking at
point of view! With points of view, we’re looking
at different ways the topic could be viewed from
a top-view level. The thesis is that addiction is
harmful for the non-addicted family member. A
starting point for looking at different points of
view is start with the opposite: addiction is
beneficial for the non-addict family member.
That may seem to viola.
Copyright © 2018 Pearson Education, Inc.C H A P T E R 3.docx
Copyright © 2018 Pearson Education, Inc.
C H A P T E R 3
Decision
Structures and
Boolean Logic
Copyright © 2018 Pearson Education, Inc.
Topics
• The if Statement
• The if-else Statement
• Comparing Strings
• Nested Decision Structures and the if-elif-else
Statement
• Logical Operators
• Boolean Variables
• Turtle Graphics: Determining the State of the Turtle
Copyright © 2018 Pearson Education, Inc.
The if Statement
• Control structure: logical design that
controls order in which set of
statements execute
• Sequence structure: set of statements
that execute in the order they appear
• Decision structure: specific action(s)
performed only if a condition exists
• Also known as selection structure
Copyright © 2018 Pearson Education, Inc.
The if Statement (cont’d.)
• In flowchart, diamond represents true/
false condition that must be tested
• Actions can be conditionally executed
• Performed only when a condition is true
• Single alternative decision structure:
provides only one alternative path of
execution
• If condition is not true, exit the structure
Copyright © 2018 Pearson Education, Inc.
The if Statement (cont’d.)
Copyright © 2018 Pearson Education, Inc.
The if Statement (cont’d.)
• Python syntax:
if condition:
Statement
Statement
• First line known as the if clause
• Includes the keyword if followed by condition
• The condition can be true or false
• When the if statement executes, the condition is
tested, and if it is true the block statements are
executed. otherwise, block statements are skipped
Copyright © 2018 Pearson Education, Inc.
Boolean Expressions and Relational
Operators
• Boolean expression: expression tested
by if statement to determine if it is true
or false
• Example: a > b
• true if a is greater than b; false otherwise
• Relational operator: determines whether
a specific relationship exists between
two values
• Example: greater than (>)
Copyright © 2018 Pearson Education, Inc.
Boolean Expressions and Relational
Operators (cont’d.)
• >= and <= operators test more than one
relationship
• It is enough for one of the relationships to exist
for the expression to be true
• == operator determines whether the two
operands are equal to one another
• Do not confuse with assignment operator (=)
• != operator determines whether the two
operands are not equal
Copyright © 2018 Pearson Education, Inc.
Boolean Expressions and Relational
Operators (cont’d.)
Copyright © 2018 Pearson Education, Inc.
Boolean Expressions and Relational
Operators (cont’d.)
• Using a Boolean expression with the >
relational operator
Copyright © 2018 Pearson Education, Inc.
Boolean Expressions and Relational
Operators (cont’d.)
• Any relational operator can be used in a
decision block
• Example: if balance == 0
• Example: if payment != balance
• It is possible to have a block inside
another block
• Example: if statement inside a function
•.
Copyright © 2018 by Steven Levitsky and Daniel.docx
Copyright © 2018 by Steven Levitsky and Daniel Ziblatt
All rights reserved.
Published in the United States by Crown, an imprint of the Crown Publishing Group, a division of
Penguin Random House LLC, New York.
crownpublishing.com
CROWN and the Crown colophon are registered trademarks of Penguin Random House LLC.
Library of Congress Cataloging-in-Publication Data
Names: Levitsky, Steven, author. | Ziblatt, Daniel, 1972– author.
Title: How democracies die / Steven Levitsky and Daniel Ziblatt.
Description: First edition. | New York : Crown Publishing, [2018] | Includes bibliographical
references.
Identifiers: LCCN 2017045872| ISBN 9781524762933 | ISBN 9781524762940 (pbk.) |
ISBN 9781524762957 (ebook)
Subjects: LCSH: Democracy. | Political culture. | Democracy—United States. | Political culture—
United States. | United States—Politics and government—2017–
Classification: LCC JC423 .L4855 2018 | DDC 321.8—dc23
LC record available at https://lccn.loc.gov/ 2017045872
ISBN 9781524762933
Ebook ISBN 9781524762957
International edition ISBN 9780525574538
Cover design by Christopher Brand
v5.1
ep
http://crownpublishing.com/
https://lccn.loc.gov/2017045872
To our families:
Liz Mineo and Alejandra Mineo-Levitsky & Suriya, Lilah, and Talia Ziblatt
Contents
Cover
Title Page
Copyright
Dedication
Introduction
Chapter 1: Fateful Alliances
Chapter 2: Gatekeeping in America
Chapter 3: The Great Republican Abdication
Chapter 4: Subverting Democracy
Chapter 5: The Guardrails of Democracy
Chapter 6: The Unwritten Rules of American Politics
Chapter 7: The Unraveling
Chapter 8: Trump Against the Guardrails
Chapter 9: Saving Democracy
Acknowledgments
Endnotes
file:///tmp/calibre_4.8.0_tmp_kSZb6L/QHRTjZ_pdf_out/OEBPS/Levi_9781524762957_epub3_cvi_r1.xhtml
Introduction
Is our democracy in danger? It is a question we never thought we’d be
asking. We have been colleagues for fifteen years, thinking, writing, and
teaching students about failures of democracy in other places and times—
Europe’s dark 1930s, Latin America’s repressive 1970s. We have spent years
researching new forms of authoritarianism emerging around the globe. For
us, how and why democracies die has been an occupational obsession.
But now we find ourselves turning to our own country. Over the past two
years, we have watched politicians say and do things that are unprecedented
in the United States—but that we recognize as having been the precursors
of democratic crisis in other places. We feel dread, as do so many other
Americans, even as we try to reassure ourselves that things can’t really be
that bad here. After all, even though we know democracies are always
fragile, the one in which we live has somehow managed to defy gravity. Our
Constitution, our national creed of freedom and equality, our historically
robust middle class, our high levels of wealth and education, and our large,
diversified private sector—all these should inoculate us from the kind of
democrat.
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Right.docx
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
Psychology
Twelfth Edition
Chapter 1
What Is Psychology?
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
Psychology, Pseudoscience, and
Popular Opinion
• LO 1.1.A Define psychology, and describe how it
addresses topics from a scientific perspective.
• LO 1.1.B Provide examples of pseudoscience,
psychobabble, popular opinion, and “plain old
common sense” related to psychological topics,
and describe how scientific psychology would
address such claims.
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is
• Psychology is the discipline concerned with
behavior and mental processes and how they are
affected by an organism’s external and internal
environment.
• Unlike pop psychology, scientific psychology is
based on research and empirical evidence.
– gathered by careful observation, experimentation, and
measurement
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is Not (1 of 4)
• Psychologists have many pseudoscientific
competitors, such as astrologers and psychics.
• Like psychologists, promoters of nonscientific
systems try to explain people’s problems and
predict their behavior.
• When their claims are put to the test, they turn out
to be so vague as to be meaningless or just plain
wrong.
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is Not (2 of 4)
• Psychology’s methods and reliance on empirical
evidence distinguish it from pseudoscience and
“psychobabble.”
• Like scientists in other fields, psychological
researchers strive to:
– discover new phenomena and correct mistaken ideas
– deepen our understanding of an already familiar world
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is Not (3 of 4)
• Psychobabble is appealing because it confirms
our beliefs and prejudices.
• In contrast, psychology often challenges them.
• Fully understanding basic human processes that
most people take for granted often involves:
– examining them in a new light
– turning common wisdom on its head for a different
perspective
– shaking up cherished beliefs to see why and when they
hold true
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is Not (4 of 4)
Figure 1.1
Psychology: It’s Not Just “Common Sense”
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
Thinking Critically and Creatively About
Psychology
• LO 1.2.A Explain why critical thinking applies to all
scientific pursuits, and also why it should guide
everyday judgments and decision making.
• LO 1.2.B List eight important critical-thinking
guidelines and give an example of how each
applies to the science of psychology.
Copyright © 201.
Copyright © 2017 Wolters Kluwer Health Lippincott Williams.docx
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Chapter 1
Introduction to Nursing Research
in an Evidence-Based
Practice Environment
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Question
Tell whether the following statement is true or false:
Nursing research is systematic inquiry using disciplined methods to solve problems.
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Answer
False
Research is systematic inquiry using disciplined methods to solve problems. Nursing research is systematic inquiry to develop knowledge about issues of importance to the nursing profession.
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
What Is Research?Systematic inquiry using disciplined methods to solve problems
Nursing researchSystematic inquiry to develop knowledge about issues of importance to the nursing profession
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Consumer–Producer ContinuumConsumers: nurses who read and evaluate research reports or summariesProducers: nurses who design and undertake research studies
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Question
Tell whether the following statement is true or false:
Producers of research design and undertake studies.
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Answer
True
Knowledge of nursing research enhances the professional practice of both consumers of research (who read and evaluate studies) and producers of research (who design and undertake studies).
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Contemporary EmphasisEvidence-based practice projectsReplicationsResearch integration through systematic reviewMultisite and interdisciplinary studiesExpanded dissemination effortsIncreased focus on health disparities
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Sources of Evidence for Nursing PracticeTraditionAuthority Clinical experience, trial and error, intuitionLogical reasoning (inductive and deductive)
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
What Is a Paradigm?
A world view; a general perspective on the complexities of the real world, with certain assumptions about reality
Key paradigms for nursing research:Positivist paradigmNaturalistic paradigm
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
What Is the Nature of Reality?Positivist assumption: Reality exists; there is a real world driven by natural causes.Naturalistic assumption: Reality is multiple and subjective, constructed by individuals.
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Question
What occurs in the positivist paradigm?
Reality is not fixed.
Reality is fixed.
Associated with qualitative research
Subjective, narrative materials
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Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
Operations Management
8th edition
Chapter 2
Operations Performance
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
Slack et al.’s model of operations management
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
In Chapter 2 – Operations performance – Slack et al. identify
the following key questions…
Why is operations performance vital in any organization?
How is operations performance judged at a societal level?
How is operations performance judged at a strategic level?
How is operations performance judged at an operational
level?
How can operations performance be measured?
How do operations performance objectives trade off against
each other?
Key questions
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
Three levels of operations performance
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
Stakeholder groups with typical operations objectives
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
People – The social
account, measured by
the impact of the
operation on the quality
of people’s lives
Planet – The environmental account,
measured by environmental impact of
the operation
Profit – The economic
account, measured by
profitability, return on
assets, etc. of the
operation
Sustainability
How operations can impact TBL performance (1 of 3)
• Recyclability of materials, energy consumption and waste material
generation
• Reducing transport-related energy
• Noise pollution, fume and emission pollution
• Obsolescence and wastage
• Environmental impact of process failures
• Recovery to minimize impact of failures
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
People – The social
account, measured by
the impact of the
operation on the quality
of people’s lives
Planet – The environmental account,
measured by environmental impact of
the operation
Profit – The economic
account, measured by
profitability, return on
assets, etc. of the
operation
Sustainability
How operations can impact TBL performance (2 of 3)
• Customer safety from products and services
• Employment impact of an operation’s location
• Employment implications of outsourcing
• Repetitive or alienating work
• Staff safety and workplace stress
• Non-exploitation of developing country suppliers
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
People – The social
account, measured by
the impact of the
operation on the quality
of people’s lives
Planet – The environmental account,
measured by environmental impact of
the operation
Profit – The economic
account, measured by
profitability, return on
assets, etc. of the
operation
Sustainability
How operations can impact TBL performance (3 of 3)
• Cost of producing p.
Copyright © 2017 by University of Phoenix. All rights rese.docx
Copyright © 2017 by University of Phoenix. All rights reserved.
Week 3 Case Study
FIN/486 Version 6 1
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written
consent of McGraw-Hill Education.
Berkshire Instruments
Al Hansen, the newly appointed vice president of finance of Berkshire Instruments, was eager to talk to
his investment banker about future financing for the firm. One of Al’s first assignments was to
determine the firm’s cost of capital. In assessing the weights to use in computing the cost of capital, he
examined the current balance sheet, presented in Figure 1 below.
In their discussion, Al and his investment banker determined that the current mix in the capital structure
was very close to optimal and that Berkshire Instruments should continue with it in the future. Of some
concern was the appropriate cost to assign to each of the elements in the capital structure. Al Hansen
requested that his administrative assistant provide data on what the cost to issue debt and preferred
stock had been in the past. The information is provided in Figure 2 below.
When Al got the data, he felt he was making real progress toward determining the cost of capital for the
firm. However, his investment banker indicated that he was going about the process in an incorrect
manner. The important issue is the current cost of funds, not the historical cost. The banker suggested
that a comparable firm in the industry, in terms of size and bond rating (Baa), Rollins Instruments, had
issued bonds a year and a half ago for 9.3 percent interest at a $1,000 par value, and the bonds were
currently selling for $890. The bonds had 20 years remaining to maturity. The banker also observed that
Rollings Instruments had just issued preferred stock at $60 per share, and the preferred stock paid an
annual dividend of $4.80.
In terms of cost of common equity, the banker suggested that Al Hansen use the dividend valuation
model as a first approach to determining cost of equity. Based on that approach, Al observed that
earnings were $3 a share and that 40 percent would be paid out in dividends (D1). The current stock
price was $25. Dividends in the last four years had grown from 82 cents to the current value.
The banker indicated that the under-writing cost (flotation cost) on a preferred stock issue would be
$2.60 per share and $2.00 per share on common stock. Al Hansen further observed that his firm was in a
35 percent marginal tax bracket.
With all this information in hand, Al Hansen sat down to determine his firm’s cost of capital. He was a
little confused about computing the firm’s cost of common equity. He knew there were two different
formulas: One: One for the cost of retained earnings and one for the cost of new common stock. His
investment banker suggested that he follow the normally accepted approach used in determining the
marginal c.
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Copyright © 2016 John Wiley & Sons, Inc.
Copyright © 2016 John Wiley & Sons, Inc.
Managing and Using
Information Systems
A STRATEGIC APPROACH
Sixth Edition
Keri E. Pearlson
KP Partners
Carol S. Saunders
W.A. Franke College of Business
Northern Arizona University
Dr. Theo and Friedl Schoeller Research Center for Business and Society
Dennis F. Galletta
Katz Graduate School of Business
University of Pittsburgh, Pittsburgh, PA
Copyright © 2016 John Wiley & Sons, Inc.
VICE PRESIDENT & DIRECTOR George Hoffman
EXECUTIVE EDITOR Lise Johnson
DEVELOPMENT EDITOR Jennifer Manias
ASSOCIATE DEVELOPMENT EDITOR Kyla Buckingham
SENIOR PRODUCT DESIGNER Allison Morris
MARKET SOLUTIONS ASSISTANT Amanda Dallas
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PROJECT MANAGER Gladys Soto
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EXECUTIVE MARKETING MANAGER Christopher DeJohn
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Evaluation copies are provided to qualified academics and professionals for review purposes only, for use in their cou.
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Chapter
7
Analyzing
Business Markets
Copyright © 2016 Pearson Education, Inc. 7-*
Learning Objectives
What is organizational buying?
What buying situations do business buyers face?
Who participates in the business-to-business buying process?
How do business buyers make their decisions?
In what ways can business-to-business companies develop effective marketing programs?
How can companies build strong loyalty relationships with business customers?
How do institutional buyers and government agencies do their buying?
Copyright © 2016 Pearson Education, Inc. 7-*
What is
Organizational Buying?Business market
Consists of all the organizations that acquire goods and services used in the production of other products or services that are sold, rented, or supplied to others
Frederick E. Webster Jr. and Yoram Wind define organizational buying as the decision-making process by which formal organizations establish the need for purchased products and services and identify, evaluate, and choose among alternative brands and suppliers. Any firm that supplies components for products is in the business-to-business marketplace. More dollars and items change hands in sales to business buyers than to consumers.
*
Copyright © 2016 Pearson Education, Inc. 7-*
Business marketsFewer, larger buyersClose supplier–customer relationshipsProfessional purchasingMultiple buying influencesMultiple sales callsDerived demandInelastic demandFluctuating demandGeographically concentrated buyersDirect purchasing
Business marketers contrast sharply with consumer markets in some ways. The business marketer normally deals with far fewer, much larger buyers than the consumer marketer does, particularly in such industries as aircraft engines and defense weapons. Because of the smaller customer base and the importance and power of the larger customers, suppliers are frequently expected to customize their offerings to individual business customer needs. Business goods are often purchased by trained purchasing agents, who must follow their organizations’ purchasing policies, constraints, and requirements. More people typically influence business buying decisions. Buying committees consisting of technical experts and even senior management are common in the purchase of major goods. A study by McGraw-Hill found that it took four to four-and-a-half calls to close an average industrial sale. The demand for business goods is ultimately derived from the demand for consumer goods. The total demand for many business goods and services is inelastic—that is, not much affected by price changes. The demand for business goods and services tends to be more volatile than the demand for consumer goods and services. The geographical concentration of producers helps to reduce selling costs. Business buyers often buy directly from manufacturers .
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