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  •   Please read/view these short selections:  bell hooks Ch. 10 “Race & Gender”

     
    Please read/view these short selections: 
    bell hooks Ch. 10 “Race & Gender”  Download Ch. 10 “Race & Gender”(note that she intentionally does not capitalize her name)
    Audre Lorde, “There is No Hierarchy of Oppressions”Download “There is No Hierarchy of Oppressions”
    Notes:
    Privilege & Oppression
    I mentioned the concept of intersectionality briefly in our discussion of the most recent waves of feminism and although it is a newer term, it is critical to gender studies and activism. As we continue through the course it will remain crucial to every topic we discuss so it is important to fully explore and understand. But before we can develop a solid grasp of intersectionality, we must understand the concepts of oppression and privilege. 
    What is oppression? First, we must distinguish oppression from suffering. Everyone in society can potentially suffer in some way. Any person can be bullied or treated unfairly or just have bad luck. What separates the two is that unlike general suffering, oppression is systematic and targets individuals as members of groups. Because it is so ingrained in society and social systems, oppression is often internalized and invisible. Feminist theorist Marilyn Frye illustrates this definition of systemic oppression as a birdcage.  If you only focus on individual bars or barriers (for example wage gaps or voting rights) you will not see it as oppression, you’d expect people to fight against that single issue and learn to break free. However, systems of oppression work together like the bars of the cage. We cannot study the elements of an oppressive structure independently, without studying the entire system.
    Thinking about oppression in this systematic and inter-related way can also draw our attention to those do not exist in those cages. The groups free from this inequality are in a position of privilege. Like oppression, privilege is not an individual judgment, it is systemic and built into social structure. By definition, privileges are unearned advantages granted to people in dominant groups whether they asked for those privileges or not. You can see the cage of oppression contrasted with the freedom of privilege in Maya Angelou’s poem “I Know Why the Caged Bird Sings”. Links to an external site.
    We can also illustrate the structural nature of privilege by thinking about which members of a category are “unmarked”. For example, if I say I want to discuss issues of gender, race or sexuality many people will assume I am referring to women, trans, and nonbinary people, Black, Latinx, Indigenous, or Asian experiences, and the LGBTQ (lesbian, gay, bisexual, transgender, queer) community, respectively. In each of these examples, dominant identities are treated as the default, and others as variations of that default. The fact is, men still have a gender, white people still have a race, and heterosexual or straight people still have sexuality. Privilege and advantage is conveyed through this illusion of neutrality, which allows it remain invisible to those that have it, but highly visible to those who experience oppression or marginalization.
    We all have some form of societal privilege. Having privilege doesn’t mean we didn’t earn our accomplishments or that we never had any barriers in our way. It just means that our barriers were not systemically connected to others like the example of the cage.  Privilege can still be a hot button term-  this short video delves more into how we can understand and better apply its meaning:
    “Decoded: Why Does Privilege Make People so Angry”

     
    Intersectionality
    So how can we look at what is to encounter both privilege and oppression in our lives? How can we understand what it means to experience oppression in more than one area? Gender oppression for example is not isolated but instead intersects with all of our social identities such as age, race, class, gender, sexuality, and physical ability simultaneously. Your life is not influenced by JUST one of these- it is all of them at the same time. Since we experience the world through the combination of our identities, using intersectionality as a framework for studying gender allows us to recognize the ways oppression is linked.
    Coined by legal scholar Kimberlé Crenshaw, intersectionality acknowledges everyone has their own unique experiences of privilege, discrimination, and oppression and we must consider each aspect if we are to achieve equality. A Black woman may experience both sexism and racism, but will experience sexism differently from a white woman and racism differently from a black man. Similarly, having privilege in one area does not mean someone automatically has privilege in all areas. Intersectionality recognizes that we can be privileged and unprivileged/oppressed at the same time. As we learned from our examination of feminist history, any feminism that purely represents the experiences of dominant and privileged positions will fail to achieve equality for all. The work towards gender equality must be intersectional.
    Intersectionality is an important concept and we will continue to practice intersectionality throughout the semester so it is important to understand. This short video from helps demonstrate intersections and their impact.
    “Kimberlé Crenshaw at Ted + Animation”

     You can also listen along to the piece by Audre Lorde read aloud by Lauren Lyons, if this is a method of taking in the material that would be helpful to you: 

     
    After completing the reading and lecture notes, choose one quote from either the reading by hooks or Lourde that you found meaningful or that helped you connect to the concept of intersectionality. Write down the exact quotation and explain your thoughts on it by discussing your interpretation of what it means, why it stuck out to you, how it helps you understand intersectionality, and it’s significance to the study of gender.
    Your discussion should be at least 200 words not including the quote and include at least 2 meaningful responses to classmates’ posts by either sharing your ideas of how their chosen quote connects to other important concepts such as oppression, privilege, or the metaphor of the cage or by offering a new interpretation/significance that you think is relevant.

  • Introduction:  In this task, you will analyze ethical challenges related to inf

    Introduction:
     In this task, you will analyze ethical challenges related to information security and develop a training plan for an organization, which will raise awareness of these challenges, convey strategies, and prevent unwanted developments. 
     Scenario
    Review the attached “TechFite Case Study” for information on the company being investigated. You should base your responses on this scenario.
     Requirements 
     
    A.  Address ethical issues for cybersecurity by doing the following:
    1.  Discuss the ethical guidelines or standards relating to information security that should apply to the case study.
    a.  Justify your reasoning.
    2.  Identify the behaviors, or omission of behaviors, of the people who fostered the unethical practices. 
    3.  Discuss what factors at TechFite led to lax ethical behavior.
     
    B.  Describe ways to mitigate problems and build security awareness by doing the following:
    1.  Describe two information security policies that may have prevented or reduced the criminal activity, deterred the negligent acts, and decreased the threats to intellectual property. 
    2.  Describe the key components of a Security Awareness Training and Education (SATE) program that could be implemented at TechFite.
    a.  Explain how the SATE program will be communicated to TechFite employees.
    b.  Justify the SATE program’s relevance to mitigating the undesirable behaviors at TechFite.
     
    C.  Prepare a summary directed to senior management (suggested length of 1–2 paragraphs) that states TechFite’s ethical issues from Part A and the related mitigation strategies from Part B.
     
    D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
     
    E.  Demonstrate professional communication in the content and presentation of your submission.

  • Your task: You have been asked to give a presentation at Business Round Table Ev

    Your task: You have been asked to give a presentation at Business Round Table Event. Attendees are owners of small businesses and corporate managers whose employees are now working from home due to the global pandemic. The need for physical security to protect equipment and other assets has risen in priority for these business owners and managers as they realize that they have a gap in their business continuity planning and response which needs to be addressed.
    Background: During the global pandemic, many companies throughout the region, both small businesses and larger corporate entities, successfully transitioned to “work from home” allowing them to continue operating despite the issuance of “work from home” and “stay at home” orders from governmental entities. Storefronts and offices for non-essential businesses and services were shuttered or reduced to minimal staffing. Concerns about the potential for thefts, break-ins, and other forms of unauthorized entry have been raised in many organizations who were not prepared for extended periods in which their facilities would be unoccupied / unattended.
    For this presentation, identify and discuss five or more technologies and countermeasures which can be implemented to address the problem of providing physical security in an unoccupied/unattended facility (you should not propose any measures that rely upon guards or other personnel who would need to be physically present). Your presentation should address both preventive and detective controls for physical security, e.g. perimeter fencing, gates, bollards, lighting, CCTV, audio scanning, alarm systems, key-card controlled entry, etc.
    Format: This week, the format for your deliverable (posting) will be “Talking Points.” Talking points are presented in outline format and contain the content that you would put on slides in a slide deck. Your outline should include 5 to 7 major points (“slide titles”) followed by 3 to 5 supporting points for each. Remember to put enough information into the talking points that your peer reviewers can understand what you intend to cover in each section of your briefing. Remember to introduce the topic at the beginning, present your analysis, and then close your briefing with an appropriate summary. Include a list of sources (3 or more) which attendees could refer to if they wish to fact check your work.

  • Chapter 1 What is puberty? Is it a universal feature of adolescence? What are th

    Chapter 1
    What is puberty? Is it a universal feature of adolescence? What are the 5 main physical manifestations of puberty? Is puberty a gradual process? When does it begin?
    Be able to describe the feedback loop known as the HPG axis.
    Both sexes produce androgens and estrogens. However, the average male typically produces more _____ than _____ while the average female produces more _____ than _____.
    Be able to provide examples of secondary sex characteristics.
    How early can the onset of puberty occur for boys and girls? How late? Do the genes and environment influence the timing of puberty?
    Be able to provide examples of secular trends.
    Know the difference between longitudinal and cross-sectional studies.
    How do boys and girls react to early maturation? Late maturation?
    What are some examples of eating disorders?
    What are the new contributors to the new morbidity and mortality rates found among adolescence?
    Chapter 2
    What are the 5 chief ways in which adolescents’ thinking differs from that of children? Be able to provide examples.
    What is metacognition? A byproduct of metacognition is a kind of _____ characterized by an intense preoccupation with the self. Know the difference between personal fables and imaginary audience?
    The two theoretical viewpoints on adolescent thinking that have been especially important are the Piagetian perspective and the information-processing perspective. Be able to differentiate between these two views. What changes do information-processing theorists observe in adolescents?
    What is selective attention? What is divided attention? Be able to provide examples.
    When does the prefrontal cortex completely mature? What sort of higher-order cognitive processes occur in the prefrontal cortex?
    Who developed the first intelligence test and for what reason? According to many critics, what does this test measure? Is intelligence stable? Do adolescents’ mental abilities increase? Are there sex differences in mental abilities? If so, in what area are the sex differences found? What is the Scholastic Aptitude Test (SAT) designed to predict?
    What did Vygotsky believe?
    What does implicit personality theory suggest?
    What is social perspective taking and how does it change during adolescence?
    Why do adolescents engage in risky behaviors? If so, is it due to faulty decision making?
    Chapter 3
    What is social redefinition? Can it vary from one society to another?
    What do inventionists argue? How were children treated prior to the 19th century? What changes took place with industrialization in jobs, crime, and education?
    What does the word “teenagers” connote? What did the word “youth” refer to prior to industrialization? Today?
    Social redefinition at adolescence typically involves a dual-sided change in social status in both _____ and _____. Status changes of this sort occur in the interpersonal, political, economic, and legal domains. Be able to provide examples.
    What is extrusion? Brother-sister avoidance? Scarification? Be able to provide examples.
    What does an initiation ceremony provide? Be able to provide examples of initiation ceremonies.
    Why have adolescents been referred to as the “marginal man”?
    Compared with contemporary youth, when did adolescents living in the late 19th century undergo family-related transitions? School and work-related transitions?
    Know the difference between continuous and discontinuous transitions. How can the discontinuity of a school-to-work transition be reduced?
    To what has the vague and discontinuous nature of the transition through adolescence in contemporary society contributed? Why have certain ethnic groups had more trouble negotiating the transition into adulthood?
    Chapter 4
    What is a generational gap? Be able to provide examples.
    Why may the adolescent years constitute a difficult period of adjustment for parents?
    Know the difference between parental responsiveness and parental demandingness. Be able to distinguish among the four general types of parenting styles (i.e., authoritative, authoritarian, indulgent, and indifferent). Which parenting style is more common among minority families than among White families?
    How do sibling relationships change over the course of adolescence? What are the effects of positive sibling relationships?
    Know the difference between shared environmental influences and nonshared environmental influences.
    What are demographers? Be able to discuss some of their findings.
    Which gender is most affected by divorce? Does the quality of the relationship between adolescents and parents matter? Quantity of visits? What is the sleeper effect?
    Which gender is the most affected by remarriage?
    Which gender is the most positively affected by maternal employment? Negatively? Why?
    Know the difference between promotive and restrictive strategies.
    Chapter 5
    What has contributed to the rise of adolescent peer groups in modern America? When did adolescent peer groups based on friendships (formed in school) become prevalent? How many youngsters come home from school to houses with no adults present? How many youngsters care for themselves in the morning?
    Is there a separate youth culture? What did research by James Coleman reveal? What does other research suggest?
    What do studies of peer pressure indicate? Do teenagers feel pressure to use drugs? Engage in sexual activity? Consume alcohol?
    Know the difference between the following terms: postfigurative and cofigurative and between particularistic and universalistic.
    How does the structure of peer groups change as individuals move into adolescence? For example, who do adolescents mention as significant in their lives? Do they spend time with same sex or opposite sex peers?
    Know the difference between cliques and crowds. On what two distinct dimensions can crowds be mapped? What is a reference group?
    What is participant observation?
    What characteristics do popular children tend to have? Into what three categories do unpopular adolescents tend to fall?
    What is relational aggression? What is hostile attribution bias?
    Unpopular individuals or those with poor peer relationships during adolescents are more likely to _____.
    Chapter 6
    What factors contributed to the rise of compulsory education?
    2. How have the goals of secondary education and the approaches taken by schools in America shifted over time (e.g., 1950s vs. 1960s vs. 1970s vs. 1980s vs. 1990s vs. Today)?
    Why have school-reform initiatives failed in urban school districts?
    What are the characteristics of good schools?
    When comparing large and small schools what does the research indicate? Does class size typically affect students’ scholastic achievement?
    What are middle and junior high schools? According to the research, are middle schools preferable to junior high schools?
    What are the short-term and long-term benefits of the desegregation of schools?
    School climate affects students’ performance and behavior. What type of atmosphere is more conducive to high student performance and good classroom behavior?
    What is the self-fulfilling prophecy?
    How do parents contribute to school performance? Peer groups?
    Chapter 8
    What three approaches have researchers and theorists taken to study identity during adolescence? What is self-conception? What developmental changes occur in self-conception?
    What is false-self behavior? When is false-self behavior most likely to occur?
    What are the five critical personality dimensions found in adolescence and adulthood? Are these traits highly stable over time?
    According to Rosenberg, when examining studies of self-esteem, it is important to differentiate between which two aspects of self-perceptions?
    During adolescence, which youngsters are more susceptible to changes in self-esteem?
    According to Harter, what are the predictors of adolescents’ overall self-esteem?
    According to Erikson, individuals move through a series of eight psychosocial crises throughout the life cycle. What crisis must adolescents resolve? According to Erikson, why is the period of psychosocial moratorium such an important one?
    Some adolescents have difficulty resolving the identity crises. According to Erikson, what are the three most common problems? Has research by Marcia supported Erikson’s theoretical perspective? What four identity categories did Marcia establish?
    What is race socialization? What effect does it have on the process of identity development? According to Phinney, what are the four possibilities that minority youth can use to deal with their ethnicity? Which is a more viable, and psychologically healthier, alternative? What is code switching?
    Do masculine, feminine, or androgynous males or females report higher levels of self-esteem?
    Chapter 9
    What is the difference between independence and autonomy? According to Erikson, what is the central issue of adolescence?
    What are the three types of autonomy in adolescence? Be able to differentiate among the three types.
    What does the term “detachment” mean? According to more recent research, is the view on “detachment” correct?
    What is the end result of individuation? How is healthy individuation fostered?
    Know the difference between enabling behaviors versus constraining behaviors.
    On what type of issues are early adolescents more likely to be susceptible to peer influence? Parental influence? At what age are adolescents most susceptible to peer pressure? Which adolescents are most susceptible to antisocial influences?
    Which gender reports feeling more self-reliant?
    Whose theory is the dominant perspective in the study of moral reasoning in adolescents? Be able to differentiate among the three stages of moral reasoning.
    What does Gilligan argue in regards to Kohlberg’s theory of moral development?
    How is adolescents’ political and religious thinking similar to the shifts observed in moral development?
    Chapter 10
    During adolescence relationships become more _____. Intimacy is characterized by _____, _____, and _____. Does intimacy have a sexual or physical connotation?
    There are 3 main theoretical approaches to the study of intimacy in adolescence: Sullivan’s, Erikson’s, and the attachment theorists. What does each perspective suggest about adolescent intimacy?
    What changes in the nature of friendship, display of intimacy, and “Targets” of intimacy do we see during adolescence?
    When do friendships with the other sex develop?
    Through what 4 stages of romance do adolescent proceed?
    During middle adolescence, what do boys look for in a romantic partner? Girls? How about during late adolescence?
    What is the developmental progression of social activities with the opposite sex beginning in early adolescence?
    Compared to the past half-century, when do individuals marry?
    Which couples have a greater chance of marital problems and divorce?
    Close peer relationships are an essential part of healthy _____ _____ during adolescence.
    Chapter 11
    What is sexual socialization? Know the difference between restrictive, semirestrictive, and permissive societies.
    What is serial monogamy? How have the attitudes of adolescents toward sex changed over time?
    Know the difference between autoerotic behavior and sociosexual behavior.
    Approximately, how many teenagers have sexual intercourse by age 18? Early sexual activity is most common among teenagers growing up in _____ households. Why? What other problem behaviors are associated with early sexual activity?
    How does parent-child communication about sex affect the sexual activity of adolescents? Are teenagers more likely to talk about sex with mothers or fathers? How do peers influence the sexual behavior of adolescents?
    Early sexuality is experienced differently by males and females. Be able to explain the differences.
    What are the risk factors for sexual abuse?
    Why are adolescents in the U.S. such poor users of birth control? What are some of the most common forms of sexually transmitted diseases (STDs)? How is AIDS transmitted?
    According to research, are teenagers harmed psychologically by aborting their pregnancy or by placing their infant up for adoption? Who is more likely to terminate or abort an unplanned pregnancy?
    How are adolescent males, who become fathers, different from their peers? Are the problems that teenage mothers and their children face a result of mother’s young age, or poverty and other factors associated with poverty? Why do most programs designed to prevent teenage pregnancy and childbearing fail?
    Chapter 12
    What is achievement?
    Because educational and occupational achievements are cumulative, during adolescence the _____ tend to get _____, while the _____ tend to get _____.
    Know the following terms well: “need for achievement,” “fear of failure,” “underachievers,” “achievement attributions,” “intrinsic,” “extrinsic,” “self-efficacy,” and “learned helplessness.” Be able to provide examples.
    How do the home environment, friends, educational achievement, socioeconomic status, and ethnic differences influence adolescents’ achievement goals and behaviors?
    Know the difference between social capital and cultural capital.
    Educational achievement is usually defined in one of three ways. What are these three ways?
    What are some of the characteristics of adolescents who drop out of high school?
    According to Donald Super, when do occupational plans begin to crystallize? What stage comes after crystallization?
    Because _____ was interested in the relation between personality factors and patterns of occupational choice, he examined this process using his Self-Directed Search measure.
    Like educational achievement, occupational attainment is strongly influenced by _____ _____.
    Chapter 13
    Clinical practitioners distinguish among three broad categories. What are they?
    What three perspectives are offered to explain psychosocial problems (or unconventional behavior) in adolescence?
    With what drugs do adolescents most experiment? Which drugs are considered “gateway drugs?”
    What four sets of risk factors for substance abuse have been identified? Protective factors?
    What are status offences? In general, the earlier an adolescent’s “criminal career” begins, the more likely he or she is to become a _____, _____, and _____. Who is more likely to be arrested and to be treated harshly by the juvenile justice system?
    What are some of the causes of antisocial behavior in adolescents?
    Know the difference between “life-course persistent antisocial behavior” and “adolescent-limited antisocial behavior.”
    Which prevention program is more likely to be successful?
    What is the most common psychological disturbance among adolescents? Which gender is more likely to suffer from depression during childhood? During puberty? Depression is more likely to be a result of _____ _____and _____ _____. What is the diathesis-stress model?
    Know the difference between primary preventions and secondary preventions and between primary control strategies and secondary control strategies.
    14
    Discussion Posts/Threads for Content Area 5
    Due: 10/4
    Directions:
    Answer prompt below and add a question/comment that is supported with chapter information. Make sure to cite the lecture notes or textbook for the answer to prompt and cite the textbook for the question/comment. Cite properly with author and page number and include a minimum of 3 sentences when answering prompt and a minimum of 3 sentences for question/comment for credit.
    Grade Distribution for Prompt and Question/Comment:
    1 point for answering prompt in 3 sentences or more
    1 point for adding a 3 sentence or more question/comment
    1 point for citing both prompt and question/comment correctly (add authors of textbook or author of lecture notes and page numbers)
    1. Prompt: Jill, a 9th grader, was angry at Katie for spilling juice on Jill’s shirt. Jill spread a rumor that Katie had gossiped about her friends. Is Jill’s behavior normal? Explain based on what you have learned in class.
    2. Question/Comment:
    Write a question or comment based on your chapter readings.
    15
    Discussion Posts/Threads for Content Area 6
    Due: 10/11
    Directions:
    Answer prompt below and add a question/comment that is supported with chapter information. Make sure to cite the lecture notes or textbook for the answer to prompt and cite the textbook for the question/comment. Cite properly with author and page number and include a minimum of 3 sentences when answering prompt and a minimum of 3 sentences for question/comment for credit.
    Grade Distribution for Prompt and Question/Comment:
    1 point for answering prompt in 3 sentences or more
    1 point for adding a 3 sentence or more question/comment
    1 point for citing both prompt and question/comment correctly (add authors of textbook or author of lecture notes and page numbers)
    1. Prompt: If Katie and Jill’s teacher accidentally got their test scores mixed up and mistakenly thought Katie was the more intelligent of the two girls. At the end of the year, who would you predict would gain more and perform at a higher level? Explain based on what you have learned in class.
    2. Question/Comment:
    Write a question or comment based on your chapter readings.
    16
    Discussion Posts/Threads for Content Area 7
    Due: 10/18
    Directions:
    Answer prompt below and add a question/comment that is supported with chapter information. Make sure to cite the lecture notes or textbook for the answer to prompt and cite the textbook for the question/comment. Cite properly with author and page number and include a minimum of 3 sentences when answering prompt and a minimum of 3 sentences for question/comment for credit.
    Grade Distribution for Prompt and Question/Comment:
    1 point for answering prompt in 3 sentences or more
    1 point for adding a 3 sentence or more question/comment
    1 point for citing both prompt and question/comment correctly (add authors of textbook or author of lecture notes and page numbers)
    1. Prompt: Since Peter became an adolescent, he has experimented with different roles and personalities. Peter’s parents are telling all their friends that this is just a “phase” he’s going through. What is this “phase” called and according to whom? Explain based on what you have learned in class.
    2. Question/Comment:
    Write a question or comment based on your chapter readings.
    17
    Discussion Posts/Threads for Content Area 8
    Due: 10/25
    Directions:
    Answer prompt below and add a question/comment that is supported with chapter information. Make sure to cite the lecture notes or textbook for the answer to prompt and cite the textbook for the question/comment. Cite properly with author and page number and include a minimum of 3 sentences when answering prompt and a minimum of 3 sentences for question/comment for credit.
    Grade Distribution for Prompt and Question/Comment:
    1 point for answering prompt in 3 sentences or more
    1 point for adding a 3 sentence or more question/comment
    1 point for citing both prompt and question/comment correctly (add authors of textbook or author of lecture notes and page numbers)
    1. Prompt: Debra has two teenage boys and wants to ensure that her relationship with her boys will foster healthy individuation and positive mental health. What recommendations would you give her? Explain based on what you have learned in class.
    2. Question/Comment:
    Write a question or comment based on your chapter readings.
    18
    Discussion Posts/Threads for Content Area 9
    Due: 11/8
    Directions:
    Answer prompt below and add a question/comment that is supported with chapter information. Make sure to cite the lecture notes or textbook for the answer to prompt and cite the textbook for the question/comment. Cite properly with author and page number and include a minimum of 3 sentences when answering prompt and a minimum of 3 sentences for question/comment for credit.
    Grade Distribution for Prompt and Question/Comment:
    1 point for answering prompt in 3 sentences or more
    1 point for adding a 3 sentence or more question/comment
    1 point for citing both prompt and question/comment correctly (add authors of textbook or author of lecture notes and page numbers)
    1. Prompt: You are watching young children interact with their friends (and adolescents interact with their friends) during lunch break, and as you do, you notice that there is a noticeable difference in the way that young children compared with adolescents interact with their friends. What is different? Explain based on what you have learned in class.
    2. Question/Comment:
    Write a question or comment based on your chapter readings.
    19
    Discussion Posts/Threads for Content Area 10
    Due: 11/15
    Directions:
    Answer prompt below and add a question/comment that is supported with chapter information. Make sure to cite the lecture notes or textbook for the answer to prompt and cite the textbook for the question/comment. Cite properly with author and page number and include a minimum of 3 sentences when answering prompt and a minimum of 3 sentences for question/comment for credit.
    Grade Distribution for Prompt and Question/Comment:
    1 point for answering prompt in 3 sentences or more
    1 point for adding a 3 sentence or more question/comment
    1 point for citing both prompt and question/comment correctly (add authors of textbook or author of lecture notes and page numbers)
    1. Prompt: Paul and Jillian are upset because they recently discovered that their 14-year-old daughter has already engaged in sexual intercourse. What other types of problems should they anticipate? Explain based on what you have learned in class.
    2. Question/Comment:
    Write a question or comment based on your chapter readings.
    20
    Discussion Posts/Threads for Content Area 11
    Due: 11/22
    Directions:
    Answer prompt below and add a question/comment that is supported with chapter information. Make sure to cite the lecture notes or textbook for the answer to prompt and cite the textbook for the question/comment. Cite properly with author and page number and include a minimum of 3 sentences when answering prompt and a minimum of 3 sentences for question/comment for credit.
    Grade Distribution for Prompt and Question/Comment:
    1 point for answering prompt in 3 sentences or more
    1 point for adding a 3 sentence or more question/comment
    1 point for citing both prompt and question/comment correctly (add authors of textbook or author of lecture notes and page numbers)
    1. Prompt: Every time Joshua receives an A on his report card, his grandmother gives him $50. Should she continue to do this?Why or why not? Explain based on what you have learned in class.
    2. Question/Comment:
    Write a question or comment based on your chapter readings.
    21
    Discussion Posts/Threads for Content Area 12
    Directions:
    Answer prompt below and add a question/comment that is supported with chapter information. Make sure to cite the lecture notes or textbook for the answer to prompt and cite the textbook for the question/comment. Cite properly with author and page number and include a minimum of 3 sentences when answering prompt and a minimum of 3 sentences for question/comment for credit.
    Grade Distribution for Prompt and Question/Comment:
    1 point for answering prompt in 3 sentences or more
    1 point for adding a 3 sentence or more question/comment
    1 point for citing both prompt and question/comment correctly (add authors of textbook or author of lecture notes and page numbers)
    1. Prompt: While Alex is waiting in line to ride a roller coaster, the man behind him bumps into him. Even though the man apologizes, Alex becomes extremely upset and pushes him back. What is Alex most likely suffering from? Explain based on what you have learned in class.
    2. Question/Comment:
    Write a question or comment based on your chapter readings.
    http://library.lol/main/11E3E74AB8F73F13BAAC930E50CFA5CA

  • Fill in the blank word-for-wordto complete the sentence. When you see “…” it mea

    Fill in the blank word-for-wordto complete the sentence. When you see “…” it means that some sentences have been skipped over. Please highlight, bold, or underline your answers so that you are certain to receive credit for all of your work! Don’t forget to place your name at the top of the page.
    American Cities & Technology, Chapter 5: Technologies of Water, Waste and Pollution
    Urban populations_____________________________________________________________ ______________________________________________. “Urban metabolism” is the phrase that Joel Tarr used to describe the processing of such inputs and outputs through systems: “the supply of water and the disposal of wastewater or sewage; the generation and disposal of industrial wastes; and the collection and disposal of solid wastes and garbage from food and consumer products”. The_______________________________________________________ ________________________________________________________________. However, as industrialization and even more rapid urbanization occurred during the nineteenth century, waste and refuse [garbage] came to be understood as problems of urban life. Initially, it was a matter of the “metabolism” of individual cities, regardless of effects elsewhere. Indeed, it is difficult to generalize about water supply, waste, and pollution in the USA because their handling was so locationally, politically and temporally specific. In many cases, European methods were adopted, though adapted to local context of application.________________ ___________________________________________________________________________ _____________________________________, matters. The story of water supply, waste and pollution is both highly local and “environmental” in the broadest sense. In colonial times, water for urban inhabitants was drawn from local wells, springs, streams or cisterns, and this continued to be the case well into the nineteenth century. The central supply of piped water was introduced early only in the largest, most rapidly expanding cities of the new nation. There, its introduction tendedto be crisis-driven:_________________________ _____________________________________________________________________________ __________________________________________. Philadelphia, New York City, Richmond, St Louis, and Pittsburg had public waterworks by the end of the 1830s. Baltimore and Boston followed in the 1840s. By 1860, the sixteen largest US cities had central water-supply systems… Where central water-supply development was undertaken before the Civil War, the ________ _____________________________________________________________________________. The growing requirement of industry for supplies of clean water was also a stimulus. The increase in water supplies brought a concomitant increase in the amount of waste for disposal; the used water had to go somewhere. Where local wells or springs supplied residents, ______________________________________________________________________________ _____________________________________________________. Though this was not an issue where central supplies were drawn from remote sources, the dramatically higher per capita consumption, which occurred universally, meant that cesspools were overwhelmed by the increased amount of effluent. Natural seepage could not deal with the extra load. If householders did not empty the cesspools more frequently, at considerable cost, there were overflows. Another recourse was to direct waste to storm drains or open gutters. These options were not just unpleasant: the prevailing anti-contagionist theory, developed by English sanitarians in the 1840s, that diseases were caused by foul air arising from putrefying matter meant that they also gave rise to serious health worries. Figure 5.3 Privies and pumps, Pittsburg, 1909. The privy _______________________________________________________ _____________________________________________________________________________ _______________________ by scavengers who were either private or under contract to town authorities. In some areas, farmers worked as scavengers to secure fertilizer. Often urged on by the sanitarians, many towns saw water itself as a possible new technological solution to the problem of the unprecedented volume of waste. Disposal by “water-carriage”- that is, by the construction of sewer systems- as had been done from the 1840s in England and in Hamburg, was the technology adopted. Like water supply systems _______________________________________ _________________________________________ expertise. The installation of sewerage systems in turn brought about further problems, to which technological solutions were eventually sought. Typically, ____________________________ ____________________________________________________________. When the anti-contagionist theory of disease was still prevalent, it was urged that this practice had no consequences for cities further downstream or that were affected by the prevailing ocean currents because the sewage was rendered harmless by oxygenation and dilution in the large volumes of water. Surprising to contemporaries, deaths from epidemic disease (typhoid being a particularly sensitive indicator), did not fall in number of cities downstream of the major cities with sewerage systems. This was primarily because they were located downstream of other major cities with sewerage systems… Even after the germ theory was accepted, however, and bacteriological techniques were developed to evaluate water quality, _____________________ ______________________________________________________________________________ ___________________________. Most cities had, like Chicago, built combined street-drainage and sewerage systems. Sewage treatment was particularly costly for such cities because of the large volume of water to be treated; cities that had built separate sewers for run-off and sewage, or sewers that dealt with sewage, were in a better position. ____________________ _____________________________________________________________________________ ___________________________, to guarantee their purity. Alongside the installation of central water supplies and municipal sewerage systems in the last two decades of the nineteenth century went a transformation of how refuse [garbage] was perceived – from a nuisance to a health hazard requiring solution… Rubbish was commonly piled up in streets and alleys, or tipped [dumped] on to vacant land or into waterways. And the problems of disposing of the dung and carcasses of horses consequent on a horse-drawn urban transport system should not be underestimated. By the 1890s, the “nuisance” became impossible to ignore. In ___________________________________________________________________________________________________________________________________________________________________________________ in many cities.
    For a variety of reasons, urban politicians and developers turned to technologies of water supply and waste management during their struggles to manage rapidly growing cities driven by the values of private enterprise. In much the same way as they became dependent on the existence of transport networks, inhabitants of US cities in the late nineteenth century became dependent on the provisions of water supply and waste infrastructures as well… Crucial to the process of infrastructural development was a growing perception, fostered by coalitions of businesspeople, industrialists and sanitation reformers, that __________________________ _____________________________________________________________________. American Cities & Technology, Chapter 6: Technology and the Governance of Cities
    Both the nature of urban government and the way that technology was involved in it changed considerably from the late nineteenth century onwards. The _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________. In some cases, technologies were deployed as part of this process; in others, the process affected technology, or technology to some extent stimulated the process. For example, the technologies of street lighting and fire-fighting became essential tools of city governance, while the development of large-scale, networked transport and utilities infrastructures in the nineteenth century involved city authorities in making numerous, incremental decisions that amounted to what might be seen as a piecemeal planning. Public __________________________________________________________. Rushlights or oil lamps were used in the eighteenth century, as urban nightlife- both for commerce and for entertainment- became more common. In the nineteenth century, manufactured gas made it possible for factories and shops to stay open later; this resulted in more people being on the streets after dark- traditionally a threatening time. At the same time, city authorities organized new, networked systems of street lighting using more reliable manufactured gas, generally through franchises to private contractors. It made good business sense too; good_________ ____________________________________________________________________________ ______________________.
    Competition from electricity began in 1880s, when electric arc-lamps were introduced for lighting the city streets and some large public buildings, such as theaters and department stores… However, it was the introduction by Edison of his system for the generation and distribution of electricity for incandescent street lighting from the early 1880s that brought real competition to gas. For Edison directly targeted the gas-lighting market and patterned his electricity system on the central generation and distribution of gas. The __________________ _____________________________________________________________________________ _____________________________________________________________________________ _______________________________________________.
    Fire was a fearsome feature of city life ______________________________________________ _____________________________________________________________________________ _______. Dealing with fire was a major issue for city authorities. JK Freitag, from whose 1912 handbook Fire Prevention and Fire Protection as Applied to Building Construction, vividly described the consequences of fire for the built environment: “it has been estimated that we burn up during every normal week of the year, 3 theaters, 3 public halls, 12 churches, 10 schools, 2 hospitals, 2 asylums, 2 colleges, 6 apartment houses, 3 department stores, 2 jails, 26 hotels, 140 flats and stores, and 1600 homes.”
    Regulations to control various aspects of the built environment in order to prevent fires or to mitigate their effectswere important means of dealing with the ever-present threat. Monkkonen argues that such regulations were a service rather than a constraint because they were aimed at the common good. Most cities, including pre-1871 Chicago, had local ordinances defining fire limits- areas within which the construction of wooden buildings was forbidden… Although they were becoming prominent during the late 1870s and 1880s for the tall buildings of New York and Chicago, fireproof construction methods based on metal and terracotta were not adopted universally. In New England, in the final year of the century, “slow burning construction”, adapted from textile-mill construction techniques, was used, especially in factories. Because of the comparative expense, the USA rarely adopted British iron and brick construction for factories, with the exception of those running highly inflammable processes such as sugar-refining works or gas-works. Slow-burning construction ____________________________________________________________________________________________________________________________________________________________________________________________cisterns topped up by pumps from nearby water sources, sprinklers and hydrants. The strategy was that slow-burning construction would allow time for fire-fighting devices to be deployed, so that fires could be contained and quickly extinguished. Good watch systems and alarms were essential to this strategy. The most visible manifestations of the requirements of fire-fighting in the built environment were:_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ______________________________________, that were especially constructed to serve the needs of the fire-fighters… The first viable steam-engines for fire-fighting in the USA were manufactured in Cincinnati in 1852. Over the following two decades, ___________________ ____________________________________________________________________________ ____________________________________________________________________________ _________________, displacing the sometimes rowdy volunteer companies.
    After the USA became a nation, the layout of most cities was planned by survey in advance of settlement, to define parcels of land that could be sold. Federal surveyors implementing the Land Ordinance of 1785 set the basic grid co-ordinates, and___________________________ ____________________________________________________________________________ ________. Beyond that, however,except for the location of a few key public buildings, there was seldom stipulation of how land should be used; as preceding chapters have shown, ____ ____________________________________________________________________________ _____________________________________________________- often with little regard for the pressures that such development put on the environment… The development of planning up to the Second World War moved from designing the basic layout of cities, to piecemeal improvements of specific civic areas, to___________________________________________ _____.

  • Assignment Task Part of working on your writing is taking the time to reflect on

    Assignment Task
    Part of working on your writing is taking the time to reflect on what
    you did well and what you think you need to improve upon. Think about
    the paper you just submitted and your writing process—all of the steps
    that you took to complete this writing task. For this mini-essay, you
    will write a reflective essay in which you address all of the following:
    Describe your writing process
    What parts of your writing process did you find help you understand
    and tackle the prompt in a way that made you feel confident about your
    writing
    What parts of your process made you feel frustrated? Why?
    Moving forward, what parts of the writing process would you like to
    see more of during our class sessions. Explain in detail why.I
    I have linked my essay please use my essay Submission Guidelines
    Be a word.doc, word.docx, or .pdf file
    MLA format: 12-point font; 1” margins all around; double spaced
    Be a minimum of 500-750 words
    Have an original title

  • Informational Essay (750 words) Assignment Description: Choose an interview wit

    Informational Essay (750 words)
    Assignment Description: Choose an interview with anyone from history. Speak about the interviewee and provide a life summary about the person. Then, analyze the interview, and provide a brief summary of what the person spoke about. Remember, it is a non-biased approach, so no persuasion should be included. You should simply explain and then analyze what has been discussed. For example, if your interview is on Barack Obama, first, provide a summary of his life, his accomplishments, his prime focus, etc. Then, provide an analysis of the interview, including what he spoke about, his viewpoint, and the prime focus of the interview. Here is the breakdown:
    In the introduction, provide the name and occupation of the designated personality. Then, state the main theme of the whole discussion.
    In the first body paragraph, describe the life summary of the personality including their achievements, their mark on society, etc. In the second body paragraph, give the synopsis of the interview.
    In the third body paragraph, analyze it and state what you understood of it. The final paragraph is the conclusion. Here is the link for citing sources: cite inside the text.
    Include at least two in-text citations along with the interview source in your essay. All three sources should be reflected in your references. Informational and Analytical Essay Criteria: (100 Points)
    Introduction: 15 Points
    Body Paragraphs 2 and 3: 30 Points (15 points for each paragraph)
    Body Paragraph 4 Includes: 20 Points
    Conclusion: 15 points
    Grammar and Mechanics: 10 Points
    APA format: 10 Points
    100 pointsNote: Proofread your essay or see a tutor before submitting the final publish.

  • ➢ Case Study 2 (100pts.)—due Unit 5 As professionals, we are often subjected to

    ➢ Case Study 2 (100pts.)—due Unit 5
    As professionals, we are often subjected to dealing with ethical issues that can have legal implications.
    Because of this, you are asked to critically think about how you would respond to particular situations
    given. This serves as your midterm for this course. For Case Study 2, students will find a case study in
    their own state and provide information about it. They will then give feedback as to whether or not they
    agree with the outcome of the sanctions. For South Carolina students, you can find the needed information
    by following these steps:
    (1.) Go to llr.sc.gov/sw/
    (2.) Scroll down and click on “Board Orders”
    (3.) Scroll and find an order you would like to use and then click on “View Order”
    Students will complete a 1-2 page paper including the ethical violation(s) in bold above and your response
    below NOT in bold regarding your feelings about the case outcome.
    You must include the information provided in the Board Order with the name and what occurred.
    You must include a title page and references page with the NASW Code of Ethics cited (in APA 7th edition
    format). The title page and references page should look similar to your Case Study 1.
    Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
    a. Collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
    b. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;
    c. Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies;
    d. Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

  • Overview The final project for this course is the creation of a polished busines

    Overview
    The final project for this course is the creation of a polished business presentation consisting of a formatted and revised business letter, a dynamic spreadsheet, and a formatted and revised slide presentation.
    In the professional environments of today, one of the most important and frequently used tools for communicating information is an office productivity suite such as Microsoft Office. Office productivity suites consist of bundled applications designed to help users create various deliverables such as word-processing documents, spreadsheets, and slide presentations. Your ability to select an appropriate application based on key specifications and to use various tools and functions within the application to create polished professional deliverables will be critical for successful communication and collaboration with clients and stakeholders in any field you pursue.
    In this project, you will take the role of a business analyst and apply essential skills and techniques within office productivity applications to prepare three related professional deliverables: a business letter, a spreadsheet, and a slide presentation. Review the Final Project Scenario document to learn more about the simulated business case.
    The project is divided into two milestones, which will be submitted at different points throughout the course to scaffold learning and ensure a quality final submission. These milestones will be submitted in Modules Two and Four. The final submission is due in Module Seven.
    In this assignment, you will demonstrate your mastery of the following course outcomes:
    Apply appropriate tools within office productivity applications for supporting the creation of professional-quality documents, spreadsheets, and presentations
    Integrate key business specifications into a variety of office productivity suite applications for ensuring effective deliverables
    Apply appropriate style and formatting conventions in creating professional documents, spreadsheets, and presentations
    Apply fundamental best practices for revision within office productivity applications for the finalization of a professional-quality document and presentation
    Prompt
    As you prepare to communicate the next steps in the consulting partnership between your organization, Business Consultants, and your client, New Hampshire Business Products (NHBP), you will prepare three deliverables using office productivity applications: a business letter to stakeholders at NHBP to share your findings and request a follow-up meeting, a spreadsheet that will allow you to organize and manipulate the given sales data with basic calculation functions, and a slide presentation that will help you communicate your findings to your team at Business Consultants.
    Specifically, the following critical elements must be addressed:
    Slide Presentation: Apply appropriate formatting and revision conventions and visuals to the content on the provided slides to create a presentation that addresses the needs of the audience within Business Consultants as well as your needs as the speaker preparing to convey the information to a business audience. Revise and submit the slide presentation you completed in Module Six, which was based on the unformatted slides in this presentation.Apply consistent slide templates and color schemes that help organize and convey your message.
    Insert charts and graphs from your spreadsheet into the slide presentation where indicated.
    For each slide, select a font style and size of text that are appropriate for the specified audience and support your message.
    Revise the existing slide content to reflect an appropriate amount of text on each slide for conveying your message to the specified audience.
    Revise excess slide text into speaker notes, shaping them into a tool to support yourself, the speaker, in delivering your message.
    Incorporate slide transitions and graphics that support the message.
    Milestones
    Final Submission: Business Presentation
    In Module Seven, you will submit your revised business letter, Excel spreadsheet, and slide presentation. Your submission should be a complete, polished artifact containing all of the critical elements of the final project. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric.
    What to Submit
    For Section I, use the file you revised for Milestone One (version 2) and submit it as version 3 with the file-naming convention shown below. For Section II, submit an Excel spreadsheet that you generate. For Section III, revise and submit the slide presentation you completed as part of the peer review discussion in Module Six. Use the following naming conventions:
    businessletter_v.3_firstinitiallastname.docx
    spreadsheet_firstinitiallastname.xlsx
    slidepresentation_v.2_firstinitiallastname.pptx
    .
    i have attached copy of business letter and spreadsheet. Presentation is the only one needed.

  • The situation discussed can happen often in the acute care setting. Often times,

    The situation discussed can happen often in the acute care setting. Often times, patients’ families and medical staff disagree on the plan of care and this can cause poor outcomes for patients. In this situation, I would first obtain permission from the patient to discuss their condition with their daughter. After obtaining consent, I would sit down with the daughter to let her discuss her concerns, I would listen and remain empathetic. Then I would meet with the primary nurse and the physician and try to reach a compromise. The ability to pay should never influence the course of treatment. I would work with the medical staff to attempt to reach a compromise and if the physician is unwilling to perform more tests, I would speak to another physician to get their input. The shift in the relationships between insurers, doctors, nurses, and patients is maybe the biggest worry regarding the development of managed care in this nation. It is unknown how much of a negative influence there may be on clinical judgment when physician and nurse wages are linked to rewards, fines, and other schemes meant to decrease service and resource use and boost revenue. Consequently, there has never been a stronger need for self-awareness on the principles that underpin each professional nurse’s practice (Huston, 2022). I would want to assure that the physician is not basing his/her plan of care because of the ability to pay. As a nurse, my values to act are always more aligned with the patient than the company. However, emergency departments are meant to rule out life-threatening emergencies, they are not meant to perform deep-dive investigations to get an ultimate diagnosis. If the physician ultimately declines to perform more testing, I would ensure that the patient had adequate follow up scheduled and was assured that the daughter could facilitate the followup. There is a moral dilemma when patients or their families are given unwanted information, which has prompted a great deal of research on moral sensitivity in this setting. Research has indicated that nurses’ capacity to communicate with patients and their families is impacted by their moral sensitivity. A strong moral sensitivity makes it possible for nurses to actively seek out verbal or nonverbal ways to solve problems and to be more sensitive to the physical and psychological states of patients (Guo et al., 2024).