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There are seven case study casesI want to answer all cases in an orderly and separate manner for each case, as shown below. Also, there is a case that needs, in addition to the report, to a Power Point.In the assignment file, you will find all the case data with the requirements of each case.Solve each case separately with a single file.

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Offset function: Retirement planningRead the following articles Using retirement planning information, create an offset function. Be creative with what you use.When would you use the offset function in your business?Offset function: Retirement planningRead the following articles Using retirement planning information, create an offset function. Be creative with what you use.When would you use the offset function in your business?Refer

Hca 415 central time | Psychology homework help

What are YOU going to do about it?

Day 3(1st Post)

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Significant Contributions to Puplic Health Part II

Day 7

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Describe the impact of community health within a specified population.
Evaluate how public health professionals can effectively work within a community.
Examine how public health historical elements could support future community and public health developments
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Week 7 journal reflection | PSYCH221 PERSONALITY THEORY

  
Assignment Instructions
THIS IS FOR WEEK 7!!
The Learning Reflection Journal is a compilation of weekly learning reflections youll independently write about across Weeks 2, 3, 5, 6 and 7. During each of the assigned weeks, you will write two paragraphs, each 300 words in length (i.e., 600 words total). The first paragraph will describe a topic that you found particularly interesting during that week and what made it interesting, and the second paragraph will describe something that you have observed occurring in the real world that exemplified that topic. Only one topic may be recorded in the journal for each assigned week and your observed real word occurrence must be clearly related to it.
READING
Personality Theory
Created July 7, 2017 by userMark Kelland
           To suggest that there is such a thing as an African personality may be misleading.  Africa is the second largest continent, with just over 1 billion people spread out among over fifty different countries.  It has been the target of extensive colonization over the centuries, and the struggle for liberation from European countries has surely left an indelible mark on the nature of the people there.  In addition, the Sahara Desert creates a significant natural division of the people in the north from those in the south.  The people of North Africa are primarily Arab-Berber Muslims, with ready access to southern Europe across the Mediterranean Sea.  This region can rightly be viewed as an extension of Western Asia, in terms of culture, spirituality, and race/ethnicity (Chatterji, 1960; Senghor, 1971).  In contrast, the Black Africans live south of the Sahara Desert, and they are the people usually referred to when we think about Africans.  Indeed, for the remainder of this section I will use the term African to refer to Blacks living in Sub-Saharan Africa.  Though many people in Africa identity themselves in terms of their unique ethnicity, history, and geography, this book would be incomplete if no effort was made to address the people of this continent.  Keep in mind, however, that there is a great deal more work to do regarding our understanding of indigenous people around the entire world.
           In 1999, James Lassiter wrote a very helpful article covering many of the historical problems that have affected the study of personality in Africa.  Unfortunately, many studies sought to identify the nature of personality among Africans in terms of Western ideals, values, and socioeconomic and technological advancement.  This biased view created a very negative attitude toward the people of Africa, a negative attitude that the people of Africa often adopted themselves.  Thus, the study of personality fell into disrepute, and largely came to a halt.  However, a number of professionals from other disciplines, such as sociology and anthropology, continued to examine whether or not there were characteristics common to the people of Africa, a unique and valuable personality distinct from other regions of the world.  Though some controversy remains, and the definitions of what personality is from an African perspective are quite different than those we might recognize in traditional Western psychology, this work has led to some interesting insights.  Fundamentally, these perspectives are summarized by the following simple proverb:
Umuntu ngumuntu ngabantu (a person is a person through other persons)
            Xhosa proverb (cited in Lassiter, 1999 and Tutu, 1999)
The African Worldview and Spirituality
           For many authors, a common African personality derives from a common African worldview.  According to Khoapa (1980), an African’s existential reality is one of collective being, they seek to understand the world through their intersection with all aspects of the world and other people.  This worldview is holistic and humanistic, and it focuses on interdependence, collective survival, harmony, an important role for the aged, the oral tradition, continuity of life, and rhythm.  In addition, there is a fundamental belief in a metaphysical connection between all that exists within the universe, through an all-pervasive energy or “spirit” that is the essence of all things (Chatterji, 1960; Grills, 2002; Grills Ajei, 2002; Khoapa, 1980; Mwikamba, 2005; Myers, 1988; Obasi, 2002; Parham et al., 1999; Senghor, 1965, 1971; Sofola, 1973).
           At the center of the African worldview is spirit, or life itself, a vital force that animates the universe and that imparts feeling to all things from God down to the smallest grain of sand.  Although this spirit pervades all things, there is a distinct hierarchy among the things that make up the universe.  At the top of the hierarchy is God, followed by the ancestors (including the founders of the tribes, aka the “god-like ones”) and the living.  Then come the animals, plants, and minerals.  Being in the center, humans hold a privileged position.  As living beings, people are able to increase their being (using this term in the same context as in existentialism).  The source of spirit, and the spiritness within each person, is divine, and transcends both the physical universe and time.  Thus, it can connect us to any person, place, or thing.  This is part of the basis for African veneration of their ancestors.  In order for the ancestors to avoid becoming “completely dead,” they must devote themselves to strengthening the lives of the living.  As a result, they can still participate in life.  When a person recognizes that through spirit all things become one, and if they adhere to this realization, they lose all sense of individual ego/mind.  Instead, they experience the harmony of collective identity and a sense of extended self that includes ancestors, those not yet born, all nature, and their entire community (Busia, 1972; Grills, 2002; Grills Ajei, 2002; Jahn, 1972; Myers, 1988; Obasi, 2002; Parham, 2002; Parham et al., 1999; Senghor, 1965).
           Based on the previous paragraph, it should be clear that religion and spirituality are very important to Africans.  We share a biological connection with animals, and an inherent spiritual connection with plants and minerals, but our privileged position at the junction of spirit and nature allows us to participate in a spiritual life that separates us from the animals, plants, and minerals.  This is how Africans believe they are able to increase their being.  According to Khoapa (1980), we link the universe with God, we awaken it, we speak to it, listen to it, and try to create harmony.  This leads to a profound connection with the rhythm of the universe.  Senghor (1965) describes rhythm as the “architecture of being…the pure expression of the life-force.”  Rhythm has become an important aspect of African life, particularly in art, music, and poetry (also see Busia, 1972; Chatterji, 1960; Jahn, 1972; Mwikamba, 2005; Senghor, 1971; Sofola, 1973).
           African music, like sculpture, is rooted in the nourishing earth, it is laden with rhythm, sounds and noises of the earth.  This does not mean that it is descriptive or impressionist.  It expresses feelings. (pg. 86; Senghor, 1965)
           As noted above, the transcendent aspect of spirit leads to connections between past, present, and things that have not yet happened.  This has led to a distinct relationship to time, one that differs dramatically from the Western world.  Africans believe there is a rhythmic, cyclical pattern to life set in place by God, and God knows what is right.  This includes the seasons, the rising and setting of the sun, and stages of life (birth, adolescence, adulthood, old age, and death).  Events in the past are typically referred to in terms of reference points, such as a marriage or a birth.  As for the future, in most African languages there is no word for the distant future, and plans for the near future are once again typically made around events rather than a specific time on a clock.  Accordingly, time is something to be shared with others, there isn’t really any such thing as wasting time.  Tribal elders are respected for the wisdom they have accumulated over a lifetime, and the “living” dead are kept alive by the tribe’s oral historian (Jahn, 1972; Parham et al., 1999; Sofola, 1973; Tembo, 1980).
Discussion Question:  The African worldview focuses on the universe and all the people within it as an interconnected whole, and seeks harmony and rhythm.  Do you see life in a holistic way, do you try to relate to others as if we are all part of one creation?  Do you think the world would be a better place if everyone tried to relate to others in this way?
Family and Community
           For Africans, the basic unit is the tribe, not the individual.  Since the tribe seeks collective survival, cooperation is valued over competition and individualism.  Since close, personal interconnections are so fundamental, aggression toward others is considered an act of aggression against oneself, and the concept of alienation doesn’t exist.  This concern for the community is reflected in the family structure.  For Africans, family includes parents, children, brothers, sisters, cousins, aunts, uncles, etc.  All relatives have the responsibility to care for one another, and when parents become old it is the responsibility of their children to care for them (Khoapa, 1980; Kithinji, 2005; Lambo, 1972; Parham et al., 1999).
           According to Khoapa (1980), Westerners are surprised when they observe Africans in normal conversation.  There is a great deal of spontaneity, laughter, and the conversation goes on and on.  They do not wait to be introduced before engaging in conversation.  No reason is necessary for someone to drop by and engage in a conversation.  Every gathering is an extension of the family, so there is no reason for inhibiting one’s behavior.  Simply being together is reason enough to engage others.  Khoapa suggests that the “deafening silence” observed when traveling in the Western world is very strange and confusing to Africans.
           The cultural institution of marriage provides an interesting example of these principles in action.  Marriage is a unifying link in the rhythm of life:  past, present, and future generations are all represented.  Having children is an obligation, and marriage provides the accepted opportunity to fulfill that obligation.  Indeed, since the purpose of marriage is to have children, a marriage is not considered complete until children have been born (Khoapa, 1980; Kithinji, 2005; Lambo, 1972; Parham et al., 1999; Wanjohi, 2005).  Marriages can also be a profound source of connection between people that goes far beyond the basic family unit (two parents and their children).  The spirit that underlies and provides energy for the fulfillment of being experienced in a family unites that family with other families around the world.  In a more practical sense, when a man and a woman from different tribes are married, the members of each tribe see themselves as all becoming one extended family through that marriage (Parham, et al., 1999; Samkange Samkange, 1980).
           The belief that we are all interconnected extends beyond one’s family and tribe to all people.  Hospitality is an important characteristic that Africans expect will be extended to all visitors, including strangers.  Different than in the West, however, is the expectation that hospitality will precede asking any questions.  Thus, when a visitor is met at the door, they will be invited in, offered something to eat and/or drink, and friendly conversation may ensue, all before asking anything about the visit or even who the person is (if they aren’t known).  Being benevolent to everyone is seen as a sign of good character or good reputation.  African myth and folklore often includes stories about gods or spirits who travel in disguise, rewarding people in kind for how the god or spirit is treated.  Selfishness does not promote the well being of the tribe, so a selfish person is likely to be held in contempt and stigmatized.  The responsibility for becoming caring people begins with the family (Kithinji, 2005; Lambo, 1972; Sofola, 1973).
Every Yoruba, the stranger inclusive, is expected to demonstrate that he was well brought up by his parents whose emblem he carries about by the virtue of his existence and former socialisation.  A good home to the Yoruba African is a place where good training and nurturing in character and good behaviour including good mode of addressing people are imparted to the young…The good child is supposed not only to accept and show good character in the home but should show the glory of the home outside through his own good behaviour… (pp. 97-98; Sofola, 1973)
Discussion Question:  In African culture, marriage and family are very important.  How important are they to you?  How has your personal history affected your feelings about marriage and family?
Ubuntu
           The traditional African concept of ubuntu is one that encompasses the best that the people of Africa have to offer in terms of social harmony.  It has come into play several times during difficult periods of nation building as African countries have gained independence and moved toward democracy.  Archbishop Desmond Tutu, winner of the Nobel Peace Prize in 1984, served as Chairman of the Truth and Reconciliation Commission as the nation of South Africa transitioned from Apartheid to democracy.  Rather than seeking revenge and the punishment of those who had supported Apartheid, or attempting to achieve some sort of national amnesia through blanket amnesty, the South Africans chose a third alternative.  Amnesty would be granted only to those who admitted what had been done in the past.  While some were concerned that such an option would allow crimes to go unpunished, the deep spirit of humanity that is ubuntu can lead to being magnanimous and forgiving.
Ubuntu…speaks of the very essence of being human.   When we want to give high praise to someone we say, “Yu, u nobuntu”; “Hey, so-and-so has ubuntu.”  Then you are generous, you are hospitable, you are friendly and caring and compassionate.  You share what you have.  It is to say, “My humanity is caught up, is inextricably bound up, in yours.”  We belong in a bundle of life. (pg. 31, Tutu, 1999)
           Samkange and Samkange (1980) discuss how extensively ubuntu (aka, hunhu, depending on the language) is intertwined with life amongst the people of Zimbabwe.  It leads to a sense of deep personal relationship with all members of different tribes related by the marriage of two individuals.  It has influenced the development of nations as they achieved freedom from colonial governments, and it encourages amicable foreign policies.  Ubuntu can help to guide judicial proceedings, division of resources, aid to victims of war and disaster, and the need to support free education for all people.  The special characteristic that ubuntu imparts on African people can also be seen among the African diaspora, those Africans who have been displaced from their homeland.  For example, Black Americans typically have something unique that distinguishes them from White Americans, something called “soul.”  According to Samkange and Samkange (1980) “soul is long suffering (“Oh Lord, have mercy”); soul is deep emotion (“Help me, Jesus”) and soul is a feeling of oneness with other black people.”  As a result of the Black American’s experience with slavery, we now have soul food, soul music, and soul brothers.
Discussion Question:  It has been suggested that the essence of personality among African people has given something special to members of the African diaspora known as “soul.”  However, this may be a characteristic of all dispossessed people.  Have you seen examples of this sort of “soul?”  If yes, what was the experience like, and how did it affect your own views of life?
           Although ubuntu is uniquely African, the peace and harmony associated with it can be experienced by all people.  According to Archbishop Tutu it is the same spirit that leads to worldwide feelings of compassion and the outpouring of generosity following a terrible natural disaster, or to the founding of an institution like the United Nations, and the signing of international charters on the rights of children and woman, or trying to ban torture, racism, or the use of antipersonnel land mines (Tutu, 1999).  Though ubuntu itself may belong to Africa, the essence of it is something shared by all dispossessed groups around the world (Mbigi Maree, 1995).  It embodies a group solidarity that is central to the survival of all poor communities, whether they are inner city ghettos in the West, or poor rural communities in developing countries.  According to Mbigi and Maree (1995), the key values of ubuntu are group solidarity, conformity, compassion, respect, human dignity, and collective unity.  They believe that African organizations need to harness these ubuntu values as a dynamic transformative force for the development of African nations and the African people.  Samkange and Samkange share that view:
…ubuntuism permeates and radiates through all facets of our lives, such as religion, politics, economics, etc…Some aspects of hunhuism or ubuntuism are applicable to the present and future as they were in the past…It is the duty of African scholars to discern and delineate hunhuism or ubuntuism so that it can, when applied, provide African solutions to African problems. (pg. 103; Samkange Samkange, 1980)
Negritude and Nigrescence
           Leopold Senghor (1965) has defined Negritude as “the awareness, defence and development of African cultural values…the sum total of the values of the civilization of the African world.”  For Senghor this is not a racial phenomenon, but a cultural one, based primarily on cooperation.  He distinguished this cooperation from the collectivist idea we typically associate with Asian cultures by focusing more on a communal perspective.  In other words, collectivist cultures may be seen as an aggregate of individuals, but in the truly communal society, whether in the family, the village, or the tribe, there is a connection from the center of each person in their heart (see also Grills, 2002; Senghor, 1971).  This is what Senghor believes has always been held in honor in Africa, and it ultimately encourages dialogue with others in Africa (the White Africans, the Arab-Berbers in North Africa) and beyond, so that we can assure peace and build the “Civilization of the Universal.”
           Negritude, then, is a part of Africanity.  It is made of human warmth.  It is democracy quickened by the sense of communion and brotherhood between men.  More deeply, in works of art, which are a people’s most authentic expression of itself, it is sense of image and rhythm, sense of symbol and beauty. (pg. 97; Senghor, 1965)
           Abiola Irele has discussed the history of Negritude as a literary and ideological movement among Black, French-speaking intellectuals in Africa.  It was initially a reaction to, and in opposition to, the colonial oppression of the African people.  As such, it has been criticized by some as its own form of racism (see, e.g., Irele, 1981, 2001; Tembo, 1980), or as something unique to intellectuals, as opposed to more common people in Africa.  However, as noted above, Negritude is about culture, not race per se.  In addition, a small but nonetheless interesting study by Tembo (1980) provided evidence that scores on an African Personality Scale did not differ based on sex, marital status, having been educated in rural or urban schools, or whether they wished to pursue higher education in Africa or England.  Irele compared Senghor’s view of Negritude to that of the existential philosopher Jean-Paul Sartre.  Sartre viewed Negritude as a stage in the development of Black consciousness, a stage that would be transcended by the ultimate realization of a human society without racism.  In contrast, according to Irele, Senghor’s Negritude is an inner state of Black people.  It is a distinctive mode of being, which can be seen in their way of life, and which constitutes their very identity (Irele, 1981).  Irele finds value in the concept of Negritude “insofar as it reflects a profound engagement of African minds upon the fundamental question of the African being in history…”
           At a time when Africans are trying to experiment with new ideas and institutions, adapt them to their needs in the light of their traditional value systems, there is the need for a sustained belief in oneself, and this belief can be generated and kept alive by an ideology.  This has been, and still is, the function of Negritude. (pg. 86; Ghanaian scholar P. A. V. Ansah, cited in Irele, 1981)
           Although the concept of Negritude is not without its critics, if one accepts its premise there are important implications for people of the Black diaspora (Irele, 2001).  Nigrescence has been described as the process of converting from Negro to Black, i.e., rejecting the deracination imposed by Whites and embracing traditional African values and a Black identity (Parham, 2002; Parham et al., 1999; Tembo, 1980).  This process of searching for one’s identity can be very powerful, leading perhaps to a positive self-identity or, at least, serving as a buffer against racism and oppression (Parham Parham, 2002).  For additional information on the importance of identify formation and the development of negative identity, I refer you back to the discussion of negative personality development among Black Americans in the chapter on Erik Erikson.  But what triggers this critical search for one’s identity?
           For people of African descent in places such as the United States, the process of nigrescence seems to follow four stages:  pre-encounter, encounter, immersion-emersion, and internalization (Parham, 2002; Parham et al., 1999).  In the pre-encounter stage, the indivdiual views the world from a White frame of reference.  They think, act, and behave in ways that devalue and/or deny their Black heritage.  Then, however, they encounter personal and/or social events that do not fit with their view of society.  Muhammad Ali (formerly Cassius Clay) described in vivid and shocking detail how he was refused service at a restaurant because he was Black, after he had won the Olympic gold medal in boxing and been given the key to the city by the mayor of Louisville, Kentucky (Ali Ali, 2004)!  The individual then becomes immersed in Black culture.  This can be a psychologically tumultuous time.  For some, everything of value must reflect some aspect of Black and/or African heritage.  They withdraw from contact with other racial/ethnic groups, and strong anti-White attitudes and feelings can emerge.  Eventually, however, the individual internalizes their Black identity and becomes more secure.  The tension, emotionality, and defensiveness of the previous stage is replaced with a calm and secure demeanor.  The individual becomes more open minded, more ideologically flexible, and although Black values move to and remain at the forefront, there is a general trend toward being more pluralistic and nonracist, and anti-White attitudes and feelings decline (Parham et al., 1999; see also Mbalia, 1995).
Some Issues for Modern Africa
           In a fascinating book entitled Education for Self-Reliance, Julius Nyerere (1967) discussed the importance of building the post-colonial educational system in Tanzania.  A fundamental premise, according to Nyerere, is that the educational system needed to serve the goals of Tanzania (see also Gichuru, 2005; Khoapa, 1980).  Therefore, they had to decide what kind of society they were building.  He said their society was based on three principles:  equality and respect for human dignity, sharing of resources, and work by everyone and exploitation by none.  Interestingly, these principles do not focus on academic content.  The successful community life of the village was more important.  Social goals, the common good, and cooperation were all emphasized over individual achievement.  Nyerere considered it particularly important to avoid intellectual arrogance, so that those who became well educated would not despise those whose skills were non-academic.  “Such arrogance has no place in a society of equal citizens” (pg. 8; Nyerere, 1967).
           The aim of education in Tanzania became one in which students were to realize they were being educated by the community in order to become intelligent and active members of the community.  Since education is provided at the expense of the community, the community is well within its rights to expect those students to become leaders and innovators, to make significantly greater contributions to the community than if they had not received an education (Bennaars, 2005; Sanyal Kinunda, 1977).  To this end, the training of teachers places ideology ahead of content.  Student-teachers are taught:  1) the true of meaning of the Tanzanian concept of ujamaa (familyhood and socialism; a basis for planned, self-contained villages), 2) to be dedicated and capable teachers who understand and care for the children in their charge, and 3) to deepen the students’ general education.  Since colonial rulers exploited, humiliated, and ignored the people of Africa for so long, it was believed that teachers should be of sound mind and sound body.  Thus, admission into a teacher training program requires a good academic background, sound character, physical fitness, and a good all-around background (Mmari, 1979).  Thus, teachers were trained to be good role models for the development of Tanzania and her people (see also Bennaars, 2005; Mbalia, 1995).
Discussion Question:  In post-colonial Africa, some countries trained their teachers to educate children in being good citizens, and to be role models for how children should live their lives.  Do you agree that teachers should play such an intentional role in helping to raise children?  If not, does it seem that this was necessary for a time, given the history of colonization in Africa?
           Although most of the work covered in this section has been done by writers, anthropologists, and sociologists, is there a role for more formalized personality testing in Africa?  While this may not be the ideal approach for studying personality in African, it would allow us to compare this work with our Western concepts of personality (which constitutes the large majority of this book). There is preliminary evidence that the Five-Factor Model applies well when measuring the personality traits of Africans in Zimbabwe and South Africa (McCrae, 2002; Piedmont et al., 2002).  Tembo (1980) developed an African Personality Scale on which Zambian college freshman did indeed demonstrate pro-African personality views (as opposed to anti-African personality views that would have indicated negative effects as the result of colonization; see, however, Mwikamba, 2005).  Thomas Parham (2002) has used two personality tests designed to focus more specifically on the concept of an African personality:  the Racial Identity Attitude Scale (RIAS; which Parham helped develop) and the African Self-Consciousness Scale.  The RIAS measures the nigrescence construct, whereas the African Self-Consciousness Scale is grounded in Afrocentric theory (closer to the concept of Negritude).  However, Parham has come to the conclusion that both of these tests fall short of measuring the core elements of what might be a common African personality, particularly spiritness and the potential biogenetic nature of African people (Parham, 2002).  Thus, if this is an appropriate field of study, there certainly needs to be further investigation to determine whether Western concepts of personality assessment apply to the essence of African personality.
A Final Thought
           One of the most widely recognized cultural distinctions in psychology today is the difference between individualistic, Western cultures and collectivistic, Eastern cultures.  In Western societies, such as the United States of America, the individual not only has the freedom to seek purely personal advancement, it is expected of them.  In contrast, the individual in countries such as China is expected to subordinate their own desires and ambitions for the good of the family and their community.  With regard to a broad view of the African personality, we find a middle ground.  There is significant individual freedom, but individuals are expected to serve their family and community.  As a result, the individual also benefits from the overall success of the family and community.  Thus, there is an ongoing interplay between the value of the individual and the values of family and community.
           When this system works to its best potential, the results are people who flourish and can be proud of themselves.  In the words of Dr. J. A. Sofola:
…the philosophy, the world-view, values and thought-patterns that form the ingredients or the building-blocks of the African Personality are live-and-let-live; the emphasis on wholesome human relations; the belief of the universality of man and communality of the people in the community; the historic sense of the unity of the human society as consisting of the ancestors, the living and the future generations yet unborn; spiritual attitude to life and attachment to communal life with communal responsibilities; a keen sense of rhythm; the conception of man as one roaming spirit in the chain of spirits in the universe…This is the personality which in its expression of an inward peace and stillness maintains an external composure and gait, head and chin raised high, and with deliberate, calculated dignified steps proclaims to the world: “Black is beautiful” and “I am black and proud of being so.” (pp. 143-144; Sofola, 1973)
Personality Theory
Created July 7, 2017 by userMark Kelland
           In the first chapter we briefly examined the concern of many psychologists that the field of psychology has been slow to embrace the value of cross-cultural research (see Lee et al., 1999; Sue, 1999; Triandis Suh, 2002).  This concern is by no means new.  In 1936, Ralph Linton wrote that “different societies seem to show differences in the relative frequency of occurrence of the various psychological types” (pg. 484), and in 1973, Robert LeVine suggested that “this is a moment at which even those who are skeptical about the value of culture and personality study might consider stretching their curiosity in this direction” (pg. ix).  Throughout this textbook we will examine a number of theorists who emphasized studying cultural differences as a significant part of their careers and, often, their personality theories as well.
           However, it remains true that cross-cultural studies in psychology have only recently moved closer to the mainstream of psychological research and clinical practice.  As of 2002, the American Psychological Association has “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” (www.apa.org/pi/multiculturalguidelines/homepage.html).  To cite just a few examples of the range of current interest in cross-cultural psychology, we now have a Dictionary of Multicultural Psychology (Hall, 2005) and books on the relationships between culture, mental illness, and counseling (Axelson, 1999; Castillo, 1997), as well as on the relationships between race, class, and the social and personal development of women (Jordan, 1997b; Pack-Brown, Whittington-Clark, Parker, 1998).  There are also major new texts on African American psychology (Belgrave Allison, 2006) and racism, prejudice, and discrimination in America (Miller Garran, 2008; Whitley Kite, 2006).
           The fact that studying cross-cultural factors in personality has always been present in the careers and theories of certain individuals, while not becoming a mainstream focus of attention, is more than just an historical curiosity.  By emphasizing biological factors (i.e., genetics), Freud’s theory did not allow for cultural differences.  Behavioral theorists emphasized environmental factors, a seemingly cultural approach, but they did not allow themselves to address factors beyond immediate scientific control.  Thus, they defined with great precision the role of reinforcement, punishment, discriminative stimuli, etc., while not allowing for the richness of cognition and cultural experiences.  Likewise, cognitive theorists clung to the scien

Bsa 500 complete class | Social Science homework help

BSA 500 Complete Class
 
BSA 500 Complete Course All Weeks 1-6 DQS Assignments
BSA 500 Entire Course
BSA 500 Week 1 DQ 1
Imagine you are starting a new business, expecting to have about $100,000 in personal or family capital and another $200,000 borrowed, say from a bank, Small Bus Admin (federal government) or an angel investor. How would you form this business venture  (i.e. structure as per text Chapter 5)? Defend your choice!
BSA 500 Week 1 DQ 2
Consider the business you chose for DQ1, and that you are almost ready to launch the business; including yourself (as a working owner) and three of your most important subordinates, describe each’s role in management (if any) and why you made that choice, considering the four basic functions of management discussed in Chapter 7 of the text.
BSA 500 Week 2 DQ 1
Consider economics at large (or macroeconomics, as explained in the text) and describe what you learned that you believe to be very important economic influences on your existing (or contemplated future) business/firm.
Then, comment on the current economy and comment on how that impacts both the evolution of IT and also the health of businesses in the IT provider world.
What does an IT manager (or any manager charged with making IT decisions) need to focus on in today’s economy?
BSA 500 Week 2 DQ 2
What are the implications of both the global economic structure differences and different global laws for IT managers in global businesses? (or for U.S. businesses that sell to global customers).
BSA 500 Week 3 DQ 1
After reading the text and considering your own organization (or another one you are very familiar with), describe the needs of the accounting department as to data gathering/reporting/controlling functions of accounting. (You might want to consider interviewing or talking to either accounting professionals in your organization and/or IT developers with knowledge on same.)
Be detailed and specific; for example, if property and asset accounting are very important in your line of business, focus on those particular needs and explain why that functionality is so important. Then, consider whether the existing IT application(s) are fulfilling that need for the organization. Maybe even describe the application software in more detail.
BSA 500 Week 3 DQ 2
Considering your knowledge from the DQ5 discussions (both what you learned in your own research and what you learned from others), describe some of the commercial accounting software  applications on the market that would provide the functionality identified by you (and others) as very important for your organization.
BSA 500 Week 4 DQ 1
Given the business you are in (or perhaps one you want to be in), what are the key financial ratios for your industry? Specifically (if you can), give the real ratio and your interpretation of same. Also, how would you find averages for your business so you can compare your organization to others in the same business. (N.B. you have to do this for an assignment also.)
BSA 500 Week 4 DQ 2
While they have their limitations, for well over a hundred years, we have used a number of core financial ratios to analyze business. While these can be easily created with some simple math from core financial statements, there are many front-end application systems that also do that work for you and can present the information in a ‘dashboard’ style to managers.
Comment on these applications: would you create your own? Using what? What commercial systems are out there? Have any experience with them? Can you contribute to the class by researching some of them?
BSA 500 Week 5 DQ 1
Now that you are begining to understand and the use of financial ratios, consider and comment on below:
1. Are they 100% reliable for significant business decisions?2. How important is history?3. Which ratios most make sense in a historical perspective?4. Which ones are important regardless of history?5. What, if anything, might they tell us about the need for information systems?
BSA 500 Week 5 DQ 2
What have you learned about the potential variations in key financial ratios according to the industry?
Are there some more specialized ratios for certain types of businesses? (What are they? Why are they specific to a particular industry?)
Does comparing key financial ratios in one firm to the industry average (which you are doing for your Individual assignment this week) make sense? 
 What have you learned about the potential variations in key financial ratios according to the industry?
BSA 500 Week 6 DQ 1
Now that you’ve done some Research over the last few weeks on sources for company and industry information, describe how best to stay current with IT applications and technology for use in the finance and accounting world.
For any links you report about, be sure to post the hypertext links for the benefits of your fellow students. Also, be sure to use the University’s extensive library for some of your sources. You can include general financial sources, like EDGAR, or specific industry segment sources, or varied government sources (Like U.S. Dept of commerce,federal Reserve, Banks, etc.) and you should include industry organizations, like the National Retail federation (NRF).
BSA 500 Complete Course Assignments
BSA 500 Week 2 Individual-Virtual Organizations Table – Part I
BSA 500 Week 2 LT Project-Introduction to Riordan Manufacturing
BSA 500 Week 3 Individual- Virtual Organizations Table – Part II
BSA 500 Week 3 LT Project-Riordan+Manufacturfacturing Accounting Modules
BSA 500 Week 4 Individual-BalanceSheet Income Stmt Commentary
BSA 500 Week 4 LT Project PPT Draft-Riordan Manufacturing Account Software Modules
BSA 500 Week 5 Individual-Financial Ratios
BSA 500 Week 5 LT Project Final PPT- RoirdanManufacturing
BSA 500 Week 6 LT Project Final LT Paper- Riordan

Can you please do programing assignmnet which is python

There are two questions in this assignment. For each question you will be submitting your
solution as multiple files, each containing source code written in Python 3. These files must be
compressed into a single zip file, and you will submit this file using cuLearn.
? The source files for question 1 must be named a2q1a.py, a2q1b.py, and a2q1c.py
? The source files for question 2 must be named a2q2a.py and a2q2b.py
? The compressed archive (i.e., the .zip file) must be named a2.zip.
? The due date for this assignment is October 8, 2016, by 11:30pm.
?
Late assignments will be accepted for 48 hours after the deadline, but the penalty for
submitting a late assignment is a loss of 2.0% per hour.
?
You are expected to demonstrate good programming practices at all times (e.g., choosing
descriptive variable names, provide comments in your code, etc.) and your code will be
penalized if it is poorly written.
?
You are expected to do the necessary preparatory work (e.g., devising an algorithm) before
you begin coding. Whenever appropriate, you will be asked to present either pseudocode or a
flowchart before you will receive any assistance from the instructor or a teaching assistant.
?
This assignment is uniquely generated; every student in the class is required to complete a
slightly different version of this assignment. To ensure that each unique assignment shares the
same level of difficulty, a unique assignment generator (and supporting files) has been made
available on cuLearn.
To receive the assignment instructions that are specific to you, download the
unique-assignment-generator-for-A2.zip file from cuLearn. Once you have extracted the
contents to your working folder, use the command prompt to run the generator-for-A2.py
program and then enter and confirm your student number.
Specification for Assignment 1 for COMP1405 (Fall 2016)
Question 1 (of 2)
When you ran the unique assignment generator for this assignment, the program showed you a
collection of 18 cartoon faces as the top three rows of the SimpleGraphics window. For the first
question of this assignment you will create three short programs that will ask the user
questions as though the user is playing a game of Guess Who? using this collection of faces. If
you are completely unfamiliar with this game you should consider visiting the Wikipedia page
(https://en.wikipedia.org/wiki/Guess_Who%3F) and playing an online implementation (such as
the one at http://www.miniplay.gr/?view=gamegid=76).
Each of the programs you write will require you to use the input function to ask the user one or
more yes or no questions. You MUST restrict your questions to asking about whether or not the
players choice of face has a wig, glasses, hat, pipe, moustache, beard, or scar, and each
question can only ask about one of those features. To clarify, you are NOT permitted to ask
questions pertaining to the row, column, eyes, mouth, or any feature other than the seven
listed above.
Your first program (i.e., a2q1a.py) must contain a single if statement that does not use any of
the Boolean operators (i.e., and, or, not), has no elif or else branches, and would only work to
identify one specific face (i.e., ending the game with a single question). To clarify, you can
assume that your program will win if the opponent (i.e., the user) has chosen the only face out
of group of eighteen that can be identified by a single question. For further clarification,
consider the collection of three faces below and note that the only single question that could
conceivably identify one of these three is the question Are you wearing a hat?
Your second program (i.e., a2q1b.py) must contain a single if-else statement that does not
use any of the Boolean operators (i.e., and, or, not), has only a single else branch, and is
guaranteed NOT to identify your opponent. To clarify, regardless of which face your opponent
has chosen, they should end up following the else branch of your statement.
Your third program (i.e., a2q1c.py) must contain a single nested if statement with a depth of
two (i.e., one inner if statement nested inside one outer if statement) that does not use any
of the Boolean operators (i.e., and, or, not). Write this program such that exactly five possible
choices of face should pass the condition of the outer if statement, and only one of those faces
should pass through the condition of the inner if statement.
Specification for Assignment 1 for COMP1405 (Fall 2016)
Question 2 (of 2)
When you ran the unique assignment generator for this assignment, the program also showed
you a collection of 10 arrows as the bottom two rows of the SimpleGraphics window. For the
second question of this assignment you will create two expert systems that will allow the user
to uniquely identify each of these arrows by answering a series of questions.
An expert system represents to a solution to a categorization problem. An expert system is
expected to maintain a database that contains the identity of each element of a large
collection, and then when a user has an unknown element they would like to identify they can
answer questions from the expert system and the expert system can identify the unknown
element. As a clarifying example, suppose the database maintained by an expert system
contained the following four arrows (denoted arrows 1, 2, 3, and 4, respectively)
and the user encountered the following unknown symbol, to be identified:
The expert system might ask the user Does the symbol use any curved lines? and if the users
answer is yes then the expert system knows the unknown symbol must be either 1 or 2. The
expert system might then ask Does the symbol point straight upwards?, etc.
Your first expert system (i.e., a2q2a.py) must use a single if-elif-else statement to correctly
identify each of your ten symbols, and this statement must be flat (i.e., not nested). For this
question you are only permitted to ask the user yes or no questions. To accomplish this you will
need to use Boolean operators (i.e., and, or, not) and create conditions such that each
condition only evaluates to True for a single arrow. As a clarifying example you might create the
following flat if statement (for the example included above):
if isCurved == yes and isUpwards == yes:
print(2)
elif isCurved == yes and not(isUpwards == yes):
print(1)

Your second expert system (i.e., a2q2b.py) must use a single nested if statement to correctly
identify each of the ten symbols that you have been assigned. This system is expected to ask as
many non-yes or no questions as possible (e.g., How many solid parts make up the symbol?)
but it must not ask any unnecessary questions. This entails that, unlike your first expert system,
your second system cannot ask all the questions up front some of your input function calls
 
must be made inside the nested loop.

Nicoh william only | Psychology homework help

Read the “Jed Assessment Case Study” and imagine that Jeb is your client. Develop a relapse prevention plan based upon the “Jed Relapse Prevention Plan” provided. The plan should be in a format that might be given to the client to use as a guide. Use third person (i.e., Jed will or the client will) and assume that the two of you have formulated the plan together. The plan must address the following:

Client name and age
Client’s family situation
What is the client’s agreement to stop using drugs/alcohol? Be specific. For example, does the client commit to attending AA meetings? If so, how many?
If the client relapses, what is the client’s plan to get help?
What high-risk situations could trigger a relapse for the client?
What high-risk behaviors or irrational thoughts could lead to relapse?
What coping skills may help the client remain sober?
What new activities could the client participate in to help replace old behaviors such as going out with his friends, for a drink, etc. after work? How many? How often?
How would Jed’s family be involved in his relapse prevention plan?
How would Jed’s family and ethnic culture impact his relapse prevention plan?
What resources are available in the community to help Jed prevent relapse? Use resources that are available in your community/area.
Develop a sobriety card that contains people and resources the client (Jed) could call if he felt he was were at risk to relapse (e.g., sponsor, family members, crisis hotline). Include why that person/resource should be included.

APA style is not required but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
 
This assignment meets the following CACREP Standard: 5.C.2.c: Mental health service delivery modalities within the continuum of care, such as inpatient, outpatient, partial treatment and aftercare, and the mental health counseling services networks.
 
Case Study
Jed: Relapse Prevention Plan
Jed is a 38-year-old welder who came into the treatment center after being arrested for drinking and driving (DUI/DWI). His attorney has suggested that he quit drinking and enter treatment, at least until his trial, which is scheduled to occur in two months. Jed does not anticipate serving jail time, but he believes that treatment could strengthen his legal case. After his first arrest for DUI two years ago, he simply paid a fine and attended a special drivers education program for six weeks. Jed found the program to be a “waste of time.”
Jed has been married for 8 years and has two daughters, aged 8 and 6. He has had numerous arguments with his wife, Emily, concerning his drinking. He gets very angry and defensive when she confronts him about his heavy drinking and he asserts that he is not an alcoholic. He knows this is true because his father was an alcoholic and Jed says that he is not like his father. His father died as the result of a fight that occurred in traffic when he was drunk. Jed says that his father used to “beat the tar” out of him and his brother when he was drunk and that his father always belittled, taunted, and threatened their mother, whether he was drunk or sober. Jed references that his family is Irish and that it was cultural normal to drink and enjoy alcohol and that all of his family and relatives drink in excess.
Jeds work history is very good; he misses less than one day per year. He works the day shift on weekdays, putting in time-and-a-half on most Saturdays. He is well regarded by his supervisors and peers at work. He is fearful that his employer will find out about his treatment (it is being covered by his HMO), and that people at work will learn about the second DUI arrest.
Jed drinks with his buddies from the plant, and does not think that his drinking is any more than what they do. He was just “unlucky” and was caught doing what everyone else seems to get away with. Jeds drinking is very predictable: he drinks 8-9 beers on a weeknight. Several of these are consumed at the bar with friends, the remainder at home over the course of the evening. He usually falls asleep in front of the television. When he is not working on Saturdays, he often drinks several 12-packs between Friday and Sunday. A typical Saturday involves getting up at 10:00 a.m., playing soccer with friends, and going to the bar for the rest of the day and night. This pattern leads to arguments with Emily, who calls him a “lousy father.” At times, Jed has had unsettling episodes of being unable to recall what happened while drinking. He has commented to friends that “maybe I overdo it a bit.” Several times, he has attempted to cut down on his drinking, especially after the last DUI. He once attended a few AA meetings, but did not feel that AA was helpful: It was listening to a lot of guys whining… and he especially did not care for the prayers.
Despite these attempts, Jed has experienced increased consumption levels over the past 2 years. He admits that, as a result of the drinking, he has become increasingly estranged from his wife and daughters. Jed feels that his marriage has been basically good, but that he would not blame Emily for leaving him, the way things have been going lately. She will no longer sleep with him while he is intoxicated, which occurs regularly. She complains that the house is falling apart because Jed does not keep up with his chores. He believes that his marriage would become solid again, if he stopped overdoing the drinking, but he complains about her hassling him about the alcohol.
Jed is not close to his remaining family members. His mother is very religious and wishes Jed would see religion as a way out of his problems. His siblings live in other communities and they rarely get together. His wife and daughters regularly attend his mothers church, but Jed only attends on Christmas Eve and Easter Sunday.
Jed is distraught about having to remain abstinent in preparation for the trial. He has trouble getting to sleep without alcohol. He also “gets jumpy” when he tries to stay away from drinking, feeling “closed in or like he is suffocating.” Jed reports that he is not used to socializing without alcohol and alcohol helps him relax and be more social with people.
Jed is willing to go to AA meetings only because he knows they may be court ordered and it may be better for his legal case. He does struggle with the philosophy of AA. He does not like the spirituality part of the program and does not like when people talk about God.
He does believe that he can go to the bars with his friends and not drink. He does think that he can increase his sports activities to help him not drink although many of his friends who play also drink.
References
National Institute on Alcohol Abuse and Alcoholism. (2005) Case examples-http://pubs.niaaa.nih.gov/publications/Social/Teaching%20Case%20Examples/Case%20Examples.html
 

Due asap | English homework help

 
WRTG 101SWriting Assignment #3: Research-Supported Essay
 
Writing Assignment #3 will be a research-supported essay.
 
Courses that fulfill the General Education Requirements (GERs) at UMUC all have a common theme—technological transformations.  In following this theme throughout this semester in WRTG 101, we have read the analyses of various authors on innovations and technological transformations in education and in other fields. 
 
In this essay, you will continue this theme of technological transformations.
 
You have two choices for your essay topic.  Please choose one of the two choices.  Please note that both choices are identical to the choices you had for writing assignment #2, the cause-effect essay.  You may write on the same topic that you wrote on for writing assignment #2; however, you may be asked to adjust the topic in some direction in order to write a more successful research paper.  In addition, of course, you will expand on the number of sources you use to defend your argument.
 
 
 

Technology and Education
 
Analyze the impact of a particular trend in technology on education. 

 
Our discussions in the class up to this point might be helpful for you as you consider ideas for this topic. 
 
 
 
You might analyze any one of the following.  These are just examples.  Many approaches are possible for this topic.
 
 
 

The potential effects of Massive Open Online Courses (MOOCs) in higher education.  You might focus on a particular field of study for this choice.

The effects of online courses on education.  You might focus on a particular field of study for this choice.

The effects of using digital media in online courses

The effects of computer use in writing courses or courses in other disciplines

The effects of certain forms of technology on reading skills or reading habits

The potential effects of video games being introduced into schools and used to help educate students

Technology and Your Field of Study
 
Analyze the impact of technology on a field of study of your choice.
 
This option represents a more general approach to the essay. 
 
 
Some examples might be the following. These are just examples.  Many approaches are possible for this topic.
 

The effects of mobile devices on cybersecurity

The effects of the Internet on the field of advertising

The effects of cloud computing on a particular business field

The effects of the Internet in an area of communication studies

The effects of the Internet on global marketing strategies

The effects of a particular type of technology on health care

 
 
 
 
 
 
 
 
 
 
 
Outline for the essay
 
The essay should have the following elements:
 
 
 

an engaging introductory paragraph.  You might even want to cite sources in the opening paragraph to make your opening engaging to the reader.
an effective and clear thesis statement
a statement of definitions and background on the topic on which you are writing. 

You will want to define any terms necessary for the reader.
You may want to provide a historical background on your topic.

unified, supported, and coherent body paragraphs that defend the thesis
sources cited throughout the body paragraphs that support the arguments in the paper
an effective conclusion
a “references” page that lists the sources cited.  The references should be listed in APA format.

 
 
 
 
 
The sources and citation format for this essayYou are required to use at least six sources for this essay. 
 
 
 
At least four sources must be acquired through the databases subscribed to by UMUC’s Information and Library Services.  In addition, at least three sources are to come from scholarly journals.
 
 
 
Keep in mind that if the sources are scholarly, the argument you make in the paper will be more persuasive.  For this reason, feel free to use all scholarly sources if you can.
 
 
 
In addition, please feel free to cite more than six sources.  You may find that seven or eight sources (or more) are necessary to establish your argument and defend your thesis.  Please do not feel limited to using only six sources.   Use more if you would like to or need to.
 
 
 
Please cite your sources and list them at the end of your paper using APA format.
 
 
 
 
 
Length: 1300-1500 words
 
 
 
 
 
 
The strategy for this essay:
 
This essay can be a persuasive essay, in which you try to persuade the reader of a particular position.  Or it can be an expository essay that synthesizes material, an essay in which you give information to the reader and synthesize the different viewpoints on an issue.  The following examples help illustrate these two approaches.
 
 
 
For a persuasive essay, you could take the position that video games should be integrated into school science curricula to teach middle school students.  You would cite articles that demonstrate research studies and other pieces of evidence to support the claim that video games can enhance instruction in science classes and will help middle school students learn science more effectively.
 
 
 
If you write a persuasive essay, please follow one of the following three options for organization:
 
 
 
 
 
 
More information on these three styles is given in the following video tutorial:
 
http://info.umuc.edu/academicwrtg/WRTG101_101S/wa3_lecture_f.html
 
 
 
For an expository essay, you could synthesize information on this topic, one that summarizes and analyzes the evidence for and against using video games in school curricula.
 
 
 
Format
 

Double space.
Include a title page with the paper’s title, your name, the date, and “WRTG 101S.”
Cite sources using APA format
Submit your paper as an attachment

 
 
 
 
 
What to submit:
 
Proposal/Prewriting – By the end of Week 4, submit as an attachment to the assignment folder for Writing Assignment #3. Please include the following as a proposal:
 

Identify your topic. 
If you are not planning to use the same topic that you used for the cause-effect essay, please explain how you came to that decision. If you are planning to use the same topic, please include some thoughts on how your research essay will go beyond what you are writing for the cause-effect essay. (Do you plan to adjust the topic in any way? Will the topic be exactly the same with more or different sources?)
Do you envision your research essay being expository or persuasive?

 
Also include any ideas you have so far from prewriting. Your prewriting can take many forms. For example, some people like to do brainstorming/freewriting. Some people may be ready to work on an outline. 
 
Do not wait for feedback on your proposal/prewriting! Keep working on your paper, and I will let you know if I have any concerns.
 
Rough Draft – By the end of Week 5, submit your rough draft as an additional attachment to the same assignment folder. Make this as complete a draft as possible. However, regardless of how much you have done, submit your rough draft by the end of Week 5. If there are areas of the paper that you are having difficulty with, you can ask about them in a note on your rough draft, and I will try to help.
 
You will receive feedback on your rough draft during Week 6. I recommend that you keep working on the paper while you are waiting for feedback.
 
Revised Paper – By the end of Week 7, submit your complete, revised paper as a third attachment to the same assignment folder. This version will be graded using the following rubric:
 

Introduction

      topic introduced effectively

6

      strong thesis provided

5

Conclusion

10

Paragraph development

       unity maintained

10

       support provided

10

       coherence maintained

10

Research

       Current as appropriate

4

       scholarly as appropriate

6

       woven into the paper effectively

6

       cited correctly in the paper

6

       listed correctly in the “references” page

6

Grammar and mechanics

       Punctuation

7

       word-level grammar

7

       sentence-level grammar

7

Total

100