Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference
(A davis)
Q1 Read the two essays to discuss the varying ways culture impacts interpersonal and mediated communication styles and, in one to two full paragraphs, discuss how your experience coincides with the author.
Surviving, Coming Together, and Coming Apart
A massive girder smashed through the window of Susan and David’s artist’s flat in the shadow of the World Trade Center Twin Towers. The room went absolutely black with smoke. The married couple, confused and paralyzed with fear, said their good- byes, crouched in a corner holding hands, and ac- cepted their fate. But on September 11, 2001, fate was kind to Susan and David, who were pro- foundly grateful simply to have survived. They, like the city itself, were worse for the wear but fun- damentally intact. On September 11, Americans were unified around one clear, simple task—survival. Heroism, patriot- ism, and goodwill could be found on every street, perhaps best encapsulated by the firefighters on that day running selflessly through the streets of New York and into crumbling buildings just to help. During those first hours only survival was real, so real it was surreal and the initiating event impossible to fully comprehend. To seek comfort in a situation that overloaded everyone’s emotions, Americans turned to symbols: the American flag, the Pledge of Allegiance, T-shirts with Osama bin Laden’s face in a bull’s-eye. But as the initial shock receded, more complex debate emerged. Some of it related to the interna- tional political realities, but some of it brewed at home as it related to our new sense of self. The “ground zero” themes related to issues such as rebuilding at the World Trade Center site, distribution of donated funds, and, as we will discuss here, the symbols that would represent all that happened. Perhaps these de- bates are a positive indication of a return to normalcy. Following 9/11, however, it is our hope that the dia- logue around the symbols that represent us all will be informed by that moment of unity. Although the case presented here is of misunderstanding and missed opportunity, we believe it is also a chance for ex- change that heals and elevates. As individuals who study communication, we acknowledge that the in- terplay between symbols and the events they repre- sent are ripe for examination. The intensity of feelings around that date is well represented by the brief but potent furor caused by a proposed memorial statue based on a photograph taken at the rescue site. This is the focus of the following case.
The reasons why we sing. Understanding Traditional African American Worship
Growing up in the South, I fondly remember Sunday morning worship services at my pre- dominately African American church. Regardless of what kind of week the worshipers had experienced, they entered the church immaculately dressed, heads held high, all in search of spiritual renewal and the comfort of each other’s company. The service would begin when the pastor stood and read the scripture, “This is the day which the Lord hath made. We will rejoice and be glad in it” (Psalms 118:24). Then he would say, “Let us stand to receive the choir.” And the choir would come down the aisle, swaying from side to side, in step with the music from the organ. Some- times there would be drums and tambourines. The voices were melodious and filled with excitement and praise. Some members of the congregation would clap their hands in time with the music, and others would wave their hands over their heads. Once the choir reached the choir stand, the singing would drop to a whisper while the pastor prayed. Afterward, the choir and congregation would sing the morning hymn. Sunday morning worship was now in progress. When finally the last song had been sung, testi- monies given, announcements read, tithes and offer- ings taken up, the pastor would approach the pulpit where his great Bible awaited him and a spirit-filled aura was about him as if there was no doubt in his mind that God had placed him there. A hush would fall over the congregation as the preacher “took his text.” What followed was a strong sermon, which was never less than an hour, punctuated by a great deal of animation and “talk-back” from worshipers. Even as I began to visit other African American churches, I came to accept without question that what I was experiencing was religious culture, a uni- versal phenomenon shared by all cultural groups. It was an experience that I took for granted. It was not until I became an adult and began to visit churches outside of my culture that I began to realize that there is something distinct about African American worship. The purpose of this essay is to explain this distinction. African American Worship At the onset, it is important to note that it is often difficult for a visitor outside of the culture to under- stand what is going on in a traditional African American worship service. However, one cannot ap- proach this experience as an outsider intending to simply observe and take notes on how “black folks” behave in church. Visitors should also not come ex- pecting to see stereotypical notions of the African American church played out based on mediated co- medic portrayals. One must come as a participant, willing to be transformed by the presence of the “spirit.” African American congregations have liter- ally claimed God’s promise whereby, “Where two or three are gathered together in my name, there I am in the midst of them” (Matthew 18:20). It is this belief that creates the distinctive style of the traditional African American worship service. In her work on black language, Geneva Smitherman (1986) notes that to speak of the tradi- tional black church is to speak of the holy-rolling, bench-walking, spirit-getting, tongue-speaking, vision- receiving, intuition-directing, Amen-saying, sing-song preaching, holy-dancing, and God-sending church. This church might be defined as one in which the cognitive content has been borrowed from Western Judeo-Christian tradition, but the communication of that content has remained essentially African, deriving from the traditional African worldview. This world- view assumes a fundamental unity between spiritual and material aspects of existence. Although both are necessary, the spiritual domain assumes priority. The heart of traditional African religions is the emotional experience of being filled with the power of the spiritual. Its legacy thrives in traditional African American church and culture. African American worshipers believe that soul, feeling, emotions, and spirit serve as guidelines to under- standing life and others. All people are moved by spirit forces, and there is no attempt to deny or in- tellectualize this fact (Smitherman, 1986, p. 92). This convergence of Judeo-Christian content and African delivery is found in Protestant denomina- tions, particularly Baptist, Methodist, and Holiness, where the worship patterns are characterized by a spontaneous preacher–congregation relationship, intense emotional singing, spirit possession, and extemporaneous testimonials to the power of the Holy Spirit (Smitherman, 1986, p. 90). A major aspect of African American Christian belief is found in the symbolic importance given to the word freedom. Throughout African American history the term freedom has had significance al- though its meaning has changed depending on the time period. For example, during slavery, freedom meant release from bondage. After slavery, it meant the right to opportunities and to move about as re- spectable human beings. Freedom also manifests in the structure of worship services. African American worship is a col- lective experience wherein the worshipers experience the truth about their lives as a people in the struggle for freedom and held together by “God’s spirit.” It is this presence of the spirit that accounts for the inten- sity in which African Americans engage in worship. Spirit is essential and phenomenal in the worship ser- vice. There is no understanding of African American worship apart from the presence of the spirit who descends on worshipers. One way in which freedom manifests itself is in the unpredictable, oftentimes uncontrollable length of worship services. One Sunday the service might end at 12:30 p.m. (but don’t count on it); on another Sunday, the service could last as long as 1:30 p.m., 2:00 p.m., or 3:00 p.m. This unpredictability might be irritating to an outsider, but African American worshipers believe “you can’t hurry God,” so it is an acceptable characteristic of the traditional African American worship service.
Q2 (tina social work)
What is Trauma 1) How is racial trauma defined? 2) What does the current research outlined in the book say about racial trauma?
Q3 (tina)
In what way were Buddhist and Hindu religious beliefs and practices connected? Select a work of and explain how Buddhist and /or Hindu beliefs and practices affect the visual arts? Make sure that the images are inserted in your response. Images should be visible in the post and not need to be downloaded!
Q4 (neva)
Which style- Renaissance or Mannerism- do you like best? Explain why you prefer your choice instead of the other style You may choose a work of sculpture, painting, or architecture, but you must make sure you explain your choice. Support your discussion with fully identified visual evidence (images), Make sure that the images are inserted in your response. Images should be visible in the post and not need to be downloaded!
Q5 (quita) Class is Statistics for Social Science
Prior to completing this week's discussion, you must have SPSS downloaded. You must also have the GSS dataset downloaded from the SPSS & GSS Overview and saved to your computer. You will first open SPSS and then open the GSS dataset within SPSS. (See Intro to SPSS .)
You are now going to create and post a frequency table, chart, and descriptives table (central tendency/dispersion) of each of your variables.
Complete the following steps:
1. Post a brief explanation of your topic. (please choose a topic) Include your research question and for each variable – the name, survey question or description, answer categories (yes/no, strongly agree, disagree, etc.), and level of measurement (nominal, ordinal, or interval/ratio)
2. Include a frequency table for each of your variables. Explain your outputs in no more than 5 sentences for each variable. Cite numbers in the outputs to support your conclusion. When you cite %, use the % reported in the "valid percent" column.
3. Create a chart for each variable, which is a graphic representation of your data. The type of chart (pie, bar, or histogram) is based on a variable's level of measurement. Explain your outputs for each variable. It is OK if your explanation is similar to (but not the same as) the frequency table interpretation since a chart is a different data presentation on the SAME variable. Cite numbers in the outputs to support your conclusion.
4. Describe the measures of central tendency (mean, median, mode) and dispersion (variance, standard deviation) for each of your variables. Based on what you have learned in the readings and lessons this week, identify the best measures for each variable and explain what they tell us. What do these measures summarize for us about the variable's data?
Copy all of the frequency tables and charts into the discussion window or into a document (PDF, MS Word) and attach to discussion. If your table/chart does not fit to the page, choose "copy special" and then "images" or take a screen shot of the table/chart to copy/past into the window.
Q6
what if a license was required to become a parent, as suggested by David Lykken in our week one readings. What do you think should be required to obtain that license? At first blush you may think this could never happen, and it may not. But the point is to think of why a license could be needed; think of the benefits, what would be needed to overcome objections. How do values enter in to the discussion?
Use one theory from this list and apply it to your argument of license or not.
· Erikson's Lifespan Theory of Development
· Bronfenbrenner's Bioecological Theory of Development
· Jean Piaget's Constructivist Theory
· Socio-Culture Theory of Lev Vygotsky
Q7
choose a topic (cross contamination in food) and find a resource (video, article, book chapter, public health resource, infographic, academic journal article) that expounds on that topic. It could be a public health message or information sheet about a particular pathogen or risk to food safety, it could be an outbreak alert, it could be a scientific study dispelling a commonly held myth. Choose a topic that is important for a food handler to know about.
Either embed the video or infographic, or post a link to your chosen resource.
You will be taking on the role of a restaurant or kitchen manager. Give a "mini training session" on the topic you have chosen to teach your classmates (kitchen employees) about. You may post a video of yourself teaching this topic or write out a "script" explaining the topic. Nothing incredibly complicated, a two minute video or a script that is a few paragraphs long is fine, as long as you are teaching about your chosen topic.
Q8
analyze a peer-reviewed journal article. Select a peer-reviewed journal article in psychology that uses a quantitative research design. Provide a brief summary that highlights the main research question, what was measured and how it was measured, and the primary findings. Please discuss what methods you would use differently and what you would do as a follow-up study. Ensure that your discussion focuses on the research design (i.e., methods) and your next steps target how you would design or redesign the study if you were asked to do it.
Q9
Discuss what a budget baseline is used for. What is meant by managing the triple constraint? Discuss what is meant by budget contingency planning. Explain the pros and cons of outsource contracting.
Q10
What role does the court administrator serve in keeping the court calendar from being bottlenecked? In other words, how do court administrators keep the daily court docket flowing without overwhelming the judges and without violating the rights of the accused?
Q11
This week’s reading provides an overview of the research on drugs and crime in the United States. After reviewing the reading for week 6, as well as the week 6 discussion articles in the lesson for this week, discuss/debate with your classmates your position on which factors you feel play a greater role pertaining to the problems associated with drugs and crime in the United States. Discuss with your classmates' possible solutions to the problems of illegal drug use and present a drug-control strategy that you believe would work. Defend your recommendations citing studies and/or other academic research.
Q12
Small mistakes are the stepping stones to large failures. How might this saying apply to the theory of marginal analysis (discussed in Chapters 1 & 2 of your textbook)? In your responses, provide an example of a seemingly small mistake with large consequences.
Q13
What are some of the situations or occurrence that should lead me to suspect that Denial and Deception are being employed against me?
When should evidence of Denial and Deception be sought?
Q14
1. Explain the major causes of stress for law enforcement personnel.
2. Describe the health risks associated with stress experienced by law enforcement personnel.
3. With officers working double shifts, rotating shifts, and sometimes 10 or 12 hour shifts, it can cause stress and fatigue. What steps would you take to ensure officers get enough rest between shifts?
There are many causes of police stress as outlined in the readings and lessons this week such as being exposed to traumatic events, rotating shifts, long hours, public scrutiny, pay, personal issues, and many others that you can discuss in detail. There are many health risks when someone has stress such as drug or alcohol abuse, heart disease, high blood pressure, lack of sleep, obesity, and suicide. In dealing with rotating and long shifts, departments should be aware of the risks and inform officers of the potential risks to mitigate them, offer EAP programs, ensure officers get enough time off, and supervisors should monitor employees' performance for any shifts in behaviors or production.
Q15
Please identify the research topic the class is Criminal Justice Administration
Q16
While on roving patrol during the evening shift, you come across a vehicle that had veered off the road and struck a parked vehicle. When you approach the vehicle, you immediately recognize that the driver is Captain Jones from your department who was driving his wife's vehicle. Assume that Captain Jones' behavior and actions clearly suggest that he is intoxicated.
Should you arrest Captain Jones, assuming that he subsequently failed the field sobriety test, or should you call his wife to pick him up? Explain how you would proceed and why. (Be sure to showcase your critical thinking skills when explaining "why.")
Q17
The focus of data governance programs, in some capacity, is enterprise-wide data quality standards and processes. If you were a manager focusing on master data:
· Would you likely meet enterprise-level initiatives?
· Why or why not?
Q18
Please go to the following website: https://promedmail.org select a news briefing that describes an outbreak of a disease and summarize in your own words what the news briefing reported.
Describe the person, place, and time of the outbreak. How significant is this outbreak to human health? What did you learn? What did you already know about this disease before you read the news brief? Please use additional academic sources to supplement any important information on the disease.
Q19
Please read this article:
Choose one of the cases, or find a similar case online, and discuss the ethics involved. Explain if the person posting on social media was feeling alienation or autonomy. What would you have done in this situation and why?