CMIT 495 requires you to complete hands-on assignments in a  virtual environment. We will be using Amazon Web Services (AWS) as our  virtual environment.

For this assignment, the Caduceus CTO, Eliza, has asked you to create a working proof of concept.

Step 1: Create an AWS Educate Account

CMIT 495 requires you to complete hands-on assignments in a  virtual environment. We will be using Amazon Web Services (AWS) as our  virtual environment. Amazon offers a free account for those that  register. The AWS Educate Video below provides step-by-step instructions  with visuals on how to register for a free AWS Educate account:

Step 2: Download the Week 1 Assignment Template

Watch the video and download the template from the Virtualization Assignment Resources page.

Step 3: Install and Configure a Virtual Machine

Using the newly created AWS free account, install and configure an Ubuntu server virtual machine (VM) using the most recent version of the 64-bit operating system.

You will need to provide a detailed overview of the steps  required to install the Ubuntu server operating system on the virtual  machine, including screenshots of each step in the process in the Week 1  Assignment Template.

 

For information on installing and configuring a virtual machine:

  • Search for and use AWS documentation and tutorials for instructions and guidance to complete the assignments.
  • Consult the AWS Connection Documentation in order to connect to the Ubuntu server.

Step 4: Complete the Week 1 Assignment Template and Upload to the Assignment Folder

Answer the questions and embed the appropriate screenshots  of your Ubuntu server installation. When providing a detailed overview  of the steps required to install the Ubuntu server operating system on  the virtual machine, make sure to include screenshots of each step in  the process. Further details and instructions are included within the  Week 1 Assignment Template.

 

How Will My Work Be Evaluated?

The following evaluation criteria aligned to the competencies will be used to grade your assignment:

  • 1.1.3: Present ideas in a clear, logical order appropriate to the task.
  • 1.4.1: Produce grammatically correct material in standard academic English that supports communication.
  • 2.3.1: State conclusions or solutions clearly and precisely.
  • 11.1.3: Install the software.
  • 11.2.1: Configure technology according to stakeholder specifications and requirements.
  • 11.3.1: Add and update systems as required.
  • 13.2.1: Evaluate vendor recommendations in the context of organization requirements.

When complete, export your file as a PDF and upload it to  the LEO Assignments folder (e.g., Project 1 – Virtualization  Assignment).

timate partner violence can bring unique experiences for forensic psychology professionals, as oftentimes the victim wants to protect the offender. Police are repeatedly called to the same household under domestic violence complaints.

You always hurt the one you love

The one you shouldn’t hurt at all

You always take the sweetest rose

And crush it till the petals fall

—“You Always Hurt the One You Love,” song written by Doris Fisher and Allan Roberts

Intimate partner violence can bring unique experiences for forensic psychology professionals, as oftentimes the victim wants to protect the offender. Police are repeatedly called to the same household under domestic violence complaints. Victims may want law enforcement assistance at the time of the crime, but are reluctant to follow through with charges and testimony. This cycle of abuse is challenging to understand for those working with these individuals.

In this Discussion, you apply the concepts of personality disorder from earlier in the course as you analyze the manifestation of intimate partner violence by the offender and the possible counterintuitive behaviors of their victims.

Explain how the different personalities you have studied manifest in intimate partner violence. Explain possible counterintuitive behaviors that victims might display. Provide examples that illustrate your rationales. Explain how victim responses potentially create a dilemma for those in the criminal justice system and how a forensic psychology professional should react.

Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson.

Chapter 9, “Homicide, Assault, and Intimate Partner and Family Violence” (pp. 247–287)

Excellent – above expectations

Main Discussion Posting Content

21.6 (54%) – 24 (60%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.

7.2 (18%) – 8 (20%)

Postings are well organized, use scholarly tone, contain original writing , proper paraphrasing, follow APA style, contain very few or no writin

Charles Joseph Whitman (1941-1966) was an ex-Marine and student at the University of Texas at Austin who shot and killed 14 people and wounded at least 33 others from the UT Tower observation deck on August 1, 1966.

Final Project: Psychological Aspects of Offender Behavior

By Day 7

Write an 8- to 10-page interview strategy that includes the following:

  • A summary of the murder case you selected
  • An analysis of the offender’s personality, including any personality disorders or comorbidity that may be present
  • An explanation of how aggression, attachment, and empathy factor into the offender’s personality
  • An explanation of how “state” versus “trait” factors into the case
  • Recommendations for the interview, including the following:
    • Selection of the interviewer
    • Environment of the interview
    • How to manage the interviewer’s response
    • Description of how to ask the interview questions

Austin (Tex.). Police Department Records of the Charles Whitman Mass Murder Case

An Inventory of the Collection

Collection Summary

Creator: Austin (Tex.). Police Department

Title: Austin (Tex.). Police Department Records of the Charles Whitman Mass Murder Case

Dates: 1941-2000

Dates (Bulk): 1966

Abstract: Charles Joseph Whitman (1941-1966) was an ex-Marine and student at the University of Texas at Austin who shot and killed 14 people and wounded at least 33 others from the UT Tower observation deck on August 1, 1966. In the early morning hours prior to the UT attack, Whitman also murdered his beloved mother and his wife. Another individual died years later of complications from a gunshot wound inflicted during the UT attack, bringing the total death toll to 17. The collection (1941-2000, undated) documents the Austin Police Department (APD) investigation into the mass murder and is composed of reports generated by APD and other investigating bodies, photographs, negatives, digital images, correspondence, personal writings, notes, and clippings.

Accession number: AR.2000.002

Quantity: 7.25 linear feet (14 boxes)

Location: Archives Stacks, qAR, Outer Vault

Language: English

Repository: Austin History Center, Austin Public Library,

810 Guadalupe, PO Box 2287, Austin, TX 78768

Biographical Note

Charles Joseph Whitman (1941-1966) was an ex-Marine and student at the University of Texas at Austin who shot 15 people and wounded at least 33 others from the UT Tower observation deck on August 1, 1966.

Whitman was born in Lake Worth, Florida in 1941 to Charles Adolphus, a financially successful plumbing contractor, and Margaret Hodges Whitman. Whitman was the eldest of three siblings. His two brothers were Patrick, born 1945, and John Michael, known as “Johnnie Mike”, born 1949. He grew up in an authoritarian household in which his father was emotionally and physically abusive to his wife and children. As a boy, Whitman was involved with the Boy Scouts, playing piano, and hunting. At age 12, he received national recognition by becoming the youngest Eagle Scout in the world. He had a large paper route in the Lake Worth, FL, area delivering the Miami Herald. Although he was described as intelligent (with an IQ of 138.9) and had a history of good grades in school, during his final two years of high school his grades dropped. He graduated from Saint Ann High School in West Palm Beach, Florida in 1959.

On July 6, 1959, Whitman joined the United States Marine Corps. Beginning in December, 1959 he was stationed at Guantanamo Naval Base in Cuba. He earned a Good Conduct Medal, a Sharpshooter’s Badge, and the Marine Corps Expeditionary Medal. While at Guantanamo Bay, he was awarded a Naval Enlisted Science Education Program (NESEP) scholarship, which was designed to increase the number of scientists in the U.S. military. As part of this program, Whitman was sent to The University of Texas to begin in the Fall 1961 semester. During this time at UT, he lived at the Goodall-Wooten Dormitory and served as a dorm counselor. It was also during this period that Whitman and two other students were fined for illegally poaching a deer and butchering it in his dormitory bathroom.

Whitman earned poor grades during his first semester. In November, 1961, friend and fellow UT student, Francis Shuck, Jr. introduced Whitman to his future wife, student Kathleen “Kathy” Leissner. On August 17, 1962, the couple were married at St. Michael’s Catholic Church in Needville, Texas, Kathy’s hometown. Although his grades improved after marriage, they still were not up to the standards set by the NESEP. The Marines withdrew his scholarship in the Spring 1963 semester. Whitman responded by dropping out of UT in February, 1963, and was returned to active duty with the Marines with a promotion to Lance Corporal. Kathy graduated from UT and stayed in Austin to teach at Lanier High School.

In November, 1963, he was court martialed and found guilty of gambling, usury, and the unauthorized possession of a non-military pistol. He was busted to the rank of Private and served 90 days of hard labor. In December, 1964, he was honorably discharged from the Marines and returned to Austin. In January, 1965, he re-enrolled in UT and maintained a respectable grade point average. During this time, he was employed in a number of jobs and served as a scoutmaster while still receiving financial support from his father.

In February, 1966, his parents’ ongoing marital problems came to a head. Whitman drove to Lake Worth, Florida in March to help move his mother to her own apartment in Austin. He was so concerned that his father would resort to violence while his mother was moving that he requested a local policeman stand guard while she moved her belongings out of the home. In April, 1966, she accepted a position in Austin as cashier at Wyatt’s Cafeteria. Over the next few months, Whitman’s father repeatedly phoned his wife and son pleading for his wife to return home. On July 30, two days before the shootings, the elder Whitman withdrew his financial support from his wife and son.

During 1965, Whitman visited several different doctors at the University of Texas Health Center for headaches. In March, 1966, he sought medical treatment there once again, complaining of mental health issues. He obtained a prescription for Valium and requested a psychiatric referral from general practitioner Dr. Jan D. Cochrum. He was referred to psychiatrist Dr. Maurice Dean Heatly. During his only session with Dr. Heatly, Whitman, whom Heatly later described as “oozing with hostility”, expressed concern and fear about “overwhelming periods of hostility with a very minimum of provocation” and conveyed his reoccurring fantasy of, “…going up on the Tower with a deer rifle and shooting people”. Whitman also spoke at length about his childhood, his father and his distress over his parent’s recent separation. Heatly concluded that Whitman was not dangerous enough for involuntary commitment but asked him to return one week later and/or call anytime that he needed help. Whitman never returned for treatment.

On August 1, 1966 Whitman first killed his mother, Elizabeth Whitman, at 12:30 a.m. at her residence in the Penthouse Apartments at 1212 Guadalupe Street. Later, he killed his wife, Kathleen, at 3:00 a.m at their residence on 906 Jewell Street. Around 11:30 a.m. he ascended to the top of the Tower observation deck at The University of Texas at Austin and began shooting at people on campus below. The shooting spree lasted approximately 95 minutes before he was killed by police. Two Austin Police Department officers, Houston McCoy and Ramiro Martinez, both claimed to have shot fatal rounds at the sniper. At the time, sixteen people were killed (including his wife and mother, APD officer Billy Speed, and an unborn baby) and at least 33 people were injured. In November, 2001, David Gunby died in Fort Worth, Texas, from gunshot wounds he received from Whitman in 1966. Dr. Nizam Peerwani, the Tarrant County medical examiner, ruled Gunby’s death a homicide, bringing the total dead to 17.

Whitman’s body was embalmed 24 hours before an autopsy was conducted and conclusive toxicology tests could be performed for evidence of drugs. Dexedrine, a potent amphetamine/stimulant widely used in the military to combat fatigue, was found on his body at the time of death and was a drug that Whitman ingested on a regular basis for all-night study sessions. The initial autopsy, performed by Dr. Coleman de Chenar, a Travis County medical examiner, revealed the presence of a brain tumor. De Chenar concluded that the tumor did not have an effect on Whitman’s behavior. Shortly after the shootings, Texas Governor John Connally assembled a team of medical experts, known as the Connally Commission, to investigate whether the tumor could have had an impact on Whitman’s behavior. It found that the tumor had features suggesting a glioblastoma multiforme, an aggressive, malignant brain cancer. The Commission concluded that the relationship between the brain tumor and his actions were unclear, but conceded that the mass could have influenced his ability to control his actions and emotions.

Family members and friends mentioned in this records set include:

Charles Adolphus “C. A.” Whitman – Charles Joseph Whitman’s father

  • Margaret Whitman – Charles Joseph Whitman’s mother
  • John Michael “Johnnie Mike” Whitman – Charles Joseph Whitman’s brother
  • Patrick Grady Whitman – Charles Joseph Whitman’s brother
  • Kathleen Leissner Whitman – Charles Joseph Whitman’s wife
  • Kathleen Leissner Whitman – Charles Joseph Whitman’s wife
  • Nelson Leissner – Kathleen Whitman’s brother
  • Ray Leissner – Kathleen Whitman’s brother
  • Adam Leissner – Kathleen Whitman’s brother
  • Carol Leissner – Kathleen Whitman’s cousin
  • Linda Leissner – Kathleen Whitman’s grandmother; called Mama.
  • Mr. and Mrs. Don Thornbury – Friends of Charles and Kathleen Whitman
  • Jim Poland – Friend of Johnnie Mike Whitman’s from Florida
  • Schocie – Pronounced “sko-shee”. Charles and Kathleen Whitman’s dog. According to Nelson Leissner, dog did not disappear nor was it murdered. Schocie was taken to live with the Leissner family. Source: Report to the Governor, Medical Aspects, Charles J. Whitman Catastrophe” (PDF). September 8, 1966. Accessed: 2015 Aug 15

Return to the Table of Contents

Scope and Contents

The Austin Police Department Records of the Charles Whitman Mass Murder Case (1941-2000, undated) contains reports, correspondence, photographs, negatives, digital images, personal writings, notes and clippings generated primarily during the investigation of the Charles Whitman mass murder event and includes work done by several local, state, and federal agencies working in conjunction with the Austin Police Department such as the Texas State Department of Public Safety, Travis County, and the Federal Bureau of Investigation. Many of the records produced by other agencies were provided as a courtesy between agencies. Researchers should not assume that the Austin History Center holds the complete set of investigatory records from any of those agencies except those of the Austin Police Department. Records Created by the Austin Police Department (1966, 2000, undated), is comprised of material, primarily murder and assault reports, generated as a result of the multi-homicide investigation which took place in August, 1966. Of note in this series is material used as evidence in these reports including Whitman’s suicide letter, personal notes to his brothers, copies of his UT health records, invoices for weapons and equipment acquired in preparation for the mass attack and the note he left behind at the home on Jewell Street requesting that two rolls of camera film be developed. The photographs subseries includes crime scene images taken by the Austin Police Department as well as black and white prints developed by police from the undeveloped film Whitman left behind. The developed photographs capture a more personal side of Whitman, depicting scenes of him with family and friends, sitting on the porch with his dog, Schocie, and a trip to San Antonio he took with his wife just one week before the murders.

Copies of Records from Other Institutions (1941-1966, undated), contains Whitman’s educational records and correspondence related to his estate. A substantial portion of material in this series is composed of records created by the Federal Bureau of Investigation (FBI) with courtesy copies furnished to the Austin Police Department. The records available to researchers were provided by the FBI as the result of a Freedom of Information Act request made of original, sealed FBI documents transferred to the Austin History Center from the Austin Police Department. The copies provided by this request were redacted by the FBI and are freely available to researchers. All original (unredacted) copies of this material have been transferred back to the FBI. Other material of note in this series includes the report of Whitman’s autopsy, performed by Dr. Coleman de Chenar, who worked under the Travis County coroner’s system. The autopsy was not performed until approximately 24 hours after death and after the body already had been embalmed. Therefore, conclusive toxicology testing could not be conducted. However, Dr. de Chenar did find evidence of a brain tumor.

The Writings and Personal Effects series (1941-1966, undated) is composed of material either sieged from the Whitman’s rented home on Jewell Street or were recovered from his wallet following his death. Personal writings contained in hand-printed motivational sayings and journal entries in items such as the Green Memoranda notebook (1963) and the Daily Record of C.J. Whitman (1964) provide context and insight into his life prior to the shootings, encompassing his struggles and impending court martial from the Marines, as well as his relationships with his wife and other family members. Meticulous handwritten notes and drawings, a Marine Corps score book and training handbills clearly document his training and expertise as a military sharpshooter.

The final series, Newspaper articles, Post event Interest and Other Records (1965-1985), is comprised chiefly of magazine articles and newspaper clippings gathered in the aftermath of the tragedy; many concern the two police officers, Ramiro Martinez and Houston McCoy, both of whom apprehended and shot Whitman on the Tower observation deck. Several articles document the controvesy surrounding which officer actually fired the fatal shots that ended Whitman’s rampage. This series also contains the police statement of Allen Crum, the University Co-op floor manager who first helped save a boy who had been wounded in the gunfire and then accompanied Martinez and McCoy up to the tower in pursuit of Whitman.

The Austin History Center is not the official archives repository for the State of Texas nor its agencies, such as the Department of Public Safety. Nor are we the official archives repository for the United States of America or its agencies, such as the Federal Bureau of Investigation and the Federal Drug Administration. Individuals wishing more information on those agencies’ investigations of the Charles Whitman mass murder event may choose to place a Freedom of Information request directly with each agency. Alternatively, they may choose to place a Freedom of Information request with the Texas State Archives or the National Archives and Records Administration. Return to the Table of Contents

Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson.

Chapter 9, “Homicide, Assault, and Intimate Partner and Family Violence” (pp. 247–287)

Excellent – above expectations

Main Discussion Posting Content

21.6 (54%) – 24 (60%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.

7.2 (18%) – 8 (20%)

Postings are well organized, use scholarly tone, contain original writing , proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.

Novice

Content

Points Range:

173.25 (63%) – 192.5 (70%)

Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.

Writing

Points Range:

74.25 (27%) – 82.5 (30%)

Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Paper contains multiple, appropriate and exemplary sources expected/required for the assignment.

There are many types of homicides, including single, spree, mass, and serial. The motivation for each can be quite different. In most single homicides, the victim knows the offender and is commonly a family member.

Discussion: Assessing Homicide Offenders

There are many types of homicides, including single, spree, mass, and serial. The motivation for each can be quite different. In most single homicides, the victim knows the offender and is commonly a family member. Murder sprees are the killing of three or more people without a cooling-off period and at multiple locations. These offenders may be motivated by a desire to show that they are to be reckoned with. Mass murder involves killing three or more individuals at a single location without a cooling-off period. These are more likely to be motivated by revenge and a desire to get even. The final type, the serial killer, will kill over time with an extended cooling-off period. They can be motivated by anger, thrill, financial gain, and attention seeking. Understanding the motivation and the mental status of homicide offenders has an influence on the potential prosecution and defense of the offender.

In this Discussion, you analyze the case of Charles Whitman. You will be the expert witness for the defense or the prosecution and provide recommendations for the case.

To prepare for this Discuss.

  • Review the Charles Whitman case in the appropriate resources.
  • The Instructor will assign you to serve as an expert witness for either the prosecution or the defense by Day 1 of this week.

If Charles Whitman had faced prosecution, how would you, as a forensic psychology professional expert witness for either the prosecution or the defense, have assessed his personality? What are the risk/protective factors in his background that might relate to the mass shooting he committed? If you are a witness for the defense, how would you have assisted the defense? If you are working for the prosecution, how would you have assisted that side?

You have been made the Chief Information Officer and Chief Technology Officer (CIO / CTO) of an innovative e-Commerce start-up company that a venture capital group has funded. The CEO has given you sixty (60) days to deliver an information technology project plan in anticipation of the company locating to a new facility.

This assignment consists of two (2) sections: a project introduction and a Gantt chart or project plan. You must submit both sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment for which it is written. Additionally, you may create and / or assume all necessary assumptions needed for the completion of this assignment.

You have been made the Chief Information Officer and Chief Technology Officer (CIO / CTO) of an innovative e-Commerce start-up company that a venture capital group has funded. The CEO has given you sixty (60) days to deliver an information technology project plan in anticipation of the company locating to a new facility. Since this is a start-up company, there is currently no building or technology infrastructure to support the business. All information technology (hardware and software) must be implemented in either a hosted solution, on-site solution or a hybrid model. The CEO is expecting you to integrate different technologies from different partners and incorporate industry best practices in connection with the development of technological systems. The new facility is a two-story stand-alone building. The company currently consists of ten (10) employees with revenues of $5 million but is expected to grow to thirty (30) employees with revenue of $30 million over the next two (2) years.

Section 1: Project Introduction

1.Write a two to four (2-4) page project introduction that includes the following:

a.Background information of the company.

b.The type of business in which the company is involved.

c.A description of the information systems that the company should have to support the business. The description should include the following:

i.databases

ii.systems analysis

iii.security

iv.networking

v.computer infrastructure

vi.human computer interaction

vii.Web design

d.The use of at least two (2) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.

Your assignment must follow these formatting requirements:

  • This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

Section 2: Gantt Chart / Project Plan

Use Microsoft Project or an open source alternative, such as Open Project, to:

2.Create a Gantt chart or project plan (summary and detailed) template. The Gantt chart or project plan should:

a.Record all tasks, subtasks, resources, and time related to the project.

b.Outline the planning, analysis, design, and implementation phases.

c.Develop in accordance with the systems development life cycle (SDLC).

Does the research design answer the research question? The research questions of the article seek to look at the experiences of the parents and the informal caregivers in receiving and providing informal childcare for the British children of ages 0-5 years; the perceptions about the relationship existing between the informal childcare and the childhood obesity; and the proposed intervention thoughts and the delivery approaches in preventing obesity amongst children who are receiving informal care.

Does the research design answer the research question?

The research questions of the article seek to look at the experiences of the parents and the informal caregivers in receiving and providing informal childcare for the British children of ages 0-5 years; the perceptions about the relationship existing between the informal childcare and the childhood obesity; and the proposed intervention thoughts and the delivery approaches in preventing obesity amongst children who are receiving informal care.

Through adopting the in-depth focus groups of 14 participants, the authors managed to offer answers to the research questions. Based on the outcome of the study, the informal carers were identified to be offering both practical and the emotional support roles for the parents. There was a perception that informal care is contributing to childhood obesity through cross generation conflicts that prevents the adoption of the healthy practices; the trade-off for the parents between the receiving childcare and the maintenance of the control; reduction of the energy capacity of the carers; and increase in the snacking. The findings is supporting the idea of and informing the development towards an information based and the cheaper intervention that is being provided through the present primary care platforms.

Were the study sample participants representative

The sample size used in the study were few, therefore, it makes it hard for the outcome of the study to be used to represent or generalized what is happening in other cities. Even though the authors made an effort to recruit both parents and the carers in the study, only 14 participants were involved in the study to ensure that it meets the limited timeframe. Therefore, it is recommended that the interpretation of the study outcome have to be done with some limitations.

Comparing the study limitations

The limitation of the study is linked to the few number of the study participants who took part in the study. The authors only managed to recruit 14 participants to ensure that the limited timeframe of the project is met. This therefore makes it essential to make an interpretation of the data with some limitations.

Whether the selected qualitative study is supporting the practice problem

The problem in this case is related to the obesity especially on children. There is an increase concern about the rise in the reported cases of obesity among children. The study is important since it reveals that obesity in children is associated with the informal childcare and the rising risk factors of the childhood obesity for children of ages 0-5 years. The study reveal that informal education to the carers is important in supporting parents and helping in the prevention of obesity amongst children. The intervention that targets the primary care is helping in the reduction of the risk of childhood obesity.

References

Lidgate , E. D., & Lindenmeyer,  A. (2018). A qualitative insight into informal childcare and childhood obesity  in children aged 0–5 years in the UK. BMC Public Health, 18, 1229.  https://doi.org/10.1186/s12889-018-6131-0

ABOUT THIS DISCUSSION BOARD AND THIS TABLE ATTACHED I NEED TO CORRECT THIS

1-During the discussion, you note some of the findings. However, can you discuss which of the four themes that emerged in the findings that you believe to be the most relevant? Remember that for all qualitative studies which involve analysis, it is important to properly identify the pertinent themes or patterns that were found.

2-Another important suggestion: Instead of referring to the first study and the second study, please use the researchers’ names when referring to their study. Please also use the word, researchers, instead of authors. Note that in-text citations are a requirement at the doctoral level of writing. This also provides clarity with the statements and helps to avoid any confusion for the reader. This writing practice will also assist you with the week 6 paper. So please make these corrections to your submission this week and let me know if you need assistance.

ABOUT JH Evidence Summary Tool ATTACHED

You are off to a very good start on the JH Evidence Summary Tool, but the second and third columns are incomplete. Please be sure to watch the Course Orientation presentation by Dr. Olson that has been posted in the Announcements area. That information shows some excellent examples of what this tool should look like for a successful grade in this course. Additionally, for the last column only include the Level of Evidence and the assigned Grade. The other information should be removed. Please make the necessary revisions to the required information and repost this tool before Saturday evening at 11:59 PM MT.

CLARIFICATION:

Your APA formatting looks really good so far, but the course requirements for initial discussions have not yet been met. Per the orientation to this course, please remember that students are required to provide a minimum of three professional sources with each initial posts. Please be sure to add at least two additional references.

  • attachment

    JohnsHopkinsNursingEvidence-BasedPractice.docx

If possible, interview a practicing Daoist or Shinto individual or a leader of one of their temples, which can be used as an academic resource for this assignment.

Please use only the attached word document “INT-244: Chinese and Japanese Popular Religions” to complete this assignment

TOPIC: Chinese and Japanese Popular Religions

If possible, interview a practicing Daoist or Shinto individual or a leader of one of their temples, which can be used as an academic resource for this assignment. If you would like to take pictures during your visit to this community or place of worship, be sure to obtain permission.

Complete the provided “Chinese and Japanese Popular Religions” document prompts that analyze key issues in Chinese and Japanese popular religions.

Utilize the course textbook and a minimum of four additional academic resources, one of which can be your interview and should include topic materials and external resources. Use at least one resource per question.

APA style is not required, but solid academic writing is expected.

RESOURCES

Read Chapters 13 and 14 in Neighboring Faiths: A Christian Introduction to World Religions.

Read “Chinese Popular Religion and Christianity Before and After the 1949 Revolution: A Retrospective View,” by Bays, from Fides et historia (1991). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rfh&AN=ATLA0000839705&site=eds-live&scope=site

View the video, “CRAZY and Beautiful Chinese Religion in Taiwan – AMAZING PICTURES!” from The Taiwanese Secrets on the YouTube website (2010). URL:https://www.youtube.com/watch?v=ohwIUXYMt7Y

View the video, “Confucius: Words of Wisdom,” by History Education, located in the Films on Demand database (1998). URL:https://lopes.idm.oclc.org/login?url=http://digital.films.com.lopes.idm.oclc.org/PortalPlaylists.aspx?aid=12129&xtid=42473

Read “Shinto, an Ancient Japanese Religion,” by Robinson, from ReligiousTolerance.org (2012). URL:http://www.religioustolerance.org/shinto.htm

Read “Shinto History,” from the Faiths & Ecology website. URL:http://www.arcworld.org/faiths.asp?pageID=117

View the video, “Shinto Shrine,” from BEGIN Japanology, on the YouTube website (2016). URL:https://www.youtube.com/watch?v=m5SUvJCF_jY

View the video, “Taoism in Brief,” from Luofu Mountain, on the YouTube website (2014). URL:https://www.youtube.com/watch?v=–PyvGh2Ukc

Key components of the inpatient records

Key components of the inpatient records

Select one of the following:
● Inpatient Records
● Outpatient Records
● Physician Office Records
Based upon your own practice setting, or your desired practice setting, discuss
the key components of the patient record. What makes a thorough and
high-quality patient record in your setting?

https://kidshealth.org/en/parents/medhist.html
Requirement
1. Write in your own words, NO PLAGIARISM!
2. Deliver on time
3. Must answer all the questions
4. Initial post 300 words
5. At least 2 replies (100-125 words per each)
6. Use the source that I provided
7. APA format, include the link of the website
8. All posts and replies must contain at least (2) professional references

https://eazyweezyhomeworks.com/order/

Homework 2

PELOTON: EXERCISING STRATEGIC THINKING FOR A NEW BUSINESS MODEL WRITTEN BY  Aine Doris THE BIG IDEA Launched with Kickstarter funding in 2012, Peloton Interactive Inc. is an exercise equipment and media company that has successfully disrupted the home fitness space in the U.S. In just seven years, the company grew exponentially, reaching a value of $4 billion by spring 2019. Peloton’s success was driven by the vision of co-founder and CEO John Foley, who spotted an opportunity to bring a customized, boutique exercise experience into users’ homes. Instead of meeting schedules of studio-based spinning classes with rigid timetables, Peloton customers could purchase a stationary exercise bike and pay a monthly subscription to access sessions remotely via livestream or on-demand through a library containing thousands of pre-recorded classes at Peloton studios in New York and hosted by fitness instructors with minor-celebrity status. Between 2012 and 2019, the company’s organic growth was fueled by a unique admixture of key factors: a highly flexible and rewarding fitness experience built around interactive technology, the star power of iconic instructors who were social media influencers, a sense of competition between users based on individuals’ personal progress, and a vibrant online community of engaged and motivated customer brand ambassadors. In 2017, Peloton expanded to treadmills and continued to expand its offerings, from yoga to weight training. In late August of 2019, Peloton filed for an initial public offering, listing itself as a technology, media, software, product, experience, fitness, design, retail, apparel, logistics company — but above all as a “social connection company that enables our community to support one another.” In preparing for the IPO, however, it was not obvious how Peloton could resolve the complexity of this business model. Customers’ connection to the brand was through the instructors, and relationships hinged on the dispersed community Peloton created. There was no single voice for the company. How could a business built on a social community pivot to a position in the public marketplace? THE SCENARIO Finding a corporate voice was not the only challenge facing Peloton, though. The company’s first television advertising campaign was considered sexist, causing widespread customer backlash. Meanwhile, the company’s success in disrupting the market had opened the doors to other newcomers ready to compete in the at-home fitness space. But perhaps the most acute difficulty that Peloton had to navigate was the market situation. Opening at $27 per share — below its IPO pricing of $29 per share — the offering raised $1.16 billion and initially valued the company at $8.1 billion. However, following its market debut, shares tumbled by 11 percent, bringing its market value down to $7.2 billion and making it the second worst debut for a unicorn startup of the year.

Peloton’s IPO woes might, at least in part, be attributed to poor timing. Foley listed the company in August 2019, with the IPO market cooling amid fears of a global economic recession. Its poor performance coincided with investors taking substantial losses on a high number of under-performing IPOs, which included ride-hailing behemoth Uber. At the same time, the company’s communication voice remained unclear. Peloton’s core strength lay in its engaged digital community of loyal brand ambassadors. But the success of that community also lay in its dispersion: Different groups congregated on multiple digital platforms to chat about everything from “personal bests” to class playlists. How could it create a single corporate voice that aligned with its complex business model? THE RESOLUTION Foley and his team had successfully carved out a new and multifaceted offering that defied definition in terms of a single business model.  Rationalizing the company’s activities into a single concept that played to Peloton’s core strength in community building, CEO Foley described the company succinctly in a 2019 letter to investors: Peloton, he told them, sells happiness.Most importantly, it had also successfully integrated the idea of community into the design of the Peloton experience With the connected fitness market predicted to grow to a multibillion opportunity in coming years, and Peloton looking at revenue in excess of $5 billion by 2024, the company’s stock prices began to rally. By early 2020, market analysts were designating Peloton a “recommended buy.” THE LESSON In eschewing the conventional and opting for a broader business model, Peloton remained authentic to the complex and evolving community it had created. Peloton’s success in reinventing the space hinged on three core factors: 1. Spotting the opportunity: Foley’s own busy schedule and personal habits didn’t allow him the flexibility to book the best instructors at the best boutique studios at the perfect times. This led him to consider how he might create that same intense and motivational experience with more flexibility. He needed to deliver the equivalent quality of engaging content in a new way that didn’t require him to be across town at exactly 6 a.m. Foley successfully translated a real-world personal need into a new entrepreneurial idea, creating a new lifestyle category of fitness. 2. Understanding the value of community voice: Built into the design of the Peloton experience are user interaction, gamification and instructor feedback. Users are prompted to share achievements online, join social media affinity groups ranging from LGBTQ Ally Group to the Peloton Moms Book Club, and follow star instructors online. Peloton relies upon customers’ connection to their communities to encourage engagement frequency, which retains customers and pleases Wall Street. 3. Grasping the enabling power of technology: Technology is woven into every element of the Peloton experience, from the recording and streaming of classes, to the touch-screen stationary cycles to interaction between active users and instructors to the capacity to share experience seamlessly via social media. Technology not only drives engagement, but also locks in customers.

Homework 3

You are going to pick a project to work on related to the aggregate and construction industry that you will continue through CLA1, PA2, and CLA 2. This project will be about how you are going to change a process at your workplace. This could be about reducing cost, reducing waste, increasing sales, increasing customer service or any process in manufacturing or service.

For this paper, you will define the system in its entirety and the specific goals you wish to accomplish. This cannot be arbitrary (e.g., increasing customer service – too vague) but must have a specific dimension that you are specifically addressing that will be later measured.

●  You will start with a problem statement

●  You will then define the project objective or purpose, including the business need addressed

●  You will define the scope

●  You will list the deliverables (i.e., objective measures of success)

●  You will define who is your customer and why you believe this to be so.

You are not coming up with any solutions at this point but are defining the problem.

Remember, you will need your textbook and six (6) peer-reviewed sources.

Why do you think it is important to understand what a comparison or contrasting essay is? Do you think you will ever need to use one in the future? Why or why not? If so, provide an example of when you would use one?

 

Why do you think it is important to understand what a comparison or contrasting essay is? Do you think you will ever need to use one in the future? Why or why not? If so, provide an example of when you would use one?

Please cite and reference at least one source such as Langan textbook, a website via Google, or an EBSCOhost article

Choose a topic that enables you to tell a short, interesting personal story. Your story can be funny, suspenseful, meaningful, or exciting, but it must focus on one event. For example, if you decide to write about traveling to Denmark, you should not write about the entire trip.

ASSIGNMENT: Write a narrative essay using the techniques and elements of narrative writing that you have learned in this unit. Your essay must be approximately 500-800 words long.

Sample Narrative Essay

A. Instructions

Choose a topic that enables you to tell a short, interesting personal story. Your story can be funny, suspenseful, meaningful, or exciting, but it must focus on one event. For example, if you decide to write about traveling to Denmark, you should not write about the entire trip. Choose one event — for example, an afternoon you spent bicycling on an island, or your first taste of smoked herring, or visiting the childhood home of Hans Christian Anderson — and tell a detailed story that focuses on that event.

In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the touchstone.

Following are some ideas that can help you to select a topic for your story:

  • Firsts — Think of a “first” in your life and describe that moment in detail.
  • Proud Moment — Choose a moment when you felt proud about an accomplishment.
  • Adversity — Describe a time when you had to think or act quickly to overcome a challenge.
  • Traveling — Recall a memorable experience you had while traveling.

B. Think About Your Writing

Below your completed narrative, include answers to all of the following reflection questions:

1. Which narrative techniques did you use to bring your story to life? (2-3 sentences) Sophia says: Did you use vivid description, sensory details, and/or dialogue to engage readers? Provide two examples from your essay in which you “show” readers rather than “tell” them. EXAMPLE: A sentence such as “I glanced at the clock, grabbed my briefcase, and sprinted for the elevator” uses more descriptive language than simply saying “I was running late for the meeting.”

2. How did your purpose and audience shape the way in which you wrote your narrative? (3-4 sentences) Sophia says: Your hypothetical audience extends beyond the people who will evaluate your narrative. Which individuals or groups were you addressing when you wrote your narrative, and how did consideration of your audience and your purpose influence the way in which you wrote it?

3. Provide a concrete example from your narrative that shows how you have written specifically for this audience and purpose. (3-5 sentences) Sophia says: Consider including a quotation from your essay and explaining how it was written to appeal to your audience, and to accomplish your purpose. Alternatively, you might describe a theme, tone, or narrative technique that you used and explain how it was intended to appeal to your audience, and to achieve your purpose.