Scenario: Mary and Elmer’s fifth child, Melvin, was born 6 weeks prematurely and is 1-month old. Sarah, age 13, Martin, age 12, and Wayne, age 8, attend the Amish elementary school located 1 mile from their home. Lucille, age 4, is staying with Mary’s sister and her family for a week because baby Melvin has been having respiratory problems, and their physician told the family he will need to be hospitalized if he does not get better within 2 days. Choose two or three areas of prenatal care that you would want to discuss with Mary, and then write brief notes about what you know and/or need to learn about Amish values to discuss perinatal care in a way that is culturally congruent. Discuss three Amish values, beliefs, or practices to consider when preparing to do prenatal education classes with Amish patients. Should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Scenario: Mary and Elmer’s fifth child, Melvin, was born 6 weeks prematurely and is 1-month old. Sarah, age 13, Martin, age 12, and Wayne, age 8, attend the Amish elementary school located 1 mile from their home. Lucille, age 4, is staying with Mary’s sister and her family for a week because baby Melvin has been having respiratory problems, and their physician told the family he will need to be hospitalized if he does not get better within 2 days.

  1. Choose two or three areas of prenatal care that you would want to discuss with Mary, and then write brief notes about what you know and/or need to learn about Amish values to discuss perinatal care in a way that is culturally congruent.
  2. Discuss three Amish values, beliefs, or practices to consider when preparing to do prenatal education classes with Amish patients.
  3.  Should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Scenario: The St. Fleur family is well respected in the Haitian community because they are religious with great moral values. They moved to the United States because of political issues in Haiti. Ronald, the youngest son of this family, is 27 years old and lives at home with his mother and father. Recently, he began having fevers and subsequently developed pneumonia. He was admitted to the hospital, where laboratory tests were HIV positive. Ronald was in shock when the doctor informed him that he was HIV positive. He confessed to the doctor that he was gay, but he could not tell his family. He said that he did not want to bring shame to the family. Because he couldn’t be in a formal relationship disowning to his family and the Haitian community’s view of homosexuality, he has been very promiscuous over the years. What are Haitians’ views of homosexuality? If Ronald’s parents were to learn of his positive HIV status, how might they react if they are religious and traditional? Identify three major culturally congruent strategies a healthcare provider can implement to address HIV prevention practices in the Haitian community? Should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Scenario: The St. Fleur family is well respected in the Haitian community because they are religious with great moral values. They moved to the United States because of political issues in Haiti. Ronald, the youngest son of this family, is 27 years old and lives at home with his mother and father. Recently, he began having fevers and subsequently developed pneumonia. He was admitted to the hospital, where laboratory tests were HIV positive. Ronald was in shock when the doctor informed him that he was HIV positive. He confessed to the doctor that he was gay, but he could not tell his family. He said that he did not want to bring shame to the family. Because he couldn’t be in a formal relationship disowning to his family and the Haitian community’s view of homosexuality, he has been very promiscuous over the years.

  1. What are Haitians’ views of homosexuality?
  2. If Ronald’s parents were to learn of his positive HIV status, how might they react if they are religious and traditional?
  3. Identify three major culturally congruent strategies a healthcare provider can implement to address HIV prevention practices in the Haitian community?
  4. Should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Classical motion dominates over cosmological motion. The magnitude of the random velocity is greater than the magnitude of the recessional velocity. Now what would we expect to see as far as redshift and blueshift are concerned? Would this change in any significant way with distance? Why or why not

Classical motion dominates over cosmological motion. The magnitude of the random velocity is greater than the magnitude of the recessional velocity. Now what would we expect to see as far as redshift and blueshift are concerned? Would this change in any significant way with distance? Why or why not

This lab has been tested in Oracle 10g express.  You may copy and paste directly from this file. Note that if you need to edit this file, it is better to do so in NOTEPAD (copy & paste it to notepad),  word sometimes puts in characters that Oracle will not recognize it.  Also, note that as you copy & paste the stored procedures and triggers, you may need to copy & paste everything except for the slash and then paste the slash. Your job is to create an audit table in MS-SQL Server.

Lab # 7  part 2 – DATABASE AUDITING (lab)

This lab has been tested in Oracle 10g express.  You may copy and paste directly from this file. Note that if you need to edit this file, it is better to do so in NOTEPAD (copy & paste it to notepad),  word sometimes puts in characters that Oracle will not recognize it.  Also, note that as you copy & paste the stored procedures and triggers, you may need to copy & paste everything except for the slash and then paste the slash. Your job is to create an audit table in MS-SQL Server. Then create a trigger that puts data into the table. Then issue the command that will activate the trigger. You can translate some of the triggers in this assignment, copy and paste triggers from the web-site or create your own trigger. Regardless, your deliverable should be: a small text in English explaining what the trigger is doing and why is it useful, the Audit table, the Trigger, the command that execute the trigger.

Part  0 – only if you are doing it on a newly installed version

— Open an SQL window. Create a user & grant the user dba privileges. Example:

CREATE  USER  cit540 IDENTIFIED BY  c;

GRANT  DBA   TO  cit540;  — In SQL Server, you grant all privileges to this user through login/security

— Create another user and grant this user create session privileges. Example:

CREATE  USER   smith  IDENTIFIED  BY  s;

GRANT    CREATE  SESSION   TO  smith;

Part  1 – audit login and logout

— Login as the user CIT540 with dba privileges

CONNECT  cit540/c;

— Create a table to keep track of user login and logoff

CREATE TABLE  login_logoff

(

      USERID ​VARCHAR2(30),

      SESSIONIDNUMBER(8),

      HOSTVARCHAR2(30),

      LOGIN_DAYDATE,

      LOGIN_TIME            VARCHAR2(10),

      LOGOUT_DAYDATE,

     LOGOUT_TIME         VARCHAR2(10)

);

/

— Create a trigger that will insert a row in the login_logoff table every time user logs in

CREATE OR REPLACE TRIGGER

     audit_login

AFTER  LOGON  ON  DATABASE

BEGIN

INSERT  INTO  login_logoff  values (

         USER,

         sys_context (‘USERENV’,’SESSIONID’),          

​  sys_context (‘USERENV’,’HOST’),

                          sysdate,

                          to_char(sysdate, ‘hh24:mi:ss’),

                          null,

                          null  );

                 COMMIT;

                 END;          

/

— Create a trigger that will insert data in a row in the login_logoff table every time user logs out

CREATE OR REPLACE TRIGGER

    audit_logoff

BEFORE  LOGOFF ON DATABASE

BEGIN

  UPDATE  login_logoff

  SET

    logout_day = sysdate, logout_time=to_char(sysdate,’hh24:mi:ss’)

WHERE

  sys_context(‘USERENV’,’SESSIONID’)=sessionid;

END;

/

–Do not close your  SQL session. Open another SQL window and login as the user that does — not have dba privilege.

connect  smith/s;

— leave the SQL session

Exit;

— connect as administrator (in this example, cit540

Connect  cit540/c;

— From the user CIT540 session that does have DBA privileges, verify the login

SELECT USERID, SESSIONID, HOST, LOGIN_DAY, LOGIN_TIME FROM LOGIN_LOGOFF;

Display. Your results.  Howe many rows did you see ?

You should see something like (but with CIT540 and Smith) :

Logout and type in:

SELECT  *  FROM  LOGIN_LOGOFF;

—————————————–

Creating Audit table and Audit Trigger

You will copy and paste everything that is in green. Deliverable: Screenshots of query with results.

1) get current date and current user

select  getDate();

select  suser_sname();

2) Create an audit table

CREATE TABLE UpdateProductAudit (date_updated  date,  who  varchar(50));

3) Create a trigger that inserts a row into the AuditProductChanges every time the Products table is updated

create trigger AuditProductChanges on Products

after update

as

begin

insert into dbo.UpdateProductAudit values(getDate(), suser_sname());

end

go

4) udate the Products table

UPDATE Products set quantity = quantity * 1.1;

5) view the update in the audit table

SELECT * from dbo.UdateProductAudit;

6) Do the exercises in the link below. Your professor will discuss the link in class.

https://www.mssqltips.com/sqlservertip/4055/create-a-simple-sql-server-trigger-to-build-an-audit-trail/

Submit the screenshots of the results. Create the table inside your own database. Alter each table name and trigger name to have your initials.  Consequently , you also need to order each reference to the table to have your initials also.

7) Go to https://docs.microsoft.com/en-us/sql/relational-databases/security/auditing/create-a-server-audit-and-database-audit-specification?view=sql-server-2017

And create a server audit specification (either in SSMS or SQL)

Describe the Korean cultural practice tae-kyo. Is this practice congruent with allopathic recommendations for prenatal care? How do food choices among Koreans differ with pregnancy and postpartum? Describe cultural attitudes toward drinking among Koreans. Identify two or three culturally congruent strategies a healthcare provider might use to address Jay’s drinking.

Scenario: Jay and Sue Kim, ages 29 and 26 years and married for 2 years, immigrated from South Korea and settled in Los Angeles. They have lived in a small one-bedroom apartment since their arrival. Both graduated from the same Korean university with baccalaureate degrees in English literature. They have one child, Joseph, age 1 year. When they arrived in the United States, Jay was unable to find a job because of his poor proficiency in English, despite his major in English literature. He eventually obtained a job with a moving company through a church friend. Sue is not working because of their son. Although the Kim’s did not attend a church before immigration, they are now regularly attending a Korean Protestant church in their neighborhood.

Sue is pregnant again, determined by a home pregnancy kit, with their second child and concerned about the medical costs. They did not use any contraceptives because she was breastfeeding. Because of financial limitations, Sue did not initially have prenatal care with her first pregnancy. However, she did keep up with the Korean traditional prenatal practice, tae-kyo. Eventually, she received help from her church and delivered a healthy son. She is not sure whether she can get financial help from her church again but is confident that her second child will be healthy if she follows the Korean traditional prenatal practices.

Jay is concerned about job security because he recently heard from colleagues that the moving company might soon go bankrupt. Although Jay has not been satisfied with his current job (he thinks that he is overqualified), this news is still a cause for concern. Moreover, Sue’s recent pregnancy has made Jay more stressed, and he has started drinking alcohol. Joseph cannot stand up by himself and still wants to be breastfed. Although Sue has tried to give foods such as oranges, apples, steamed rice, and milk (because she is now pregnant), Joseph refuses to eat them and cries for breastfeeding. Joseph’s weight is low-normal for same-age babies.

  1. Describe the Korean cultural practice tae-kyo. Is this practice congruent with allopathic recommendations for prenatal care?
  2. How do food choices among Koreans differ with pregnancy and postpartum?
  3. Describe cultural attitudes toward drinking among Koreans.
  4. Identify two or three culturally congruent strategies a healthcare provider might use to address Jay’s drinking.
  5. Should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

The hero of “The Tell-Tale Heart” is an exemplary illustration of Poe’s inconsistent storyteller, a man who can’t be trusted to tell the target reality of what is happening. His instability turns out to be quickly obvious in the primary passage of the story, when he demands his lucidity of psyche and traits any indications of franticness to his anxiety and oversensitivity, especially in the space of hearing.

The hero of “The Tell-Tale Heart” is an exemplary illustration of Poe’s inconsistent storyteller, a man who can’t be trusted to tell the target reality of what is happening. His instability turns out to be quickly obvious in the primary passage of the story, when he demands his lucidity of psyche and traits any indications of franticness to his anxiety and oversensitivity, especially in the space of hearing. Nonetheless, when he completes his presentation of mental stability, he offers a record that has a progression of clear coherent holes that must be clarified by craziness. In his compositions, Poe frequently tried to catch the perspective of crazy characters, and the storyteller of this story shows jumps of thinking that more look like the rationale of dreams than they do the points of view of a typical individual.

The storyteller’s enthusiastic precariousness gives an unmistakable counterargument to his attestations of decision making ability. In basically no cases does he react in the way that one would anticipate. He is so troubled by the elderly person’s vulture-like eye that his detesting beats his adoration for the man, driving him to plan a homicide. Afterward, when he at long last prevails with regards to killing the person in question, he turns out to be emphatically lively, feeling that he has achieved his objective shrewdly and with the soundness that he connects with mental stability. In any case, the clueless conduct of the cops recommends that the storyteller has gotten basically uninformed of his conduct and his environmental factors. Since he can’t keep up the distance among the real world and his internal contemplations, he confuses his psychological disturbance with actual unsettling and misconstrues the blameless prattle of the police officers for perniciousness. In any case, he envisions the entire time that he has accurately and reasonably deciphered every one of the occasions of the story, recommending that to Poe, the way to mindlessness is the confidence in one’s objectivity.

The incongruity of the storyteller’s record in “The Tell-Tale Heart” is that despite the fact that he broadcasts himself to be too quiet to be in any way a lunatic, he is crushed by a clamor that might be deciphered as the pulsating of his own heart. In view of the shakiness of the storyteller, it is difficult to know for certain if the beating is a powerful impact, the result of his own creative mind, or a genuine sound. In any case, a reasonable coherent clarification is that when the hero is under pressure, he hears the sound of his heart, “a low, dull, fast strong, for example, a watch wrapped in cotton,” and he confuses it with the sound of the elderly person’s heart. This absence of understanding equals his absence of consciousness of his activities as he talks with the cops and features the breaches in reason which misrepresent his cases of mental soundness.

To make an account which will persuade the peruser of the hero’s unsteadiness, Edgar Allan Poe utilizes jargon that is reliably amusing or in any case bumping to incite a response in opposition to that which the storyteller wants. The expository procedure that he utilizes in his record is to control the meanings of words, yet he is never unpretentious enough to conceal his endeavor to turn the contention. Where an external onlooker may portray him as having plotted to notice the elderly person as he dozes, the storyteller tells the peruser that “you ought to have perceived how carefully I continued – with what alert – with what foreknowledge – with what dissimulation I went to work!” By misusing his selection of words, for example, “astutely” and “alert,” he looks to misdirect the peruser and clarify his activities as those of a judicious, smart person. Notwithstanding, the glaringness of his endeavor at trickiness illuminates instead of dupes his crowd.

Much as the moment portrayal of the detainee’s encounters and faculties makes an environment of expectant fear in “The Pit and the Pendulum“, Poe’s way of depicting sound turns into an especially significant vehicle for passing on the mind-set of “The Tell-Tale Heart”. His depiction of the sound in the last couple of sections of the story is set apart by reiterations that are unmistakably planned to infer the crescendo of commotion. At the point when he says, “The ringing turned out to be more unmistakable:- – It proceeded and turned out to be more particular,” we sense the structure strain. The expanding power of the thumping is again stressed by the three redundancies of the expression “yet the commotion consistently expanded.” At long last, as the storyteller’s sentences transform quickly into interjections, his reiteration of “stronger” echoes the sound of the pulsating heart, and his last screams break the strain with his admission.

Scenario: Hyde Pfiefer, a retired 70-year-old German American, has lived in the United States for the last 50 years. A widower of 5 years, Mr. Pfiefer prepares his own meals following his wife’s recipes from the old country. Nine months ago, Mr. Pfiefer was told that his cholesterol is elevated, and he was instructed about a low-fat diet. His most recent test results show his values to be unchanged. Discuss the meaning of food in the German culture. Using the predominant health beliefs of people of German ancestry, how might you help Mr. Pfiefer reduce his cholesterol level? Should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Scenario: Hyde Pfiefer, a retired 70-year-old German American, has lived in the United States for the last 50 years. A widower of 5 years, Mr. Pfiefer prepares his own meals following his wife’s recipes from the old country. Nine months ago, Mr. Pfiefer was told that his cholesterol is elevated, and he was instructed about a low-fat diet. His most recent test results show his values to be unchanged.

  1. Discuss the meaning of food in the German culture.
  2. Using the predominant health beliefs of people of German ancestry, how might you help Mr. Pfiefer reduce his cholesterol level?
  3. Should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Tell me the story of your educational history—the journey you’ve been on, the good, the bad, how you have felt about yourself as a learner in your past schooling, whether you had a growth mindset or a fixed mindset. Paint me a picture; make it detailed. Some things I’d like you to include: Describe one particularly good experience you’ve had in your past education and tell me about why it was good. (This may be in any subject, including trade or general life experience ) Describe one particularly bad experience you’ve had in previous education and tell me why it was bad

Essay #1: Narrative Essay– Where are you going, where have you been?

Your Educational Autobiography

This is your first FORMAL ESSAY ASSIGNMENT. That means this assignment will be:

  1. Typed with 12 point Times New Roman Font
  2. 4 pages in length
  3. Formatted in MLA with a Works Cited Page

Essay Writing Prompt:

Tell me the story of your educational history—the journey you’ve been on, the good, the bad, how you have felt about yourself as a learner in your past schooling, whether you had a growth mindset or a fixed mindset. Paint me a picture; make it detailed.

Some things I’d like you to include:

  • Describe one particularly good experience you’ve had in your past education and tell me about why it was good. (This may be in any subject, including trade or general life experience )
  • Describe one particularly bad experience you’ve had in previous education and tell me why it was bad
  • Talk about how the ideas in Carol S. Dweck’s “Brainology
  • ” relate to your educational experience (not just in English classes). In what ways have you been praised or rewarded for being talented or successful vs. being praised for hard work and effort? You must cite quotes from Dweck’s essay—you may also cite quotes from our other readings
  • You should also discuss the essay about 4 types of mistakes
  • Please include some of your past experiences with academic reading and writing. If you like doing these things, why do you? If you don’t, why not? Do you feel confident in these areas? Do you feel a desire to master reading and writing skills?
  • What are some of the obstacles that you must overcome to be successful in this class? How will you accomplish that?
  • Close by bringing me up to the present. Can you find a connection between mastering English skills and your ultimate academic goals?

A reading you might find relevant is “Shitty First Drafts”

by Anne Lamott.

 

Mr. Perez is a 76-year-old Mexican American who was recently diagnosed with a slow heartbeat requiring an implanted pacemaker. Mr. Perez has been married for 51 years and has 6 adult children (three daughters aged 50, 48, and 42; three sons aged 47, 45, and 36), 11 grandchildren; and 2 great grandchildren.

Scenario: Mr. Perez is a 76-year-old Mexican American who was recently diagnosed with a slow heartbeat requiring an implanted pacemaker. Mr. Perez has been married for 51 years and has 6 adult children (three daughters aged 50, 48, and 42; three sons aged 47, 45, and 36), 11 grandchildren; and 2 great grandchildren. The youngest boy lives three houses down from Mr. and Mrs. Perez. The other children, except the second-oldest daughter, live within 3 to 10 miles from their parents. The second-oldest daughter is a registered nurse and lives out of state. All members of the family except for Mr. Perez were born in the United States. He was born in Monterrey, Mexico, and immigrated to the United States at the age of 18 in order to work and send money back to the family in Mexico. Mr. Perez has returned to Mexico throughout the years to visit and has lived in Texas ever since. He is retired from work in a machine shop.

Mr. Perez has one living older brother who lives within 5 miles. All members of the family speak Spanish and English fluently. The Perez family is Catholic, as evidenced by the religious items hanging on the wall and prayer books and rosary on the coffee table. Statues of St. Jude and Our Lady of Guadalupe are on the living room table. Mr. and Mrs. Perez have made many mandas (bequests) to pray for the health of the family, including one to thank God for the healthy birth of all the children, especially after the doctor had discouraged them from having any more children after the complicated birth of their first child. The family attends Mass together every Sunday morning and then meets for breakfast chorizo at a local restaurant frequented by many of their church’s other parishioner families. Mr. Perez believes his health and the health of his family are in the hands of God.

The Perez family lives in a modest four-bedroom ranch home that they bought 22 years ago. The home is in a predominantly Mexican American neighborhood located in the La Loma section of town. Mr. and Mrs. Perez are active in the church and neighborhood community. The Perez home is usually occupied by many people and has always been the gathering place for the family. During his years of employment, Mr. Perez was the sole provider for the family and now receives social security checks and a pension. Mrs. Perez is also retired and receives a small pension for a short work period as a teacher’s aide. Mr. and Mrs. Perez count on their nurse daughter to guide them and advise on their health care.

Mr. Perez visits a curandero for medicinal folk remedies. Mrs. Perez is the provider of spiritual, physical, and emotional care for the family. In addition, their nurse daughter is always present during any major surgeries or procedures. Mrs. Perez and her daughter the nurse will be caring for Mr. Perez during his procedure for a pacemaker.

  1. Explain the significance of family and kinship for the Perez family.
  2. Describe the importance of religion and God for the Perez family.
  3. Identify two stereotypes about Mexican Americans that were dispelled in this case with the Perez family.
  4. What is the role of Mrs. Perez in this family?
  5. Should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Your presentation topic: It is your graduation ceremony at VPC, and you are chosen to do a 5-10 minutes presentation. Imagine that you are doing a presentation for a group of Chinese students who have just arrived in Canada. As an immigrant, you are going to share your story with them in a presentation format which we covered in chapter 11. As a successful student, you are going to talk about your success story and tell them how you managed to be a successful student at Vancouver Premier College. (Imagine that you just graduated from VPC 10 minutes ago, and these new immigrant students have attended your graduation ceremony).

Your presentation topic: It is your graduation ceremony at VPC, and you are chosen to do a 5-10 minutes presentation. Imagine that you are doing a presentation for a group of Chinese students who have just arrived in Canada. As an immigrant, you are going to share your story with them in a presentation format which we covered in chapter 11. As a successful student, you are going to talk about your success story and tell them how you managed to be a successful student at Vancouver Premier College. (Imagine that you just graduated from VPC 10 minutes ago, and these new immigrant students have attended your graduation ceremony).