Please Visit Two Research Web Sites And Report On Them For The Rest Of

Please visit two research web sites and report on them for the rest of the class. Make sure your report is appropriate for your audience, fellow adult learners who will be doing a fairly comprehensive research project. RESEARCH SITES http://www.umuc.edu/library/ols.html University College Library Services http://www.bedfordbooks.com/rd/index.html Diana Hacker, Research and Documentation in the Electronic Age http://www.businesswire.com Business Wire electronically disseminates full-text news releases for public and investor relations professionals to news media, online services and databases, the Internet, and the investment community. http://www-sci.lib.uci.edu/HSG/Ref.html Martindale's: The Reference desk. This award-winning website contains links to thousands of reference resources; more efficient for some searches than using web search engines. http://www.americancomm.org/ American Communication Association. Communications law, including First Amendment issues; communication studies, including organizational, management, and intercultural communication; Internet resources. http://lcweb.loc.gov/ Library of Congress http://www.hbs.edu/dor Harvard Business School Search engine available to search among the documents in the Division of Research. http://search.amcity.com/baltimore Baltimore Business Journal, weekly publication on business news in Baltimore area. http://www.umuc.edu/library/evaluate.html Evaluating Internet Resources GUIDES TO ONLINE COLLOBORATION http://uclink.berkeley.edu:1607/11/NN/D.Richards_Peer_Editing Guide to Peer Editing (Richards) http://www.collaborate.com Home page of Collaborative Strategies: Strategies for Electronic Communication and Knowledge Management. Click on Publications and Resources. DOCUMENTATION INFORMATION http://www.bedfordbooks.com/rd/index.html Diana Hacker, Research and Documentation in the Electronic Age http://www.psych_web.com/resource/apacrib.htm APA Style Resources: Writing Manuals, Documentation, and Style Guides http://www.uvm.edu/~ncrane/estyles Xia Li and Nancy Crane, Bibliographic Formats for Citing Electronic Information. When you get the home page, select American Psychological Association (APA) Embellished Styles. (UMUC teachers usually prefer APA style over MLA style.) http://www.cas.usf.edu/english/walker/mla.html Janice Walker, MLA-Style Citations of Electronic Sources http://www.law.cornell.edu/citation/citation/table.html Introduction to Basic Legal Citation by Peter W. Martin, Cornell Law School

Communication Climates Essay Example

Communication Climates Essay Example Communication Climates Essay Communication Climates Essay Communication Climates Every relationship has a different way of interpreting its story depending on who’s talking about it. I have been able to observe one of my good friend’s relationships with her boyfriend over the past two years and was able to see many of their problems in relation to the communication climate that is created by one or the other. Most of the observations I noticed was negative. My friend â€Å"Joan† was always on defense and demanding of her boyfriend. Relay negative feedback no matter what he did rather badly or good. When I noticed that she was able to make every comment towards him mean even when she â€Å"just playing†. She interrupts when he’s talking mostly because she doesn’t want him to talk at all. When her boyfriend asks her questions she uses ambiguous response like she’s irritated by him asking and just wants to avoid answering. I had talked with her privately about it and suggested for her to improve her behavior by being more positive and giving him positive reinforcement and that maybe he will comply more with less aggravation. It was something she was able to do and I see a great improvement. Then I was reading about the communication climate and the different levels of responses. Now I have seen that the open public display of put downs was connected to a deeper problem in their communication. I spend a lot of time with this particular couple and get to see them have many conversations and though she has restraint form the negative words she’s not aware of the communication climate control that is disrupting their relationship. Joan is more of the dominate partner and controller of the relationship and has more influence on how they handle their problems. All the different ways of displaying disconfirming messages explained in the text book is all the ways she communicates with her boyfriend. I am almost shocked that I have seen every example in one couple. Of course in response to Joan’s way of communication her boyfriend has resulted to having disagreeing messages when he’s responding to her. He is very argumentative and complaining. I believe that if I was able to counsel my friends on this one subject of communication there would be a great improvement on their relationship. Joan would have to take responsibility of her poor role in the communication process and her boyfriend would have to learn how to be less of a push over. Recognition, acknowledgement, and endorsement used in proper response to the situations that presents themselves in their relationship can help them not argue so much over such little and manageable things.

Essay on White Fang

Essay on White Fang Essay on White Fang This is a free sample essay on White Fang: The portrayal of the child figure is represented in the three novels Black Beauty, The Jungle Books, and White Fang. The use of this motif allows the audience to view the transformation of â€Å"children† into mature beings. In these novels, we watch Black Beauty, Mowglii, and White Fang grow from unshaped, unknowing beings primarily through the guidance of character who are not even their real parents but serve as mother figures. These characters (Beauty, Mowglii, and White Fang) learn the â€Å"rules† of their environment from many different characters and sources throughout the novel. These experiences (both positive and negative) in which they utilize what they know and grow from their mistakes (or misfortunes) are what helps in the rearing and guidance of the child figures on their path of learning. In all three novels, the reader is introduced to the child figures (Black Beauty, Mowglii, and White Fang) really at the beginning of their life. The only possible exception here is that you don’t know initially where Mowglii came from but this introduction is at the beginning of his life in the jungle. This portrayal of the child allows that reader to see them as the naÐ ¿ve clean slates they are, waiting for guidance and education. In Black Beauty, Beauty is portrayed from birth as a valuable addition to the farm and is named for his striking appearance. This ideal impression of the child figure conveys to the reader that although things are good now for this little colt, he will inevitably face hardships during his transformation that will shape him into a truly valuable being. In The Jungle Books, Mowglii is initially portrayed as a happy-go-lucky man cub who isn’t intimidated the least by his new surroundings. This confidence and fearlessness sets the scene for th e leader that Mowglii will become at the end of his transformation into adulthood. After being accepted into the wolf pack, he is nicknamed â€Å"frog†. This title is representative of the changes he will undergo throughout his adventures. It clearly indicates that Mowglii will become a new being. In the novel White Fang, White Fang is introduced almost immediately as the strongest of the litter. This child figure representation is yet again one that predicts the future of the being. This portrayal of White Fang as strong, aggressive and independent carries through to his adulthood as he gains the reputation for being one of the most savage dogs of the North. The difference here between The Jungle Books and White Fang is the initial portray of white Fang is not reflective of the mature caring dog he becomes. It is interesting to note here that although it seemed White Fang’s fate to become a savage wild beast, he in the end becomes a domesticated house pet with the proper compassion and guidance from his determined master, Weedon Scott. In these three novels, each of the characters portraying the child figure is educated about the ways of their world not only verbally, but also by their life experiences (or predicaments). In Black Beauty, Beauty really doesn’t face much of the conflict or harsh realities of the world outside his rosy picture. His seems to represent a protected child initially. He notices how his barn mate, Ginger, misbehaves and wonders how she could that way with such a giving and caring master. He is at the immature point in his life where he doesn’t realize that there is life outside of his own homestead. Even when Ginger tells Beauty of some of her life experiences and how they have shaped the â€Å"person† that she is today, Beauty can only sympathize. He cannot be fully affected by these realities until he, himself is exposed to them. Although he has had second hand exposure from Gingers tales, he cannot learn the lessons and change as a being unless he experiences life fo r himself. In The Jungle Books, Mowglii is protected by Bagheera, the black panther, and is taught the laws of the jungle by Baloo, the brown bear. Although it seems Mowglii is equipped with what he needs to make it in his new world, he faces many dangers of which only he can attempt to avoid. Mowglii has been provided the information of right and wring in the jungle, now it is up for this child to use his smarts to survive. After all, he is sought after by the jungle bully, Shere Khan, who wants Mowglii dead if for no other reason but to regain some of his own pride. The audience sees Mowglii’s transformation as a naÐ ¿ve child to an aggressive member of his society to a compassionate leader of his own people. This only occurs after the child figure obeys the laws of the jungle and utilizes what he has learned. In White Fang, the transformation of the child figure from a savage wolf to a civilized dog is remarkable. White Fang was reared to fend for himself. Although he also had this innate sense as he is three-quarters wolf, he was surrounded by experiences (whether it was famine or brutal fights) that taught him that it was the way of the wild to â€Å"eat or be eaten†. It seemed throughout most of this novel this â€Å"wild child† had no chance of ever being tamed. Ironically, it is the harsh environments that White Fang is exposed to (by the way of Gray Beaver and Beauty Smith), that help him in his transformation from the aggressive wolf to the house pet. Through the harsh guidance of Gray Beaver, White Fang learns obedience, work ethic and loyalty to his master, traits he would have never acquired if he had just lived in the wild. It is arguable, however, that White Fang didn’t necessarily need to be subjected to such harsh treatments become the Beloved Wolf. On t he other hand, these experiences allowed him to appreciate the care he received from his most humane master, Weedon Scott. It is after all, through the patience, understanding, and dedication of Scott that White Fang evolves from a savage wild child into a domestic family dog. Children are a product of their environment. This explanation is used even today to describe why people behave the way that they do. This idea is present in the novels discussed previously as well as in other works of 19th century children’s literature. You see in â€Å"The Little Match Girl† from Andersen’s Fairy Tales, how the poor pathetic child is reduced to keeping herself warm by lighting the matches that she is supposed to be selling. This account is a direct reflection of the pathetic world she was raised in. This exploitation of the child results in her untimely death. In The Waterbabies, it is how this idea is portrayed. Initially, Tom wants to be just like his miserable master, as that is all that he knows. Through his transformation under water, be becomes a product of a better environment. Also in Wilde’s â€Å"The Ugly Duckling†, the duckling feels ugly and doesn’t fit in because of the environment around him. Although he is jus t different than the others, he is led to believe that he is a horrific creature. He truly believes that he is a monstrosity of a sight and this is only because of the influences in his immediate environment. It isn’t until he steps out of his negative surroundings that he finally realizes what he truly is. In the three novels, Black Beauty, The Jungle Books, and White Fang, the child figures portrayed are inevitably products of their environment. You can watch each character grow and change with each new experience and set of surroundings. You can see how just the slightest actions or just a few words shape the adult beings that each character becomes. What a better world we would live in if everyone realized that the actions and voices can forever change the life of another being, whether it be human or animal. ______________ is a professional essay writing service which can provide high school, college and university students with 100% original custom written essays, research papers, term papers, dissertations, courseworks, homeworks, book reviews, book reports, lab reports, projects, presentations and other assignments of top quality. More than 700 professional Ph.D. and Master’s academic writers. Feel free to order a custom written essay on White Fang from our professional essay writing service.

Is Disability a Medical or Social Concern Essay

Is Disability a Medical or Social Concern - Essay Example Mental health problems have been around us as long as there has been a acceptance of mental health discrepancies. In the modern world, many of the stigmas and social problems connected with mental health concerns have been overcome by the people but still a lot remains to be done before we can arrive at a position where there is no social stigma associated with mental disabilities (Fernando, 1995). In fact, whilst it would be logical to assume that stigmatisation and the social issues are limited to the general population, in reality the stigmatisation can also be observed amongst doctors, nurses and social workers who are not supposed to be have such issues.Such as case was noted by Happell where one of the mentally disabled individuals she was working with received a negative remark from an official. She says that, â€Å"The remark, which was made in an official capacity, questioned, perhaps even refuted, one of the most basic human rights for people diagnosed with a mental illnes s (Happell, 2005, Pg. 1)†. The remark came from someone in an official capacity which goes to show that negative stereotypes and stigmatization of those with mental disabilities continues despite laws made to protect them.The reasons why disabilities issues are a social concern are quit complex since there a number of influences which make them so. It is certainly a matter of concern that despite of the progress we have made, there are still problems that remain when it comes to dealing with cases where individuals have disability problems.

Simple Moving Average for a Product Term Paper Example | Topics and Well Written Essays - 250 words

Simple Moving Average for a Product - Term Paper Example The strategy of the product is mainly based on the product name, store, product store id, sales, promotion, date, three weekly and corresponding four weekly. Moreover, selection of product is based on the long time duration. The forecasting accuracy of the technique relies on the valuable information of the product classes. Step 1 entails observing the 3 and 4 weekly sales volume of the products and make the decision on whether to subject the pattern to the pattern of seasonal alteration or selected necessary historical data2. Step 2: smooth the sales trend with a moving average by 3 weeks and taking the average and 4 weeks. Moreover, the moving average is performed to get the precise centered moving average of the week 3 and 4. Step 3 entails dividing the sales by the CMA in order to attain the ratio that reflects the seasonal influence factor. For instance, the annual ratios of 8a product for 3 weeks are 7.66 and 4 week is 6.0. Product 8b had the forecasting accuracy of 13.67 and 15.5 while that of 8c1 is 4.67 and 3.5 correspondingly. Moreover, product 8d1 had a prediction accuracy of 20.33 and 22.5 while 8e1 was 4.667 and 5.75 respectively. Â  

Legal and Regulatory Framework Essay Example for Free

Legal and Regulatory Framework Essay There are many acts that exist to prevent discrimination, laws that protect age, sex, race, and religion. These acts are there to stop direct discrimination; when someone is treated less favourably than another. The company John Lewis is mostly affected by the Sex Discrimination Act 1975/97; to help stop judgement because of sex. They are affected by this act because of stereotypes; such as technological jobs that are expected to be done by a male, so when the company searches for an applicant they would mainly focus on males, making females have a lower chance of getting the job. This can also be related to an ethical issue, which is to never put the same gender in an interview panel, which is never done so that a person cannot be picked because of their sex. The company deals with this by looking carefully at each candidate, and may also consider leaving out the gender section, to not be stereotypical when choosing the right candidate. The Equal Pay Act 1970 would also affect this company just as it affects any other companies; it would force the company to pay its employees equally, ignoring gender. The company handles this by properly giving each employee their pay without considering gender to be an issue. The National Minimum Wage makes the company pay the minimum amount set by the government to their employees, this act would make the company suffer when it is in a difficult situation and they need money by decreasing the amount needed to pay to employees who are needed in the business. The company would deal to this law by making sure that the budget is enough and to see if they can get rid of an employee if the potential candidate seems better. The Race Relations Act 1992 stops discrimination on race, nationality, ethnic origin or national origin. One example that could happen is not involving a race when advertising the position, which would harm the candidates, and which will lead to harm to the business. The company would deal with this by making sure that no one is missed, and that not a particular race is picked for a job and given more of an advantage than another. The Disability Discrimination Act 1995 2005 helps make a disable person get treated fairly when being interviewed; this act would affect the business because it they would have to pay equipment for the disabled, such as a wheelchair to help make the employee feel comfortable and not judged. Employment Acts 2002 and 2008, and the Work and Families Act 2006, covers maternity and paternity leave and pay, flexible working hours for carers of adults, as well as improved communication between employers and employees during maternity and paternity leave. This would affect the business because they would need new employees to cover the leave, as well as an extra pay for the new employee and the one leaving. The European Working Time Directive introduces the maximum working week of 48 hours over a certain number of weeks, as well as restriction on the length of nightshifts, rest periods and annual leave. This would affect the business because they won’t be able to employ someone longer to complete the job, which would lead to time loss. The company would deal with this by spreading the time between different employees equally. Ethics is what is expected to be done, and there are many ethics that are expected to be followed by a business when recruiting, one of them is to always ask the same questions in an interview, one simple reason to do this is to be fair to all of the candidates, but the main reason is compare them equally, as well as knowing what is needed to be known from all of them, which would help the business know the right candidate that would help the business. Another thing that a business is expected to do is to not make the interviewees related to the candidates, and the main reason to do that is to never make the results bias, an example of that is a candidate being chosen because he/she is related to the owner of the business. This would increase the chance of other candidates to be chosen who might have potential in the business. One other thing that the business is expected to do is to always make a promotion available, to help increase the motivation of the employees so that the job can be done, and to also helps make all the employees have the same opportunities, which would in return make the number of candidates  increase, making the chance of them having the right employee higher. Firing someone when it needs to be done is also something that the business is expected to do, as it will make the candidates aware that the business deals with a problem when they report them, and it would also be beneficial to the business at it would stop people from causing trouble or stealing form the business.

Media Violence and Aggression in Children Essay -- Argumentative Persu

Media Violence Causes Aggression in Children and Teenagers "The media, particularly the news media, defends itself from the charge of encouraging violence by stating they are simply reflecting what exists. Real people are murdered every day. Those who create fictionalized views of violence(movies or TV dramas) rely on the argument that what they are producing should not be taken literally. Only the mentally inadequate would assume the violence was real or try to copy the behavior"(Greek). Violence has been present since the beginning of the medium and in our history: political violence, ethnic violence, class violence. "You go back to the KKK, you have people committing incredible acts of violence on a grand scale. What is different is the reach of the media. You can now put anything on the screen; there's no longer a sense of things being off limits," Eric Foner, Columbia University's DeWitt Clinton Professor of History said(qtd. in Cole). This is very true, broadcasting of the Vietnam War was America's first glimpse at the brutal truth of war. It raised the acceptable threshold of violence on television; the infamous images prepared audiences for the fictional gore later depicted in such television shows as "NYPD Blue" and "ER"(Cole). What about society's responsibility? Violence in America has also been linked to economic changes. Economic hardships in the 1930s and the late 1970s resulted in the highest homicide level in this century. This relation persists today. Bob Dole and others believe it is simply the breakdown of family values, but it corresponds with deindustrialization. Rates of criminal violence have dropped significantly over the past 10 years, except among the young, the part of the population most ... ...terns we establish in our youth are the base for lifelong patterns evident in adulthood. And we must make the right decisions or at least make sure we make the right decisions for our children. Works Cited American Psychological Association. Violence on Television: What do Children Learn? What can Parents Do? Washington: Brochure, 1997. Carlson, Margaret. "The Real Money Train." Time. 11 Dec. 1995: 20-21. Cole, Lewis. "Violence and the Meida: The wrong controversy?" 21stC. http://www.columbia.edu/cu/21stC/issue-1.2/Media.htm. (15 Nov. 1997). Greek, Cecil. "Media and Reality." Crime and Media. http://www.fsu.edu/%7Ecrimdo/lecture1.html. (15 Nov. 1997). Murray, John P. "Impact of Televised Violence." Kansas Journal of Law & Policy. 4.3 (1995): 7-14 Vivian, John. The Media of Mass Communication. 4th ed. Boston: Allyn and Bacon. 1997.

Tda 2.4

All pupils have the right to a broad and balanced curriculum. This must also be supported by high-quality teaching and learning experiences. Schools have a duty to ensure that all pupils have equal access to the curriculum irrespective of their background, race, culture, gender, additional need or disability. This is, not only the learning happening in the classroom, but everything which happens in the life of the school. Policies on inclusion and equality of opportunity can only be successful if they help to raise achievement and to promote self-identity and good relationships through the participation of all children and young people. Promoting equality of access to the curriculum will maximise the personal achievement of children and young people. Equal opportunity does not mean treating pupils the same, but ensuring that the curriculum meets the individual needs of all pupils. This involves understanding the barriers which exist. Intervention strategies, such as additional support, can then be put into place at an early stage before children fall too far behind. High expectations, of all children, are fundamental to raising achievement. Participation involves everyone within the school. There should be opportunities to talk to children and their parents about all aspects of the school and the curriculum. This could include the development and the review of school policies. Participation can be achieved formally through student councils and parents’ meetings. It may also take place in the classroom when children and young people can be asked about how they learn best, what works for them and what could be improved,. Schools must recognise and support all pupils’ access to everything that is happening in the school. This will promote a sense of belonging and self-esteem. When children and young people are able to participate fully, they feel valued for who they are and the contribution that they make. This can be achieved by acknowledging and reflecting diversity within the school in the methods of teaching and the resources and materials used. Children and young people must also have the opportunity to become independent learners. When they are able to make choices, and have control of their own learning, children are more likely to be motivated and achieve their full potential. This gives children a feeling of self-worth and well being.

Dupage County Needs Assessment

Dupage County needs assessment U OM LTH C A E TUS ENT H A T ESM S S AS ITY N DUPAGE COUNT Y HEALTH DEPARTMENT Everyone, Everywhere, Everyday Community Health Status Assessment DuPage County Health Department 2010 Prepared By Mary Lally, RN, MPH Crystal Reingardt, MPH Peggy Iverson, BS Stacey Hoferka Jensen, MPH, MSIS Elizabeth Barajas, MPH Table of Contents Section 1 Leading Causes of Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Top Ten Leading Causes of Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Crude Mortality Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Top Ten Leading Causes of Death by Gender . . . . . . . . . . . . . . . . . . . . Top Five Leading Causes of Death by Age Group . . . . . . . . . . . . . . . . . Years of Potential Life Lost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Demographic and Socioeconomic Characteristics . . . . . . . . . . . . . DuPage County Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Birth Statistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Statistics. Mortality Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Immigrant Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unemployment. Unemployment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Uninsured . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1 1-1 1-2 1-3 1-4 1-5 2-1 2-1 2-7 2-8 2-9 2-1 0 2-11 2-12 2-13 2-13 3-1 3-7 3-8 3-22 3-23 3-24 3-25 3-25 3-28 3-29 4-1 4-1 4-7 4-8 4-12 4-13 4-14 5-1 5-1 5-4 5-7 5-7 5-10 6-1 6-1 6-2 6-3 6-6 Section 2 Section 3 Chronic Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Diseases of the Heart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cancer. Cancer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stroke. Stroke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chronic Lower Respiratory Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . Arthritis. Arthritis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Osteoporosis. Osteoporosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Diabetes. Diabetes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Asthma. Asthma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EndDisease. End-Stage Renal Disease. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Infecti Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VaccineVaccine-Preventable Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Other Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sexually Transmitted Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HIV/AIDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tuberculosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rabies . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Section 4 Section 5 Maternal and Child Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Infant Deaths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prenatal Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Factors. Risk Factors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Low Birth Weight and Very Low Birth Weight . . . . . . . . . . . . . . . . . . . . . . Adolescent Pregnancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Activity Nutrition, Physical Activity and Obesity. . . . . . . . . . . . . . . . . . . . . . . . Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Activity. Physical Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Obesity. Overweight and Obesity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FORWARD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Section 6 Section 7 Environmental Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Outdoor Air Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Water Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Waste. Toxics and Waste. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communities. Healthy Homes and Healthy Communities. . . . . . . . . . . . . . . . . . . . . . . Infrastructure and Surveillance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Foodborne Illness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mental Health Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ment al Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Suicide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alzheimer ’s disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Substance Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alcohol Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tobacco Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Illicit Drug Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Injury and Violence Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unintentional Unintentional Injuries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accidents. Motor Vehicle Accidents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Falls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Drowning. Drowning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Deaths. Firearm Related Injuries / Deaths. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Homicide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Child Abuse and Neglect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Domestic Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-1 7-1 7-3 7-4 7-6 7-6 7-8 8-1 8-1 8-3 8-5 8-6 8-7 8-10 8-12 9-1 9-1 9-2 9-3 9-4 9-5 9-6 9-7 9-9 1010-1 1010-1 1010-2 1010-2 1010-4 1010-5 10-5 101010-8 1111-1 11-1 111111-2 1111-4 1111-5 1111-6 1111-6 Section Section 8 Section 9 10 Section 10 Minority Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DuPage County Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DuPage County Mortality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethnicity. Cause Specific Deaths by Race and Ethnicity. . . . . . . . . . . . . . . . . . . . . Top Five Leading Causes of Death by Race and YPLL . . . . . . . . . . . . . Motor Vehicle Accidents, Homicides, and Suicides . . . . . . . . . . . . . . . . Maternal and Infant Health Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Infectious Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Access to Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Health Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Preven tive Clinical Preventive Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ongoing Sources of Primary Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inadequate Prenatal Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sentinel Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Section 11 Introduction In order to meet State requirements for health department re-certification, Illinois Administrative Code requires that every five years, each Local Health Department must assess the health needs of its community through a systematic process known as the Illinois Project for Local Assessment of Needs (IPLAN). IPLAN is grounded in the core functions of public health and ddresses public health practice standards. One of the required documents of the IPLAN process is a Community Health Status Assessment. The Community Health Status Assessment is intended to answer th e question, â€Å"What is the health status of the residents of DuPage County? † The results of this assessment will provide the IPLAN Steering Committee with an understanding of the community’s health status and ensure that the IPLAN priorities include specific health status issues. The Community Health Status Assessment is developed through the systematic analysis of health status data from primary and secondary sources.The following DuPage County Health Department Community Health Status Assessment is a compilation of data from these sources. The Institute of Medicine defines a community health profile as a set of health, demographic and socioeconomic indicators which are relevant to most communities. It is intended to provide a broad strategic view of the population’s health status, and the factors that influence health in the community. The IPLAN Steering Committee will use this document to identify and support approximately ten health status issues. Method ologyThe DuPage County Health Department has created this Community Health Status Assessment to identify specific health needs as part of the IPLAN process. Our intent is to develop an accurate, comprehensive picture of health status of DuPage County residents. Content areas covered focus on physical, mental and environmental health. This assessment will follow a structure similar to the U. S. Healthy People 2010 (HP 2010) document, providing the most current data available, and indicating how DuPage County compares to the HP 2010 target whenever possible.Incidence, prevalence and trends are shown when available. Objectives without HP 2010 targets have been included where appropriate based on public health impact. Direct HP 2010 comparisons were not always available. Finding current, comparative data on specific health objectives consistently remains a challenge. Many data sources have been used in an attempt to provide accurate data for analysis. Data reliability must always be con sidered, as in some instances, occurrence of morbidity or mortality may be so low that a valid rate or percent cannot be calculated or, if calculated, would be meaningless.These occurrences are noted throughout the document. Data derived in the Community Health Profile is a compilation of many sources. Frequently when discussing national health statistics or trends, direct HP 2010 text was quoted. The IPLAN Data System was a primary source for Illinois and DuPage County specific indicators, as this system contains a wealth of data on births, mortality and chronic illnesses. Illinois Department of Public Health birth and death files were frequently used as a data source, along with sources from specific DuPage County Health Department service areas.Other data and information sources include Access DuPage, American Cancer Society, American Heart Association, American Psychiatric Association, Behavioral Risk Factor Surveillance System, Centers for Disease Control and Prevention, DuPage County Environmental Committee, DuPage County Sheriff’s Office, DuPage Federation on Human Services Reform, Family Shelter Services, Illinois Attorney General, Illinois Council Against Handgun Violence, Illinois Department of Children and Family Services, Illinois Department of Employment Security, Illinois Department of Public Health, Illinois Department of Transportation, Illinois Environmental Protection Agency, Illinois State Board of Education, Kaiser Commission on Medicaid and the Uninsured, Kaiser Family Foundation, National Adolescent Health Information Center, National Alliance on Mental Illness, National Cancer Institute, National Diabetes Information Clearinghouse, National Heart, Lung, and Blood Institute, National Institute of Mental Health, National Institutes of Health, National Osteoporosis Foundation, National Safety Council, National Stroke Association, Nationally Highway Traffic Safety Administration, Safe Kids USA, SEER*Stat (Surveillance, Epidemiology an d End Results statistical software), Substance Abuse and Mental Health Services Administration, Suicide Prevention Resource Center, The Alan Guttmacher Institute, The Joint Commission on Accreditation of Healthcare Organizations, U. S Census Bureau, U. S.Centers for Disease Control and Prevention, U. S. Department of Commerce, U. S. Department of Health and Human Services, U. S. Department of Housing and Urban Development, U. S. Department of Justice, U. S. Environmental Protection Agency, and World Health Organization. Section 1: Leading Causes of Death and Mortality in DuPage County A good place to begin our study of the health status of the population is by reviewing the leading causes of death in DuPage County residents. Presenting, ranking, and comparing leading causes of death data is a common method of showing mortality statistics, and is useful for illustrating the relative burden of disease-specific mortality.The DuPage County death data presented in this section were obtai ned from death files provided by the Illinois Department of Public Health. In 2006, there were 5,703 deaths in DuPage County and 102,122 deaths in Illinois (1). Ninety-four percent of DuPage deaths were White, three percent were Asian, and two and one half percent were Black. Three percent of DuPage deaths were Hispanic. Minority Health will be addressed in Section 10 of this Community Health Profile. See Table 1. 1 for a comparison of the 2006 Top Ten Leading Causes of Death in DuPage County and Illinois (2)(3). See Table 1. 2 for the 2004 and 2005 Top Ten Leading Causes of Death in DuPage County (2). Table 1. Top Ten Leading Causes of Death in DuPage County with Illinois Comparison, 2006 DuPage County Rank Cause of Death All Causes 1 2 3 4 5 6 7 8 9 10 1 Illinois Number of Deaths 102,122 27,002 24,052 5,974 4,725 4,401 2,792 1 Number of Deaths 5,703 1,419 1,384 347 260 192 183 158 109 107 93 Percent of Deaths 100. 0 24. 9 24. 3 6. 1 4. 6 3. 4 3. 2 2. 8 1. 9 1. 8 1. 6 Percent of De aths 100. 0 26 24 6 5 4 3 1 Diseases of the Heart Cancer Cerebrovascular Disease Chronic Lower Respiratory Disease Accidents Alzheimer’s Disease Pneumonia Diabetes Mellitus Nephritis and Nephrosis Septicemia 2,794 2,501 2,001 3 2 2 Pneumonia is not in the top ten leading causes of death in Illinois Source: Illinois Department of Public Health (2) (3) 1-1 Table 1. Top Ten Leading Causes of Death, DuPage County, 2004-2005 2004 Percent of 2005 DuPage Total DuPage Deaths Deaths Deaths All Causes 5,444 100. 0 5,761 Diseases of the Heart 1,326 24. 4 1,455 Cancer 1,395 25. 6 1,440 Cerebrovascular Disease 385 7. 1 388 Chronic Lower Respiratory 252 4. 6 274 Disease Accidents 208 3. 8 181 Pneumonia 137 2. 5 177 Alzheimer’s Disease 166 3. 0 179 Nephritis and Nephrosis 116 2. 1 138 Diabetes Mellitus 119 2. 2 116 Septicemia 102 1. 9 89 Source: Illinois Department of Public Health (2) Percent of Total Deaths 100. 0 25. 3 25. 0 6. 7 4. 8 3. 1 3. 1 3. 1 2. 4 2. 0 1. 5 Since 1908, Dise ases of the Heart has been the first or second leading cause of death in the United States (4).Since 1921, Diseases of the Heart has remained the number one cause of death (4). While DuPage County historical mortality data dating back to 1921 is unavailable, one can extrapolate national patterns to County mortality. The increase in 2004 total Cancer can be seen as an anomaly. The transposition between Diseases of the Heart and Cancer in 2004 should be monitored. Crude Mortality Rate Table 1. 3 Crude Mortality Rate, DuPage County and Illinois, 2000-2006 Year DuPage County Illinois 2000 617. 1 855. 8 2001 620. 6 840. 1 2002 616. 1 842. 9 2003 615. 6 829. 2 2004 586. 3 805. 0 2005 618. 0 812. 1 2006 611. 3 795. 8 Source: Illinois Department of Public Health (2) 1-2Crude Mortality Rate in DuPage County and Illinois 2000 – 2006 Rate per 100,000 Population 1,000 800 600 400 200 0 2000 2001 2002 2003 2004 Illinois 2005 2006 Year DuPage County Graph 1. 1 Source: Illinois Department o f Public Health (2) As can be seen from Graph 1. 1, between 2000 and 2006 the DuPage County and Illinois mortality rates remained relatively stable. The DuPage County crude death rate ranges from 586 deaths per 100,000 population to 620 deaths per 100,000 population. The Illinois mortality rate is higher and has a greater range than DuPage County. It ranges from 796 deaths per 100,000 population to 843 deaths per 100,000 population (2). Top Ten Leading Causes of Death by Gender Table 1. DuPage County Leading Causes of Death, All Ages by Gender, 2006 Male Female Rank Cause Number Rank Cause 1 Cancer 681 1 Heart Disease 2 Heart Disease 661 2 Cancer 3 Accidents 130 3 Cerebrovascular Disease (CVD) 4 Cerebrovascular Disease 128 4 Chronic Obstructive (CVD) Pulmonary Disease (COPD) 5 Chronic Obstructive 99 5 Alzheimer Pulmonary Disease (COPD) 6 Pneumonitis 81 6 Pneumonitis 7 Diabetes 51 7 Accidents 8 Nephritis 47 8 Nephritis 9 Alzheimer 44 9 Diabetes 10 Septicemia 43 10 Septicemia Source: Illinois Department of Public Health (2) Number 758 703 219 161 139 77 62 60 58 50 1-3 Gender Differences The 2006 top ten leading causes of death are the same for oth males and females, though the ranking of causes varies by gender. The first and second cause of death for males is Cancer, followed by Heart Disease. This order is reversed for females. Accidents (Unintentional Injuries) are the third leading cause of death for males, but the seventh leading cause for women. This category includes motor vehicle accidents and any other unintentional injury death that occurs as a result of a fall, drowning, firearm or other accidental cause. In DuPage County, the number of male Accident deaths is more than twice the number of female Accident deaths, which is attributed primarily to higher numbers of male motor vehicle deaths.This discrepancy between male and female accident deaths is a trend that is also seen nationally (5). CVD and COPD are the fourth and fifth leading causes for males , but the third and fourth causes for women. Alzheimer’s disease is the fifth leading cause for women, but the ninth cause for men. Pneumonitis is the sixth leading cause of death for both males and females. Diabetes was the ninth leading cause of death for females and the seventh in males. Nephritis was the eighth leading cause of death in both females and males and Septicemia was the tenth leading cause of death for both genders. Top Five Leading Causes of Death by Age Groups Table 1. 5 Five Leading Causes of Death by Age Group in DuPage County, 2006 Rank

Dragons Essays - Sleep Disorders, Psychiatric Diagnosis, Sleep

Dragons Essays - Sleep Disorders, Psychiatric Diagnosis, Sleep Dragons How many times during the night do we toss and turn, check the clock, and find it ticking away and tell ourselves, If I could fall asleep right now I would get at least five hours of sleep? But, sleep doesn't come so we continue to toss and turn. This happens to many people and may suffer from a disorder known as insomnia. People who suffer from this disorder have many complaints, and many have similar symptoms. Symptoms can vary from stress to pain to always feeling tired. Insomnia is a very difficult disease to have to live with. It is hard for both those that suffer from it and their family members. According to Linde and Savaley's, The Sleep Book, (1974), the person who has trouble sleeping is not alone (p. 9). They also claim, An estimated thirty million people suffer from chronic insomnia (p.9). Many non-insomniacs have occasional periods when they wonder if they'd make it through a sleepless night. Many insomniacs can't fall asleep because of pain and discomfort. Those that can fall asleep but can't stay asleep might be caused from depression, or too many things to worry about. In Ernest Hartmann's The Sleeping Pill (1978) some causes of insomnia (p. 113). He states that pain and discomfort do indeed play an important part in the difficulty remaining asleep. For those having difficulty remaining asleep might be because of depression or having too much to worry about. In Linde and Savary's, The Sleep Book (1974), Dr. Dale C. Friend claims, insomnia can be classified by four causes: tension, fatigue, discomfort, and in and out insomnia (p. 100). Tension insomnia occurs mostly in executives or people who worry about their businesses. Tension builds up inside during the day and is still inside at bedtime, it won't come out, so they tend to worry and are not able to go tot sleep. Fatigue insomnia happens when people who get tired during the day and then they take a nap in the early afternoon and as a result they cannot go to sleep at bedtime. People suffering from discomfort insomnia often complain of stomach upsets, such as ulcers, toothaches, or arthritis. This causes them to wake up during the night, which gives them discomfort. In and out insomnia occurs when patients feel that they didn't sleep at all during the night when they really did, but only stayed in the first stages of light sleep and woke up frequently throughout the night. Dr. Allan Rechtschaffen states in Linde and Savary's The Sleep Book, (1974) Insomniacs spend less time in REM sleep than normal sleepers (p. 110). REM sleep, or rapid eye movement sleep is the final stage of sleep reached in a normal sleep cycle. To better understand this cycle of sleep scientists have used an electroencephalogram to measure brain waves during sleep. A normal sleep cycle consists of five distinct stages with paradoxical, or REM stage being the final stage. REM sleep is what is commonly known as deep sleep. There are many other causes of Insomnia such as the many environmental causes said by Ernest Hartmann's The Sleeping Pill (1978). Hartmann states, any loud noise or sounds that can irritate or aggravate can disrupt a persons sleep (p. 116). When trying to sleep, the littlest things can bother someone's sleep whether hearing the bathroom water faucet dripping or even the heater coming on during the night. All these things can keep a person up all night when they are suffering from insomnia. He also claims, there is a condition sometimes called 'habit insomnia' (p. 116). Habit insomnia is when something caused the insomnia in the past so when the sufferer associates it into habit. For example, when the see the bed that they have difficulty sleeping on, they condition themselves to think that they can't sleep because of the bed, therefore they don't sleep. In Mendelson's Human Sleep and It's Disorders, (1977) Incidence of insomnia was found by doing a sampling of 1,645 persons and it was found that 14% of those tested had trouble getting to sleep, (Karacan, et. al., 1973). The results tended to be higher for women than men and as age increased. Tiller, studied 83 healthy

Analytical Hierarchy Process Technology Process

Because people choose these three elements: importance, preference and likelihood to evaluate all the possible alternatives to a decision which sometimes is not consistent with every decision situation, the concept of Analytical Hierarchy Process (AHP) was developed by Dr. Thomas Saaty. Dr. Saaty described the AHP as a decision making approach based on the "innate human ability to make sound judgments about small problems" AHP transforms complex decision problems into simple decisions for both individuals and groups that employees the use of it to make decision. It is accommodative of intuition, compromise, and consensus structure without narrow-mindedness. The main purpose of this paper is to discuss what the AHP is and some other aspects of it. What is AHP? Saaty suggested AHP as a process that requires structuring the decision problem to demonstrate key elements and relationships that elicits judgments reflecting feelings or emotions, and whose judgments can be represented by meaningful numbers having ratio properties. In the AHP approach, complex decisions are organized and assessed against all possible alternatives using a hierarchy of multifaceted objectives allowing for a better, easier, and more efficient identification of selection criteria. How AHP works AHP is used to first decompose the decision problem into a hierarchy of easily comprehended sub-problems, each of which can be analyzed independently. The elements of the hierarchy can relate to any aspect of the decision problem tangible or intangible, estimated or carefully measured, well or poorly understood. Once that hierarchy is established, the decision maker systematically examines the various elements, comparing them to each other in pairs. In making the comparisons, the decision maker can use his/her judgments about the elements’ relative meaning and importance, or they can use well refined data about the elements. AHP converts the judgments to numerical values that are processed, evaluated and compared over the entire range of the decision problem. A numerical weight or priority vector is derived for each element of the hierarchy, allowing diverse and often incommensurable elements to be compared to one another in a rational and consistent way. This capability distinguishes AHP from other decision making techniques. At the end of the process, numerical priorities are derived for each of the decision alternatives. It is then a simple matter to pick the best alternative, or to rank them in order of relative preference.

CULTURAL MINORITY GROUPS ASSIGNMENT Example | Topics and Well Written Essays - 1250 words

CULTURAL MINORITY GROUPS - Assignment Example tes, and language use) provide constricted measures of acculturation, the rare use of multidimensional acculturation measures and models has inhibited a more comprehensive understanding of the association between specific components of acculturation and particular health outcomes. A public health perspective that incorporates the roles of structural and cultural forces in acculturation may help identify mechanisms underlying links between acculturation and health among Latinos. BECAUSE OF ITS ORIENTATION in and emphasis on health disparities, the field of public health should pay particular attention to the impact of acculturation on the health of Latinos. Latinos are currently the largest ethnic minority group in the United States, numbering 35.3 million persons and comprising 12.5% of the country’s population.1 Although the percentage varies across the different Latino groups, more than two thirds (65.2%) of Latinos (excluding Puerto Ricans) living in the United States are foreign-born.2 This large proportion of immigrants illustrates, in part, the importance of considering acculturation in research on the health of Latinos. Although definitions vary, acculturation is broadly described as the process by which individuals adopt the attitudes, values, customs, beliefs, and behaviors of another culture.3,4 The process of acculturation presents numerous challenges and life changes that could potentially benefit or adversely affect the health of immigrants as well as subsequent US-born generations. Therefore, it is important to consider acculturation processes when studying the health of all Latinos in the United States. In the social and behavioral sciences, there is a rich theoretical literature on acculturation; however, models from this literature have not been applied to much public health research. Theoretically grounded studies of acculturation could provide effective analytic tools for current efforts to address health disparities among Latinos. Because