math hW wwek 4

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Chapter 15 1. The manager of the Carpet City outlet needs to make an accurate forecast of the demand for Soft Shag carpet (its biggest seller). If the manager does not order enough carpet from the carpet mill, customer will buy their carpet from one of Carpet City’s many competitors. The manager has collected the following demand data for the past 8 months: Month Demand for Soft Shag Carpet (1,000 yd.) 1 10 2 9 3 8 4 9 5 10 6 12 7 14 8 11 a. Compute a 3-month moving average forecast for months 4 through 9. b. Compute a weighted 3-month moving average forecast for months 4 through 9. Assign weights of 0.55, 0.35, and 0.10 to the months in sequence, starting with the most recent month. c. Compare the two forecasts by using MAD. Which forecast appears to be more accurate? 2. The manager of the Petroco Service Station wants to forecast the demand for unleaded gasoline next month so that the proper number of gallons can be ordered from the distributor. The owner has accumulated the following data on demand for unleaded gasoline from sales during the past 10 months: MAT540 Homework Week 4 Page 2 of 5 Month Gasoline Demanded (gal.) October 775 November 835 December 605 January 450 February 600 March 700 April 820 May 925 June July 1500 1200 a. Compute an exponential smoothed forecast, using an α value of 0.4 b. Compute the MAD. 3. Emily Andrews has invested in a science and technology mutual fund. Now she is considering liquidating and investing in another fund. She would like to forecast the price of the science and technology fund for the next month before making a decision. She has collected the following data on the average price of the fund during the past 20 months: Month Fund Price 1 $55 ¾ 2 54 ¼ 3 55 1/8 4 58 1/8 5 53 3/8 6 51 1/8 7 56 ¼ 8 59 5/8 9 62 ¼ 10 59 ¼ 11 62 3/8 12 57 1/1 MAT540 Homework Week 4 Page 3 of 5 13 58 1/8 14 62 ¾ 15 64 ¾ 16 66 1/8 17 68 ¾ 18 60.5 19 65.875 20 72.25 a. Using a 3-month average, forecast the fund price for month 21. b. Using a 3-month weighted average with the most recent month weighted 0.5, the next most recent month weighted 0.30, and the third month weighted 0.20, forecast the fund price for month 21. c. Compute an exponentially smoothed forecast, using α=0.3, and forecast the fund price for month 21. d. Compare the forecasts in (a), (b), and (c), using MAD, and indicate the most accurate. 4. Carpet City wants to develop a means to forecast its carpet sales. The store manager believes that the store’s sales are directly related to the number of new housing starts in town. The manager has gathered data from county records on monthly house construction permits and from store records on monthly sales. These data are as follows: Monthly Carpet Sales (1,000 yd.) Monthly Construction Permits 9 17 14 25 10 8 12 7 15 14 9 7 24 45 21 19 20 28 MAT540 Homework Week 4 Page 4 of 5 29 28 a. Develop a linear regression model for these data and forecast carpet sales if 30 construction permits for new homes are filed. b. Determine the strength of the causal relationship between monthly sales and new home construction by using correlation. 5. The manager of Gilley’s Ice Cream Parlor needs an accurate forecast of the demand for ice cream. The store orders ice cream from a distributor a week ahead; if the store orders too little, it loses business, and if it orders too much, the extra must be thrown away. The manager belives that a major determinant of ice cream sales is temperature (i.e.,the hotter the weather, the more ice cream people buy). Using an almanac, the manager has determined the average day time temperature for 14 weeks, selected at random, and from store records he has determined the ice cream consumption for the same 14 weeks. These data are summarized as follows: Week Average Temperature (Degrees) Ice Cream Sold (gal.) 1 68 80 2 70 115 3 73 91 4 79 87 5 77 110 6 82 128 7 85 164 8 90 178 9 85 144 10 92 179 11 90 144 12 95 197 13 80 144 14 75 123 MAT540 Homework Week 4 Page 5 of 5 a. Develop a linear regression model for these data and forecast the ice cream consumption if the average weekly daytime temperature is expected to be 85 degrees. b. Determine the strength of the linear relationship between temperature and ice cream consumption by using correlation. c. What is the coefficient of determination? Explain its meaning.

health managment

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You must post your response before you can view other responses or comments.

Entries are due by 11:59 pm Saturday

The prosecutors’ option to plea bargain a criminal case is the major area of discretion which dramatically effects the criminal justice system. 

Is plea bargaining good or bad?

            Remember, regardless of the pre-trial review, the verdict is never a foregone conclusion; and persons found not guilty are set free.

1. The defense attorney for a reputed drug dealer has just offered to have his client plead guilty to simple possession and accept a 1 year jail sentence, suspended any incarceration for one year supervised probation and a mandatory drug treatment program.  At the same time the prosecutor learns that the drug analysis exam was compromised by the failure of the laboratory to sanitize the analysis mechanisms prior to testing.  Another test could be done, but at significant expense and only if the assigned trial judge accept a motion to delay the trial date.  Should the prosecutor accept the plea?

2. A detective from  the sex offense unit informs the prosecutor that the victim of this sexual assault will not come to court to face her attacker.  Of course the criminal charges are the “People of the State of ___ vs.—-Defendant–” so technically the victim is just a witness.  In this case however, the sexual assault is rape and the defense is going to argue that there was no rape since the “victim” consented to the event.  The prosecutor could subpoena the victim and force her testimony, but she knows that reluctant victims make terrible case witnesses. Should the prosecutor offer a plea deal to the defendant?

3. Same case as #2 above, but the victim is 11 years old and the defendant is looking at major criminal time and the life-long designation as a “Child Sex Offender”.  The only plea the defense is willing to consider is a low level sexual assault charge, psychological treatment, but absolutely  NO child sex offender designation.  Should the prosecutor make the plea deal?

4.  A petty thief and burglar who has been arrested several times and served several  prison and jail terms gets caught riding in a stolen car being driven by a buddy.  As it happens he didn’t steal this particular car but was picked up by his friend after it was stolen.  He explains all this to his attorney. The problem is, with his association with the driver/thief and his record he know it is entirely likely he will get charges as an accessory to the car theft and get convicted and sentenced to several years in prison..  The defense attorney tells his client he thinks that if the defendant pleads guilty to simple possession of stolen goods he can get a few months jail time or even probation, even though he is actually innocent.  Should the attorney make the plea bargain with the prosecutor? 

5.  In an all out effort to reduce crime the local police department has initiated a “zero tolerance”, pro-arrest policy resulting in a massive increase in misdemeanor arrests.  While some can be dismissed out of hand, most of the arrests are supported with probable cause, including many with drug or weapon possession charges which can carry significant prison sentences.  Neither the Prosecutor’s Office nor the Criminal Court can handle the ballooning case load.  Sensing this, defense attorneys are pressing their clients’ right to a speedy trial or dismiss the charges.  Are plea deals an option?.  

 6. A mugger attacks an elderly woman on the steps of her home, grabbing her purse and pulling her to the ground as he fled.  In the fall the victim broke her hip.  After surgery she was sent to a nursing home for treatment and care where she died of complications a few weeks later.  The thief was caught with the woman’s wallet containing $9.  The family, community leaders and the press are calling for the defendant to be charges with involuntary manslaughter, which carries a 40 year maximum sentence.  The prosecutor is troubled by the lack of physical evidence, the time between the assault and the victim’s death and potential intervening causes of death (i.e., hospital and nursing home care).  According to the defense attorney , the accused is willing to plead guilty to simple theft; a crime punishable by a maximum.of 6 months incarceration.  Should the prosecutor make the plea deal? 

The cases outlined above are not presented for answers but to stimulate your thinking.  

Discussion question:  Is plea bargaining good or bad …. for the court’s docket management?   …..for the victim?    …. for justice?

 Support your response with at least one (1) outside …not course material… source. APA formatted citations are required in the narrative,  and a full citation at the end of your response.

NUR

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Apply appropriate nursing care interventions for clients during pregnancy, labor, and birth.

Scenario

You are a registered nurse (RN) working in a Women’s OB/GYN Clinic. Elizabeth Jones, 37 years old, presents to the prenatal clinic after missing her last 2 menstrual cycles. Her home pregnancy test was positive. An ultrasound at the clinic confirms pregnancy. Gestational age is calculated to be 10 weeks. An initial assessment of Ms. Jones’s medical and obstetrical history is as follows.

Obstetric/Gynecologic (OB/GYN) history: Uncomplicated spontaneous vaginal delivery at 39.2 weeks (3 years ago); Cesarean section x 1 at 37.5 weeks for non-reassuring fetal heart tones (1.5 years ago); abnormal Papanicolau (PAP) smear x2, + human papilloma virus (HPV), colposcopy within normal limits

Medical history: Chronic hypertension (HTN) x 5 years;

Allergies: Penicillin

Social history:
  • (+) tobacco, “occasional” per client (pt), <5 per/day currently, has smoked “off and on” for 15 years
  • (+) cocaine use, states she has not used any cocaine/drugs for > 1 year; (-) alcohol use
  • Abusive partner with first pregnancy, states she has a new partner x 4 years
  • Depression, currently not taking meds for treatment (tx)

Medications: Prenatal vitamins; Labetalol 200mg BID;

Family history: Insulin-dependent diabetes mellitus (mother); HTN and heart disease (father); breast cancer (maternal grandmother, deceased)

Instructions

Write a two to three-page analysis of this scenario that answers the following questions:

  1. What should the nurse consider related to caring for a client with a history of domestic abuse, drug use, sexually transmitted diseases and depression?
  2. Document the considerations of yourself as the professional nurse in regards to self-awareness; be aware of attitudes, values and beliefs that you hold related to clients from different social backgrounds so that care is not affected negatively.
  3. What conditions are in Mrs. Jones history that would cause concern during pregnancy, labor, and birth?
  4. What concerns should be discussed with Ms. Jones before she leaves her appointment?

Each answer to your question should include the following:

  • A correct answer with thorough development of the topic
  • Gives clinical examples
  • Include evidence from scholarly sources
  • Appropriate use of medical terminology
Format
  • Standard American English (correct grammar, punctuation, etc.)
  • Logical, original and insightful
  • Professional organization, style, and mechanics in APA format
  • Submit document through Grammarly to correct errors before submission

For this assessment, you will determine the relevant statistical tests to apply to the analysis of a data set, and then write a 3–4 page interpretation of the results of your analysis.

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For this assessment, you will determine the relevant statistical tests to apply to the analysis of a data set, and then write a 3–4 page interpretation of the results of your analysis.

This assessment will ask you to select, apply, and interpret the results of a variety of statistical tests on a health care data set. This may include tests you have learned about or applied previously in the course, or the new nonparametic t-Test which is presented in the resources for this assessment. The challenge is using what you have learned to determine the best course of action to complete the interpretative tasks the assessment lays out for you. This attempts to mirror real-world situations where the data or statistical analysis could be approached in a variety of different ways. To decide which statistical test to use for the various dependent variables to be analyzed, one must first know more about the data type (measurement level) within those variables.

Overview

Public health researchers are often involved in collaborating in the design, development, and analysis of community initiatives of varying complexity. While this course alone will not provide sufficient training for you to act as a statistical consultant, it does offer a broad and practice-based analytic foundation that can position you to better understand and more fully contribute to real-world project teams. Building on the basic statistical concepts and analytical techniques of the previous units, this assessment is an opportunity to use your cumulative quantitative-analysis skills to address a broad set of real-world research questions.

Demonstration of Proficiency

By successfully completing this assessment you will address the following scoring guide criteria, which align to the indicated course competencies.

  • Competency 2: Apply appropriate statistical methods using common software tools in the collection and evaluation of health care data.
    • Perform the most appropriate parametric or nonparametric test to answer each question.
  • Competency 3: Interpret the results and practical significance of statistical health care data analyses.
    • Assess the assumption of normal distribution prior to analysis.
    • Appropriately interpret the statistical output (such as estimate, p-value, confidence interval, and effect size) resulting from each statistical test.
    • Summarize the clinical implications, significance, and potential limitations of the study data and outcomes.
  • Competency 4: Assess the quality of quantitative research methods reported in peer-reviewed health care literature.
    • Describe the practical significance of the results of statistical tests.
  • Competency 5: Address assignment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
    • Articulate meaning relevant to the main topic, scope, and purpose of the prompt. 
    • Apply APA formatting to in-text citations and references.

Instructions

Complete the following for this two-part assessment.

Software

The following statistical analysis software is required to complete your assessments in this course:

  • IBM SPSS Statistics Standard or Premium GradPack, version 22 or higher, for PC or Mac.

You have access to the more robust IBM SPSS Statistics Premium GradPack.

Please refer to the Statistical Software page on Campus for general information on SPSS software, including the most recent version made available to Capella learners.

Part 1: Yoga and Stress Study Statistical Tests
  1. Use the Yoga Stress (PSS) Study Data Set [XLSX] to determine the measurement level of data of the dependent or outcome variable (Psychological Stress Score) you are analyzing.
    • Is the data categorical, ordinal, or interval or ratio?
  2. Before performing any statistical tests, you must determine which tests would be most appropriate for your data type.
    • Perform a preevaluation of the data for outliers (all variables) and normal distribution (only dependent variables) as you have done previously.
    • Use How to Choose a Statistical Test [PPTX] as general guidance in helping you to decide which test to use.
    • Use the readings, media, resources, and textbook as guides to perform an analysis of the selected variables.
  3. Perform and interpret an appropriate series of statistical tests (including preanalytical testing for outliers and normal distribution of data) that answer the following research questions:
    • How would you quantitatively describe the study population?
      • Summarize the primary demographic data using descriptive statistics.
    • Is there any association between gender and race in this military study?
      • Perform an appropriate chi-square analysis.
  4. Perform preliminary assessment of the data, then compare pretest to post-test scores.
    • In total population being studied, what was the effect of the yoga intervention on stress?
  5. Provide the SPSS “.sav” output file that shows your programming and results for this assessment.
Part 2: Interpretive Report
  1. Summarize the clinical implications related to the statistical outcomes for each of the questions above.
  2. Describe potential limitations of the study (Part 1, number 3).

Additional Requirements

  • Length: Your paper will be 3–4 typed, double-spaced pages of content plus title and reference pages.
  • ​Font: Times New Roman, 12 points.
  • APA Format: Your title and reference pages must conform to APA format and style guidelines. See the APA Module for more information. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.

Refer to the helpful links in Resources as you prepare your assessment.

Please review the assessment scoring guide before completing your submission. The requirements outlined above correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance-level descriptions for each criterion to see how your work will be assessed.

NU560-WEEK5-DISCUSSION1-REPLY2

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Change Agent

To purpose and use evidence-based practice in promoting positive outcomes, change is inevitable. As much as “change is vital to progress in evidence-based nursing practice, there are many complexities associated with transforming plans into action and attempts at change often fail because change agents take an unstructured approach to implementation” (Mitchell, 2013). I believe I can be a change agent by “carrying out a calculated, purposeful and collaborative effort to guide others to move from a process focus to an outcome focus” (Mitchell, 2013).

Relationship to the area of practice

I work in an acute care setting where most of the patients have a therapeutic indication for indwelling urinary catheters (IUC). We have a CQI team which I am part of, as a change agent and member of the CQI, it is my responsibility to see that to the pre-assessment and monitoring of patient on IUC. IUC must have a physician’s order, then a urinary catheter assessment bundle must be filled and signed by two registered nurses after assessing the patient and reviewing his or her chart for allergies to latex or silicone and a therapeutic/appropriate indication for the IUC.  Afterward, placement must be done by two nurses with an utmost degree of hand hygiene and sterility. After the catheter placement, a daily assessment is done by the CQI team to identify indications for continued use or discontinuation of the IUC. The CQI team always make sure CDC guideline for CAUTI prevention is followed at all time. Although this process of IUC use was resisted by many, the change was implemented and still in place.

The rationale behind the change from a process focus to an outcomes focus.

Shifting from process to outcome focus especially on the nursing and care of patients is imperative. While a process focus will only explain whether the “procedures, activities or services have been performed rightly and implemented as intended, an outcome focus will explain the results and determines whether the intended outcomes are achieved” (Center for Disease Control and Prevention, n.d). Outcomes focus thus helps to determine the degree to which the nursing care rendered helps to meet the goal and provide evidence-based practice for use thus improves patient care, safety, and recovery.

Top Business Research Paper

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  1. Go to the most current issue of Fortune Magazine’s which has the list of the “Best Businesses for Which to Work.”
  2. Select a company that has adequate resources in the CTC library from which you can research those human relations techniques which make the company a great place to work.
  3. Write a 1500-word paper about those human relations techniques which make the company a great place to work.
  4. The opening section must be a brief history of the company.
  5. The content of the paper must be developed around any four (4) of the following areas listed below:
    • Human Relations Theories Used at the Business 
    • Team Building Practices
    • Motivational Practices
    • Productivity and Quality Improvement Programs
    • Job Design and Job Enrichment Efforts
    • Leadership Theories Used in the Company and the Leaders
    • Communication Within the Company
    • Decision-Making Practices
    • Culture of the Company.

Sources:

  1. There must be at least six sources (You certainly can have more). Sources of information can be books and magazine articles (preferred by the instructor) by authoritative writers or researchers.
  2. You may use your textbook as one source.
  3. Wikipedia and encyclopedias are not acceptable sources.
  4. One of your sources can be the website of the business about which you choose to write. This only counts for one source. All other online sources must be through the CTC Library.
  5. Materials from sources must be cited or designated using Modern Language Association (MLA) standards.
  6. Online sources can only be those from the Central Texas College Library.

Guidelines:

The writing format must be one acceptable to the CTC English Department. Excellent research paper examples may be found in the MLA Style folder found on this page. When in doubt, follow MLA standards. Students should write on a college level. Spelling and punctuation should be perfect. 

Plagiarism is strictly prohibited to include using an assignment you previously submitted in another class for credit in this class. A student can be dismissed from the college for plagiarism. You must cite all words and ideas that are not your own. For more specific information about plagiarism see the Scholastic Honesty folder in the Course Menu.

View the instructions about creating and titling your paper in the assignment instructions below.

When the window for submitting the Research Paper opens, you will submit the paper through SafeAssign. This will check your paper for plagiarism. Any words quoted verbatim, any ideas that are not your own, and any opinions not your own must be cited. You must give the sources of these words, ideas, opinions full credit. Use quotation marks around the words that are quoted.  Otherwise, you are committing scholastic dishonesty and can be a reason for dismissal from the college.

An outline to be followed in the presentation of the research effort.

Plan to use the Online Tutor which is provided at no charge to the student. Check on the announcements for the Writing Lab!

FORMAT:

I.  Cover Page  (Is not included in the word count)

II. Outline of each section  (Is not included in the word count)

III.  Introduction of Research Topic (including a brief history of the company)

IV.  Areas Covered  (any 4 or more of the nine above can be used)

V. Conclusion

VI. Works Cited (Is not included in the word count)

Keep a copy of your research paper for four weeks after the course ends.  This paper is not a cut and paste exercise.

EN 102 Comp Kim Woods

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English Composition II – Week 8 Assignment

Revising an Academic Final Draft

Purpose of assignment: To practice revision skills by revising your Week 6 Rough Draft.

Procedure: For this assignment, you will revise your Rough Draft by considering the feedback you have received from your instructor and fellow classmates. Please note that revision is not the same as fixing-errors. While you are expected to proofread your final paper carefully, you will also need to consider global and local revisions. (See your textbook for definitions of these terms.) The goal is to write the best paper you can, and, while you have received feedback from readers (your instructor and the class), the choices of what and how to revise are up to you.

However, please note that your revision must show significant effort to improve the quality of your writing. This may include (but is not limited to) the following:

·  strengthening your argument

·  narrowing the focus of your topic

·  reconsidering your audience, purpose, or exigence

·  writing a more compelling introduction

·  clarifying your thesis

·  tightening organization

·  using credible sources or more fully integrating the sources you have

·  wrapping up your paper with a satisfying conclusion

·  citing and documenting sources correctly.

*Simply correcting errors does not count as revision. Writing a new paper on a different topic also does not count as revision.

The criteria for this assignment are the same as for your Week 6 Rough Draft:

Purpose of assignment: To compose a rough draft of an academic paper, using exigence, audience, purpose, and research.

Procedure: In previous assignments and discussions, you have selected a topic to write about, explored its exigence, audience, purpose, and researched the topic using credible, scholarly sources. Now you will put it all together into a rough draft.

·  The purpose of your essay (to define, to evaluate, or to propose) will be up to you, but your essay must demonstrate a clear purpose.

·  The audience for your essay can be any group of readers who are affected by or interested in your topic. However, there must be a clear and specific sense of addressed and invoked audiences.

The purpose of this essay is not to prove whether you are right or wrong, but to show that you understand the topic well from multiple angles so you can represent it fairly and contribute in a meaningful way to an ongoing conversation about it. You may think of your essay as an “argument of inquiry”: intended to lead your audience to a deeper understanding of an issue that affects them.

Your rough draft should meet the following guidelines:

1.  Between 900 and 1200 words

2.  Includes quotations, paraphrases, and summaries from four or more scholarly sources representing more than one side of the issue

3.  Qualifies authors (i.e., shows why your sources are credible)

4.  Withholds personal opinion

5.  Is written in third person

6.  Multimodal elements, such as photos or graphics, may be included at your discretion

7.  Includes APA Style in-text citations and a References page

8.  Has been closely edited so it contains few or no mechanical errors

Although you will have a chance to revise this essay for Week 8, understand that writing is a process and that no one “gets it right” on the first draft. For this reason, you should allow yourself plenty of time to work on this paper and even write a few drafts before you submit one for peer review and grading. For more on peer review, see below.

Format: Standard essay format of introduction, body, and conclusion. Your introduction should include a thesis statement that expresses the main point of your essay. For an example of an academic essay, see “Echoes of 1776 in 2011: A Rhetorical Analysis of Nicholas Kristof’s ‘Watching Protesters at Risk’” in Chapter 13 of your textbook.

Format the assignment in APA Style: one-inch margins, page numbers at the top right, title page, in-text citations, and a references page.

Submitting the assignment: Attach your essay as a single file Word document or .pdf file and submit to the W8 assignment drop box.

View your assignment rubric.

Primary Source Analysis 5

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Instructions [EXTRA CREDIT OPPORUNITY]: You can earn up to 5 points total by completing this assignment. The extra credit points will be given based on the overall quality and strength of your analysis. You are expected to use the analytical and critical thinking skills that you have been working to improve through the last few primary source analyses.

  • It is due 5/21 by 11:59pm. 
  • It will NOT be open for late submissions. Extra-credit opportunities are exempt from the late-work policy. Any extra-credit must be submitted by the due date or it will not be graded.

Read the primary source provided and answer the following questions at the bottom. The length of your analysis should be at least a paragraph or more. These assignments should not be answered in only 3-4 sentences. An excellent analysis will be thorough and detailed, providing a lot of in-depth discussion. Use complete sentences and check your grammar/spelling. Submit your answer as a text entry or as a separate file, saved as a word document or PDF. The grading rubric is posted at the bottom of this assignment page. 

What does it mean to analyze and interpret a source?

When you are analyzing a text, you are breaking it down into parts to understand it. You then interpret each part by explaining it in your own words. You look at what it is, what the author meant, who the intended audience is, how ongoing events during that time affected the author’s argument, and why it is significant. As a result, you are doing more than just directly answering the question below.

—————————————————————————————————–

Brochure on the Equal Rights Amendment (1970s)

First proposed in the 1920s, the Equal Rights Amendment to the Constitution was resurrected in the 1970s as an outgrowth of the second wave of feminism. Its language was brief: “Equality of rights under the law shall not be denied or abridged by the United States or by any State on account of sex.” But its implications were anything but simple. It quickly won approval by Congress, but as states debated ratification it aroused a growing storm of protest from conservatives who claimed it would undermine women’s traditional roles as mothers, wives, and homemakers. The National Organization for Women, founded in the 1960s to promote women’s equality, led the campaign for approval, but the amendment failed to gain ratification by the required number of states. In this brochure, the Philadelphia chapter of NOW details the gender inequalities that persisted and outlined what it hoped the ERA would accomplish.

Did You Know . . .

  • Under the U.S. Constitution corporations are considered legal persons, but women are not
  • Women earn on an average 41% less than men
  • A man with an 8th grade education earns as much as a woman with a college degree
  • Women and men do not receive the same benefits under Social Security, although they contribute the same percentage of their income
  • “Equal pay for Equal Work” is based on Title VII of the Civil Rights Act which can be reversed by Congress
  • If a man dies, his widow pays a large tax; if a woman dies her widower pays substantially less
  • A husband controls his wife’s use of “his” credit cards; a wife cannot establish credit in her name
  • Insurance rates are higher for women than for men; loans for house payments, etc. are more difficult for women to obtain than men
  • The military has higher entrance requirements for women, but significantly fewer benefits and opportunities
  • During probate, a joint bank account is considered to be solely the property of the husband
  • Women receive longer jail sentences than men for the same crime
  • Unemployment is twice as high for women as for men
  • There are over 1,795 laws which discriminate against women

The ERA Will . . .

  • Declare women full persons under the law
  • Outlaw discrimination on the basis of sex, establishing constitutionally the legal right of “equal pay for equal work”
  • Provide equal Social Security benefits for women and men at the same retirement age; widowers will receive the same benefits now only received by widows
  • Recognize a housewife’s contribution as a financial resource to the home by not taxing her half of the estate when her husband dies
  • Give married women the right to establish credit, own businesses, buy and control property, and sign contracts
  • Equalize military entrance standards; make military women eligible for equal benefits and opportunities
  • Extend alimony and child support responsibilities to members of either sex, depending on need and ability to pay
  • Establish equal rights for both parties holding joint husband/wife bank accounts during probate
  • Mandate “equal time for equal crime”
  • Strike down laws which restrict rights. If a law protects rights, it will be extended to the other sex

Analyze and interpret the document to answer the following questions:

  1. What kinds of inequality seem to concern NOW the most?
  2. How does the brochure seem to define freedom for women?
  3. Who were the target audience for this brochure? 

TIP: When analyzing a primary source document, consider who, what, when, and why. For example, how does location, current events (of the period), and who the author is play a role in the author’s intent/message? Remember that you are not just answering the question, you are also breaking down parts of the source to analyze and interpret the author’s message.

A successful and strong analysis will provide evidence (specific example from the text/quote) to help explain and support the interpretation. However, do not let the quotes overshadow your own analysis. 

Module 7 Discussion- “Relax, It’s A Joke” Rape Culture Analysis

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Activity Instructions:

“Rape jokes are not jokes. Woman-hating jokes are not jokes. These guys are telling you what they think. When you laugh along to get their approval, you are giving them yours”- Thomas Miller, “Meet the Predators” 

Part One

One of our society’s most interesting cultural artifacts can be found in what we collectively define as “funny”. Although frequently downplayed as “just a joke”, the images, words, and messages we share reveal a great deal about social attitudes and play a tremendous role in what society deems normal and acceptable. The materials from this week in particular highlight the ways that the social construction of humor can construct and reinforce sexual scripts and rape culture.

For this activity, you will describe and discuss a “joke” that introduces or reinforces social sexual scripts and/or rape culture (see the reading by Katharine Ryan for more detailed understanding of these terms). This can be something you have seen in a movie or TV show, a meme or image you have seen on Instagram, a tiktok video, or even a joke told amongst people you know. If it is available online, please share a link or copy of the image.

Your discussion should include analysis of the following by drawing connections to the videos and readings from this week:

  • Explain what the “joke” is saying (or not saying). Think about word choice, punctuation, visual imagery, audience assumptions etc. and discuss what you believe to be its role in contributing to sexual scripts and/or rape culture.
  • Most cultural material has an intended audience (the group it was made for, for example picture books made for children) and an unintended audience (people outside that group who are still experience it, for example the parents who read the books to their children). Who is the intended audience for this joke? How do you know? Who is the unintended audience? What different effects might this meme have for those different audiences? 
  • Where did you see/hear/find this meme/joke? What does this tell you about the intended audience and the expected reaction and message of those who created and/or shared it?
  • What gender assumptions are embedded in the joke? In other words, what gender norms are being represented (or violated)? If the joke also concerns assumptions regarding race, class, sexual orientation, etc., discuss these assumptions as well.
  • What messages does this joke send about masculinity and femininity? How are the messages related to social sexual scripts? In other words, what messages does the joke send about sex, gender, and what members of each gender are supposed to desire and how they are expected to behave?

REQUIRED MATERIAL

https://www.unwomen.org/en/news/stories/2019/11/compilation-ways-you-can-stand-against-rape-culture

https://www.youtube.com/watch?v=SupUmg566js

Nutrition assignment 1

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Assignment 

New creative food label design of a food product in a given scenario.

Description

The learning objectives for this chapter expand upon foundational concepts in nutrition including dietary requirements across the lifespan, applications of food technologies, and food labels. This assignment requires students to design and create their own version of the FDA food label for the following scenario, which includes calculating the Daily Value Percentage (DV %) according to principles introduced in the chapter.

A consumer is buying the product below. For reference, the consumer is a 31-year-old male who works as a Pilates and kickboxing instructor. He works 6-7 hours per day. He has a family history of heart disease on his mother’s side, but is healthy and has no pre-existing conditions himself. 

Product Name: Protein Power Jelly Peas

5 servings per container

Serving size 2/3 cup (15 grams)

Calories: 200

Total fat: 7 grams

Saturated fat: 2 grams

Trans fat: 0 grams

Cholesterol: 15 mg

Sodium: 210 mg

Total carbohydrate: 18 grams

Dietary fiber: 3 grams

Total sugars: 8 grams

Added sugars: 2 grams

Protein: 21 grams

Vitamin A: 4 mcg

Calcium: 170 mg

Potassium: 210 mg 

Iron: 9 mg

Students should not be copying and pasting into an FDA food label template, but rather designing their own version of what they believe is a sufficiently informational label.

Students should be able to answer the following four questions:

  1. Daily Values: what are the daily value percentages of the aforementioned nutrients and components?
  2. Nutrition Facts: what is the relevant nutritional information displayed on the label, such that consumers are able to make well-informed decisions?
  3. Design Choice: what are the differences between your and the FDA’s food labels?
  4. Evaluation: is your food label more or less effective than FDA’s, and how so?

Students should also provide an organized list of APA-formatted citations and sources.

Student Resources/Recommended Readings:

  • Distance Learning Systems 2020 Nutrition eBook, Chapter 1
  • Canva templates and Fotor