Source 1: Living Through the Great Depression, 1929–1939
(1) October 1929 saw the start of the Great Depression, a worldwide economic downturn that caused catastrophic declines in industrial production and gross domestic product (GDP) and brought severe unemployment. Industrial production fell 47 percent, and GDP fell 30 percent. By 1933, unemployment in the United States had increased to 25 percent and remained above 14 percent into the 1940s. Those who were still employed were not immune to financial uncertainty, as employers cut workers’ hours to keep as many employees as possible.
(2) The human cost of the Depression cut across class lines, causing suffering to both working-class and middle-class citizens. Nor were farmers spared, as prices fell so low that sometimes crops were left to rot rather than harvested. Many lost their homes or farms because they could not afford to make mortgage payments. Problems with malnutrition, family violence, poor mental health, and poor health care were widespread. Families broke apart for a number of reasons, perhaps the saddest one being that some children chose to leave home to avoid being a burden.
(3) In addition to physical suffering, Americans experienced mental anguish because they believed they had failed; the inability to find work devastated breadwinners. The Depression not only undermined the American belief in the value of hard work as the way to success, but also compromised the consumer basis of American society. Both the free-market economy and social identity suffered dramatically.
Source 2: Movies During the Great Depression
(1) Americans were already in love with movies before the Depression struck. The crippling of the economy meant that theaters’ income suffered, and theater owners advertised giveaways, reduced admission prices, and gave cash prizes to keep patrons coming in the doors. But even in the depths of the Depression, 60 to 80 million Americans went to the movies each week, and there they found temporary distraction from their troubles, reassurance about their society, and glimmers of hope for the future.
(2) During the first half of the Depression, films reflected the despair many Americans felt. Tough gangsters, corrupt lawyers, and cynical journalists filled the silver screen, and even comedies tended to flaunt social conventions. The films of the Marx Brothers, W. C. Fields, and Mae West poked fun at traditional institutions and middle-class values.
(3) Some groups were outraged by such films and agitated for change, and when boycotts looked imminent, Hollywood producers enforced a code of censorship. As a result, in the second half of the Depression, films were different: They looked away from the harshest realities of the Depression and became much more optimistic in outlook. G-men1, detectives, and cowboys represented defenders of the law, not lawbreakers. Hollywood abandoned exposés for screwball comedies featuring the zany antics of eccentric individuals and dramas in which the “little guy” stood up against corruption to do “the right thing.” Some films began showing females as independent career women. Such films fostered a greater sense of optimism and reassured a demoralized nation. They helped people believe that individual success was still possible, that government could protect its citizens, and that Americans were united by their national identity rather than divided by social class.
Source 2: Movies During the Great Depression
(1) Americans were already in love with movies before the Depression struck. The crippling of the economy meant that theaters’ income suffered, and theater owners advertised giveaways, reduced admission prices, and gave cash prizes to keep patrons coming in the doors. But even in the depths of the Depression, 60 to 80 million Americans went to the movies each week, and there they found temporary distraction from their troubles, reassurance about their society, and glimmers of hope for the future.
(2) During the first half of the Depression, films reflected the despair many Americans felt. Tough gangsters, corrupt lawyers, and cynical journalists filled the silver screen, and even comedies tended to flaunt social conventions. The films of the Marx Brothers, W. C. Fields, and Mae West poked fun at traditional institutions and middle-class values.
(3) Some groups were outraged by such films and agitated for change, and when boycotts looked imminent, Hollywood producers enforced a code of censorship. As a result, in the second half of the Depression, films were different: They looked away from the harshest realities of the Depression and became much more optimistic in outlook. G-men1, detectives, and cowboys represented defenders of the law, not lawbreakers. Hollywood abandoned exposés for screwball comedies featuring the zany antics of eccentric individuals and dramas in which the “little guy” stood up against corruption to do “the right thing.” Some films began showing females as independent career women. Such films fostered a greater sense of optimism and reassured a demoralized nation. They helped people believe that individual success was still possible, that government could protect its citizens, and that Americans were united by their national identity rather than divided by social class.
Based on your notes, write an explanatory essay that provides an answer to this question: How can art both reflect social context and help shape it?
Make sure to include relevant details and examples in support of your thesis. Use transition words and phrases that help connect your idea, and develop a conclusion that reaffirms your explanation. Maintain a formal style throughout.
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“The Great Depression: Economic Hardship and Escapism in American Society” Title: The Dual Role of Art: Reflecting and Shaping Social Context
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“The Impact of Social Media on Mental Health: A Critical Analysis of Chapter 4 of ‘The Social Dilemma’”
my topic is the chapter I am choosing for this assignment, please just follow the instructions. i only need one source and it is given in the directions from my instructor please do not use any other source and again I am to only write about the chapter that I chose.
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“Editing Request for Technology Teacher Education Manuscript”
This document that you are requested to edit is additional content for a manuscript in the technology teacher education field. Please edit all the content in the document, including the figure captions. Please contact me if you have any further questions regarding the editing.
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Title: The Ethics of Online Identity Construction: Examining Selective Self-Presentation and Ontological Security in Social Media
Reference http://digital-deadly-sins.theguardian.com/#/Envy/19 “I Fake It On Facebook” ALSO ATTACHED IN PDF FORM
And Reference
Answer the following questions:
How do people construct an identity on social media? Provide examples. Is selective self-presentation occurring?
Is it unethical to create a different version of yourself online? When could it be considered unethical?
What is ontological security and why does it matter? the reference to be found here: MLA 9th Edition (Modern Language Assoc.)
Deana A. Rohlinger. New Mediisoc.)
Deana A. Rohlinger. (2018). New Media and Society. NYU Press -
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Integumentary and Sensory Function: Case Studies and Management Approaches Case Study 1: Integumentary Function 1. Name the most common triggers for psoriasis and explain the different clinical types. The most common triggers for
Discussion 6
Integumentary Function:
K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is generalized and involves large regions on the arms, legs, elbows, knees, abdomen, scalp, and groin. K.B. was diagnosed with limited plaque-type psoriasis at age 35 and initially responded well to topical treatment with high-potency corticosteroids. She has been in remission for 18 months. Until now, lesions have been confined to small regions on the elbows and lower legs.
Case Study Questions
Name the most common triggers for psoriasis and explain the different clinical types.
There are several types of treatments for psoriasis, explain the different types and indicate which would be the most appropriate approach to treat this relapse episode for K.B. Also include non-pharmacological options and recommendations.
Included in question 2
A medication review and reconciliation are always important in all patient, describe and specify why in this particular case is important to know what medications the patient is taking?
What others manifestation could present a patient with Psoriasis?
Sensory Function:
C.J. is a 27-year-old male who started to present crusty and yellowish discharged on his eyes 24 hours ago. At the beginning he thought that washing his eyes vigorously the discharge will go away but by the contrary increased producing a blurry vision specially in the morning. Once he clears his eyes of the sticky discharge her visual acuity was normal again. Also, he has been feeling throbbing pain on his left ear. His eyes became red today, so he decided to consult to get evaluated. On his physical assessment you found a yellowish discharge and bilateral conjunctival erythema. His throat and lungs are normal, his left ear canal is within normal limits, but the tympanic membrane is opaque, bulging and red.
Case Study Questions
Based on the clinical manifestations presented on the case above, which would be your eyes diagnosis for C.J. Please name why you get to this diagnosis and document your rational.
With no further information would you be able to name the probable etiology of the eye affection presented? Viral, bacterial, allergic, gonococcal, trachoma. Why and why not.
Based on your answer to the previous question regarding the etiology of the eye affection, which would be the best therapeutic approach to C.J problem.
Submission Instructions:
You must complete both case studies.
Your initial post should be at least 500 words per case study, formatted and cited in current APA style with support from at least 2 academic sources. -
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Texas Legislature and Your Representation in 78222 Title: Analysis of Texas Bill SB3 (87th Legislative Session) and Its Impact on Teaching Political/Controversial Topics in Schools
The zip code you can use 78222/ Texas
Purpose: The purpose of this assignment is to emphasize the importance of the Texas Legislature, and to introduce you to your members of the Texas Legislature and the work they have done.
Please follow this format:
Copy the question in bold font and then type the answer below it in regular font. Do this for each individual question.
Put a blank line in between your answers.
Do not highlight any portion of your assignment.
Do not give your assignment file a long name.
Do not include spaces when naming your assignment file.
Instructions:
This assignment has 2 parts, so please follow the steps below carefully. The questions you need to answer for the assignment are found within each part of the assignment, and will be labelled as such.
Part A: Who Represents You in the Texas Legislature
Step #1: Watch the following video:
My Vote Don’t Count
Step #2: Find out which Texas House and Senate districts you live in.
a) Go to this website, and type your full address.
b) Write down your Texas House and Senate districts numbers.
Step #3: Find out who is your State Representative.
a) Go to the website of the Texas House of Representatives. From there, click on Members.
b) Find your district number by clicking on the District # drop down menu.
c) Once you have found your State Representative, click on his/her picture to get his/her background information and the district’s information.
Question 1:
Which Texas House district do you live in? Who represents you? What party does he/she belong to?
I highly encourage you to go through their website, so you can read about what they have done and how they have represented you.
(This question is worth 5 points.)
Step #4: Find out who is your State Senator.
a) Go to the website of the Texas Senate. From there, click on Senators.
b) Choose Members from the drop down menu.
c) Find your State Senate District and Senator and click on his/her picture to get their background information and the district’s information.
Question 2:
Which Texas Senate district do you live
in? Who represents you? What party does he/she belong to?
I highly encourage you to go through their website, so you can read about what they have done and how they have represented you.
(This question is worth 5 points.)
Part B:
Step #1:
Question 3: Choose ONE of the following bills:
(This question is worth 10 points in total.)
** Remember to pay close attention to the Legislative Session information. ***
Advice: Don’t bother using Google to complete this assignment. These are controversial bills, so you are better off reading what the bill actually says yourself. Don’t get frustrated if you don’t fully understand what the bill is saying after your first attempt. Take the time to dissect the bill.
OPTION #1:
Bill: HB3
Legislative Session: 88(R) – 2023
** Remember to pay close attention to the Legislative Session information. ***
a) The key provisions of this bill are found on pages 6 to 16 of the PDF file (i.e. enrolled version of the bill). What is the minimum number of armed security officers that must be present in each school/campus during regular school hours? What training is required for those who are not commissioned peace officers? What duties are they prohibited from performing? What is the exemption? (This part of the question is worth 5 points.)
b) According to this bill, what type of training will be required of school district employees who regularly interacts with students? What documentations must a parent/guardian and/or the student’s former school provide before the student can be enrolled? (This part of the question is worth 2 points.)
c) Who is/are the primary author(s) of this bill? (This part of the question is worth 1 point.)
d) When was it introduced? (This part of the question is worth 1 point.)
e) When did this bill become law or become effective? (This part of the question is worth 1 point.)
OPTION #2:
Bill: SB14
Legislative Session: 88(R) – 2023
** Remember to pay close attention to the Legislative Session information. ***
a) According to this bill, what treatments and procedures are prohibited from being given and performed on children? What are the exceptions? List all of them. (This part of the question is worth 5 points.)
b) What will happen to a physician who breaks this law? (This part of the question is worth 2 points.)
c) Who is/are the primary author(s) of this bill? You need to include all the primary authors, and not just the first one on the list. (This part of the question is worth 1 point.)
d) When was it introduced? (This part of the question is worth 1 point.)
e) When did this bill become law or become effective? (This part of the question is worth 1 point.)
Step #2: Do the steps below to look up the information you need for the bill you chose in Step #1.
A) Go to this website. From there, click on Bill Lookup.
B) Type the bill name AND choose the correct Legislature (i.e. legislative session) using the drop down arrow. Then click Submit. R stands for regular session. S stands for special session. It is very important that you choose the correct legislative session, since different bills are introduced in each session.
C) Click on the Text tab and choose the Enrolled version of the bill. This is what the final bill looked like when it passed both houses of the Texas Legislature. Click on the PDF version to read the bill. Here are some tips on how to read Texas bills.
D) Click on the Authors tab. This will give you the name of the legislator(s) who introduced the bill and any legislators who sponsored (i.e. supported it being introduced).
E) Click on the Actions tab.
F) Stay on the Actions tab. Scroll to the very bottom and find the Read First time date. This is the date the bill was introduced in the Legislature.
G) Stay on the Actions tab. Scroll to the top and find the Effective On date. This is the date the bill became law.
Bonus Question (2 points):
This portion of the assignment is optional. You will not be penalized if you get it wrong. Partial credit is possible.
Bill: SB3
Legislative Session: 87(2) – 2021
1. According to this bill, how are teachers supposed to teach political/controversial topics? When and if extra credit is assigned, what cannot be counted towards extra credit?
2. Describe what happens to someone who breaks this new law. Who will punish them? Is it the state OR some other entity? If it’s the state, what charges will be brought up against them (e.g. misdemeanor, felony)? If it’s some other entity, what will happen to those that break the law? -
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Title: “Maximizing Returns and Minimizing Risk: A Hybrid Portfolio Investment Strategy Proposal” Introduction: In today’s dynamic and ever-changing financial market, it is crucial for investors to have a well-diversified and efficient portfolio to
Imagine that you are designing a portfolio investment strategy proposal that is going to be implemented and offered to potential investors/elients of a fund. In this group project, you have to write a portfolio investment strategy proposal. You will have to do your own research to construct and find an interesting portfolio.
You will need to provide a detailed explanation of the chosen portfolio investment strategy, discussing its advantages and disadvantages. Argue why your selected strategy outperforms alternative options. Replicate and backtest the proposed strategy to support your arguments. The write-up should be concise and to the point, with a maximum of 2,000 words.
Address and justify the following questions:
1. Why should the investor follow your portfolio investment strategy over others? Specify if you propose an active, passive, or hybrid approach and explain your reasoning.
2. Quantify the expected excess return, volatility, Sharpe ratio, and other relevant performance measures for your strategy.
3. Is your portfolio investment strategy delivering alpha? Assess whether it exploits a mispric-ing that will be arbitraged away or provides compensation for risk.
4. Quantify the strategy’s performance using risk factor exposures. In other words, estimate alphas and betas using the CAPM and Fama-French three-factor model. Interpret the results.
5. What are the main costs associated with implementing your portfolio investment strategy?
6. Conduct a performance attribution analysis on your portfolio. -
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Constitutional Interpretation Styles Matching Exercise
Module 1: Assignment 4–Constitutional Interpretation styles matching exercise (MO4)
Due Sunday by 11:59pm
Points 6
Submitting a text entry box or a file upload
Attempts 0
Allowed Attempts 2
Instructions: Match each case description with the constitutional interpretation style.
Submission Instructions: Complete and submit the assignment by 11:59 CST on Day 7
Grading rubric: One point for each correct answer.
a. Original Intent
b. Stare Decisis
c Textualism
d. Original Meaning
D.C. v. Heller (2008) case which held that the Second Amendment to the United States Constitution protects an individual’s “right to keep and bear arms” for private use.
Nixon v. United States (1993) challenged the procedures the Senate used to impeach a federal judge, Walter L. Nixon Jr. The entire Senate did not try the case; instead, a special twelve-member committee heard it and reported to the full body. Nixon argued that this procedure violated Article I of the Constitution, which states, “The Senate shall have the sole power to try all Impeachments.”
Planned Parenthood of Southeastern Pennsylvania v. Casey (1992) the Court’s lead plurality opinion upheld the constitutional right to have an abortion in Roe v. Wade but lowered the standard for analyzing restrictions of that right, invalidating one regulation but upholding the others.
Coy v. Iowa (1988) the high court maintained that the right to face-to-face confrontation was the essential intended element of the framer’s Sixth Amendment’s Confrontation Clause.
McDonald v. Chicago (2010) the Court reasoned that rights that are “fundamental to the Nation’s scheme of ordered liberty” or that are “deeply rooted in this Nation’s history and tradition” are appropriately applied to the states through the Fourteenth Amendment.
Wallace v. Jaffree (1985) the Constitutional Founders expected to build the ‘wall of separation’ but the greatest injury of the ‘wall’ notion,” continued Justice Rehnquist, is the mischievous diversion of judges from the actual intentions of the drafters of the Bill of Rights. -
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Title: Management of Bronchiolitis and PDA in a Pediatric After-Hours Clinic
You are working in a large urban pediatric clinic after hours.
A mother brings her 6-month-old daughter, Vivi Mitchell, to the clinic for rhinorrhea, congestion, fever, and cough. Upon assessment, you identify the child has wheezing upon auscultation and on inspection, you identify retractions.
The child is in less than 10th percentile of weight and has a cardiac history of Patent DuctusArteriosus (PDA).
The child is in less than 10th percentile of weight and has a cardiac history of patent ductus arteriosus (PDA).
Born at 36 weeksgestation.
Mother states this child doesn’t go to day care but her two other children ages 2 and 3 do attend daycare.
Temperature: 102.1F, pulse: 140 beats/minute, respirations: 40 breaths/minute, blood pressure: 83/58mmHg, pulse oximeter 96% on room air.
A swab for respiratory syncytial virus (RSV) is positive.
Doctor orders – Nasal bulb suction and nasal saline drops PRN, Tylenol 15mg/kg Q4 PRN for fever, albuterol nebulizer in office and encourage oral fluids as tolerated.
After the albuterol nebulizer treatment, respirations are 36 breaths/minute and oxygen saturation is 100% on room air.
Wheezing has diminished. Mom is an ER nurse and the doctor feels comfortable that client has a nebulizer at home and can return to pediatric after-hours clinic or ER if needed.
Client is discharged with these orders:
Methylprednisolone0.4 mg/kg oral BID for 3
Albuterol Q4 hours for 24 hours, then Q 6 hours for 24 hours, and then Q6 hours as needed. Call doctor if needed prior to the Q4 dose.
Manage fever with Tylenol and continue hydration and nasal bulb suction Q6 hours while awake.
Return for re-evaluation in 3 days.
Instruction
Describe the pathophysiology for bronchiolitis, including the most common causative organism.
Analyze risk factors associated with bronchiolitis.
Choose diagnostic testing for bronchiolitis and support with rationale.
Explain signs and symptoms of bronchiolitis, including specific examples from the scenario.
Describe the pathophysiology of PDA, including why this is significant for this scenario.
Describe the rationale for use and contraindications for each of the prescribed medications.
Select two priority nursing diagnoses for this scenario, including supporting rationale for your choices.
Write two SMART goals for each nursing diagnosis.
Choose two interventions for each goal, including supporting rationale for your choices.
Describe potential short and long-term complications, including specific examples and supporting rationale.
Apply information from the scenario to create a plan for discharge teaching.