Discussion Board Forum 2 (Keeley Keasler)Chapter 8 of Vold’s Theoretical Criminology discusses social disorganization that can occur in some neighborhoods due to numerous circumstances. The concept of social disorganization originated in the Chicago School of Criminology, which attempts to link crime directly to neighborhood ecological characteristics (Snipes et al, 2019). Social disorganization is defined as the inability of community members to achieve shared values or to solve jointly experienced problems (Ncjrs.gov, 2003). Social disorganization is a theoretical perspective that explains the ecological differences in levels of crime based on structural and cultural characteristics shaping the nature of the social order across communities (Rengifo, 2017). The overall point of social disorganization is that a person’s location plays a much larger role in predicting criminal activity than one’s own personal characteristics. This theory focuses on how environmental factors can push individuals to commit crime more so than the other theoretical perspectives we have learned about thus far in this course. There are many factors discussed throughout chapter 8 of the text that act as instigators of social disorganization that eventually result in crime. Community characteristics that can be found in a socially disorganized neighborhood include poverty, high rates of residential instability, ethnic diversity, population density, economic status, and the lack of individuals putting effort into making the area a safer place (Ncjrs.gov, 2003). Peer-reviewed research has shown specific observations of these characteristics existing in these communities that act as contributors to individuals living there turning to crime. One example that was found among researchers studying urban areas struggling from poverty was juvenile violence often grows higher as rates of residential instability increases (Snipes et al, 2019, p. 187). This is due to the inhabiting population constantly changing, leading to the residents developing fewer ties to the environment and people around them there, thus they do not feel the need to participate in community organizations (Ncjrs.gov, 2003). Sampson’s theory of collective efficacy supports this idea of the negative results of residences not working to benefit their neighborhoods as a whole by maintaining order (Snipes et al, 2019, p. 188). Sampson described collective efficacy as the neighborhoods ability to maintain order in public spaces, and the areas that possess the factors mentioned throughout this paragraph lead to the members of the neighborhood having no collective efficacy over their community (Snipes et al, 2019). Researchers have found that ethnic diversity can also play a role in social disorganization due to the lack of shared experiences, lack of communication shared among the groups, and the overall differences in customs and traditions each group may hold (Ncjrs.gov, 2003). The placement of these areas where people live can also cause frustration and social disorganization within high crime areas. The economic status of an area also plays a role in the creation of social disorganization, but this is less consistent in examples of scholarly research. Researchers like Robert Park and Ernest Burgess established the idea of concentric zones which showed that areas like Zone 1 in their theory are often left to deteriorate and are where the lower income housing is often found (Snipes et al, 2019, p. 181). This zone showed to have a high rate of poverty, as well as, very high rates of residential instability. Clifford Shaw also made some interesting contributions to the theory of social disorganization, he concluded that many parents and neighbors in a socially disorganized neighborhood may either accept or approve of delinquent behavior of the children around them. Sampson and Groove proposed this could be for many reasons like that of parents working multiple jobs in order to take care of their families financially which leaves them unable to properly supervise and discipline their children (Ncjrs.gov, 2003). This is a very common situation that fits under the category of family disruption that causes social disorganization as well. As for personal experiences that happen in the area that I live, there are definitely some of these varying issues that can cause social disorganization in the community. I live in an extremely small community that does not attract big populations of people to come live or just visit because it is lacking in different social attractions that people enjoy in communities. My hometown has very few restaurants and businesses within it which is leading it to somewhat struggle economically. We typically have to travel a couple towns over to get groceries and go out to eat at restaurants. Many people living in my small-town struggle financially as well which undoubtedly leads to other frustrations which can lead to committing crimes. There is not much to do in town to keep youth busy in constructive ways outside of school, which can lead to youth getting themselves into trouble for things like that of underage drinking. I also believe that many of the people in my community lack in the category of collective efficacy because many do not concern themselves with putting in little additional efforts into helping the community. However, there are many quite amazingly generous people living in this community that work hard to make sure that people have clothing and food. Since the pandemic begun, the school in our community has passed out free milk and other food items to help struggling families. The Holy Bible states “Whoever is generous to the poor lends to the Lord, and he will repay him for his deed” (English Standard Version, Proverbs 19:17, 2016). ReferencesNcjrs.gov. (2003). Social Disorganization and Rural Communities – Community Correlates of Rural Youth Violence. https://www.ncjrs.gov/HTML/ojjdp/193591/page1.html.Rengifo, A. F. (2017). Social Disorganization. https://www.oxfordbibliographies.com/view/document/obo-9780195396607-0008.xml.Snipes, J., Bernard, T., & Gerould, A. (2019). Vold’s theoretical criminology (8th ed.). New York, NY: Oxford University Press. The Holy Bible, English Standard Version (2016). Oxford University Press.

Hi :). The following assignment is 4 parts and it has already been completed. I included the instructions below so that you know what the assignment was all about. I have attached the answers in order:1. The first attachment is the original syllabus (pdf or docx file)2. The second attachment is the 2-page written memo that rhetorically analyzes the syllabus (see the lectures on memos and rhetorical analysis). You should focus your analysis on what it does well and what it could improve on, in both layout/design and written language.3. The third attachment is the revised syllabus that takes the form of a 1-page fact sheet (use MS Word to revise it)4. The fourth attachment is the 1-page completion memo that explains how your revisions address the issues you found in your analysis.*Today we had a peer review and two students from my class looked at the document and gave some advice( focus on memo). Please look at the two peer reviews I have attached and make some revisions (as much as you can ).You do not have to install all of their modifications, that is, according to the situation they give in accordance with your own writing to change some on the good. Especially if they jointly give the exact same opinion maybe you need to change it.*I will attach the peer reviews and tips for the revisions once you are selected to work on the assignment since I have reached the maximum amount of files :).Please be sure to carefully follow the directions in the attachment that I have provided.DirectionsThis assignment is designed to encourage you to reflect on the visual design, layout, readability, and organization of a document. It’s also designed to help you think about the rhetorical situation: how documents respond to the needs and goals of both writers and readers in specific contexts.1.Find a syllabus online (preferably one that seems to be hard to use: too long, not well organized, not well designed, etc.).2.Analyze how/whether it meets the needs and goals of readers (students). Also reflect on the goals of the writer (professor) in the syllabus as you perceive them. Some topics to consider: design principles, page design, typography, white space, brevity/clutter/concision, clarity/simplicity, scannability, headings/hierarchy (use Styles), flow/coherence, genre expectations (how should a syllabus look? What are the major sections? What do readers want/need/expect?). We will have course lectures and readings on many of these topics.3.Redesign the syllabus as a one-page (single sided) fact sheet that includes the crucial information that readers (students) need and can find at a glance. To do this, you’ll need to determine the most important information to convey to readers in a way that maintains a high level of readability and scannability. You’ll redesign the layout and rewrite some of the language in the syllabus. Consider a range of readers and a range of contexts (including online readers viewing the syllabus on their phones as well as readers who are taking online classes during the pandemic). Your goal is to make the syllabus more readable, scannable, and accessible to its audience in a highly condensed (single page) format.Deliverables1.The original syllabus (pdf or docx file)2. A 2-page written memo that rhetorically analyzes the syllabus (see the lectures on memos and rhetorical analysis). You should focus your analysis on what it does well and what it could improve on, in both layout/design and written language.3.A revised syllabus that takes the form of a 1-page fact sheet (use MS Word to revise it)4.A 1-page completion memo that explains how your revisions address the issues you found in your analysis.GuidelinesWhat do you want from a syllabus? What do you expect? How do you use a syllabus? Use these questions to help you analyze it and revise it.The original syllabus that you analyze and redesign can come from any department or university but should be written in the English language.Because you won’t be sharing your syllabus revisions outside of class, you won’t need to worry about citing the professor who wrote the syllabus or getting their permission to make changes. Assume that you are working for the professor and have been charged with creating a one-page fact sheet version.Your analysis and redesign should focus on both writing and layout. That is, you should think about how accessible, readable, and scannable the sentences are as well as how well the document is designed (layout, headings, typeface, etc.). In other words, revise the language, organization, structure, and design.Put the needs of students like yourself front and center. How should a syllabus be designed in order to make it highly usable (scannable, readable) for students?If something is missing from the syllabus that you believe is crucial, you should add it and then, in your completion memo explain what you added and why. For example, every syllabus needs an “ADA statement.” If the statement is missing or overly bureaucratic (boilerplate language) in the original, then you should fix that in your revisions.You might find inspiration in your revisions from infographic syllabi. Just keep in mind that some of the fancier design elements of an infographic syllabus are hard to duplicate in MS Word and may be less accessible for some students (e.g. blind students who use assistive technology to read text out loud).Optional: Your one-page redesigned syllabus may use alternative layouts (landscape orientation) and sizes (8.5×14), so long as it can be printed using a standard (dorm) printer.Your redesign can also use a grid (e.g. two columns) in order to organize the information.Imagine that your one-page version of the syllabus will be printed out by students and taped above their desks to provide helpful reminders about a course’s requirements at a glance.Assume that your one-page fact sheet will be a well-designed supplement and not a replacement for the original syllabus.Don’t try to squeeze everything from the original syllabus into your one-page redesign. You’ll have to make some difficult choices about what to include and what to leave out. Remember: Your fact-sheet is like a collection of the most important reminders that students need to know on a daily basis as they juggle multiple courses and assignments.

a reading response about two papers 
After reading the Streeter and Davidson articles I noticed that both held a lot of truth. At the beginning of the Streeter article, he talks about the narrative that society has created about Steve Jobs and his corporation that he built, which is Apple. Some might say that he was a creator and a pioneer for “chasing your dreams” and the never give up attitude, but then there is a narrative that he was creating a capitalist culture within the Apple brand. This makes me curious to which narrative would make the most sense, and if Steve Jobs intended for his company to continue running how its running prior to his death.
One topic that stood out to me was the idea of business celebrity. As Streeter talks about what it means to be a business celebrity, there are underlying factors that could prove this theory to be inaccurate. Steve Jobs gained so much publicity and praise for his innovation and his hard work. The company was basing its culture off Jobs and its hard working and never give up mentality. This could be a problem because the Apple company might not accurately represent the goals and standards of Steve Jobs. “Unix pioneer Dennis Ritchie, for example, who died a few days after Jobs, received almost no note in the mainstream press, though his contributions are described by many insiders as much more essential to modern computing than Jobs’ (Langer, 2011)(pg.5) This quote stood out to me in the sense that Steve Jobs celebrity status was so large, that people who helped and worked with Jobs were not recognized.
Another point of emphasis while reading was the romanticized culture that Jobs created, and other corporations were striving to become. The narrative was that Jobs received all of the praise for his work, but a lot of other key important figures were left behind. One example was Dennis Ritchie and Engelbart, who created the mouse, and the term “hypertext” did not receive any credit leading up to their inventions. In other words, Jobs took credit for his work in the computer industry. It is hard to tell who is genuine or not, but the narrative circulating was that Steve Jobs went through adversity and hardship to get to the success he has now. Same goes for Facebook creator Mark Zuccerberg, while he went against normalicies and created a social media app that he said “he just liked to build” became one of the most elite social media apps in the world.
In the end of the text, Streeter talks about post 2011 status of Jobs and the big tech industries. He explains that America was questioning the economic inequality between these business celebrities and politics. The narrative flipped and we recognize Steve Jobs as a “way of living” such as being fearless and going against the normal and being hard working and never giving up. These were some of the ideas meshed with the name Steve Jobs, and politicians in 2012 were using this vision as their motivating factors to allow Americans to be able to follow this same dream that Steve Jobs had. 

Streeter and Davidson’s articles opened my eyes to various subjects surrounding the Apple Empire, and the former CEO Steve Jobs. After reading both articles, I am walking away with some main points that influence the way I perceive Steve Jobs now.
The first point that caught my attention was included in Streeter’s article, which stated that the media and the public portray Steve Jobs to be a genius. Which given the success he built from the ground up, he proved to the world he is. However, Streeter also included many narratives that argue Jobs was an “inventor, marketer, designer, tweaker, motivator, role model, and tyrant” (Streeter 5). The topic is also referred to as a business celebrity. The media circulated an immense amount of coverage surrounding Steve Jobs as someone who truly lived the American Dream. By working hard and starting Apple from nothing. However, the media also delivered inaccurate messages. This was escalated after Steve Jobs passed away. The media mentioned that he basically invented computers, the mouse, and the internet. These are all facts that were not accurate. To explain, “Malcolm Gladwell (2011) made the case that Jobs’ “true genius” was that he was a “tweaker,” someone who cleverly modified and combined existing technologies, not an inventor” (Streeter 5). This quote was just one example that showcased an opinion of what Jobs did with Apple.
Another aspect that caught my eye was the idea surrounding Jobs was given credit for almost everything that apple produced and made. However, the articles dispute otherwise. “Dennis Ritchie, for example, who died a few days after Jobs, received almost no note in the mainstream press, though his contributions are described by many insiders as much more essential to modern computing than Jobs’ (Langer, 2011).” Dennis Richie was just one example of someone who stood in Jobs’s shadows and did not receive any credit. I know that to this day there are many other CEOs and companies that do the same thing. One example is Elon Musk. He mostly takes all the credit for everything Space X/Tesla accomplishes. While he has started the companies and contributes a lot of ideas- he also has thousands of employees that are scientists, engineers, authentications, astronauts, etc that help him accomplish all his goals for the company.
The articles also mention that Jobs was mostly a marketer, and creator, not an engineer. However, the main point that I am taking away from this subject is that Jobs created apple solely based on passion. He was able to start from the ground up because he knew he could adjust and recreate things that already existed, like the computer, a mouse pad, and the way people streamed music. Because Steve Jobs was so passionate about the potential of recreating something that already exists, do you think that is the premise of Apple’s success? To rephrase, would Apple have been successful without Job’s pure passion?
As I am reading and writing this response, I find it ironic that the way I can do so is by using my apple computer, my air pods, and my iPhone. Given that Apple is still one of the top companies, do you Steve Jobs would be proud of everything the company is producing at this present time? 

⁹Learning Goal: I’m working on a health & medical question and need guidance to help me learn.Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be difficult to properly diagnose. While clients with a bipolar or related disorder will likely have to contend with the disorder indefinitely, many find that the use of medication and evidence-based treatments have favorable outcomes.TO PREPARE:Review this week’s Learning Resources. Consider the insights they provide about assessing and diagnosing mood disorders.Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” (ATTACHED BELOW) document, keeping the requirements of the evaluation template in mind.Consider what history would be necessary to collect from this patient.Consider what interview questions you would need to ask this patient.Identify at least three possible differential diagnoses for the patient.Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?Objective: What observations did you make during the psychiatric assessment? Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).ATTACHED IS THE VIDEO CASE STUDY AND CASE HISTORY REPORT IS LISTED BELOWhttps://video-alexanderstreet-com.ezp.waldenulibra…Name: Mrs. Leslie TilmanGender: femaleAge: 32 years oldT- 97.6 P- 97 R 22 149/98 Ht 5’3 Wt 245lbsBackground: Recently had her first child two months ago. Currently married; stay at homemother after working in retail for 5 years. Grew up with both parents, one sister in Omaha, NE.Completed education through bachelor’s level, studying physics. Previous employment includedresearch science as well as high school substitute teaching for 5 years prior to birth. Noprevious suicidal gestures; has uncle who committed suicide via GSW. She denieddrugs/alcohol; uncle was opioid abuser. Hx of HTN-prescribed labetalol 100mg twice daily,admits to missing doses due to forgetting. No legal hx. Allergies: codeineSymptom Media. (Producer). (2016). Training title 8 [Video]. https://video-alexanderstreetcom.ezp.waldenulibrar…Please note that the video cases may not have all the necessary information needed for your evaluation. Supplementary case histories are provided. Rather than write “not provided” in your evaluations, be sure to use the fact sheets to fill in gaps. For any information still missing, explain what information is needed and why it is important.Select one of the videos under this week’s resources to use for your Assignment this week. Then, access the document “Case History Reports” and review the additional data about the patient in the specific video number you selected.Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?Objective: What observations did you make during the psychiatric assessment? Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

IMPORTANT NOTE REGARDING WORD LIMIT REQUIREMENTS:Please note that each and every assignment has its own word limit.This benchmark assignment assesses the following competencies:Competency 1.4: Apply principles of servant leadership in the formation of cross-cultural partnerships and teams to develop the leadership skills of others in order to establish and support local initiatives within communities. Competency 5.2: Apply principles of leadership, governance, and management, which include creating a vision, empowering others, fostering collaboration and guiding decision making. Competency 6.4: Perform effectively on interprofessional teams. The purpose of this assignment is to utilize the experiences from the week 1-4 CLC assignments to reflect on your applications of the principles of leadership, governance, and management in establishing a plan for a local, community public health intervention and your performance as the member of an interprofessional team.In a 750-1,000 word reflection, discuss the following:Evaluate your performance as a member of the CLC team. Include discussion of how you applied principles of servant leadership and how you applied principles of leadership, governance, and management to create a vision, empower others, foster collaboration, and guide decision making. Provide specific examples of group interactions as support.Think about your interactions with the members of your CLC team. Discuss specific ways you implemented leadership and management skills in ways that helped to develop the leadership skills of others within the group. Provide specific examples to illustrate your ideas. Include discussion of how application of leadership skills, including the tenets of servant leadership, could be applied to the development of cross-cultural partnerships in a public health setting.Reflect upon the intervention and crisis management plan your group developed and consider what you learned about your personal leadership style and traits. As the leader of an interprofessional team, would you feel confident in your ability to execute the plan? Why? Include discussion related to whether you would have to adapt the plans in any way in order to lead and manage the team in a way that fosters trust and allows you to be an agent of change to create a culture of health.General RequirementsYou are required to cite at least FIVE sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the discussion question criteria and public health content.Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.While APA style is required, solid academic writing is expected as well, and documentation of sources should be presented using APA formatting guidelines.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.PLEASE make sure APA citation and permalink for articles are complete and correctPLEASE ANSWER ALL QUESTIONS IN PARAGRAPHS AND MAKE IT COHESIVE AND TRY TO INCORPORATE THE READINGS BELOWPLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.https://apastyle.apa.org/learn/quick-guide-on-refe…Review Chapter 19 in Public Health Leadership: Putting Principles Into Practice.URL:http://www.gcumedia.com/digital-resources/jones-and-bartlett/2014/public-health-leadership_putting-principles-into-practice_3e.php View “Why Good Leaders Make You Feel Safe,” by Simon Sinek (2014), located on the TED website.URL:https://www.ted.com/talks/simon_sinek_why_good_leaders_make_you_feel_safe?language=en Read “Section 4. Building Teams: Broadening the Base for Leadership” of Chapter 13 of Leadership and Management, located on the Community Toolbox website. URL:https://ctb.ku.edu/en/table-of-contents/leadership/leadership-ideas/team-building/main Review “Section 3. Styles of Leadership” of Chapter 13 of Leadership and Management, located on the Community Toolbox website. URL:https://ctb.ku.edu/en/table-of-contents/leadership/leadership-ideas/leadership-styles/main View “Leadership Expert Simon Sinek on Putting Others First,” by CBS This Morning (2014), located on the YouTube website. URL:https://www.youtube.com/watch?v=YNkOKV5xItI&list=PLfoeIlbBnyWtLECFmCAf_u2IUoXbrtuN_&index=2 MUST haveat least 5 citations with the page numbers and 5 references in APA format.(The List of References should not be older than 2016 and should not be included in the word count.) Include at least one scholarly reference and appropriate in-text citations and Address all points on the DQ. One point will be deducted for not addressing each item mentioned above. Remember that presenting someone else’s work as your own is plagiarism. Be sure to support your postings and responses with specific references to the Learning Resources.It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this classI am a stickler for good organization in everything. I do not want to have to dig for your answers. For instance, if an assignment asks you to provide three examples of something, I suggest that you number them 1-3 so I can find them easily. I also expect that when you submit something as a narrative, you pay attention to how you organize your thoughts: use paragraphs with a topic sentence and supporting sentences; and change paragraphs whenever you introduce a new idea. Also, if there are multiple parts to an assignment, use sub-heads within the paper to organize them.To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.References American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th Ed.). Washington, DC: Author.