Step One of the Community Analysis: Findings From Palm Beach County
When the demonstration program began in 1991, Palm Beach County had a strong economy, a very low unemployment rate (5%), and rapid population growth (Gittell & Vidal, 1998). However, there were significant income and racial disparities among the population between the wealthier areas (e.g., Palm Beach Island along the Atlantic Ocean) and most of the older neighborhoods located along the railroad tracks running parallel to the Intracoastal Waterway. These poor communities had suffered historically from racism and neglect, had the highest concentration of poverty and minorities, and lacked affordable housing, infrastructure, and other community resources (Gittell & Vidal, 1998).
Each consensus organizer was assigned three neighborhoods in which to conduct the community analysis. During Step One, the organizers gathered information about the history and characteristics of the following nine Palm Beach County neighborhoods: Boynton Beach, Delray Beach, Lake Worth, Limestone Creek (located in unincorporated Palm Beach County), Northwest Riviera Beach, Lake Park, Pleasant City, Grandview Heights/Flamingo Park, and Northwood. (The last three neighborhoods are located in the city of West Palm Beach.)
Table 6.4 highlights the main demographic characteristics of the nine neighborhoods from the 1990 and 1992 census data. And, by the way, back in the early 1990s the organizers had to look up the census data by hand—it wasn’t accessible on the Internet yet! Compared to the county as a whole, the nine neighborhoods had significantly lower median household incomes, and a higher minority population. Furthermore, they had higher percentages of renter-occupied and vacant housing and were much poorer than the county as a whole. Pleasant City had the highest percentage of individuals on public assistance (55%) versus the county as a whole (11%).
Table 6.4 Demographic Information—Step One—Community Analysis—Palm Beach County
| |
County Data |
Grandview/Flamingo |
Northwood |
Pleasant City |
Limestone Creek |
NW Riviera Beach |
Lake Park |
Lake Worth |
Boynton Beach |
Delray Beach |
| General Demographics |
|
|
|
|
|
|
|
|
|
|
| Population |
863,518 |
3,506 |
13,704 |
2,084 |
1,944* |
4,643 |
6,704 |
7,278 |
8,442 |
10,126 |
| Race/ethnicity |
|
|
|
|
|
|
|
|
|
|
| |
White |
87% |
53% |
42% |
17% |
2% |
1% |
76% |
53% |
14% |
9% |
| |
Minority |
13% |
47% |
58% |
83% |
98% |
99% |
24% |
47% |
86% |
91% |
| Social Characteristics |
|
|
|
|
|
|
|
|
|
|
| Age 25+ no diploma |
21% |
38% |
34% |
55% |
22%* |
27% |
23% |
38% |
40% |
64% |
| Economic Characteristics |
|
|
|
|
|
|
|
|
|
|
| Median HH income |
$32,524 |
$24,030 |
$24,159 |
$14,845 |
$38,723* |
$17.590 |
$29,159 |
$20,540 |
$22,600 |
$22,141 |
| Unemployment rate |
5% |
14% |
11% |
10% |
17%* |
10% |
19% |
21% |
10% |
8% |
| Labor force part. rate |
43% |
71% |
65% |
61% |
65%* |
69% |
61% |
65% |
63% |
69% |
| Very low income |
N/A |
N/A |
17.4% |
40% |
16.5%* |
30% |
N/A |
N/A |
25% |
25% |
| Low income |
N/A |
N/A |
28% |
40% |
20%* |
30% |
N/A |
N/A |
45% |
40% |
| HH with public assistance |
11% |
7% |
18% |
55% |
4%* |
41% |
10% |
16% |
51% |
53% |
| Housing Characteristics |
|
|
|
|
|
|
|
|
|
|
| Vacancy rate |
9% |
13% |
15% |
24% |
9%* |
12% |
13% |
21% |
13% |
15% |
| Renter occupancy |
25% |
50% |
45% |
84% |
16%* |
42% |
42% |
52% |
35% |
49% |
| Note: The first four neighborhoods are located in the City of West Palm Beach; HH = household. |
*Limestone Creek combined with higher-income area of Jupiter, FL.
Sources: Gittell and Vidal, 1998; U.S. Bureau of the Census, 1990 and 1992.
The consensus organizers discovered that two of the communities (Pleasant City and Lake Worth) both had organizations that were formed to do community development; however, these organizations were relatively new (Gittell & Vidal, 1994). Pleasant City’s group was formed by local pastors and was composed primarily of nonresidents. Lake Worth’s group was formed by the Lake Worth Concerned Citizens, who were primarily white homeowners concerned about the physical deterioration of the community.
None of the other communities had a community development corporation (CDC). Residents and business owners in Delray Beach were very active in local organizations, and were most interested in improving the West Atlantic Avenue area of the city. Residents in Riviera Beach were developing programs to help neighborhood youth stay away from drugs, and were interested in improving the northwest area of the city. The census data on Limestone Creek was skewed because if its inclusion with the higher-income area of Jupiter; however, the organizer was able to better understand the area when he visited and conducted walking and windshield surveys in the community. Limestone Creek was a very small, unincorporated community in northern Palm Beach County with approximately 200 to 300 families, many of whom were longtime residents. While there was clearly a blatant lack of public investment (e.g., lack of paved roads, water and sewer), several residents and church leaders wanted to improve their neighborhood and were interested in the program. Residents and business owners in Boynton Beach were interested in improving a deteriorated section of the community along Martin Luther King Boulevard. The Grandview Heights and Flamingo Park neighborhoods had strong neighborhood leaders working on efforts to fight crime and improve housing; however, these neighborhoods were undergoing a process of gentrification. Northwood was a deteriorated community, but past conflicts among residents and existing groups continued to fester over time. Lake Park was a primarily white community and was brought to the attention of the development team because of its proximity to deteriorated sections of Riviera Beach.
Historically, migrant and domestic workers lived in the lower-income and minority neighborhoods along the railroad tracks in Palm Beach County. For example, many of the domestic workers for the wealthy families in Palm Beach lived in Pleasant City because of its location directly across from Palm Beach. In Limestone Creek, the original settlers were migrant workers for the local orange grove, who decided to make the community their home.
Step one of a community analysis
/in Uncategorized /by adminPurpose: This chapter describes the first step of the community analysis, which includes developing an understanding of a community’s history, socioeconomic and political characteristics, assets, and resources. At this stage, a consensus organizer gathers information about the community, including a community’s history, information on current conditions and how the community has changed over time (i.e., demographic, economic, and social characteristics), and prior relationships with neighboring communities. Several methods for gathering and analyzing information are discussed, including conducting walking and windshield surveys of the neighborhood, securing census data on the community available through the U.S. Census Bureau, and using geographic information systems (GIS). A set of strategic questions are provided to help participants conduct this step of the community analysis. In addition, a case study demonstrates how Step One of the community analysis was applied in a consensus organizing project in Palm Beach County, Florida.
Learning Objectives:
Keywords: community history, socioeconomic characteristics, political characteristics, census data, geographic information systems, windshield survey, assets, resources.
Overall Purpose of Step one of the Community Analysis
The goal of Step One of the community analysis is to gather information about the community, make initial contacts, and get an overall picture of the community’s history, current conditions, assets, resources, and social, economic, physical, and cultural characteristics. Consensus organizers gather information about a community by interviewing residents, and gathering information such as census data. They also get a visual picture of the neighborhood by conducting walking and windshield surveys. Historical and current information on the community is gathered from community and organizational Web sites, newspapers, and interviews with residents and community organizations. Some of the areas to analyze in Step One of the community analysis include:
Gathering Information About the Community
There are a number of resources relating to communities from which information can be gathered. Beyond simply walking around neighborhoods, consensus organizers can collect public and private publications about the community, including newspaper articles, historical records, reports on previous programs, and information from local government, community, and organizational Web sites. Organizers can also ask community members about where the best places are to gather information about the community and where to begin their search. Information about the community can also be gathered by connecting with major institutions and agencies in the community, attending public functions, gathering information from libraries and local planning departments, and reviewing census data. The goal is to canvass all available resources to obtain a diversity of information so that a realistic picture of the community can be painted.
Conducting Walking and Windshield Surveys
A “walking” survey typically involves choosing a location that is an active area of the community (e.g., preferably a business district) and walking through the area during the daylight hours. A “windshield” survey involves driving through the community to get a visual picture of the community. Exactly as the name implies, the organizer drives through the assigned neighborhood and observes and notes what is visible through the windshield.
Typical windshield surveys will give the consensus organizer an overall sense of the neighborhood’s physical conditions, including the condition of the housing, public amenities (e.g., parks and community centers), institutions, or businesses in the area. The physical appearance of a community tells one part of the story and may help fill in gaps that census data do not reveal. For example, you might have census data that show the percentage of homeowners or vacant units in a community, but a visual picture of the neighborhood tells you the condition of the housing. Second, census data may be a few years old, so it’s important to observe demographic patterns. For example, the census may indicate that 10% of the population is Hispanic; however, when you drive around the neighborhood, it appears as if there are more Hispanics in the neighborhood than indicated by the census data. Housing markets and conditions can also change rapidly, particularly in areas affected by gentrification. A windshield survey can be done on a regular basis to determine the status of buildings in a neighborhood. Typically a set of criteria will be determined up front, so that each time the survey is done you are comparing “apples to apples.” For example, government agencies may rate exterior building conditions on a scale of 1 through 5, with 1 being excellent condition and 5 being condemned. By understanding the government’s system, you can examine the ratings on specific buildings, and conduct your own windshield survey to keep up-to-date information on their condition. Community organizers use windshield surveys throughout the organizing process to supplement data and gain important observations about the community.
While windshield surveys have their place, the best way to get to know a neighborhood is to explore it on foot. By walking around the neighborhood, the consensus organizer gets a feel for the community and will naturally meet people along the way. An easy way to do this is to begin by visiting business establishments in the area. You might be surprised at what you will learn about the neighborhood by having lunch at a local café or getting a haircut at the local barbershop or hair salon. You might also find that people you meet at these establishments can help you make connections to residents and other groups.
When conducting the windshield and walking surveys, it is important to use safe practices. If possible, conduct the surveys with at least one other person. It is also a good idea to conduct the surveys with a neighborhood resident, or at least get feedback from people who live and work there (for example, homeowners, clergy, neighborhood leaders, or local business owners) about when it is safe to explore the neighborhood. In addition, contact local community police officers to ask for their advice about when it is safe to explore the community. You should also consider conducting the surveys during daylight hours if you are alone. For example, if you do your tour on a sunny Saturday afternoon, you are likely to see and meet more people. Consider visiting other public spaces where people might congregate, such as a public park, the neighborhood library, or the schoolyard at the beginning or end of the school day. All are great spots to observe and meet people. You may also want to start by attending a public meeting in the neighborhood first, to get feedback from residents about conducting the surveys.
Organizers for the Neighborhood Development Program of the Family Service Association in Dayton, Ohio, once worked in a neighborhood where mistrust was so high it was impossible to have house meetings. Local institutions also had mixed reviews, and all were nonsmoking establishments. One of the community organizers held many of her first organizing sessions in the local laundromat and a doughnut shop. The owners of both businesses were open to the organizer and residents having meetings at their places of business because the organizer had previously built relationships with these owners during a walking tour of the neighborhood. Another community organizer from the Dayton program loved basketball, so he would always look for a pickup game in neighborhoods he was working in. He was able to meet many people right away, and have fun too! One of the other organizers had a sweet tooth. If the neighborhood had a bakery, candy store, or ice cream parlor, that’s where she went first! A neighborhood tour can be fun. As you meet people in the community, your comfort level will rise and you will find yourself naturally spending more time on the block level. Remember to make your first interactions count and build on people’s strengths. Don’t be alarmed that within a short time of your being in the neighborhood, everyone will know who you are.
Gathering and Understanding Census Data
Table 6.1 describes the major types of census data that a consensus organizer might gather in Step One of the community analysis, including the overall demographic characteristics of the neighborhood, and social, economic, and housing characteristics. Make sure you get as up-to-date information as possible from the U.S. Census Bureau and local government planning, housing, community development, and social service departments. The Census Bureau Web site (www.census.gov) allows users to get census track as well as block level data, making it much easier to get specific neighborhood level data. In addition, you may want to compare data over time to illustrate changes that may have occurred in the neighborhood.
Table 6.1 Types of Census Data to Gather on the Community
RESOURCES: www.census.gov; local government planning/community development departments.
Table 6.2 provides a series of questions a consensus organizer might ask as he or she analyzes the data. This data, combined with the information obtained through walking and windshield surveys, interviews, news clippings, and Web sites, should help to paint a picture of the community.
Table 6.2 Strategic Questions Regarding Census Data
Using Geographic Information Systems in the Community Analysis
Geographic information systems (GIS) can help community organizers track their initiatives better, as well as make this information more accessible to residents and other key stakeholders they are working with. GIS allows organizers to capture, store, manipulate, analyze, display, and integrate spatial (e.g., geographic) and nonspatial data (e.g., administrative data such as census data; Maguire, 1991). For example, information on housing conditions, population characteristics, land use, neighborhood institutions and assets, social services, and public safety can be stored and analyzed using GIS (Coulton, 2005).
Consensus organizers can use GIS to map and plot the data collected through the community analysis. Mapping helps create a visual snapshot of the neighborhood that is easy for everyone to understand, from financial stakeholders to residents at a neighborhood meeting. For example, a simple color-coded map depicting homeowners’ properties and rental properties can convey a statistic more quickly than presenting raw numbers. Mapping also becomes a strategic tool in community organizing efforts. For example, Figure 6.1 displays hypothetical information a consensus organizer could collect from his or her initial round of interviews for the community analysis. Figure 6.1 displays the areas of greatest concerns to residents, including housing conditions, crime, and out-of-school youth. Each home in the area is coded to indicate the priority concern of each resident whom the organizer has interviewed. As the organizer continues to develop relationships in the neighborhood, other patterns may emerge; however, the initial snapshot is helpful in building connections among residents regarding common concerns and working with residents to develop initial solutions to address their concerns. For example, Figure 6.1 demonstrates that residents on Catalpa, Ravenwood, Shelton, and Auburn Streets are concerned about crime. Perhaps this is an area where the organizer can begin to bridge relationships between residents and help them develop a small project, such as a neighborhood watch group, to begin to address crime issues.
Figure 6.1 A GIS Mapping—A Tool for Stategic Organizing
Figure 6.2 demonstrates another example, using census data to plot information about children in the neighborhood. The map displays households in the target area with children under age 6, school-age children, and no children. Using this data, the organizer may be able to help residents work with agencies to target programs more effectively. For example, organizers from the Family Service Association in Dayton, Ohio, used a similar map to work with residents to target school-age children for summer programs being offered in their neighborhoods as part of a redevelopment effort. Instead of a generic mailing, a map was developed to display the homes where youth lived who were eligible for the program. The agency developed a door-knocking campaign to get the word out about the program, targeting the homes with eligible children. These strategies produced a tremendous response, and the agency was extremely successful in generating participation in the program.
Figure 6.2 A GIS Mapping—A Tool for Program Planning and Outreach
While data collection and GIS mapping are ongoing strategies that can help inform the organizer’s work and the development of specific organizing strategies, nothing replaces information gathered in “real time.” Neighborhoods are fluid places where change is constant. It is important for the organizer to continue to build relationships as a primary method for gathering information on changes in the neighborhood as they occur, and for uncovering new concerns and issues that residents care about.
Case Study Exercise
Instructions: Read the following case study on the Consensus Organizing Demonstration Program (CODP) and the Palm Beach County, Florida Development Team, which utilized consensus organizing to expand the community development industry in areas where it had not previously existed. This case study will also be used in Chapters 7 and 8 and in the Wrap-Up for Section III. Break into small groups to complete this exercise, and then have a large group discussion to share your answers.
Step One of the Community Analysis: Palm Beach County Development Team
The Consensus Organizing Demonstration Program (CODP) grew out of Mike Eichler’s work with the Local Initiatives Support Corporation (LISC) in the Mon Valley, Pennsylvania and in Houston, Texas (Eichler, 2007). LISC is an intermediary that raises funds nationally from foundations and corporations for community development. LISC uses these funds to match funds that are raised locally by corporations, financial institutions, and foundations. The CODP was designed to test the consensus organizing model in other areas of the country and expand the national community development industry into places where it had not previously existed (Chaskin, Brown, Venkatesh, & Vidal, 2001). The three initial CODP sites included Little Rock, Arkansas, New Orleans, Louisiana, and Palm Beach County, Florida (Eichler). Eichler assisted LISC in selecting these cities by making a series of site visits to conduct a preliminary community analysis, speaking with residents and other individuals familiar with low-income neighborhoods in the area, including corporate, government, social service, and philanthropic leaders (Gittell & Vidal, 1998). The two most important criteria for inclusion in the program were “demonstrated need for community development to give the program credibility, and a pool of motivated prospective volunteers with leadership potential—to permit the program to achieve the desired scale” (Gittell & Vidal, 1998, p. 71). In addition, the potential sites had to have corporate sector leaders who would support the initiative with their time and resources.
Core Strategies and Program Design
The core strategies of the Consensus Organizing Demonstration Program included (Chaskin, Brown, Venkatesh, & Vidal, 2001):
Each CODP site had a local coordinator and three community organizers, whose first job was to conduct a community analysis of nine to 12 potential neighborhoods for the local program (Gittell & Vidal, 1994). The community analysis was intended to create “healthy competition among neighborhoods, establish momentum for organizing efforts in the neighborhoods selected, and further [community]-wide support and enthusiasm for Development Team efforts” (Gittell & Vidal, 1994, p. 7). Six neighborhoods would be selected based on the potential to engage and develop diverse, indigenous leaders, the community’s interest in the program, and residents’ willingness to volunteer to improve their neighborhoods (Gittell & Vidal, 1994). In addition, potential red flags were assessed, including identifying other competing community development efforts and recent negative experiences with community development that would make it difficult to engage volunteers. Other red flags included a blatant lack of public investment in the community.
Step One of the Community Analysis: Findings From Palm Beach County
When the demonstration program began in 1991, Palm Beach County had a strong economy, a very low unemployment rate (5%), and rapid population growth (Gittell & Vidal, 1998). However, there were significant income and racial disparities among the population between the wealthier areas (e.g., Palm Beach Island along the Atlantic Ocean) and most of the older neighborhoods located along the railroad tracks running parallel to the Intracoastal Waterway. These poor communities had suffered historically from racism and neglect, had the highest concentration of poverty and minorities, and lacked affordable housing, infrastructure, and other community resources (Gittell & Vidal, 1998).
Each consensus organizer was assigned three neighborhoods in which to conduct the community analysis. During Step One, the organizers gathered information about the history and characteristics of the following nine Palm Beach County neighborhoods: Boynton Beach, Delray Beach, Lake Worth, Limestone Creek (located in unincorporated Palm Beach County), Northwest Riviera Beach, Lake Park, Pleasant City, Grandview Heights/Flamingo Park, and Northwood. (The last three neighborhoods are located in the city of West Palm Beach.)
Table 6.4 highlights the main demographic characteristics of the nine neighborhoods from the 1990 and 1992 census data. And, by the way, back in the early 1990s the organizers had to look up the census data by hand—it wasn’t accessible on the Internet yet! Compared to the county as a whole, the nine neighborhoods had significantly lower median household incomes, and a higher minority population. Furthermore, they had higher percentages of renter-occupied and vacant housing and were much poorer than the county as a whole. Pleasant City had the highest percentage of individuals on public assistance (55%) versus the county as a whole (11%).
Table 6.4 Demographic Information—Step One—Community Analysis—Palm Beach County
Sources: Gittell and Vidal, 1998; U.S. Bureau of the Census, 1990 and 1992.
The consensus organizers discovered that two of the communities (Pleasant City and Lake Worth) both had organizations that were formed to do community development; however, these organizations were relatively new (Gittell & Vidal, 1994). Pleasant City’s group was formed by local pastors and was composed primarily of nonresidents. Lake Worth’s group was formed by the Lake Worth Concerned Citizens, who were primarily white homeowners concerned about the physical deterioration of the community.
None of the other communities had a community development corporation (CDC). Residents and business owners in Delray Beach were very active in local organizations, and were most interested in improving the West Atlantic Avenue area of the city. Residents in Riviera Beach were developing programs to help neighborhood youth stay away from drugs, and were interested in improving the northwest area of the city. The census data on Limestone Creek was skewed because if its inclusion with the higher-income area of Jupiter; however, the organizer was able to better understand the area when he visited and conducted walking and windshield surveys in the community. Limestone Creek was a very small, unincorporated community in northern Palm Beach County with approximately 200 to 300 families, many of whom were longtime residents. While there was clearly a blatant lack of public investment (e.g., lack of paved roads, water and sewer), several residents and church leaders wanted to improve their neighborhood and were interested in the program. Residents and business owners in Boynton Beach were interested in improving a deteriorated section of the community along Martin Luther King Boulevard. The Grandview Heights and Flamingo Park neighborhoods had strong neighborhood leaders working on efforts to fight crime and improve housing; however, these neighborhoods were undergoing a process of gentrification. Northwood was a deteriorated community, but past conflicts among residents and existing groups continued to fester over time. Lake Park was a primarily white community and was brought to the attention of the development team because of its proximity to deteriorated sections of Riviera Beach.
Historically, migrant and domestic workers lived in the lower-income and minority neighborhoods along the railroad tracks in Palm Beach County. For example, many of the domestic workers for the wealthy families in Palm Beach lived in Pleasant City because of its location directly across from Palm Beach. In Limestone Creek, the original settlers were migrant workers for the local orange grove, who decided to make the community their home.
Questions About the Case Study on Palm Beach County
Field Exercise
Instructions: For this field assignment, select a neighborhood in which you will conduct an actual community analysis, and subsequently work with residents to design a consensus organizing intervention. You will use the same neighborhood to complete Steps Two and Three of the community analysis in field exercises in Chapters 7 and 8. Potential neighborhoods could include:
At this stage of the community analysis, gather census data, information on community resources, and historical information. In addition, conduct both a “walking” and a “windshield” survey of the targeted neighborhood. For the walking survey, choose a location that is an active area of the community (e.g., preferably a business district) and walk through the area during the daylight hours. For the windshield survey, drive through the community and get a visual picture of the community. Create your own tables to present the demographic information from the census data comparing the data over time (e.g., the year 2005 with 1995). UseTables 6.1, 6.2, and 6.3 to assist you in conducting this step of the community analysis.
Suggestions for Students
Students completing this assignment could use it for a number of purposes, including:
Suggestions for Practitioners
Practitioners could use this assignment for a number of purposes, including:
Use the following questions to write up an overall summary of your findings, including:
References
Chaskin, R. J., Brown, P., Venkatesh, S., and Vidal, A. (2001) Building community capacity. New York: Aldine De Gruyter.
Coulton, C. (2005). The place of community in social work practice research: Conceptual and methodological developments.Social Work Research, 29(2), 73–86.
Eichler, M. (2007). Consensus organizing: Building communities of mutual self-interest. Thousand Oaks, CA: Sage.
Gittell, R., & Vidal, A. (1998). Community organizing: Building social capital as a development strategy. Thousand Oaks, CA: Sage.
Gittell, R., & Vidal, A. (1994). Community organizing as a development strategy: Interim report on Palm Beach County. New York: Graduate School of Management and Urban Policy, New School for Social Research.
Maguire, D. J. (1991). An overview and definition of GIS. In D. J. Maguire, M. F. Goodchild, & D. W. Rind (Eds.), Geographic information systems: Principles and applications, Vol. 1, Principles (pp. 9–20). New York: John Wiley & Sons.
U.S. Bureau of the Census. (1992). Census of population and housing, 1990. STF3A. Washington, DC: Author.
A brief explanation of the effect hope might have on a health issue
/in Uncategorized /by adminHow would you define hope? What does hope look like? Hope is difficult to describe and it is even harder to measure. Yet it is the foundation of your goals and in action it is exhibited in your desires. Hope has emotional elements in its sense of positive expectation even when the situation is uncertain, perhaps even dire. What gives those diagnosed with a terminal illness the strength to endure debilitating treatments such as chemotherapy or kidney dialysis? Maybe you know individuals who cope with diseases that have a grave impact on their quality of life. Yet they continue to pursue life to the fullest, often pushing the boundaries of their illness. Hope for an improved outcome offers to many the strength to face the most challenging of health crises. From the moment you wake up, the desire for a positive outcome exists in every action you take. That desire for a positive outcome and the belief in the possibility that a positive result will happen are characteristics of hope. Hope is why you might take on challenges and hope is why you might look forward to a better future. However, hope is often taken for granted until it is lost. How do you regain hope, and what is its impact on your health?
For this Discussion, review this week’s Learning Resources, including the handout titled “Hope: The History, Its Application, and How to Regain It.” Complete the Herth Hope Index. As you complete the index, reflect on what the potential answers to the assessment items might reveal about an individual’s ability to hope when experiencing challenging situations. Then research two articles on the effects of hope on a specific health issue of your choice. Also consider how a patient suffering from the health issue you chose might be able to generate or sustain hope in coping with the health issue. Finally, reflect on the impact hope might have on stress response and the immune response system.
APA format with reference
Bios 256 final exam | Biology homework help
/in Uncategorized /by adminBIOS256 Final Exam
BIOS256 Final Exam
Name:_________________________________
1
The urinary system does all of the following, except it
A
secretes excess glucose molecules
B
regulates blood volume
C
contributes to stabilizing blood pH
D
eliminates organic waste products
E
regulates plasma concentrations of electrolytes
2
Conical structures that are located in the renal medulla are called
A
pyramids
B
renal columns
C
renal pelvises
D
nephrons
E
calyces
3
The region known as the macula densa is part of
A
the proximal convoluted tubule
B
the distal convoluted tubule
C
the collecting duct
D
the ascending loop of Henle
E
Bowman’s capsule
4
The cells of the macula densa and the juxtaglomerular cells form the
A
renal corpuscle
B
filtration membrane
C
loop of Henle
D
juxtaglomerular apparatus
E
afferent arteriole
5
A glomerulus is
A
the expanded end of a nephron
B
a knot of capillaries that lies within the renal corpuscle
C
the portion of the nephron closest to the renal corpuscle
D
the portion of the nephron that attaches to the collecting duct
E
the horseshoe-shaped segment of the nephron
6
The following is a list of the blood vessels that carry blood to the kidney.
1. afferent arteriole
2. arcuate artery
3. interlobar artery
4. renal artery
5. glomerulus
6. interlobular artery
7. efferent arteriole
8. peritubular capillary
The proper order in which blood passes through these vessels is
A
4, 6, 2, 3, 1, 5, 7, 8
B
4, 3, 2, 6, 1, 5, 7, 8
C
4, 3, 2, 6, 7, 5, 1, 8
D
4, 6, 2, 3, 7, 5, 1, 8
E
4, 3, 6, 2, 1, 5, 7, 8
7
The process of filtration is driven by
A
active transport
B
blood osmotic pressure
C
blood hydrostatic pressure
D
renal pumping
8
The mechanisms for maintaining the solute concentration gradient in the renal medulla require
A
active transport of sodium and chloride ions from the ascending limb of the loop of Henle
B
active transport of sodium and chloride ions from the ascending limb of the vasa recta
C
the ascending limb of the loop of Henle to be permeable to water
D
the vasa recta to be impermeable to water
E
both A and B
9
Which of the following is greater?
A
the concentration of solute in the filtrate at the beginning of the loop of Henle
B
the concentration of solute in the filtrate at the bottom of the descending limb of the loop of Henle
10
The antidiuretic hormone
A
increases the permeability of the collecting ducts to water
B
is secreted in response to low concentrations of potassium ions in the extracellular fluid.
C
causes the kidneys to produce a larger volume of relatively solute-free urine
D
helps regulate the concentration of potasium ion in the interstitial space
E
is sensitive to changes in the blood concentrations of both sodium and potassium
11
In the loop of Henle
A
water is secreted into the descending limb
B
sodium and chloride ions are actively transported out of the ascending limb
C
the ascending limb is very permeable to water
D
the filtrate in the descending limb becomes more and more hypotonic
E
filtrate is produced
12
Which hormone stimulates the thirst mechanism most?
A
ADH
B
aldosterone
C
ANP
D
BNP
E
natriuretic peptide
13
All of the following are components of ECF, except
A
cerebral spinal fluid
B
peritoneal fluid
C
lymph
D
aqueous humor
E
plasma
14
Which hormone plays a role in determining the rate of sodium absorption and potassium loss?
A
ADH
B
aldosterone
C
ANP
D
BNP
E
natriuretic peptide
15
You are caring for a patient who has been vomiting and having diarrhea for the past five days. You suspect that his electrolyte levels are
A
normal
B
elevated
C
the same as upon admission
D
decreased
E
noncritical
16
Which hormone affects the osmotic concentration of urine without affecting any ion levels?
A
ADH
B
aldosterone
C
ANP
D
BNP
E
natriuretic peptide
17
The most common problems with electrolyte balance are caused by an imbalance between gains and losses of
A
calcium ions
B
chlorine ions
C
potassium ions
D
sodium ions
E
magnesium ions
18
The higher the plasma concentration of aldosterone, the more efficiently the kidney will
A
conserve sodium ions
B
retain potassium ions
C
stimulate urinary water loss
D
secrete greater amounts of ADH
E
all of the above
19
Angiotensin II produces a coordinated elevation in the ECF volume by
A
stimulating thirst
B
causing the release of ADH
C
triggering the production and secretion of aldosterone
D
A and B
E
A, B, and C
20
Renal failure can result in
A
decreased urea
B
hyponatremia
C
hyperkalemia
D
hypokalemia
E
none of the above
21
Intracellular fluid (ICF) is found in
A
blood vessels
B
lymph
C
the cells of the body
D
the interstitial space
E
the cerebrospinal fluid
22
The principal cation in intracellular fluid is
A
sodium
B
potassium
C
calcium
D
magnesium
E
chloride
23
When water is lost, but electrolytes are retained
A
the osmolarity of the ECF falls
B
osmosis moves water from the ICF to the ECF
C
both the ECF and the ICF become more dilute
D
there is an increase in the volume of the ICF
E
both A and D
24
Consuming a meal high in salt will
A
drastically increase the osmolarity of the blood
B
result in a temporary increase in blood volume
C
decrease thirst
D
cause hypotension
E
activate the renin-angiotensin mechanism
25
Aldosterone
A
is secreted in response to elevated levels of sodium in the blood
B
promotes sodium retention in the kidneys
C
helps decrease blood volume
D
increases the concentration of sodium in urine
E
functions in pH regulation
26
When the level of sodium ion in extracellular fluid decreases,
A
osmoreceptors are stimulated
B
a person experiences an increased thirst
C
more ADH is released
D
there is an increase in the level of aldosterone
E
there is an increase in the level of atrial natriuretic factor
27
Excess potassium ion is eliminated from the body by
A
sweating
B
the kidneys
C
the liver
D
the digestive system
E
the spleen
28
The amount of potassium secreted by the kidneys is regulated by
A
ADH
B
aldosterone
C
parathormone
D
atrial natriuretic factor
E
cortisol
29
Calcium reabsorption by the kidneys is promoted by the hormone
A
calcitonin
B
calcitriol
C
aldosterone
D
cortisol
E
ADH
30
Each of the following statements concerning chloride ions is true, except that
A
chloride ions are the most abundant anions in the ECF
B
chloride ion concentrations in the ICF are usually low
C
chloride ions are absorbed along the digestive tract in the company of sodium ions
D
large amounts of chloride ions are lost each day in the urine
E
chloride ions are lost in perspiration
31
The primary role of the carbonic acid–bicarbonate buffer system is to
A
buffer stomach acid
B
buffer carbonic acid formed by carbon dioxide
C
prevent pH changes caused by organic and fixed acids
D
buffer the urine
E
increase the amount of carbonic acid during ventilation
32
Acidosis can cause all of the following, except
A
coma and death
B
peripheral vasoconstriction
C
cardiac arrhythmias
D
heart failure
E
It can cause all of the above
33
Hypoventilation would cause
A
respiratory acidosis
B
respiratory alkalosis
C
metabolic acidosis
D
metabolic alkalosis
34
In response to respiratory alkalosis, the
A
respiratory rate increases
B
tidal volume increases
C
kidneys conserve bicarbonate
D
kidneys secrete more hydrogen ions
E
body retains more carbon dioxide
35
Prolonged vomiting can result in
A
respiratory acidosis
B
respiratory alkalosis
C
metabolic acidosis
D
metabolic alkalosis
36
A person with emphysema will exhibit signs of
A
respiratory acidosis
B
respiratory alkalosis
C
metabolic acidosis
D
metabolic alkalosis
37
A person with chronic diabetes will exhibit signs of
A
respiratory acidosis
B
respiratory alkalosis
C
metabolic acidosis
D
metabolic alkalosis
38
A person who chronically consumes large amounts of antacids to settle an upset stomach may risk
A
respiratory acidosis
B
respiratory alkalosis
C
metabolic acidosis
D
metabolic alkalosis
39
To survive, humans must maintain a normal volume and composition of
A
ECF
B
body fluids
C
ICF
D
plasma
E
all of the above
40
A _____ acid is an acid that can leave solution and enter the atmosphere
A
fixed
B
organic
C
volatile
D
level
E
short
41
The reproductive system
A
produces gametes
B
stores and transports gametes
C
nourishes gametes
D
A and B only
E
all of the above
42
Projections of the tunica albuginea, known as septae, divide the testis into
A
seminiferous tubules
B
straight tubules
C
lobules
D
interstitial areas
E
the tunica albuginea and the testis proper
43
Straight tubules originate at the seminiferous tubules and form a maze of passageways called the
A
epididymis
B
ductusdeferens
C
rete testis
D
efferent ducts
E
ejaculatory ducts
44
The spermatic cord is
A
a dense layer of connective tissue that surrounds the testis
B
a bundle of tissue that contains the ductus deferens and the blood vessels, nerves, and lymphatics that serve the testis.
C
a narrow opening that links the scrotal chamber with the peritoneal cavity
D
the external marking of the boundary between the two chambers of the scrotum.
E
a layer of smooth muscle in the skin of the scrotal sac.
45
Interstitial cells produce
A
sperm
B
inhibin
C
nutrients
D
androgens
E
androgen-binding protein.
46
The sustentacular cells of the seminiferous tubules do all of the following, except that they
A
maintain the blood–testis barrier
B
support spermiogenesis
C
secrete inhibin
D
secrete testosterone
E
secrete androgen-binding protein
47
Sperm production occurs in the
A
ductusdeferens
B
seminiferoustubules
C
epididymis
D
seminal vesicles
E
rete testis
48
Sperm develop from stem cellscalled
A
spermatogonia
B
primary spermatocytes
C
secondary spermatocytes
D
spermatids
E
spermatozoa
49
As developing sperm cells begin the process of meiosis, they become
A
spermatogonia
B
spermatocytes
C
spermatids
D
spermatozoons
E
Sertoli cells
50
The cells that are formed at the end of meiosis are called
A
spermatogonia
B
primary spermatocytes
C
secondary spermatocytes
D
spermatids
E
spermatozoa
51
Sperm are moved along the ductus deferens by
A
hydrostatic force
B
ciliary action
C
peristaltic contractions
D
suction
E
segmental movements
52
The following is a list of structures of the male reproductive tract.
1. ductus deferens
2. urethra
3. ejaculatory duct
4. seminal vescicle
The order in which sperm pass through these structures from the testes to the penis is
A
1, 3, 4, 2
B
4, 3, 1, 2.
C
4, 1, 2, 3
D
4, 1, 3, 2.
E
1, 4, 3, 2
53
The structure that carries sperm from the seminal vesicle to the urethra is the
A
ductusdeferens
B
epididymis
C
seminal vesicle
D
ejaculatory duct
E
corpus cavernosum
54
The tubular structure that produces a secretion that contains fructose, prostaglandins, and fibrinogen is the
A
prostate gland
B
bulbourethral gland
C
seminal vesicle
D
corpus cavernosum
E
preputial gland
55
The structure that surrounds the urethra and produces an alkaline secretion is the
A
seminal vesicle
B
bulbourethral gland
C
prostate gland
D
preputial gland
E
Bartholin’s gland
56
Seminal fluid contains all of the following, except
A
spermatozoons
B
seminal fluid
C
prostaglandins
D
fructose
E
enzymes
57
The male organ of copulation is the
A
urethra
B
ejaculatory duct
C
penis
D
corpus cavernosum
E
corpus spongiosum
58
The portion of the penis that surrounds the external urethral meatus is the
A
prepuce
B
glans
C
corpus spongiosum
D
corpus cavernosum
E
corona glandis
59
The erectile tissue that surrounds the urethra is the
A
membranous urethra
B
penile urethra
C
glans penis
D
corpus spongiosum
E
corpus cavernosum
60
The role of the pituitary hormone follicle-stimulating hormone in males is to
A
stimulate the interstitial cells to produce testosterone
B
stimulate the sustentacular cells to produce inhibin
C
initiate sperm production in the testes
D
develop and maintain secondary sex characteristics
E
influence sexual behaviors and sex drive
61
The pituitary hormone that stimulates the interstitial cells to secrete testosterone is
A
FSH
B
LH
C
ACTH
D
ADH
E
GH
62
The broad ligament is
A
an extensive mesentery that encloses the ovaries, uterine tubes, and uterus
B
a thickened fold of mesentery that supports and stabilizes the position of the ovary
C
a pocket formed between the posterior wall of the uterus and the anterior surface of the rectum
D
a structure that attaches the ovary to the wall of the uterus
E
a structure that extends from the lateral surface of the ovary to the pelvic wall
63
The organ that provides mechanical protection and nutritional support for the developing embryo is the
A
vagina
B
uterine tube
C
ovary
D
uterus
E
cervix
64
The round ligaments extend from the
A
base of the uterus and vagina to the lateral walls of the pelvis
B
lateral surface of the uterus to the anterior surface of the sacrum
C
lateral margins of the uterus, through the inguinal canal to the base of the genitals
D
body of the uterus to the fundus
E
cervix of the uterus to the vagina.
65
The muscular layer of the uterus is the
A
endometrium
B
perimetrium
C
myometrium
D
uterometrium
E
sarcometrium
66
Each of the following statements concerning oogenesis is true, except that
A
at the time of birth the ovaries contain only primary oocytes
B
ova develop from stem cells called oogonia
C
an ovum will only complete meiosis if it is fertilized
D
oogenesis occurs continuously from puberty until menopause
E
the first meiotic division is completed just prior to ovulation
67
The surge in luteinizing hormone that occurs during the middle of the ovarian cycle triggers
A
follicle maturation
B
menstruation
C
ovulation
D
menopause
E
atresia
68
A rise in the blood levels of follicle-stimulating hormone at the beginning of the ovarian cycle is responsible for
A
follicle maturation
B
menstruation
C
ovulation
D
menopause
E
atresia
69
During the proliferative phase of the menstrual cycle,
A
ovulation occurs
B
a new functional layer is formed in the uterus
C
secretory glands and blood vessels develop in the endometrium
D
the old functional layer is sloughed off
E
the corpus luteum is formed
70
During the secretory phase of the menstrual cycle
A
ovulation occurs
B
a new uterine lining is formed
C
glands enlarge and accelerate their rates of secretion
D
the old functional layer is sloughed off
E
the corpus luteum is formed
71
During the menses
A
ovulation occurs
B
a new uterine lining is formed
C
secretory glands and blood vessels develop in the endometrium
D
the old functional layer is sloughed off
E
the corpus luteum is formed
72
All of the following are true of the vagina, except that it
A
serves as a passageway for the elimination of menstrual fluids
B
receives the penis during coitus
C
holds spermatozoa prior to their passage to the uterus
D
forms the lower portion of the birth canal
E
loses a portion of its lining during menstrual flow
73
In the mammary gland, milk production occurs in the
A
lobes
B
lobules
C
lactiferous duct
D
lactiferous sinus
E
lactiferous adipose tissue
74
The clitoris is
A
a thin epithelial fold that partially or completely blocks the entrance to the vagina
B
a fleshy fold that encircles the vestibule
C
a mound of fat that is superior to the pubis
D
a mass of erectile tissue located at the anterior margin of the labia minora
E
a shallow recess that surrounds the cervical portion of the vagina
75
The principal hormone(s) secreted by the corpus luteum is/are
A
LH
B
FSH
C
progesterone
D
estrogen
E
estradiol
76
Menstruation is triggered by a drop in the levels of
A
FSH
B
LH
C
relaxin
D
estrogen and progesterone
E
human chorionic gonadotropin
77
The developing follicle cells secrete
A
estrogens
B
progesterone
C
FSH
D
LH
E
GnRH
78
The hormone estradiol does all of the following, except that it
A
stimulates bone and muscle growth
B
maintains female secondary sex characteristics
C
stimulates the symptoms of menopause
D
maintains functional accessory reproductive glands and organs
E
initiates repair and growth of the endometrium
79
All of the following occur at puberty in both sexes, except that
A
levels of FSH increase while levels of LH decrease
B
gametogenesis begins
C
secondary sex characteristics begin to appear.
D
a sex drive develops
E
both A and B
80
The _____ is the inferior portion of the uterus that extends from the isthmus to the vagina
A
body
B
cervix
C
fundus
D
myometrium
E
internal os
82
Which muscle draws the scrotal sac close to the body to control scrotal temperature?
A
dartos
B
inguinal
C
cremaster
D
ductus
E
parietal
83
During which stage of spermatogenesis do the cells begin meiosis?
A
spermatogonia
B
primary
C
first
D
secondary
E
third
84
The primary oocyte and its follicle cell form in the
A
cortex
B
ovarian follicles
C
primordial follicle
D
ovarian cycle
E
follicle cells
85
DNA replicates during
A
meiosis I.
B
prophase II
C
meiosis II
D
anaphase II
E
both A and C
86
Sustentacular cells contain or function in all of the following, except
A
secretions of MIF
B
progesterone-binding protein
C
spermiogenesis
D
supporting meiosis
E
serving as a blood–testis barrier
87
Which is the function of the ovaries?
A
secretion of hormones
B
production of oocytes
C
formation of immature gametes
D
secretion of inhibin
E
all of the above
88
Where does oocyte growth and meiosis I occur?
A
in the cortex
B
within ovarian follicles
C
within the primordial follicle
D
at the ovarian cycle
E
within follicle cells
89
The completion of meiosis in males produces four spermatids, each containing
A
23 chromosomes
B
23 pairs of chromosomes
C
the diploid number of chromosomes
D
46 pairs of chromosomes
E
46 chromosomes
90
Testosterone and other androgens are secreted by the
A
hypothalamus
B
anterior lobe of the pituitary gland
C
sustentacular cells
D
interstitial cells
E
hypophysis
91
The solid ball of cells that is formed after several rounds of cell division following fertilization is called a
A
chorion
B
blastula
C
gastrula
D
morula
E
blastocyst
92
The hormone that increases the flexibility of the symphysis pubis and causes dilation of the cervix during pregnancy is
A
luteinizing hormone (LH).
B
progesterone
C
human chorionic gonadotropin (hCG).
D
human placental lactogen (hPL).
E
relaxin
93
In _____, implantation occurs somewhere other than in the uterus
A
ectopicpregnancy
B
abortion
C
hydramnios
D
placenta previa
E
none of the above
94
Human chorionic somatomammotropin will not be converted to active status without
A
estrogen
B
progesterone
C
placental prolactin
D
only A and B
E
A, B, and C
Prof. moses geek only | Human Resource Management homework help
/in Uncategorized /by adminImagine that you are a member of the HR department of a small retail company and upper management has asked you to create a new employee customer service training class for all new employees.
Write a six to seven (6-7) pages paper in which you:
Your assignment must follow these formatting requirements:
Outline and idea of my paper
/in Uncategorized /by admini want to wrote a research paper of how to controll negative emotions, and after it how can negative emotion can be transfer to positive energy in our day life.
i need some help with thesis statement and out line.also anything can help me write my paper
i have some source i did research from.
http://tinybuddha.com/blog/how-to-deal-with-uncomfortable-feelings/
https://www.verywell.com/how-should-i-deal-with-negative-emotions-3144603
and there’s a book called the positive side of negative emotion
Of the three controls mentioned above which one is used most often in
/in Uncategorized /by adminAccording to the text, controls are established to focus on three areas; performance results (output), the activities that generate performance (behavior), or on the resources used in performance (input). Output controls let others know what is expected to be accomplished and focus on the end result.
Hunger, J. D., & Wheelen, T. L. (2011). Essentials of strategic management (5th ed.). Upper Saddle River, NJ: Pearson Education.
Of the three controls mentioned above which one is used most often in your organization? Give example.
Reference
Wheelen, T.L., Hunger, J.D., Hoffman, A.N. & Bamford, C.E. (2015). Strategic management and business policy: Globalization, innovation and sustainability (14th ed.). Upper Saddle River, NJ: Pearson.
Wk 3 – apply: project metrics
/in Uncategorized /by adminAnswer all on attachment. Thanks.
Use the Balanced Scorecard Template (please open attachment) to:
Explain the following in 350-525 words on the Balanced Score Card Template:
Internet for it governance planning
/in Uncategorized /by adminYou must provide a reference to the site where you found the governance plan, in APA format.
The petrarch’s poems are in the attachment
/in Uncategorized /by adminIdentify one of your favorite passages in Petrarch’s poems and explain why you like it. Using the definition of “humanism” in this module, explain why you think Petrach’s poems are considered “humanist.” Use concrete examples or quotes from the poems to explain your answer.
Bsm 3-2 | Reading homework help
/in Uncategorized /by adminETHICAL EXERCISE
Describe what factors help to create an ethical workplace. Should organizations have a code of ethics? Why or why not? Should good faith determine whether an act is legal or illegal? Provide an example or two.
Through writing this assignment, you will be responsible for using a minimum of 2 scholarly/peer-reviewed sources Textbooks are not considered a scholarly/peer-reviewed source; however, they may still be included as a supplemental reference.
Your assignment is to be a minimum of 500 words.