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Tag: Model Answer

  • [Solved] Mod.5 Asian Cultural Assessment/Turnitin

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Attachments INCLUDED COURSE BOOK —Giger, J. N., & Haddad, L. (2021). Transcultural Nursing: Assessment and Intervention (8th ed.). St. Louis, MO: Elsevier. ISBN: 9780323695541 Using Giger and Davidhizar's Transcultural Assessment Model, perform a comprehensive assessment of how your ASIAN cultural g…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    Attachments INCLUDED

    COURSE BOOK —Giger, J. N., & Haddad, L. (2021).  Transcultural Nursing: Assessment and Intervention (8th ed.). St. Louis, MO:  Elsevier. ISBN: 9780323695541

    Using Giger and Davidhizar's Transcultural Assessment Model, perform a comprehensive assessment of how your ASIAN cultural group’s beliefs and practices might impact healthcare decision-making, treatment adherence, your communication, your interventions, and your education to align with the patient's cultural values and preferences.

    Utilize your mind map from module 1 and the textbook’s FIG. 1.1 and FIG. 1.2 in Chapter 1 to thoroughly outline your assessment and **expand upon** each of the six cultural phenomena for your selected group.

    **Submission Instructions:**

    – Assignment is to be clear and concise with proper grammar, punctuation and misspelling.
    – Formatted to be current APA style and 4-5 pages in length, excluding the title and references page. Incorporate a minimum of 5 current (published within the last five years) _scholarly journal articles_ or _primary legal sources_(statutes, court opinions) within your work.

    – [\
    \
    CultureInterview.docx](https://www.sweetstudy.com/files/cultureinterview-docx-10266101 "CultureInterview.docx")
    – [\
    \
    AsianOutline.docx](https://www.sweetstudy.com/files/asianoutline-docx-10266103 "AsianOutline.docx")
    – [\
    \
    CultureMindMap.pdf](https://www.sweetstudy.com/files/culturemindmap-pdf-10266105 "CultureMindMap.pdf")
    – [\
    \
    IMG_3183.jpeg](https://www.sweetstudy.com/files/img-3183-jpeg-10266107 "IMG_3183.jpeg")

    – 2 years ago

  • [Solved] Marketing fundamental

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) – Provide an example of a recent purchase experience in which you were dissatisfied because the firm’s Marketing Mix did not meet your expectations. Indicate how the purchase fell short of your expectations. Be …

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    Assignment Prompt & Instructions

    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing)

    – Provide an example of a recent purchase experience in which you were dissatisfied because the firm’s Marketing Mix did not meet your expectations. Indicate how the purchase fell short of your expectations. Be sure to explain whether your expectations were formed based on the firm’s promotion or something else. Finally, how would you advise the firm for the future, based on adjustments to their marketing mix?
    – Distinguish clearly between a Marketing Strategy and a Marketing Mix. Use Kangen K8 to illustrate the concepts (use some of the information in your own words from the uploaded document).
    – What are the social and ethical issues a company should consider when entering a foreign market? Use a specific product/service example to illustrate the concepts.
    – Also use 3 sources in this assignment.

    – [\
    \
    KangenK8.docx](https://www.sweetstudy.com/files/kangenk8-docx "KangenK8.docx")

    – 2 years ago

  • [Solved] M11 chapters 56-57-58

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (7)** – ## ch-56-PPTaccessible.pptx – IMG_0704.png – IMG_0703.png – IMG_0706.png – IMG_0705.png – ch-57-PPTaccessible.pptx – ch-58-PPTaccessible.pptx **## ch-56-PPTaccessible.pptx** Architecture and Interior Design: An Integrated History to the Present First Edition Chapter…

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    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (7)**

    – ## ch-56-PPTaccessible.pptx

    – IMG_0704.png
    – IMG_0703.png
    – IMG_0706.png
    – IMG_0705.png
    – ch-57-PPTaccessible.pptx
    – ch-58-PPTaccessible.pptx

    **## ch-56-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 56

    Late Modern – 1

    Mid 1960s – 1980s

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    P. Experimentation

    Modern expands from single vision of before to new plurality of approaches

    Driven by critiques & failures of Modern Movement; new technologies; consumerism; global community

    Ways to achieve forward thinking design questioned, debated, experimented

    Design more market driven—niche markets, image, branding; designer as celebrity

    New materials, structural techniques, environmental controls, design tools allow designers to create what they can imagine

    Also affecting design: increased regulation, building codes, research, development, environmental concerns

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Late Modern – 1

    New generation of architects & designers reevaluates effectiveness of Modernism & International Style

    Lack applicability to time & users in universal solutions, anonymity, sameness, design flaws & construction problems

    Adopt new design directions & approaches to address complexity, revolutionary changes, plurality, consumerism

    Exaggerate language of International Style

    Minimalism—pared down universalist aesthetic

    High Tech—embraces & celebrates technology

    Pop Modern–consumerism & youth or popular culture

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    3

    Concepts

    Shatters simplicity of Modernism & International Style with multiplicity of design methods to challenge, reassess, reinvent modern design principles

    New design language to address complexity, plurality, diversity of the time

    Importance of individuality, customization, identity & reject static, formalism

    High Tech—combines high style & technology; explores relationship of industry, technology & art

    Minimalism—rejection of rampant consumerism; simplifies & eliminates nonessentials; ties to newly emerging rationalism

    Pop Modern—youth culture; everyday objects; modern materials; mass-production; Pop & Op Art

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    4

    Characteristics and Motifs

    Expanded vocabulary–function, efficiency & practicality plus innovation, individualism, monumentality

    New materials, techniques, prefabrication, mass production

    High Tech—emphasis on building components & systems that appear on buildings & in interiors; prefabricated & industrial materials, color coding

    Minimalism—structure & construction define form; simplicity, repetition, articulation; minimal color, texture, & materials; few details

    Pop Modern—youthful, hip, exciting, novel, colorful, nontraditional; appeal to masses; new materials, shiny finishes, bold patterns

    Motifs—No common motifs; details emphasize innovation, construction, materials; popular culture

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    Architecture

    Unique, individual expressions

    Experimentation with visual form to create conspicuous monuments within environments

    Most common—box of early Modern disappears with curves, angles, indentations, cutouts, exposed structure

    Some have grid that is logical or irrational or both; facades may be solid, glass or combination

    Less design unity; more experimentation with form, individuality

    High Tech—components & systems on exterior; may sweep across façade or cluster

    Minimalism—search for pure form; explore planar geometry; reduce form to essence

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    6

    56.1

    Schulin Jewelry Shop, 1965, 1972-1974; Vienna, Austria; Hans Hollein. Late Modern – 1

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.2

    World Trade Center, 1962-1967; New York, New York; Minoru. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.3

    Pennzoil Place, 1974-1976; Houston, Texas; Philip Johnson and John Burgee. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.4

    Pacific Design Center, Blue Building, 1975-1976; Los Angles, California; Victor Gruen Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.5

    Pompidou Centre, 1971-1977; Paris, France; Richard Rogers and Renzo Piano. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The center has exaggerated the use of color on structural and mechanical systems. It has exposed prefabricated steel supports and trusses. The asymmetry on the facade with a strong grid frame. The emphasis on solid and void, straight and curved lines, and celebration of technology. It has exposed mechanical systems. The building stands out from its environment.

    11

    56.6a

    High Museum of Art, 1980-1983; Atlanta, Georgia; Richard Meier. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has a flat roof. The facade is made of stark white tiles. It has the repetition of square grids on windows. The building used bold geometric forms extensively. The interplay of solid and void relationships, curves, and angles is visible. It has a processional path to the entrance. The building looks like a white sculpture on a green lawn.

    12

    56.6b

    High Museum of Art atrium, 1980-1983; Atlanta, Georgia; Richard Meier. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.7a

    National Gallery of Art, East Building, 1968-1978; Washington D.C.; I. M. Pei. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.7b

    National Gallery of Art, East Building atrium, 1968-1978; Washington D.C.; I. M. Pei. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.8

    Casa Rotunda, 1980-1982; Stabio, Ticino, Switzerland; Mario Botta. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors

    Strong design relationship with exterior

    Structure may be exposed; curving, angled, pierced walls

    Function; industrial technology & materials; modules; spatial layering; solid/void relationships; construction, structure & materials as ornament

    Grid defines & shapes space but may be regular & symmetrical or asymmetrical & irrational or both

    Experiments in space planning leads to new ways of addressing functional requirements, zoning, furniture arrangements

    Many architects design interiors for an integrated whole

    Interior designers deal with renovations of existing spaces & development of new ones

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.9

    Lobby, Hyatt Regency Hotel, 1967-1972; Atlanta, Georgia; John Portman and Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The lobby has wind chimes hanging in the corners of the balconies. The hotel corridors overlook the atrium. The glass elevators are near the center of the atrium. The large sculpture serves as an accent. The restaurant is housed under an umbrella-type canopy located in the atrium. The terrazzo-like flooring helps convey a garden character. The conversation groupings are defined by large plants.

    18

    56.11

    Joe D’Urso Design office, 1970s-1980s; New York, New York. Minimalism. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.12

    Lobby, Morgan’s Hotel, c. 1985; New York, New York; Andrée Putman. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.13

    Vignelli Associates Office, 1986; New York, New York; Vignelli Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.14

    Shoe salesroom, Esprit Clothing Company, 1988; New York, New York; Michael Vanderbyl, Vanderbyl Design. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.15

    Lighting: Tizio desk lamp, 1972; Richard Sapper; and Boalum, c. 1970s; Livio Castiglioni and Gianfranco Frattini; both for Artemide. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings and Decorative Arts

    Mostly two types: contract or office furniture & popular culture

    Office furniture expands, particularly in systems furniture that supports open office planning

    Addresses way people work, technology, computer

    Rational, functional, flexible, durable; refined; machine-made look; no applied ornament; ergonomic

    Pop Modern—addresses consumer & youth

    New materials, bright colors, novelty, disposability, low cost, bold forms; many sizes, shapes, forms

    Readily available—low-cost image or fashion conscious furnishings to suit particular consumer lifestyles

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.16

    40/4 Stacking chair, 1964; U.S. David Rowland for General Fireproofing, Inc. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.17

    Ball or Globe chair, 1963-1965; Finland; Eero Saarinen. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.18

    Chairs, 1966; United States; Warren Platner for Knoll International. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.19

    Malitte, 1966; Italy and the United States; Roberto Sebastian Matta for Knoll International. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.20

    Panton Stacking Chair, 1960-1967; Switzerland and the United States; Verner Panton for Vitra GmbH and Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.21

    Sacco, 1968; Piero Gatti, Cesare Paolini and Franco Teodoro for Zanotta. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.22

    Blow and Joe chairs, 1967, 1970; Italy; De Pas, D’Urbino, and Lomazzi for Zanotta and Poltronova. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.23

    Ergon chair, 1976; United States; Bill Stumpf for Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.24

    Action Office systems from 1964-1968; United States; Robert Probst and details by George Nelson for Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The storage has bumper doors and varies in size and finish. The wall panes have come in various sizes, colors, and heights. The movable desk comes in different finishes. The secretarial chair swivels and adjusts to fit the user. The individual parts can be customized.

    33

    56.25

    Chrome shelving, c. 1980s; Metro. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright

    This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    35

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    **IMG_0704.png**

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    **IMG_0703.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-0703-png-10266307)

    **IMG_0706.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-0706-png-10266309)

    **IMG_0705.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-0705-png-10266311)

    **ch-57-PPTaccessible.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch-57-pptaccessible-pptx)

    **ch-58-PPTaccessible.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch-58-pptaccessible-pptx)

    **ch-58-PPTaccessible.pptx**

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    **## ch-56-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 56

    Late Modern – 1

    Mid 1960s – 1980s

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    P. Experimentation

    Modern expands from single vision of before to new plurality of approaches

    Driven by critiques & failures of Modern Movement; new technologies; consumerism; global community

    Ways to achieve forward thinking design questioned, debated, experimented

    Design more market driven—niche markets, image, branding; designer as celebrity

    New materials, structural techniques, environmental controls, design tools allow designers to create what they can imagine

    Also affecting design: increased regulation, building codes, research, development, environmental concerns

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Late Modern – 1

    New generation of architects & designers reevaluates effectiveness of Modernism & International Style

    Lack applicability to time & users in universal solutions, anonymity, sameness, design flaws & construction problems

    Adopt new design directions & approaches to address complexity, revolutionary changes, plurality, consumerism

    Exaggerate language of International Style

    Minimalism—pared down universalist aesthetic

    High Tech—embraces & celebrates technology

    Pop Modern–consumerism & youth or popular culture

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    3

    Concepts

    Shatters simplicity of Modernism & International Style with multiplicity of design methods to challenge, reassess, reinvent modern design principles

    New design language to address complexity, plurality, diversity of the time

    Importance of individuality, customization, identity & reject static, formalism

    High Tech—combines high style & technology; explores relationship of industry, technology & art

    Minimalism—rejection of rampant consumerism; simplifies & eliminates nonessentials; ties to newly emerging rationalism

    Pop Modern—youth culture; everyday objects; modern materials; mass-production; Pop & Op Art

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    4

    Characteristics and Motifs

    Expanded vocabulary–function, efficiency & practicality plus innovation, individualism, monumentality

    New materials, techniques, prefabrication, mass production

    High Tech—emphasis on building components & systems that appear on buildings & in interiors; prefabricated & industrial materials, color coding

    Minimalism—structure & construction define form; simplicity, repetition, articulation; minimal color, texture, & materials; few details

    Pop Modern—youthful, hip, exciting, novel, colorful, nontraditional; appeal to masses; new materials, shiny finishes, bold patterns

    Motifs—No common motifs; details emphasize innovation, construction, materials; popular culture

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    Architecture

    Unique, individual expressions

    Experimentation with visual form to create conspicuous monuments within environments

    Most common—box of early Modern disappears with curves, angles, indentations, cutouts, exposed structure

    Some have grid that is logical or irrational or both; facades may be solid, glass or combination

    Less design unity; more experimentation with form, individuality

    High Tech—components & systems on exterior; may sweep across façade or cluster

    Minimalism—search for pure form; explore planar geometry; reduce form to essence

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    6

    56.1

    Schulin Jewelry Shop, 1965, 1972-1974; Vienna, Austria; Hans Hollein. Late Modern – 1

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.2

    World Trade Center, 1962-1967; New York, New York; Minoru. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.3

    Pennzoil Place, 1974-1976; Houston, Texas; Philip Johnson and John Burgee. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.4

    Pacific Design Center, Blue Building, 1975-1976; Los Angles, California; Victor Gruen Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.5

    Pompidou Centre, 1971-1977; Paris, France; Richard Rogers and Renzo Piano. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The center has exaggerated the use of color on structural and mechanical systems. It has exposed prefabricated steel supports and trusses. The asymmetry on the facade with a strong grid frame. The emphasis on solid and void, straight and curved lines, and celebration of technology. It has exposed mechanical systems. The building stands out from its environment.

    11

    56.6a

    High Museum of Art, 1980-1983; Atlanta, Georgia; Richard Meier. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has a flat roof. The facade is made of stark white tiles. It has the repetition of square grids on windows. The building used bold geometric forms extensively. The interplay of solid and void relationships, curves, and angles is visible. It has a processional path to the entrance. The building looks like a white sculpture on a green lawn.

    12

    56.6b

    High Museum of Art atrium, 1980-1983; Atlanta, Georgia; Richard Meier. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.7a

    National Gallery of Art, East Building, 1968-1978; Washington D.C.; I. M. Pei. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.7b

    National Gallery of Art, East Building atrium, 1968-1978; Washington D.C.; I. M. Pei. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.8

    Casa Rotunda, 1980-1982; Stabio, Ticino, Switzerland; Mario Botta. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors

    Strong design relationship with exterior

    Structure may be exposed; curving, angled, pierced walls

    Function; industrial technology & materials; modules; spatial layering; solid/void relationships; construction, structure & materials as ornament

    Grid defines & shapes space but may be regular & symmetrical or asymmetrical & irrational or both

    Experiments in space planning leads to new ways of addressing functional requirements, zoning, furniture arrangements

    Many architects design interiors for an integrated whole

    Interior designers deal with renovations of existing spaces & development of new ones

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.9

    Lobby, Hyatt Regency Hotel, 1967-1972; Atlanta, Georgia; John Portman and Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The lobby has wind chimes hanging in the corners of the balconies. The hotel corridors overlook the atrium. The glass elevators are near the center of the atrium. The large sculpture serves as an accent. The restaurant is housed under an umbrella-type canopy located in the atrium. The terrazzo-like flooring helps convey a garden character. The conversation groupings are defined by large plants.

    18

    56.11

    Joe D’Urso Design office, 1970s-1980s; New York, New York. Minimalism. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.12

    Lobby, Morgan’s Hotel, c. 1985; New York, New York; Andrée Putman. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.13

    Vignelli Associates Office, 1986; New York, New York; Vignelli Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.14

    Shoe salesroom, Esprit Clothing Company, 1988; New York, New York; Michael Vanderbyl, Vanderbyl Design. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.15

    Lighting: Tizio desk lamp, 1972; Richard Sapper; and Boalum, c. 1970s; Livio Castiglioni and Gianfranco Frattini; both for Artemide. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings and Decorative Arts

    Mostly two types: contract or office furniture & popular culture

    Office furniture expands, particularly in systems furniture that supports open office planning

    Addresses way people work, technology, computer

    Rational, functional, flexible, durable; refined; machine-made look; no applied ornament; ergonomic

    Pop Modern—addresses consumer & youth

    New materials, bright colors, novelty, disposability, low cost, bold forms; many sizes, shapes, forms

    Readily available—low-cost image or fashion conscious furnishings to suit particular consumer lifestyles

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.16

    40/4 Stacking chair, 1964; U.S. David Rowland for General Fireproofing, Inc. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.17

    Ball or Globe chair, 1963-1965; Finland; Eero Saarinen. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.18

    Chairs, 1966; United States; Warren Platner for Knoll International. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.19

    Malitte, 1966; Italy and the United States; Roberto Sebastian Matta for Knoll International. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.20

    Panton Stacking Chair, 1960-1967; Switzerland and the United States; Verner Panton for Vitra GmbH and Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.21

    Sacco, 1968; Piero Gatti, Cesare Paolini and Franco Teodoro for Zanotta. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.22

    Blow and Joe chairs, 1967, 1970; Italy; De Pas, D’Urbino, and Lomazzi for Zanotta and Poltronova. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.23

    Ergon chair, 1976; United States; Bill Stumpf for Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.24

    Action Office systems from 1964-1968; United States; Robert Probst and details by George Nelson for Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The storage has bumper doors and varies in size and finish. The wall panes have come in various sizes, colors, and heights. The movable desk comes in different finishes. The secretarial chair swivels and adjusts to fit the user. The individual parts can be customized.

    33

    56.25

    Chrome shelving, c. 1980s; Metro. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright

    This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    35

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    **## ch-56-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 56

    Late Modern – 1

    Mid 1960s – 1980s

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    P. Experimentation

    Modern expands from single vision of before to new plurality of approaches

    Driven by critiques & failures of Modern Movement; new technologies; consumerism; global community

    Ways to achieve forward thinking design questioned, debated, experimented

    Design more market driven—niche markets, image, branding; designer as celebrity

    New materials, structural techniques, environmental controls, design tools allow designers to create what they can imagine

    Also affecting design: increased regulation, building codes, research, development, environmental concerns

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Late Modern – 1

    New generation of architects & designers reevaluates effectiveness of Modernism & International Style

    Lack applicability to time & users in universal solutions, anonymity, sameness, design flaws & construction problems

    Adopt new design directions & approaches to address complexity, revolutionary changes, plurality, consumerism

    Exaggerate language of International Style

    Minimalism—pared down universalist aesthetic

    High Tech—embraces & celebrates technology

    Pop Modern–consumerism & youth or popular culture

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    3

    Concepts

    Shatters simplicity of Modernism & International Style with multiplicity of design methods to challenge, reassess, reinvent modern design principles

    New design language to address complexity, plurality, diversity of the time

    Importance of individuality, customization, identity & reject static, formalism

    High Tech—combines high style & technology; explores relationship of industry, technology & art

    Minimalism—rejection of rampant consumerism; simplifies & eliminates nonessentials; ties to newly emerging rationalism

    Pop Modern—youth culture; everyday objects; modern materials; mass-production; Pop & Op Art

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    4

    Characteristics and Motifs

    Expanded vocabulary–function, efficiency & practicality plus innovation, individualism, monumentality

    New materials, techniques, prefabrication, mass production

    High Tech—emphasis on building components & systems that appear on buildings & in interiors; prefabricated & industrial materials, color coding

    Minimalism—structure & construction define form; simplicity, repetition, articulation; minimal color, texture, & materials; few details

    Pop Modern—youthful, hip, exciting, novel, colorful, nontraditional; appeal to masses; new materials, shiny finishes, bold patterns

    Motifs—No common motifs; details emphasize innovation, construction, materials; popular culture

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    Architecture

    Unique, individual expressions

    Experimentation with visual form to create conspicuous monuments within environments

    Most common—box of early Modern disappears with curves, angles, indentations, cutouts, exposed structure

    Some have grid that is logical or irrational or both; facades may be solid, glass or combination

    Less design unity; more experimentation with form, individuality

    High Tech—components & systems on exterior; may sweep across façade or cluster

    Minimalism—search for pure form; explore planar geometry; reduce form to essence

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    6

    56.1

    Schulin Jewelry Shop, 1965, 1972-1974; Vienna, Austria; Hans Hollein. Late Modern – 1

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.2

    World Trade Center, 1962-1967; New York, New York; Minoru. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.3

    Pennzoil Place, 1974-1976; Houston, Texas; Philip Johnson and John Burgee. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.4

    Pacific Design Center, Blue Building, 1975-1976; Los Angles, California; Victor Gruen Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.5

    Pompidou Centre, 1971-1977; Paris, France; Richard Rogers and Renzo Piano. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The center has exaggerated the use of color on structural and mechanical systems. It has exposed prefabricated steel supports and trusses. The asymmetry on the facade with a strong grid frame. The emphasis on solid and void, straight and curved lines, and celebration of technology. It has exposed mechanical systems. The building stands out from its environment.

    11

    56.6a

    High Museum of Art, 1980-1983; Atlanta, Georgia; Richard Meier. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has a flat roof. The facade is made of stark white tiles. It has the repetition of square grids on windows. The building used bold geometric forms extensively. The interplay of solid and void relationships, curves, and angles is visible. It has a processional path to the entrance. The building looks like a white sculpture on a green lawn.

    12

    56.6b

    High Museum of Art atrium, 1980-1983; Atlanta, Georgia; Richard Meier. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.7a

    National Gallery of Art, East Building, 1968-1978; Washington D.C.; I. M. Pei. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.7b

    National Gallery of Art, East Building atrium, 1968-1978; Washington D.C.; I. M. Pei. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.8

    Casa Rotunda, 1980-1982; Stabio, Ticino, Switzerland; Mario Botta. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors

    Strong design relationship with exterior

    Structure may be exposed; curving, angled, pierced walls

    Function; industrial technology & materials; modules; spatial layering; solid/void relationships; construction, structure & materials as ornament

    Grid defines & shapes space but may be regular & symmetrical or asymmetrical & irrational or both

    Experiments in space planning leads to new ways of addressing functional requirements, zoning, furniture arrangements

    Many architects design interiors for an integrated whole

    Interior designers deal with renovations of existing spaces & development of new ones

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.9

    Lobby, Hyatt Regency Hotel, 1967-1972; Atlanta, Georgia; John Portman and Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The lobby has wind chimes hanging in the corners of the balconies. The hotel corridors overlook the atrium. The glass elevators are near the center of the atrium. The large sculpture serves as an accent. The restaurant is housed under an umbrella-type canopy located in the atrium. The terrazzo-like flooring helps convey a garden character. The conversation groupings are defined by large plants.

    18

    56.11

    Joe D’Urso Design office, 1970s-1980s; New York, New York. Minimalism. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.12

    Lobby, Morgan’s Hotel, c. 1985; New York, New York; Andrée Putman. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.13

    Vignelli Associates Office, 1986; New York, New York; Vignelli Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.14

    Shoe salesroom, Esprit Clothing Company, 1988; New York, New York; Michael Vanderbyl, Vanderbyl Design. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.15

    Lighting: Tizio desk lamp, 1972; Richard Sapper; and Boalum, c. 1970s; Livio Castiglioni and Gianfranco Frattini; both for Artemide. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings and Decorative Arts

    Mostly two types: contract or office furniture & popular culture

    Office furniture expands, particularly in systems furniture that supports open office planning

    Addresses way people work, technology, computer

    Rational, functional, flexible, durable; refined; machine-made look; no applied ornament; ergonomic

    Pop Modern—addresses consumer & youth

    New materials, bright colors, novelty, disposability, low cost, bold forms; many sizes, shapes, forms

    Readily available—low-cost image or fashion conscious furnishings to suit particular consumer lifestyles

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.16

    40/4 Stacking chair, 1964; U.S. David Rowland for General Fireproofing, Inc. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.17

    Ball or Globe chair, 1963-1965; Finland; Eero Saarinen. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.18

    Chairs, 1966; United States; Warren Platner for Knoll International. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.19

    Malitte, 1966; Italy and the United States; Roberto Sebastian Matta for Knoll International. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.20

    Panton Stacking Chair, 1960-1967; Switzerland and the United States; Verner Panton for Vitra GmbH and Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.21

    Sacco, 1968; Piero Gatti, Cesare Paolini and Franco Teodoro for Zanotta. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.22

    Blow and Joe chairs, 1967, 1970; Italy; De Pas, D’Urbino, and Lomazzi for Zanotta and Poltronova. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.23

    Ergon chair, 1976; United States; Bill Stumpf for Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.24

    Action Office systems from 1964-1968; United States; Robert Probst and details by George Nelson for Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The storage has bumper doors and varies in size and finish. The wall panes have come in various sizes, colors, and heights. The movable desk comes in different finishes. The secretarial chair swivels and adjusts to fit the user. The individual parts can be customized.

    33

    56.25

    Chrome shelving, c. 1980s; Metro. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright

    This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    35

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    **IMG_0704.png**

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    **IMG_0703.png**

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    **IMG_0706.png**

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    **IMG_0705.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-0705-png-10266311)

    **ch-57-PPTaccessible.pptx**

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  • [Solved] in the snap

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  • [Solved] Identify a a Human Services Org to use as a fill out the matrix use apa formatting and provide a reference page

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    9781138922785

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    – 2 years ago **files (3)** – ## BrainstormPostTemplate1.docx – ## Part1_ChooseaDevelopmentalContext1.pdf – ## Untitleddocument81.pdf **## BrainstormPostTemplate1.docx** **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)** Developmental Con…

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    **files (3)**

    – ## BrainstormPostTemplate1.docx

    – ## Part1_ChooseaDevelopmentalContext1.pdf

    – ## Untitleddocument81.pdf

    **## BrainstormPostTemplate1.docx**

    **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)**

    Developmental Context

    *This is basically copying and pasting Step 1. However, if you received any points of feedback/ comments, INCORPORATE that. Otherwise, points will be taken off*

    Problems

    The first problem that is already present in this context is __.

    The second problem that is already present in this context is __.

    The third problem that is already present in this context is __.

    Solutions

    One idea/ A solution to improve the first problem is __.

    One idea/ A solution to improve the second problem is __.

    One idea/ A potential solution to improve the third problem is __.

    Class Concepts

    A class concept that can inform this context and help generate solutions is __ because __.

    Another class concept that can inform this context and help generate solutions is __ because __.

    The last class concept that can inform this context and help generate solutions is __ because __.

    **## Part1_ChooseaDevelopmentalContext1.pdf**

    1

    Mason Packer

    04/10/2025

    This project assesses adolescents aged 15–18 from low-income homes who attend public

    high schools. The demographic encounters development-specific difficulties because economic

    difficulties prevent them from accessing required academic and therapeutic support networks.

    Mental health stands as the central area of development I intend to support because anxiety and

    depression rates have grown significantly among teens (Cornett, 2024). Students struggle with

    emotional development because they lack regular access to mental health services while

    undergoing adverse social reactions when they try to seek help.

    I aim to enhance the mental health resources available in public high schools as part of

    my developmental improvement initiative. The educational environment has dual significance

    since it creates daily support access points for teens while many schools suffer from insufficient

    funding or unqualified personnel. My professional objective is to work as a school counselor or

    program coordinator who develops and implements school-based mental health systems.

    Students who experience emotional support within my envisioned environment will achieve

    improved academic achievement and personal development because they will feel secure and

    validated (Young et al., 2024). The analysis of surrounding factors serves as my foundation to

    improve adult adaptation among disadvantaged teenagers.

    2

    References

    Cornett, K. (2024). Physical activity behaviors and negative safety and violence experiences

    among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR

    supplements, 73. https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm

    Young, E., Szucs, L. E., Suarez, N. A., Wilkins, N. J., Hertz, M., & Ivey-Stephenson, A. (2024).

    Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors:

    Results From the Youth Risk Behavior Survey, 2015–2019. Journal of Adolescent

    Health, 74(4), 720-728. https://doi.org/10.1016/j.jadohealth.2023.11.008

    [https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm](https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm)

    [https://doi.org/10.1016/j.jadohealth.2023.11.008](https://doi.org/10.1016/j.jadohealth.2023.11.008)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

    **## BrainstormPostTemplate1.docx**

    **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)**

    Developmental Context

    *This is basically copying and pasting Step 1. However, if you received any points of feedback/ comments, INCORPORATE that. Otherwise, points will be taken off*

    Problems

    The first problem that is already present in this context is __.

    The second problem that is already present in this context is __.

    The third problem that is already present in this context is __.

    Solutions

    One idea/ A solution to improve the first problem is __.

    One idea/ A solution to improve the second problem is __.

    One idea/ A potential solution to improve the third problem is __.

    Class Concepts

    A class concept that can inform this context and help generate solutions is __ because __.

    Another class concept that can inform this context and help generate solutions is __ because __.

    The last class concept that can inform this context and help generate solutions is __ because __.

    **## Part1_ChooseaDevelopmentalContext1.pdf**

    1

    Mason Packer

    04/10/2025

    This project assesses adolescents aged 15–18 from low-income homes who attend public

    high schools. The demographic encounters development-specific difficulties because economic

    difficulties prevent them from accessing required academic and therapeutic support networks.

    Mental health stands as the central area of development I intend to support because anxiety and

    depression rates have grown significantly among teens (Cornett, 2024). Students struggle with

    emotional development because they lack regular access to mental health services while

    undergoing adverse social reactions when they try to seek help.

    I aim to enhance the mental health resources available in public high schools as part of

    my developmental improvement initiative. The educational environment has dual significance

    since it creates daily support access points for teens while many schools suffer from insufficient

    funding or unqualified personnel. My professional objective is to work as a school counselor or

    program coordinator who develops and implements school-based mental health systems.

    Students who experience emotional support within my envisioned environment will achieve

    improved academic achievement and personal development because they will feel secure and

    validated (Young et al., 2024). The analysis of surrounding factors serves as my foundation to

    improve adult adaptation among disadvantaged teenagers.

    2

    References

    Cornett, K. (2024). Physical activity behaviors and negative safety and violence experiences

    among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR

    supplements, 73. https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm

    Young, E., Szucs, L. E., Suarez, N. A., Wilkins, N. J., Hertz, M., & Ivey-Stephenson, A. (2024).

    Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors:

    Results From the Youth Risk Behavior Survey, 2015–2019. Journal of Adolescent

    Health, 74(4), 720-728. https://doi.org/10.1016/j.jadohealth.2023.11.008

    [https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm](https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm)

    [https://doi.org/10.1016/j.jadohealth.2023.11.008](https://doi.org/10.1016/j.jadohealth.2023.11.008)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

    **## BrainstormPostTemplate1.docx**

    **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)**

    Developmental Context

    *This is basically copying and pasting Step 1. However, if you received any points of feedback/ comments, INCORPORATE that. Otherwise, points will be taken off*

    Problems

    The first problem that is already present in this context is __.

    The second problem that is already present in this context is __.

    The third problem that is already present in this context is __.

    Solutions

    One idea/ A solution to improve the first problem is __.

    One idea/ A solution to improve the second problem is __.

    One idea/ A potential solution to improve the third problem is __.

    Class Concepts

    A class concept that can inform this context and help generate solutions is __ because __.

    Another class concept that can inform this context and help generate solutions is __ because __.

    The last class concept that can inform this context and help generate solutions is __ because __.

    **## Part1_ChooseaDevelopmentalContext1.pdf**

    1

    Mason Packer

    04/10/2025

    This project assesses adolescents aged 15–18 from low-income homes who attend public

    high schools. The demographic encounters development-specific difficulties because economic

    difficulties prevent them from accessing required academic and therapeutic support networks.

    Mental health stands as the central area of development I intend to support because anxiety and

    depression rates have grown significantly among teens (Cornett, 2024). Students struggle with

    emotional development because they lack regular access to mental health services while

    undergoing adverse social reactions when they try to seek help.

    I aim to enhance the mental health resources available in public high schools as part of

    my developmental improvement initiative. The educational environment has dual significance

    since it creates daily support access points for teens while many schools suffer from insufficient

    funding or unqualified personnel. My professional objective is to work as a school counselor or

    program coordinator who develops and implements school-based mental health systems.

    Students who experience emotional support within my envisioned environment will achieve

    improved academic achievement and personal development because they will feel secure and

    validated (Young et al., 2024). The analysis of surrounding factors serves as my foundation to

    improve adult adaptation among disadvantaged teenagers.

    2

    References

    Cornett, K. (2024). Physical activity behaviors and negative safety and violence experiences

    among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR

    supplements, 73. https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm

    Young, E., Szucs, L. E., Suarez, N. A., Wilkins, N. J., Hertz, M., & Ivey-Stephenson, A. (2024).

    Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors:

    Results From the Youth Risk Behavior Survey, 2015–2019. Journal of Adolescent

    Health, 74(4), 720-728. https://doi.org/10.1016/j.jadohealth.2023.11.008

    [https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm](https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm)

    [https://doi.org/10.1016/j.jadohealth.2023.11.008](https://doi.org/10.1016/j.jadohealth.2023.11.008)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

  • [Solved] HSO Search and Proposal Alignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see all instructions and reference materials in the upload – 2 years ago **files (1)** – AssignmentWeek1.docx **AssignmentWeek1.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignmentweek1-docx-10266329) **AssignmentWeek1.docx** This file is …

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    Assignment Prompt & Instructions

    Please see all instructions and reference materials in the upload

    – 2 years ago

    **files (1)**

    – AssignmentWeek1.docx

    **AssignmentWeek1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignmentweek1-docx-10266329)

    **AssignmentWeek1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignmentweek1-docx-10266329)

  • [Solved] WK3 DISCUSSION2 HP-114

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    COMPLETE ALL WORK BY INSTRUCTION GIVEN – 2 years ago **files (1)** – ## WK3DISCUSSION2HP-114.docx **## WK3DISCUSSION2HP-114.docx** **Muscle and Bone: A Deeper Look** As you delve into the terminology specific to the Muscular and Skeletal systems, it is crucial to connect these words with tangible an…

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    Assignment Prompt & Instructions

    COMPLETE ALL WORK BY INSTRUCTION GIVEN

    – 2 years ago

    **files (1)**

    – ## WK3DISCUSSION2HP-114.docx

    **## WK3DISCUSSION2HP-114.docx**

    **Muscle and Bone: A Deeper Look**

    As you delve into the terminology specific to the Muscular and Skeletal systems, it is crucial to connect these words with tangible and real-world applications. Unlike the skin, the muscles and bones provide a dynamic framework for movement and support. You can feel your muscles at work during physical activities, and your bones create a sturdy foundation for your body.

    **Discussion Points**

    Summarize Key Functions:

    · Summarize 4-5 of the most important functions of the Muscular and Skeletal systems.

    · Utilize the proper medical terms associated with these functions.

    Understanding Physiology:

    · Explore and explain how these systems work physiologically to enable movement, support, and overall body functionality.

    · Provide insights into the intricate processes that contribute to the functionality of muscles and bones.

    Pathophysiology Exploration:

    · Discuss one way in which something can go wrong with either the Muscular or Skeletal system.

    · Highlight the impact of this dysfunction on the body's overall health and mobility.

    Peer Feedback:

    · Provide constructive feedback on your peers' posts, offering insights or additional information related to their discussions.

    200 WORDS

    **## WK3DISCUSSION2HP-114.docx**

    **Muscle and Bone: A Deeper Look**

    As you delve into the terminology specific to the Muscular and Skeletal systems, it is crucial to connect these words with tangible and real-world applications. Unlike the skin, the muscles and bones provide a dynamic framework for movement and support. You can feel your muscles at work during physical activities, and your bones create a sturdy foundation for your body.

    **Discussion Points**

    Summarize Key Functions:

    · Summarize 4-5 of the most important functions of the Muscular and Skeletal systems.

    · Utilize the proper medical terms associated with these functions.

    Understanding Physiology:

    · Explore and explain how these systems work physiologically to enable movement, support, and overall body functionality.

    · Provide insights into the intricate processes that contribute to the functionality of muscles and bones.

    Pathophysiology Exploration:

    · Discuss one way in which something can go wrong with either the Muscular or Skeletal system.

    · Highlight the impact of this dysfunction on the body's overall health and mobility.

    Peer Feedback:

    · Provide constructive feedback on your peers' posts, offering insights or additional information related to their discussions.

    200 WORDS

  • [Solved] Nursing WK3 ASSIGNMENT2 HP-111

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    COMPLETE THIS ASSIGNMENT IN DETAIL READ ALL INSTRUCTIONS – 2 years ago **files (1)** – ## WK3ASSIGNMENT2HP-111.docx **## WK3ASSIGNMENT2HP-111.docx** **Career Corner Assignment** In this week’s activities, you will create your resume. [Resume Definition: Meaning, Purpose, and What Should Not Be On Yo…

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    Assignment Prompt & Instructions

    COMPLETE THIS ASSIGNMENT IN DETAIL READ ALL INSTRUCTIONS

    – 2 years ago

    **files (1)**

    – ## WK3ASSIGNMENT2HP-111.docx

    **## WK3ASSIGNMENT2HP-111.docx**

    **Career Corner Assignment**

    In this week’s activities, you will create your resume.
    [Resume Definition: Meaning, Purpose, and What Should Not Be On Yours](https://www.investopedia.com/terms/r/resume.asp)

    · If you need assistance, use the Live Tutoring link on the course menu to be directed to tutor.com and then choose Career Services from the list.

    · If you are using your existing Resume, please ensure it is updated with all your education, degrees, professional experience, achievements, etc.

    Submit your resume for feedback from your instructor

    **Note:** Save a copy of your resume after you have made the changes from your instructor’s feedback. In your next class, you will submit it for review. You will also work on a mock interview and job search strategies. 200 WORDS

    **## WK3ASSIGNMENT2HP-111.docx**

    **Career Corner Assignment**

    In this week’s activities, you will create your resume.
    [Resume Definition: Meaning, Purpose, and What Should Not Be On Yours](https://www.investopedia.com/terms/r/resume.asp)

    · If you need assistance, use the Live Tutoring link on the course menu to be directed to tutor.com and then choose Career Services from the list.

    · If you are using your existing Resume, please ensure it is updated with all your education, degrees, professional experience, achievements, etc.

    Submit your resume for feedback from your instructor

    **Note:** Save a copy of your resume after you have made the changes from your instructor’s feedback. In your next class, you will submit it for review. You will also work on a mock interview and job search strategies. 200 WORDS