The term big data refers to these massively large data sets that cannot be handled with traditional database technology. Big data is often defined according to the five V's: Volume, Variety, Velocity, Veracity, and Value. 1. Describe the five V's that define big data applications.2. Investigate specific uses of big data within current organizations such as Facebook, Google, Twitter, Etsy, Netflix, and Disney, to name a few. What type of big data technology is being used?3. Investigate how the five V's are being addressed in the organization you have chosen.

Needs and ProblemsAfter watching the media piece in the Studies for this unit, in your initial post, formulate the problem that exists in the Ruby Lake community into particular needs and categorize these needs based on the descriptions found on pages 55–57 of your Designing and Managing Programs textbook. Based on the needs you categorized, explain the difference between the concepts of needs and problems for the purpose of program development.Book:Different Perspectives on NeedConceptually, four distinct approaches to measurement of need can be identified: normative, perceived, expressed, and relative (Bradshaw, 1972). (The issue of how to measure need is the focus of Chapter 5.) The categories are useful in that they offer different perspectives on need and different but complementary approaches to understanding the concept.Normative NeedBy definition, the term normative implies the existence of standards or norms. When we add the concept of need, we posit the existence of some standard or criterion established by custom, authority, or general consensus against which the quantity or quality of a situation or condition is measured. Program planners working within this framework do not collect new information but rely on existing data. Surveys from comparable communities or opinions from knowledgeable professionals can produce suggested targets, usually expressed as ratios against which existing levels of services are compared. If the actual ratio falls short of a particular standard, a need is said to exist. Examples of these ratios are the number of beds in hospitals or nursing homes that a particular community might need (often expressed as numbers per 1,000 population), the number of home-delivered meals per 100 elderly population, and the number of case managers for each 100 chronically mentally ill persons. Another example involves determining the number of child welfare caseworkers that would be needed in a new program. The Child Welfare League of America (www.cwla.org/pubs) recommends the following: 12 cases per worker for those who do assessments and investigations, 17 cases for those involved in ongoing services, and 12–15 cases for those carrying foster care cases.The strength of this approach is that it allows program planners to generate objective targets. Its limitations are those discussed above: Need levels are likely to change as knowledge, technology, and values change.Perceived NeedNeed can also be defined in terms of what people think their needs are or feel their needs to be. Although the idea of felt need is important, it can be unstable. Depending on the current situation, people’s expectations may fluctuate in that they are susceptible to change. Moreover, people who have a higher standard of living (by objective standards) may feel they need more than do those who are living in poverty. Program planners must be sensitive to what consumers state and, of equal importance, must be able to interpret this in the context of other perspectives on need.Need as perceived by the potential consumer of the service provides program planners with information that will be useful in designing a more responsive service delivery system. A fine balance must be maintained, however, between the professional’s judgment of client needs and potential consumers’ perceptions of what those needs are. Consumers may express what in reality are symptoms of problems and not causes, and professionals may provide what they consider to be the client’s “real” needs.A major issue is the method used to identify this level of need. Whether we use surveys, public forums, or focus groups (these topics are discussed in greater length in later sections of this chapter), decisions have to be made about the basic method to be used in asking consumers what they perceive their needs to be. One approach is to ask open-ended questions; another is to ask them to identify their needs from a predetermined set list. The value of the former is that it is more likely to generate what the individual believes rather than forcing him or her to choose from a list. The down side is that, in some cases, the responses might not fit into the stated goals of the program.As discussed earlier in this chapter, Title XX, the Social Service Block Grant, required states to complete a needs assessment in order to receive the funding. Many states held community meetings and asked participants to identify their thoughts about what their communities needed most. Some states used brainstorming as the major method, not asking participants to choose from a list of needs or services. The responses in most meetings ranged from “more street lights,” “more stop lights,” “more police walking the neighborhoods,” “better transportation,” to “more accessible health care,” and so on. The problem was that Title XX was to offer “social services.” Given these experiences, the planners shifted their approach and asked participants to choose what they thought to be the most pressing need from a list of 38 allowable services, ranging from day care to homemaker services to protective services for children and adults. With these data, the planners were able to aggregate the preferences of the community. The benefit of the open-ended approach was that it generated information that captured the participants’ beliefs about need. The problem for the planner was that these data often could not be aggregated or might be about needs that could not be addressed in the goals of the program.The major drawback of using only perceived need in planning, then, is that whereas with normative need a single standard exists, with perceived need the standard changes with each respondent. In addition, experience has demonstrated that in actively soliciting consumers’ perceptions of their needs, program planners are likely to raise expectations in that they leave the impression that those needs will be met. This can raise levels of frustration and even alienate potential consumers if the services are not provided.Expressed NeedNeed can also be discussed in terms of whether it is met or unmet. Economists are most comfortable with this approach in that the critical variable is whether the individual actually attempts to obtain a service rather than whether some “expert” judges that the individual needs that service. Either way there is a drawback. On the one hand, there is evidence that a major deterrent to seeking a service is the absence of the service. On the other hand, individuals may not perceive or feel that they need a service and may not use it even if it is made available, despite what the experts say.Relying on demand statistics, program planners attempt to determine how many people actually have sought help. Of this group, a percentage have been successful (met need or demand) and a percentage have failed (unmet need or demand). The strength of this approach is that it focuses only on situations where people actually translate a feeling into action, and the unmet need or demand then becomes the basis of planning targets. The limitation of this approach is its lack of concern for overall community need, especially if program planners assume that all persons with needs seek appropriate help. In this instance, the standard (the level of met need or demand) is influenced by people asking for help, and not all people with well-documented needs actually seek services. In fact, community survey after community survey has provided sufficient data to demonstrate that expressed need or demand statistics represent only the tip of the need iceberg.Relative NeedThe definition of relative need does not begin with the assumption that there are existing standards or desirable levels of services that should be met. Relative need is measured as the gap between the level of services existing in one community and those existing in similar communities or geographic areas. The analysis must, of course, take into account differences in population as well as social pathology. Unlike a measure of normative need, which provides an absolute standard to work toward, programs based on relative need are concerned with equity. Given scarce resources, how are criteria best developed that give priority to population groups or geographic areas in greater need than other groups or areas? In some instances, this means that a poor community that already is receiving many resources may be favored over a more affluent community with fewer resources if it can be demonstrated that the relative unmet need is greater and that the poor community is at higher risk. Table 4.1 compares the four types of need.To illustrate the different possible conceptions of need further, we present below an example showing how all four might be applied in a particular community.An ApplicationThe director of the Franklin County Department of Social Services has been informed that the number of new cases of family violence, especially spouse abuse, has been increasing in the county over the past few months. After meeting with a number of community leaders, she establishes a task force to analyze the situation and recommend a course of action that would proactively address the community’s “need.” She has assigned one of the agency’s professional staff members to assist the task force. After initial discussions, the task force decides to explore this need using the framework described above.Normative NeedThe staff member contacts the director of the National Coalition Against Domestic Violence as well as a number of people at the National Institute of Mental Health (both in Washington, D.C.) and finds that another state—New Jersey—has completed a similar planning exercise. The New Jersey plan includes guidelines for a comprehensive community service delivery system for women who have been abused. The staff member contacts the New Jersey Department of Human Services and requests any material that might be available on this issue; within a week she receives a copy of the New Jersey plan, Physically Abused Women and Their Families: The Need for Community Services (Department of Human Services, 1978).At the next meeting of the task force, the staff member discusses her analysis of the New Jersey plan and its possible implications for Franklin County. First, the New Jersey planners, using a number of studies, estimate that 6.1% of all couples engage in serious violence in any given year. If this rate were applied to Franklin County, we would estimate that 6,100 women are being abused each year by their spouses (i.e., 6.1% of 100,000 people). The New Jersey report also discusses various theories of causation found in the literature and the problem of services needed by abused women and their children. Finally, the report outlines the components of a comprehensive system as developed in New Jersey system:crisis intervention24-hour hotline24-hour crisis intervention unitsheltercrisis counselingcrisis financial assistancecrisis transportationcrisis day carecrisis medical careimmediate police assistancecrisis legal assistanceongoing servicesinformation, referral, and advocacyself-help groupsshort- and long-term counselingtransitional housingfinancial planningtraining and employmentmedical serviceslong-term child careparent educationchildren’s servicesmedical serviceseducationcounselingrecreationprogram development supportpublic/community educationtrainingcoordinationpreventive serviceseducation in schoolslaw revisionIf the task force concluded its efforts at this stage and recommended that Franklin County implement the above system for an anticipated 6,100 women each year for the near future (assuming that preventive efforts would reduce the numbers in the long term), the needs assessment would incorporate only the normative need approach.Riverbend city:Graduation RatesIn the Ruby Lake neighborhood, the graduation rate in recent years has improved from 56 percent five years ago to 65 percent last year. However, these rates are still low compared to the city average of 76 percent. About 91% of high school age students in the neighborhood attend Ruby Lake High School.Statistics:Ruby Lake High SchoolRuby Lake High After 5 years (Diploma or GED)Riverbend CityRiverbend City, After 5 years (Diploma or GED)Overall65%73%76%80%Hispanic/Latino56%62%72%79%White/Caucasian75%81%84%92%African American65%72%71%77%Asian/Pacific Islander70%79%79%86%Native American58%61%58%63%Male60%66%73%77%Female70%75%79%83%Teen PregnancyThis past year, the birth rate for 15–17 year old girls in Ruby Lake was the highest in Riverbend City—94 per 1,000 live births. In comparison, the citywide rate was 44.5 per 1,000 births. Moreover, the teen pregnancy rate for 15–17 year old Latinas nationwide was only 83.5 per 1,000 births. While the historically high teen pregnancy rates for Latinas nationwide have dropped over the last 10 years, this trend does not seem to be the case in Ruby Lake. According to high school administrators, the pregnancy rate at the high school has gone up steadily over the past five years—to the point that the on-premise daycare center may have to refuse care to girls with children because they have run out of room.Food Insecurity Statistics:Poverty Rate: 31.3%Households below 165% of poverty rate: 69.2%Child Poverty Rate: 44.7%Senior citizen poverty rate (65+): 19.5%Households on SNAP: 37.3%Households who use food shelf: 21%Children on free or reduced lunch program: 74%Title of book:Designing and Managing ProgramsAn Effectiveness-Based ApproachFifth EditionPeter M. KettnerArizona State UniversityRobert M. MoroneyArizona State UniversityLawrence L. MartinUniversity of Central FloridaLos AngelesLondonNew DelhiSingaporeWashington DC

Complete the code below, some of which is valid code and some pseudo code that needs to be fleshed out and clearly commented. Submit your pseudo code and flowcharts, finished code, and a test run of the code in two documents. Cite all sources which have informed your coding. Share the process of completing this assignment.public class TestAutomobiles{public static void main(String[] args){Create a new Automobile(1451, "Chevrolet", "Camaro", "red", 2010, 24.5);Create another new Automobile(145188, "Ford", "Focus", "white", 2019, 75);Display auto1 informationDisplay auto2 informationauto1.setId(-3);display(auto1, "bad ID");auto1.setId(2222);display(auto1, "good ID");auto1.setMake("Toyota");auto1.setModel("Corolla");display(auto1, "chnage make and model");auto2.setId(8686);auto2.setColor("blue");auto2.setYear(2016);display(auto2, "change ID, color, and year");auto2.setMpg(4);display(auto2, "bad mpg");auto2.setMpg(30);display(auto2, "good mpg");}public static void display(Automobile auto, String msg){Screen print a message, an ID, a make, a model , a color, a year, milage per gallon}}public class Automobile{private int id;private String make;private String model;private String color;private int year;private double mpg;// Constructorpublic Automobile(int id, String make, String model, String color,int year, double mpg){setId(id);setMake(make);setModel(model);setColor(color);setYear(year);setMpg(mpg);}// settersSet setId(int id)Set setMake(String make)Set setModel(String model)Set setColor(String color)Set year setYear(int yr)Set setMpg(double mpg){//GettersGetter for getId()Getter for getMake()Getter for getModel()Getter for getColor()Getter for getYear()Getter for getMpg()}