What is CHEM 101?

Chemistry in Our Community is designed for non-science majors who are  interested in learning about scientific topics currently in the news  and affecting our community, such as the ozone hole, global warming,  acid rain, nuclear power, plastics, drugs, and genetic engineering. The  course fulfills the physical and natural science general education core  curriculum requirement.

Is CHEM 101 a “remedial course”?

Chemistry in Our Community is not a remedial course. The course  fulfills the physical and natural science general education core  curriculum requirement.

How does CHEM 101 differ from the other 100 level chemistry courses?

The course is geared specifically to non-science majors and differs  fundamentally from other chemistry courses by using topical issues such  as global warming, nuclear power and genetic engineering to introduce  and reinforce key chemical concepts. Chemistry and science are presented  as a web of related ideas and calculations rather than a sequence,  which favors learning patterns common in non-science majors.

CHEM 111L

If I know that I’m not prepared to take CHEM 121, should I take CHEM 111L first?

• Posted: 13 hours ago
• Due: 29/01/2019
• Budget: $2

For narrative-collaborative and solution-focused therapies, primacy is given to clients’ own meaning-making of their family stories. In other words, change comes not from altering dysfunctional patterns of relating, but re-authoring the ways couples and families make meaning of their relationships. Consider the impact of such techniques if your theoretical orientation is more action-oriented in focus. Conversely, imagine the potential difficulty if narrative-collaborative is your chosen theory, but clients are less inclined to talk about their problems and participate in this type of storytelling.

For this Discussion, select one of the theories demonstrated in the media this week (either narrative-collaborative or solution-focused). Consider challenges you might encounter if you attempted to integrate the theory you selected with your lens for couples counseling, including, but not limited to, agency or private practice demands, ethical responsibilities, or theory incompatibility.

By Day 4

Post a brief explanation of one challenge you may encounter if you attempted to integrate the theory you selected with your main theoretical orientation in your future professional practice. Then, explain how you might mitigate this challenge.

Required Readings

Gurman, A. S., Lebow, J. L., Snyder, D. K. (2015). Clinical handbook of couple therapy. New York, NY: The Guilford Press.
Chapter 10, “Narrative Couple Therapy”
Chapter 11, “Solution Focused Couple Therapy”
Chapter 12, “Brief Strategic Couple Therapy”
Chapter 13, “Structural Couple Therapy”

Davarniya, Reza, Zahrakar, K, & Nazari, A. (2018). The effectiveness of brief solution-focused couple therapy (BSFCT) on reducing couple burnout. Journal of Research & Health, 8(2), 123-131.

Gutierrez, D., Carlson, R. G., Daire, A. P., & Young, M. E. (2017). Evaluating treatment outcomes using the integrative model of brief couples counseling: A pilot study. Family Journal, 25(1), 5-12.

Document: Treatment Plan Template (Word document)

Required Media

Psychotherapy.net. (Publisher). (1994a). I’d hear laughter: Finding solutions for the family [Video file].

Psychotherapy.net. (Publisher). (1994b). Irreconcilable differences: A solution-focused approach to marital therapy [Video file].

Psychotherapy.net. (Producer). (2002b). Narrative therapy with children [Video file]. United States: Author.
 

Shelly is a 4-year-old preschooler who lives with her parents and younger brother. She and her brother attend a local daycare center during the week while their parents are at work. In the evenings she and her brother take a bath and then their parents read to them before bedtime at 8 PM. Shelly’s daycare class includes many children her age and she enjoys playing outside with them. Although snack times are planned, Shelly would rather play and does not always finish her beverages.

Shelly’s mother calls the clinic and tells the nurse practitioner that Shelly has been “running a fever of 101 F for the past 2 days” and although her temperature decreases to 37.2 C (99 F) with Tylenol, it returns to 38.4 C (101 F) within 4 hours of each dose. Further, her mother says that Shelly complains that “it hurts when I pee-pee”. Shelly’s mother also has noticed that her daughter seems to be in the bathroom “every hour”. She makes an appointment to see the nurse practitioner this afternoon.

The potential diagnosis is UTI.

1. What other assessment data would be helpful for the nurse practitioner to have?

2. What are the organisms most likely to cause an UTI?

3. What is the pharmacological treatment for Shelly? Keep in mind safe dosing.

4. What are the teaching priorities for Shelly and her mother prior to her discharge from the clinic?

Trauma is ubiquitous. While trauma is most commonly associated with Post-Traumatic Stress Disorder, trauma can manifest in a myriad of different ways and not every client who experiences trauma will be diagnosed with PTSD. Social workers intervene directly with trauma when working in Veteran’s services, domestic violence/sexual assault response programs, and child protective services. Social workers also work with trauma indirectly when working in mental health, substance abuse services, schools, refugee resettlement, and other forms of social service. Whether or not you are directly treating a traumatic episode as the presenting problem, trauma will be present in the clinical space.

In this Week’s Discussion, you will demonstrate your skills related to explaining trauma and intervention to a client. This will require you explain the concepts in a manner that is understandable to the developmental and educational level of the client. No need to solicit a volunteer to assist you. Position yourself as though the client is directly behind the camera lens. The goal is to show, not tell. In other words, you are expected to demonstrate rather than discuss your skills. You should role-play as if you were speaking directly to a client.

By Day 3

Submit a 4-5 minute video demonstrating your skills. In the role-play:

• Ask one question that you would use to elicit information about a client’s trauma experience. [Assume a response and move to the next part of the skill demonstration]
• Explain to the client the effects of trauma generally and how trauma may be affecting the client specifically.
• Explain to the client what intervention(s) you would recommend and why.
• Explain the role you would take in any intervention given your scope of practice and to whom you would refer the client for additional intervention.

 

Required Readings

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
The Levy Family (pp. 15–16)

Knight, C. (2015). Trauma-informed social work practice: Practice considerations and challenges. Clinical Social Work Journal, 43(1), 25-37.
Retrieved from the Walden Library databases.
Note: Retrieved from Walden Library databases.

Thyer, B. A. (2013). Intervention with adults. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 147–176). Hoboken, NJ: Wiley.

Elliott, D. E., Bjelajac, P., Fallot, R. D., Markoff, L. S., & Reed, B. G. (2005). Trauma-informed or trauma-denied: Principles and implementation of trauma-informed services for women. Journal of Community Psychology, 33(4), 461-477.
Note: Retrieved from Walden Library databases.

Required Media

Laureate Education (Producer). (2013b). Levy family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu
Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptCredit: Provided courtesy of the Laureate International Network of Universities.

For exam 986097, The Writing Process, Part 1, there are six questions that must be answered. You can find these exam questions at the end of your digital study guide (located on your MY COURSES page).

The exam and submission instructions can be found on page 53; the exam questions to be answered can be found on page 54. Please thoroughly review both of these pages before contacting the school for assistance.

For more information on this examination, you may wish to view this short message from one of your instructors:https://www.youtube.com/watch?v=fXqdAaqP_sM&list=PLirOQ7W0zocP8NRJF2zrVVnd1DpHFaeTj&index=6.

For various resources that will help you to complete the exam, you may wish to visit the Symbaloo page for this lesson:http://www.symbaloo.com/mix/writingprocess-part1.

Writing Process, Part 1 EXAMINATION NUMBER

98609701

Page 54 contains the examination questions for The Writing Process, Part 1. To complete this examination, follow these steps:

1. Use a word-processing program, preferably Microsoft Word, to complete the examination.
2. At the top of every page, include your name and student number.
3. Be sure to save your work.

If you do not have access to Microsoft Word, you must properly format your document by clicking on SAVE AS, naming it using the student number_exam number format
(e.g. 12345678_986097), and choosing FILE TYPE: Rich Text Format. This exam MUST be sent as a .doc or .rtf file to be graded electronically.

Submitting Your Exam

1. Log on to the Student Portal.
2. Click on Take Exam next to the assignment you’ve completed.
3. Follow the instructions provided to submit your exam. 

Examination Questions

Answer questions 1–4 in one or two sentences. Question 1a–1b is based on the following paragraph.

A trip to the ocean can be a relaxing escape from the everyday pressures of life. A sailboat glistening on the horizon provides a mental escape to faraway places. The rhythm of the ocean beating against the sand is sedating music to a troubled mind. A slow, gentle breeze can relax your tensions. You should always be careful to avoid overexposure to the sun at the beach.

1. a. Write or type the sentence that is the topic sentence of the paragraph.
   b. Write or type the sentence that is unrelated to the topic and can be eliminated.
2. List four things to look for when you’re proofreading.
3. Complete the following two steps: a. Define the term cliché. b. Use a cliché in a sentence that you create.
4. Name and explain two types of prewriting.
5. Choose one of the prompts listed below. Write a five-sentence paragraph using chronological order to explain the steps that you would take to complete the task you select. Describe the steps you would take to: a. prepare for a test.
   b. prepare to host a party or an event. c. get ready for work. d. clean your room or your home.
   e. build a snowman, sandcastle, or sculpture. f. create a budget.
6. Choose one of the following topics. Write an eight-sentence paragraph that fully develops the topic.
   1. Following instructions is very important.
   2. Job training programs (such as Job Corps) are valuable to both employers and potential employees.
   3. Advances in technology are making people less social.
   4. A high school diploma is important to my future.
   5. College is not for everyone.
   6. Drunk driving can be stopped. 

Please read the instructions listed below and complete a 2 page paper. Respond to questions 1-4 in essay format. Pay special attention to the learning outcomes listed in question 2 and respond as if you are me, the student, explaining my day caring for the patient in the attached video. Journal entries are to be up to 2 pages, typed in MS Word, double-spaced and 12-font size is required. The writing must be clear, descriptive and grammatically correct

1. Provide a short overview of your daily nursing responsibilities in delivering patient care according to the video attached. Please click on the link attached to watch a short video in order to write the essay

https://share.icloud.com/photos/0zNuP1lL6i4oPi5eLGv0znoxg

2. Address your learning experiences utilizing the 4 Student Learning Outcomes Listed below

Learning outcomes:

· Explain how you can engage in patient CARE COORDINATION to collaborate with others to develop an intervention plan that takes into account determinants of health, available resources and the range of activities that contribute to health and the prevention of illness, injury, disability and premature death and how your knowledge of critical thinking, skill performance, collaboration, caring, and professionalism ties in

· Explain how you can use research and translation to integrate and apply nursing knowledge and skills that leads to improvements in patient outcomes and how your knowledge of critical thinking, skill performance, collaboration, caring, and professionalism ties in

· Explain How you used information management to integrate and apply nursing knowledge and skills that leads to improvements in patient outcomes and how your knowledge of critical thinking, skill performance, collaboration, caring, and professionalism ties in

· Explain How you used advocacy and policy to demonstrate professionalism, which include attention to appearance, demeanor, respect for self and others, while upholding professional boundaries in the clinical setting and how your knowledge of critical thinking, skill performance, collaboration, caring, and professionalism ties in

3. List at least 2-3 new knowledge/skills that you have learned and identify 1 that had the greatest impact on your nursing practice.

4. Provide a summary of your progress in meeting all of the course objectives and list the objectives you still need to meet or need to continue to develop.

Course Objectives

· Manage care to maximize health, independence, and quality of life

· Engage in caring and helping techniques that promote a therapeutic nurse-patient relationship

· Incorporates professional attitudes, values, and expectations

· Collaborate with others to develop an intervention plan

• What are, in your opinion, the major differences and similarities between the quantitative and qualitative research methods? 
• Which one would you prefer to use at this stage of your research proposal development and why? 

2-3 paragraphs or 1 page

The coastlines of the world are constantly being impacted by waves, currents and tides. Choose your favorite coastline (or least favorite) and describe how it is affected by those factors. How might these factors affect the coastline as sea level rises? You should include introductory information about how those processes are formed.

Your paper should meet the following requirements:

• 3-4 pages in length (does not include title and reference page)
• 1-2 outside sources

Self-Assessment Assignment

1. What is your overall perception of working with those who are experiencing or are diagnosed with mental illness? (thoughts, feelings, anxieties)
2. How do you think this perception could affect your ability to care for persons?
3. What do you hope to accomplish during the course of this semester to improve your understanding of psychiatric nursing and working with patients with mental illness?

• Read the article Reducing the Stigma of Mental Illness: https://www.cambridge.org/core/services/aop-cambridge-core/content/view/261AB4B0FCF056F137883350AF1133BF/S205442511600011Xa.pdf/div-class-title-reducing-the-stigma-of-mental-illness-div.pdf (Links to an external site.)

1. How would you define stigma after reading this article?
2. Discuss three concepts from the article which could be helpful in reducing the stigma that you, as a nurse, could use in practice when caring for patients with mental illness.
3. This question is OPTIONAL: Discuss any immediate or extended family mental illness (do not share names), if known, what is the diagnosis? What is your involvement with that individual?

Guidelines for this paper:

• Please compose a 1-3 page paper using the questions to formulate headings to demonstrate that you are addressing each question. For example, the first heading might be “Overall Perception of Patients with Mental Illness”
• APA format is required

Due 9/20   8pm EST

Be on time Original Work!

Follow Template EXACTLY

FIND 3 ARTICLES ONLY 2016 with references

Attach links at bottom

TITLE:

Are racial/ethnic minorities less likely to be compliant with Type II Diabetes treatment compared to non-minority groups?

 

Description of public health issue

The public health issue chosen is Type II diabetes as it relates to minority populations. The variable that is being researched is whether or not compliance with medications differs between minority and non-minority racial/ethnic populations. Diabetes remains the 7th leading cause of death within the United States alone with greater than 30 million people diagnosed with Diabetes, and over 84 million diagnosed with prediabetes (CDC, 2019). Diabetes has been linked to cardiovascular disease, neuropathy, chronic kidney disease, eye damage, peripheral vascular disease affecting extremities, skin conditions, opportunistic infection, and mental illness such as Alzheimer’s or dementia (Mayo Clinic, 2018).

It has been found that 15.1% of American Indians, 12.7% of Hispanics, 12.1% of Black non-Hispanics, were diagnosed with diabetes between the years of 2013-2015 compared to only 8% of Asians and 7.4% of White non-Hispanics (CDC, 2019). For racial and ethnic minorities, it has been found that there is worse control of diabetes, higher prevalence rates, and increased complication rates (Peek, 2007). Understanding what specific risk factors these patients may have, as well as how to reduce the health disparity between races is important in improving health outcomes across all populations.

Self reflection essay for Child Development 
3 pages double spaced 
Need 5  sources that you feel are the most needed by families in today’s society. Discuss why you feel these are important part of developing a strong community for children and families. 

wite it in First Person. It should be your own personal experience. 
Please see the attachment 

Develop a proposal in which you evaluate the two specific products you selected in Week 4. Your goal is to persuade the directors of the health care workplace to implement your chosen informatics solution.  Address the following details:  Brief description of the administrative or clinical issue  Concise overview of the two products, including an evaluation of all relevant features of each product Select one (not both) product for implementation and provide a clear explanation about why Two suggestions of how the chosen product could be implemented Two suggestions for how the chosen product would be evaluated after implementation  Identify a future trend in this area Develop a presentation using one of the following formats:  7- to 10-slide presentation with detailed speaker notes with speaker notes of 50-200 words each oral presentation including appropriate visual aid (for example, a handout or brochure) another format approved by your facilitator Include a minimum of five peer-reviewed references and speakers notes, in a separate document if necessary.  Format your proposal and reference page according to APA guidelines.  Submit your assignment.

Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.

Requirements:

Provide a 500 word (or 2 pages double spaced) minimum reflection.

Use of proper4- APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.

Share a personal connection that identifies specific knowledge and theories from this course.

Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.

You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.

My role : Software Quality Engineer

Seventy-eight-year-old Mr. Harod has been a long-term resident of the retirement community. Although mentally sharp, his condition has declined in the past several months and he has been diagnosed with pancreatic cancer. He has declined treatment, stating that he understands his poor prognosis and would rather spend whatever life he has left unbothered by the stress and side effects of treatment,

Last month Mr. Harod was transferred to the nursing home section of the retirement community. You have noticed several individuals regularly visiting him and learn from another resident that these people are part of a group who support assisted suicide,

A few days later, when entering Mr. Harod’s room for morning rounds, you find him deceased. By his bed are several papers that describe who to contact and what plans to make. You are aware that the people who had been visiting had been there the night before and spent considerable time in a private meeting with Mr. Harod.

One of the residents comments that Mr. Harod “went out on his own terms,” It appears several of the residents support his choice; it was, in fact, suicide.

What should you do in this situation?

*Please note that I live in Texas and assisted suicide is illegal and prohibited in Texas.  Please research nursing responsibilities related to this scenario

APA Format and references must be within the past 5 years, no references earlier than 2015 should be used

Purpose of Assignment

Students should be able to calculate time value of money problems including solving for; present value, future value, rate and payment, determine the value and yield of corporate bonds, and use the dividend discount model to calculate the value and expected return of a common stock.

Assignment Steps 

Resources: Tutorial help on Excel® and Word functions can be found on the Microsoft®Office website. There are also additional tutorials via the web that offer support for office products. 

Complete the following Questions and Problems from each chapter as indicated. 

********SHOW ALL WORK AND ANALYSIS******** 

Prepare in Microsoft® Excel® or Word. 

• Ch. 5: Questions 3 & 4 (Question and Problems section): Microsoft® Excel® templates provided for Problems 3 and 4
• Ch. 6: Questions 2 & 20 (Questions and Problems section)
• Ch. 7: Questions 3 &11 (Questions and Problems section)
• Ch. 8: Questions 1 & 6 (Questions and Problems section): Microsoft® Excel® template provided for Problem 6

Format your assignment consistent with APA guidelines if submitting in Microsoft® Word.

The purpose of this assignment is to discuss health care culture and describe how CWV can be used to improve ethical practices. In a 1,000-1,250 word essay, discuss the important factors associated with health care culture. Include the following in your essay:

1. A definition of health care culture, including culture of excellence and safety.
2. Two or three examples of principles for building a culture of excellence and safety.
3. An explanation of the role of various stakeholders in improving health care culture.
4. An explanation of how Christian worldview (CWV) principles might be used by health care organizations to improve ethical practices, whether they are Christian or not.
5. Two or three examples of how the integration of faith learning and work at GCU can be implemented by individuals to improve health care culture.

This assignment requires a minimum of three scholarly sources.

Answer both of the following questions:

What is the most important lesson this course has taught you about science or technology? Which specific ideas or arguments from the authors we have read have taught you this lesson? Exactly why do you consider this lesson an important one?

Use examples from one or more of our assigned readings to document the extent to which you have used your work in this course “to think critically about contemporary technology issues….and to learn to accept the social responsibilities of educated citizens in a global technological society” (p. xiv).

Please ensure that your answer are well-organized, make specific reference to relevant ideas from our course readings, and addresses each aspect of the assigned questions.

Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must examine all symptoms and rule out other potential disorders before diagnosing and prescribing treatment for patients. In this Assignment, you explore the epidemiology, pathophysiology, and clinical presentation of CVI and DVT.

To Prepare

• Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders.
• Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
• Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic venous insufficiency and one for venous thrombosis. Consider the epidemiology and clinical presentation of both chronic venous insufficiency and deep venous thrombosis.

To Complete

Write a 2- to 3-page paper that addresses the following:

• Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis.
• Explain how the patient factor you selected might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
• Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

these essays have two parts:

1) Summary of the film and the information presented

2) Personal Reflection.

The method you incorporate both concepts is open.  Some people do 1 then 2 as two separate parts of the essay, while others integrate both as they write the essay.  The first format is straight forward, the second is more like reflecting on the topics in the film summary as they happen.

After viewing the films, you will write a ~1 page, single spaced (over is fine, too short will be evaluated as poor ‘quality’ in the rubric) summary of the movies and your interpretation as it relates to your own personal point of view regarding the problem or issues raised.  How do you contribute to the problem, fight the problem, or are unaffected by it.  Associated with these movies are a series of FAQs or Learn More.  Take a look and investigate at least one of these FAQs concepts to expand your understanding of the topic.

Visit the “Course Content” area, then click on the “Science Learning Center” under “Course Resources” and finally click on “The Scientific Method Tutorial”.  After you have read through the tutorial, work on the following exercise:

A group of 10 overweight patients have increased levels of LDL (low-density lipoprotein) cholesterol. Based on this limited information and using the scientific method:

I. Develop a question related to a potential treatment or therapy for this condition followed by a hypothesis (you can look on-line for relevant information). Then . . .

II. Design a brief experiment to test your hypothesis; be sure to include a control, and to describe the independent and dependent variables (look these terms up if needed). Describe the predicted results of your experiment.

Remember to complete a main post with one or more references, as well as two substantial response posts each week to receive full credit for participation in graded discussions.

Instructions You are a lobbyist for an issue that you find important. For example, you would like to see the banning of smoking in federal buildings (Note: This policy has already been enacted.) You are going to make an informational pamphlet to highlight your points to prominent members of Congress. Research members of Congress that you will target in your lobbying. Explain why these members are critical to your goal. Make a plan of action and produce a pamphlet supporting your cause. Who will you be reaching out to? Why? Write a cover letter to a Congressional member and include your reasoning for reaching out to them in particular in the letter. Remember a lobbyist is only as good as the information they provide. A lobbyist who provides incomplete or unreliable information will soon be unemployed, or lose access to officials.

Cover letter should:

· Follow a standard business format

· Correctly address your Congressperson

· Use the correct postal address

· Explain your choice to write to this representative in particular, and provide your pamphlet. For example, maybe your research showed that this representative sponsored legislation on this issue in the past.

Pamphlet should:

· Define the problem. Tells us exactly what the problem is. Detail its urgency and provide data. Be objective.

· Analyze the problem. Provide relevant data. Tell us how to make sense of the data. Provide any findings

· Offer a recommendation. Do not generalize. Be specific.

· Must be persuasive.

· Cite four scholarly sources

Submit your cover letter and pamphlet for grading.

Writing Requirements (APA format).

· Length: Cover letter to Congressman should be only 1 page

· Pamphlet should be 5 pages in length

· 1-inch margins

· 12-point Times New Roman font

· Reference page (minimum of 4 scholarly sources)

Course Learning Outcomes for Unit VIII Upon completion of this unit, students should be able to:

6. Discuss how policies affect change. 6.1 Describe the goals of domestic, economic, and foreign policy in the United States. 6.2 Discuss how and why the Constitution’s determination of authority in foreign affairs is often

referred to as an invitation to struggle. 6.3 Differentiate between the concepts of isolationism and internationalism.

7. Identify the impact of media on public opinion and politics.

7.1 Describe how the media can affect policy.

Course/Unit Learning

Outcomes

Learning Activity

6.1

Unit VIII Lesson

Reading: “11a. Foreign Policy: What Now?”

Reading: “11b. Defense Policy”

Reading: “11c. Economic Policy”

Reading: “11d. Social and Regulatory Policy”

Unit VIII Final Project

6.2

Unit VIII Lesson

Reading: “An ‘Invitation to Struggle’? The Use of Force Against ‘Legislatively

Vulnerable’ American Presidents”

Reading: “11. Policy Making: Political Interactions”

Unit VIII Final Project

6.3

Unit VIII Lesson

Reading: “Lesson 4: The Great Debate: Internationalists vs. Isolationists”

Unit VIII Final Project

7.1

Unit VIII Lesson

Reading: Policy Making: Political Interactions

Unit VIII Final Project

Reading Assignment To access the following resources, click the links below. Foster, D. M. (2006). An “invitation to struggle”? The use of force against “legislatively vulnerable” American

presidents. International Studies Quarterly, 50(2), 421–444. Retrieved from https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/logi n.aspx?direct=true&db=a9h&AN=20656715&site=ehost-live&scope=site

Independence Hall Association. (n.d.). 11. Policy Making: Political interactions. Retrieved from

http://www.ushistory.org/gov/11.asp Independence Hall Association. (n.d.). 11a. Foreign policy: What now? Retrieved from

http://www.ushistory.org/gov/11a.asp

UNIT VIII STUDY GUIDE

Policy: Domestic, Economic, and Foreign https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=20656715&site=ehost-live&scope=sitehttps://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=20656715&site=ehost-live&scope=sitehttp://www.ushistory.org/gov/11.asphttp://www.ushistory.org/gov/11a.asp

PS 1010, American Government 2

UNIT x STUDY GUIDE

Title

Independence Hall Association. (n.d.). 11b. Defense policy. Retrieved from http://www.ushistory.org/gov/11b.asp

Independence Hall Association. (n.d.). 11c. Economic policy. Retrieved from

http://www.ushistory.org/gov/11c.asp Independence Hall Association. (n.d.). 11d. Social and regulatory policy. Retrieved from

http://www.ushistory.org/gov/11d.asp National Endowment for the Humanities. (n.d.). Lesson 4: The great debate: Internationalists vs. isolationists.

Retrieved from https://edsitement.neh.gov/lesson-plan/great-debate-internationalists-vs- isolationists#sect-background

Unit Lesson Our government is empowered to make political decisions that affect not only Americans, but also other countries, including both allies and enemies. Many things shape American public policy: political campaigns, world events, court cases, media attention, and almost anything one can think of that can bring an issue to the spotlight. Though the primary goal of setting policy is protecting the needs and interests of the United States and its citizens, there are often policies and decisions that look at a larger picture—one that appears to protect other nations above the interests of our own. Foreign Policy The American way is an ideal that we as United States citizens are willing to protect at all costs. Foreign policy is one of the ways that we protect our national interests. To do this, we make sure that our military is adequately prepared and that we have productive trade policies and relations. In many ways, Franklin D. Roosevelt’s great isolationists versus internationalists debate stemming from his Lend-Lease proposal remains a hot topic today. Are we better off immersing ourselves in world affairs, regardless of the risk to our own citizens and land, or are we better served by remaining neutral and avoiding involvement in other countries’ affairs? Such is the basis of American foreign policy. The State Department, headed by the secretary of state, coordinates foreign relations through embassies located in countries across the world. In order to do their work well, State Department officials and staff must have access to the most up-to-date intelligence available. This intelligence is gathered mostly through the Central Intelligence Agency (CIA) and the National Security Agency (NSA). During the Spanish-American War, the United States branched out into world affairs for a time. Prior to and following World War I (WWI), the United States became a more isolationist country. We were more intent on building our infrastructure and consolidating our colonies than worrying about Europe and its ongoing disagreements. During World War II (WWII), we realized with the bombing of Pearl Harbor that we could no longer keep blinders on and pretend that what happened in Europe did not affect us. As a result, the United States became an internationalist country. From the end of WWII until the end of the 1980s, our Cold War with Russia and the containment of communism was the biggest push of our foreign affairs department. For most of the Cold War, Russia and the United States did not directly engage in combat, but instead moved behind the scenes diplomatically in various countries. The hottest parts of the Cold War were the Korean Conflict during the 1950s, the Vietnam Conflict, and the Cuban Missile Crisis. The Soviet Union would finally collapse at the end of the 1980s in no small part because of its massive amount of defense spending. This collapse would leave the United States as the world’s largest military power (Stratfor, 2016) http://www.ushistory.org/gov/11b.asphttp://www.ushistory.org/gov/11c.asphttp://www.ushistory.org/gov/11d.asphttps://edsitement.neh.gov/lesson-plan/great-debate-internationalists-vs-isolationists#sect-backgroundhttps://edsitement.neh.gov/lesson-plan/great-debate-internationalists-vs-isolationists#sect-background

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With the collapse of the Soviet Union, the United States began to call for other countries to increase participation and respond collectively to problems around the world. This multilateralism was seen during the

first Gulf War as well as with the U.S. and North Atlantic Treaty Organization (NATO) forces used in Bosnia when the Serbs were committing genocide. Since the attacks on the World Trade Center and the Pentagon on September 11, 2001, we have been fighting a war on terrorism. While this war on terrorism at first manifested in the wars in Iraq and Afghanistan, it is indeed a battle of many places and faces. The Global War on Terrorism (GWOT) has cost much in not only money but in the sense of security, safety, and human life. Terrorism has changed the way we travel, think, and live. The problem is that we are fighting an idea with many faces rather than a country with defined borders. Because of this new kind of war, the United States has sought to change its military into small and

highly mobile combat units that can fight wherever and whenever needed (Berkowitz, 2002). Economic Policy Along with fighting the world’s evil, the United States must also live and trade with the world. No longer can any country be an island unto itself, particularly one whose economy has become a global economy. There is one significant question: “Does the government direct the economy, or does the economy direct itself?” (Independence Hall Association, n.d.-b, para. 1). Spanning two broad categories of fiscal and monetary policy, U.S. economic policy has four major goals: stable markets, economic prosperity, business development, and protecting employment (Federal Reserve System, n.d.). Monetary policy is the government’s policy of controlling the money supply. Too much money in circulation leads to inflation, while too little leads to deflation or can even lead to a recession (Independence Hall Association, n.d.-b). Until the 20th century, the United States operated under a laissez-faire economic policy that required an open market (Independence Hall Association, n.d.-b). During the Great Depression, the concept of Keynesian economics emerged. This policy was the opposite of the laissez-faire strategy with a primary tenet that it was the government that should manage the economy (Independence Hall Association, n.d.-b). The debate over which strategy is best remains, as current policy lies somewhere between the two strategies. The American economy depends heavily on international commerce, and most businesses today are multinational corporations with offices and facilities all over the world. When one country falters in paying its debts, it starts to drag down all of the others. Since 2008, we have seen many countries, such as Greece and Cyprus, come close to defaulting on their loans only to be bailed out by the International Monetary Fund (IMF) so that the world’s economy can stabilize. Internationalism and multilateralism on a grand scale have been illustrated by the European Union (EU), though the manifestation of the potential negative effects of both have also become increasingly evident. Rising conflict regarding policy led to the United Kingdom’s exit from the EU, known as Brexit, in 2016 (“Eight Reasons Leave Won,” 2016). Domestic Policy The domestic policy-making process involves six primary steps: realization of a problem, setting an agenda to solve the problem, creating a policy to deal with the problems, and adopting, implementing, and evaluating

World Trade Center after the 9-11 attacks (Tourtellotte, 2001)

Brexit (Kroschel, n.d.)

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the policy (Independence Hall Association, n.d.-a). Domestic policy involves any policy related to actions and issues of national importance that occur within our borders. Some examples of domestic policy issues are healthcare, education, welfare, insurance, and labor. The United States uses a federalist form of government with a constitutionally expressed separation of the state and federal governments. More often than not, the lines become blurred as to who has jurisdiction. In April, 2010, the states of Arizona, South Carolina, Pennsylvania, Minnesota, Rhode Island, Michigan, and Illinois decided to enact their own immigration laws. These states were protesting a federal government that was not protecting the borders from illegal aliens who were putting financial and systemic strains on their economies. As a result, individual plaintiffs, as well as the U.S. Department of Justice, filed lawsuits seeking to stop Arizona’s SB 1070 law, which added additional state requirements, crimes, and penalties related to the enforcement of immigration laws (Morse, 2011). In an analysis of the Supreme Court’s ruling on Arizona’s immigration enforcement laws, Ann Morse, the program director for the National Conference of State Legislatures, made the observation that SB 1070 is preempted specifically by the Immigration Reform and Control Act of 1986 (IRCA). This preemption was a result of U.S. foreign policy and federal law. Based on research of similar cases and laws, Morse noted that the laws violated at least two clauses of the U.S. Constitution, the Supremacy Clause and the Commerce Clause (Morse, 2011). The U.S. Supreme Court upheld a portion of the Arizona SB 1070 law, but struck down other aspects. The majority opinion stated that although Arizona has legitimate frustrations with illegal immigrants, the state cannot create policies that undermine federal laws. Because of the unconstitutionality of portions of SB 1070, Morse (2011) noted that the U.S. Department of Justice filed injunctions before those portions could take effect. Regulatory policy is a large component of American domestic policy. Regulatory bodies regulate everything from what you eat to what you buy and where and how it is made. There are three basic categories of federal regulations: business, labor, and environment and energy. Regulatory policy has stemmed directly from the preamble to the Constitution where “promoting the general welfare” was prescribed (Independence Hall Association, n.d.-c). Public policy in America is a necessary but controversial subject, particularly in the land of the free where citizens often cite such freedoms as their right to ignore policy altogether.

References Berkowitz, B. (2002, July 30). Fighting the New War. Hoover Digest. Retrieved from

http://www.hoover.org/research/fighting-new-war Eight reasons Leave won the UK’s referendum on the EU. (2016, June 24). Retrieved from

http://www.bbc.com/news/uk-politics-eu-referendum-36574526 Federal Reserve System. (n.d.). Conducting monetary policy. Retrieved from

https://www.federalreserve.gov/aboutthefed/files/pf_3.pdf Independence Hall Association. (n.d.-a). 11. Policy making: Political interactions. Retrieved from

http://www.ushistory.org/gov/11.asp Independence Hall Association. (n.d.-b). 11c. Economic policy. Retrieved from

http://www.ushistory.org/gov/11c.asp Independence Hall Association. (n.d.-c). 11d. Social and regulatory policy. Retrieved from

http://www.ushistory.org/gov/11d.asp Kroschel, S. (n.d.). Brexit [Image]. Retrieved from https://pixabay.com/en/brexit-united-kingdom-eu-exit-

1485004/

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Morse, A. (2011). Arizona’s immigration enforcement laws. Retrieved from http://www.ncsl.org/research/immigration/analysis-of-arizonas-immigration-law.aspx

Stratfor. (2016, December). From red to sliver: The 25th anniversary of the fall of the Soviet Union. Retrieved

from https://www.stratfor.com/analysis/red-silver-25th-anniversary-fall-soviet-union Tourtellotte, J. (2001). World Trade Center 6 after the 9-11 attacks [Image]. Retrieved from

http://commons.wikimedia.org/wiki/File:World_Trade_Center_6_after_the_9-11_attacks.jpg.

Suggested Reading To access the following resources, click the links below. The following essay outlines the shared powers of the U.S. Congress and the president about foreign policymaking. Baritono, R. (2014, January). “An invitation to struggle?” Congress and U.S. foreign policy (Analysis No. 229).

Retrieved from http://www.ispionline.it/sites/default/files/pubblicazioni/analysis_229_2013.pdf The following article describes the steps followed when creating foreign policy in the United States. Foreign Policy Association. (2017). How U.S. foreign policy is made. Retrieved from

http://www.fpa.org/features/index.cfm?act=feature&announcement_id=45&show_sidebar=0 http://www.ispionline.it/sites/default/files/pubblicazioni/analysis_229_2013.pdfhttp://www.fpa.org/features/index.cfm?act=feature&announcement_id=45&show_sidebar=0

This paper will be about Race and how American films represent them using the information and addressing the questions below.  The paper should be 2 -3 pages, double space, 11-12 point font.  Title pages, graphs, pictures and the “Films Mentioned” section will not count toward the length of the paper.

1. Think about your own national, ethnic, or racial heritage. To what extent does it shape your personal identity? Share your thoughts.
2. Choose at least two American films that represents your national, ethnic, racial heritage, or personal identity. One film should show this in a positive light and one film in a neutral or negative way?  The films can come from any era and genre.
3. Answer the following:
   1. Describe how the films depict your national, ethnic, racial heritage, or personal identity. Compare and contrast the films.
   2. Do the films help define or to construct a national identity and what is that national identity?
4. Create a “Films Mentioned” section at the end of your paper and use the “Style Guide” found in the Syllabus content.

FYI:

an example for “Films Mentioned” section is attached as “style guide”.

please use some of the class materials attached in the paper and the link below.

In this lab, you performed a series of SQL injection attacks against an existing vulnerable database to see

what damage can be done as a result of a failure to follow the principle of least privilege. You then

modified the database so that the application followed the principle of least privilege and made the

(minor) changes to the Web application that are required for this change. Finally, you repeated the attacks

to verify that the damage that you can cause is far more limited.

Lab Assessment Questions & Answers

1.Why did the SQL attacks used in this lab always end in

;

—

?

2.

Why

did you need to install the Web Developer Firefox add

–

on?

3.

What

error message occurs when a table is missing from the database?

4.

What

is the exact SQL query used when searching for Alan Ashby?

5.

What

command to the DBMS gives the bbro account the access it

needs?

 

 

 

 

 

 The Institute of Medicine has stated a goal that 90% of practice be evidence-based by 2020. According to HealthyPeople.gov, the United States is currently at approximately 15%. Discuss two barriers that might hold nursing practice from achieving this goal, and suggest ways in which identified barriers may be addressed. 

1. Using Naomi Klein’s work, write a research paper (2000 to 2500 words, not including footnotes and bibliography)  analyzing the effects of globalization and citizenship in the Bronx . Write an additional 150 word synopsis for the cover page, similar to this outline. Find access to research resources, such as a government/municipal documents, local newspaper, local library, and people you can contact about your topic in person, by telephone or via e-mail

Question: What is meant by “rape culture,” what are its characteristics, and what is its relationship to issues of “victims and victimization”? What actions can we take at the grassroots and policy levels to combat rape culture?

This question is based on the book “Criminology: the Core 4th edistion” Chapter 3  you can find the first couple of chapters on google under books. The answer must be fully comperhansive answering all parts of the question good grammer and about 2 paragraphs 

Quesion: According to the textbook, how should we define “crime,” “criminal behavior,” and “a criminal”? Regarding these concepts, what insights and questions emerge from the assigned web readings about genocide and environmental crime?

This question is based on the book “Criminology: :the Core 4th edistion” Chapters 1 and 2 which can also be found on google under the book section if you type in the book name its about the 3rd book thats shows up it shows the word :Criminology” in different colors 

***2 paragraph answers for each question must be done by 9pm eatern stadndered time****

Here is how the professor will grade the answers please follow to insure i get a good grade 

The submissions will be graded according to the following criteria:

• Relevance: the ideas expressed indicate that the student has read and comprehended the assigned material.
• Clarity, coherence: the ideas are stated clearly and coherently.
• Critical thinking: there is evidence that the student has adequately analyzed, synthesized, and evaluated the assigned material.
• Poses a question for discussion: the posting articulates a question for discussion that pertains to the assigned material.
• Spelling, grammar: the posting must meet university-level standards of spelling and grammar.
• Length: the submission must be no less than approximately 250 words in length; there is no maximum length.