What is the role of the State Government in the policymaking process? How does it differ from that of the Federal Government? Is it more or less important? Why? Provide examples to clarify your responses.
Module 4 Scenario
As a TLO, you’ve been asked by the local JTTF Commander to provide a local perspective on current issues facing the IC. Some of the issues include border security, human trafficking, and narcotics trafficking, but there are others. You can participate on the task force of your choosing.
Select an issue (Human Trafficking) facing the IC, and explain why you want to participate on this TF. Why is this the most pressing or interesting issue?
For this issue, outline a strategy to effectively collect, evaluate, and disseminate intelligence information within the IC and with local LE. Include which INTs are most relevant, where there are gaps in collection and analysis, and approaches that might soon be available to fill the gaps. What will your role be as a TLO?
Explain 3 ethical issues that would need to be addressed in collecting and disseminating intelligence for this problem.
Explain whether there is a realistic counterintelligence threat to this effort, and where it might be targeted and who would be likely to benefit.
Provide quotation(s) to support your response.
You may prepare either a 3-5 page memo, or a 10-15 slide PowerPoint presentation with notes.
SLP Assignment Expectations
Assignments should be 3-5 pages double-spaced, not counting the cover or reference page or a 10-15 slide PowerPoint presentation (not including cover, intro, questions, references slides) with notes.
Paper format: (a) Cover page, (b) Header, (c) Body. Submit your assignment by the last day of this module.
Slide format: Cover slide, Introduction, Body slides, Conclusion and “Questions” slide, References slide. All slides (except cover, intro, questions, references, should have supporting notes)
Interdisciplinary Philosophies and Theories
Read the case of “Mrs. Mendez”
As an advanced practice nurse, identify the various knowledge bases that you draw upon from the physical, emotional, spiritual, cultural, and social sciences in the care of Mrs. Mendez and her family.
For example, Which science bases tells you about how cancer develops; which science bases tells you about pain and pain management; which science bases tell you about grief and loss or emotional states; which science bases help you understand the importance of spiritual assessment and care; which science bases help you to assess and intervene with the family both as individuals at their own developmental age and the family as a system; which sciences bases help you understand the cultural perspectives?
1: Make a list of key concepts relevant to the case study.
2: Identify from the middle range theories presented in your textbooks, one interprofessional or middle range theories associated with your concepts of interest, and give a rationale for its selection.
3: Discuss how the selected theory guides both your clinical assessments and interventions for Mrs. Mendez or her family.
4: Explain how knowledge from interprofessional health-related sciences informs advanced nursing practice.
As a nurse practitioner, you will be confronted by many patients and families who will request treatment for numerous conditions, including requesting antibiotics for viral illnesses or antiparasitics for diarrhea.
Conclude the importance of providing an appropriate treatment plan based on the correct diagnosis.
Decide what would be the potential impact of prescribing a drug to treat the wrong class of infection.
Please keep in mind the following when composing your response:
Analyze the relationship between pharmacological agents and physiologic or pathologic responses.
Differentiate drug classes and their use in the management of patient care.
Differentiate medication prescribing methodologies in regard to regulatory, legal and ethical considerations in alignment with APRN scope of practice.
Evaluate and revise the pharmacological plan of care in response to patient outcomes.
Integrate knowledge of pharmacotherapeutics, pharmacokinetics, and pharmacodynamics in the care of individuals across the lifespan.
Select patient centered pharmacologic agents in accordance with evidenced based practice guidelines for the management of the illness, injury, or the disease across the lifespan in respect to socio-cultural, socio-economic, ethical and legal considerations.
Essay #1 Rubric
Essay Assignment #1: Swimming While Drowning Essay
INTRODUCTION:
Does the title/hook effectively grab the reader’s attention?
Does the introduction offer sufficient background information (not excessive summary) about the play being analyzed?
Does the introduction contain a clear, compelling thesis statement about one out of the five scenes the writer has decided to examine in Swimming While Drowning.
BODY PARAGRAPHS:
Does each body paragraph begin with a clear topic sentence that connects to the thesis?
Does each body paragraph include specific, carefully chosen textual evidence to support the claim?
Does each body paragraph use close reading to analyze the moods, patterns, and language of the text?
Does each body paragraph end with a careful, logical explanation of how the textual evidence supports the claim and overall thesis?
CONCLUSION:
Does the conclusion restate the thesis and emphasize the essay’s main ideas?
Does the conclusion end with a compelling final thought?
OVERALL STRUCTURE:
Is the essay well-organized and easy for the reader to follow?
Is the essay written clearly with relatively few sentence-level errors?
Does the essay use proper MLA format (including a works cited page if needed)?
Implement the Health promotion plan for childhood immunizations by conducting educational session PPT addressing the health concern and health goals of selected community. Evaluate health policies, based on their ability to achieve desired outcomes.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
Integrate principles of social justice in community health interventions.
Apply professional, scholarly communication, strategies to lead health promotion and improve population health.
evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health.
Title and reference slides, also.
There are two parts to this Discussion. Address both parts in one discussion post.
Part A: What is your experience with Excel? Have you used it before? Do you use it at work or at home? Have you used it to do statistical analyses? If you are proficient with Excel, make sure to provide help to anyone who is having difficulty with the program.
Part B: View this video (https://www.youtube.com/watch?v=EJQHUyWhHmI&feature=youtu.be) to learn how to generate a random data set in Excel. Then using the Unit 1 Discussion Excel workbook, generate your random data set. The data set you create will represent the IQs of a sample of 30 people.
Using the data set that you generated in Excel and the Data Analysis Toolpak (see video on adding the Toolpak in the Live Binder), calculate the mean, median, mode, standard deviation, variance, range, minimum, and maximum. Then answer the following questions:
Insert your descriptive statistics output from Excel within your response (see How to Use A Snipping Tool video in the Live Binder).
What do the following measures of center tell us about the IQs in the data set (be specific and include the values in your discussion – up to 3 decimal places): (i) mean (ii) median (iii) mode?
Does the mean appear to be similar or different from the median? Why do you think that is so?
What is the standard deviation (give the actual value – up to 3 decimal places), and what does it tell us about the IQs in the data set?
How might the information in this data set be useful?
MAKE SURE TO ATTACH YOUR EXCEL FILE TO YOUR POST.
Please create personalized and substantive responses to at least two other student main posts. In your responses, suggestions include the following: What similarities and/or differences do you notice in your sample results and your classmate’s results? Do you think both of your samples most likely came from the same population or different populations, and why?
Remember that your goal for Discussion Assignments is to ensure:
Responses are on topic, original, and contribute to the quality of the Discussion.
Responses make frequent, informed references to unit material.
Responses are clearly written.
A minimum of two or more responses per thread to classmates that are thoughtful and advance the Discussion are required.
Be sure your post is grammatically correct, has been spell checked, and fully answers the question. Be sure to comment on and respond substantively to your classmates’ postings throughout the week (minimum of 2 peer replies).
Main Objective of the assessment
Task 1. Group Presentation:
This task is designed to enhance your engagement with the module material and develop your ability to search, explain, and critically evaluate relevant theories, and work in teams.
The table below demonstrates how task 1 contributes to the assessment of the modules learning outcomes.
Task 1 Group Presentation (30% of total marks)
Required
Work in groups of max4 to address questions of ONE of the case studies below, prepare PowerPoint slides and present for max 10 minutes in class.
Guidance
This task will help you enhance your engagement with the module material and provide an opportunity to demonstrate your verbal communication skills and your understanding of current issues in global business and investment through a well-structured, rational argument, supported by evidence.
A short Power Point presentation must be used to support your presentation. Marks will be allocated on individual basis based both on student’s performance during the presentation and each individual’s contribution to the group presentation. Please see assessment criteria below.
CASE STUDY 1: Spain’s Telefonica
Established in the 1920s, Spain’s Telefonica was a typical state-owned national telecommunications monopoly until the 1990s. Then the Spanish government privatized the company and deregulated the Spanish telecommunications market. What followed was a sharp reduction in the workforce, rapid adoption of new technology, and focus on driving up profits and shareholder value. In this new era, Telefonica was looking for growth. Its search first took it to Latin America. There, too, a wave of deregulation and privatization was sweeping across the region. For Telefonica, Latin America seemed to be the perfect fit. Much of the region shared a common language and had deep cultural and historical ties to Spain. Also, after decades of slow growth, Latin American markets were growing rapidly, increasing the adoption rate and usage not just of traditional fixed line telecommunications services, but also of mobile phones and Internet connections.
Having already learned to transform itself from a state-owned enterprise into an efficient and effective competitor, Telefonica believed it could do the same for companies it acquired in Latin America, many of which were once part of state-owned telecommunications monopolies. In the late 1990s, Telefonica invested some $11 billion in Latin America, acquiring companies throughout the region. Its largest investments were reserved for Brazil, the biggest market in the region, where it spent some $6 billion to purchase several companies, including the largest fixed line operator in São Paulo, the leading mobile phone operator in Rio de Janeiro, and the principal carrier in the state of Rio Grande do Sul. In Argentina, it acquired 51 percent of the southern region’s monopoly provider, a franchise that included the lucrative financial district of Buenos Aires. In Chile, it became the leading shareholder in the former state-owned monopoly, and so on. Indeed, by the early 2000s Telefonica was the No. 1 or 2 player in almost every Latin American country, had a continent-wide market share of about 40 percent, and was generating 18 percent of its revenues from the region.
Still, for all of its investment, Telefonica has not had it all its own way in Latin America. Other companies could also see the growth opportunities, and several foreign telecommunications enterprises entered Latin America’s newly opened markets. In the fast-growing mobile segment, America Movil, controlled by the Mexican billionaire Carlos Slim, emerged as a strong challenger. By 2008, the Mexican company had 182 million wireless sub-scribers across Latin America, compared to Telefonica’s 123 million, and intense price competition between the two companies was emerging.
With the die already cast in Latin America by the mid-2000s, Telefonica turned its attention to neighboring countries in Europe. For years, there had been a tacit agreement between national telecommunications companies that they would not invade each other’s markets. In 2005 this started to break down when France Telecom entered Spain, purchasing Amena, the country’s second-largest mobile carrier behind Telefonica. Telefonica moved quickly to make its own European acquisition, acquiring Britain’s major mobile phone operator, O2, for $31.4 billion. O2 already had significant operations in Germany as well as the United Kingdom. The acquisition transformed Telefonica into the second-largest mobile phone operator in the world, measured by customers, behind China Mobile.
Case Discussion Questions
CASE STUDY 2: The emerging Turkish economy
Turkey is strategically located between the two continents of Asia and Europe with control over the entrance to the Black Sea. It shares borders with, among others, Syria, Iraq, and Iran on the Asian side, and Greece and Bulgaria on the European side.
It is a predominantly Muslim (Sunni) country with a population of 77.3 million people. Over 42 per cent are below the age of 24. Most are Turkish, but there is a sizeable, about 18 per cent, Kurdish population in the southeast of the country. There has been a long-running dispute between the Kurds and the Turkish state that, over the years, has cost many lives. A ceasefire was agreed as recently as 2013.
Modern Turkey was founded in 1923 under the leadership of Mustafa Kemal, who later became President Ataturk (leader of the Turks). He died in 1938 and since then Turkey has become a democracy, but the army has always been a powerful presence and has used its powers to oust governments, in 1960, 1971, and 1980. In 2002, the Justice and Development Party (AKR),under the leadership of Tayyip Erdogan, came to power. It was the first time that a single party had won sufficient votes to form a government. He has been prime minister ever since, winning two more general elections. In 2014, he was elected as president of Turkey.
Under Erdogan’s rule, millions have been lifted out of poverty, which some say accounts for the popularity of somebody who has become increasingly autocratic. Turkey, the ‘T’ in CIVETS, has undergone an economic transformation since 2002 with average per capita incomes almost trebling from SUS3,500 in 2002 to SUS9,920 (SUS15,767 PPP) in 2014. In this time, the economy has averaged growth of 6 per cent per annum; although growth dipped in the global recession, it bounced back in 2010-11 to around 9 per cent. It has a GDP of SUS767 billion, making it the seventeenth largest economy in the word. The World Bank classes Turkey as middle income with a large and growing middle class. Turkey has climbed the rankings in the WEF competitiveness index from fifty-ninth in 2006 to forty-fourth place in 2014. It could climb further if it was able to address weaknesses in the labour market such as restrictive labour regulations, an inadequately trained workforce as well as a low attraction to foreign talent, and a very low ration of women to men in the labour force, where it ranks one hundred and thirty-fourth.
Turkey has undergone a privatization programme that has reduced state involvement in the economy considerably and created a new wave of export-oriented entrepreneurs, known as the ‘Anatolian tigers’. Agriculture is an important element of the Turkish economy and still employs 25 per cent of the workforce, although it accounts for only 9 per cent of output. Corresponding figures for industry are 26 per cent and 27 per cent, and for services, 48 per cent and 64 per cent. It is a world leader in the production of dried figs, hazelnuts, sultanas/raisins, and apricots. Tobacco, cotton, grain, and olives are other important crops. The top industries are textiles, food processing, automobiles, electronics, mining, and steel and these have now overtaken textiles in Turkey’s export mix. Encouraged by Turkey’s growth, FDI into the country has boomed from just over SUS1 billion in 2002 to, at its peak in 2007, SUS22 billion. By this date there were over 32,000 foreign firms operating in the Turkish economy.
Turkey has been a part of the EU customs union since 1995 and a candidate to join the EU since 1999, but its membership has been hotly contested. One of the major obstacles is the disputed territory of Northern Cyprus that the EU sees as occupied territory (by Turkey) of one of its member states. Another factor is the threat to democracy many see from an increasingly authoritarian prime minister whose suppression of the freedom of speech has drawn criticism from allies in the US and Europe.
In 2013, protests were put down violently by the authorities. The government has also faced corruption charges, has censored the Internet, jailed many journalists, and banned Twitter and YouTube. The economy is now not nearly as healthy as it was. Economic growth slowed to 2.2 per cent in 2012 and predictions by the IMF for the next few years are around 3 per cent. Inflation is above 7 per cent and unemployment above 10 per cent. The current account deficit is financed by bonds and loans and growth is fuelled mainly by domestic demand based on credit growth. It is open to question how sustainable is Turkey’s economic progress.
Case Discussion Questions
Task 1: Group presentation
Group presentation’ slides must be submitted electronically via the University’s Blackboard Learn system. The required file format for task 1 is any of the recent versions of Microsoft PowerPoint with your name on the slides you have prepared. All group members should submit.
PG grades and grade point bands [Senate Regulation 3 (2013 starters onwards)] are:
A++ (17), A+ (16), A (15), A- (14), B+ (13), B (12), B- (11), C+ (10), C (9), C- (8), D+ (7), D (6), D- (5), E+ (4), E (3), E- (2), F (1)
Assessment and feedback criteria for Task 1
Academic Misconduct, Plagiarism and Collusion
Any coursework or examined submission for assessment where plagiarism, collusion or any form of cheating is suspected will be dealt with according to the University processes which are detailed in Senate Regulation 6.
You can access information about plagiarism here.
The University regulations on plagiarism apply to published as well as unpublished work, collusion and the plagiarism of the work of other students.
Please ensure that you fully understand what constitutes plagiarism before you submit your work.
Please refer to the College’s Student Handbook for information on submitting late, penalties applied and procedures in the case of extenuating circumstances.
Make sure you provide enough detail to your answer to show you understand the question, simple answers (no detail) or 1 or 2 sentences as answers will be worth very little.
1. Explain in the windows operating system how the operating system changes from one process to the next, basically the context switch (do not include the algorithms used by the scheduler, or scheduler activities)
2. Explain in the windows operating system how an interrupt is handled (for example a keyboard entry)
3. Of the three basic operating systems we have covered, windows, Linux and mac, if you had a customer that was new to PC systems, what questions would you ask them to determine which operating system they should use/purchase.
4. What are all the file systems types that a windows and a Mac uses by the operating system and how large of a file is supported in each (max size),
5. A customer running windows 10, wants to use Windows XP for older applications, it has been suggested that they use a VM (Virtual Machine). What steps should the customer take to install a XP operating system into a VM running on the windows 10 machine.
6. What makes a server operating system more robust than your standard pc based operating system.
7. What is the max number of simultaneous users that the windows 10 operating system supports, what is the max number of simultaneous users that a Mac operating system supports?
8. What steps should be taken to install a device driver into a windows operating system, what steps should be taken to install a new device into a Mac.
9. You want to upgrade your PC from windows XP to windows 10, is there an upgrade path?, Explain. You also would like to upgrade from windows 8.1 to windows 10, what steps should you take.
10. What are the differences between the Von Neumann vs. Harvard architecture?
11. How is a CPU cache used to increase the performance of the Operating system?, who controls the usage, the operating system or the CPU. Explain
12. What is the difference between a UNIX operating system and a Linux Operating system?
13. What is a “Page Fault” in an operating system.
14. Explain the difference between Multitasking and Multi-Processing?
15. What is the difference between time-sharing and Multi-user processing?
16. What is the difference between soft real-time and Hard real-time operating systems, what does windows support?
Analysis of Position Papers for Vulnerable Populations.
Scenario
Pretend you are a member of an interprofessional team that is attempting to improve the quality of health care and the outcomes in a vulnerable population. For the first step in your team’s work, you have decided to conduct an analysis of current position papers that address the issue and population you are considering.
In your analysis you will note the team’s initial views on the issue in the population as well as the views across a variety of relevant position papers. You have been tasked with finding the most current standard of care or evidenced-based practice and evaluating both the pros and cons of the issue. For the opposing viewpoints, it is important to discuss how the team could respond to encourage support. This paper will be presented to a committee of relevant stakeholders from your care setting and the community. If it receives enough support, you will be asked to create a new policy that could be enacted to improve the outcomes related to your chosen issue and target population.
The care setting, population, and health care issue that you use for this assessment will be used in the other assessments in this course. Consider your choice carefully. There are two main approaches for you to take in selecting the scenario for this assessment:
You may select a population and issue that is of interest to you and set them in the context of your current or desired future care setting. While you are free to choose any population of interest, the issue you choose should fall within one of the following broad categories:
Instructions
For this assessment you will develop a position summary and an analysis of relevant position papers on a health care issue in a chosen population. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them . You may also want to read the Analysis of Position Papers for Vulnerable Populations Scoring Guide and Guiding Questions: Analysis of Position Papers for Vulnerable Populations to better understand how each grading criterion will be assessed.
MUST COVER ALL BELOW PLEASE.. THANKS
Additional Requirements
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