Posts

Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.

/in /by

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.

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.

/in /by

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).

In your judgment, does inward investment by Telefonica benefit a host nation? Explain your reasoning.

/in /by

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.

Description of the Assessment

 

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

  1. What changes in the political and economic environment allowed Telefonica to start expanding globally?
  2. Why did Telefonica initially focus on Latin America? Why was it slower to expand in Europe, even though Spain is a member of the European Union?
  3. Telefonica has used acquisitions, rather than greenfield ventures, as its entry strategy. Why do you think this has been the case? What are the potential risks associated with this entry strategy?
  4. In your judgment, does inward investment by Telefonica benefit a host nation? Explain your reasoning.

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

  1. Explain the attraction of the Turkish economy as an investment location
  2. What risks would be faced in setting up business in Turkey?
  3. Undertake a country assessment of Turkey for firms in ONE of the following sectors:
  4. Management training
  5. ICT
  6. Renewable energy
  7. Defence technology

Submission Instructions

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

ASSESSMENT OF Task 1  Group number: 
MG5606 Global Business and Investments

 

 Module Leader:

 

 DATE OF Task 1:

Start Time:                              Finish Time:
STUDENT NAME STUDENT NUMBER
   
   
   
   
   
Assessment criteria  
Presentation skills  (5% )

Speed, eye contact, audibility, tone, confident with material, etc

 A   B    C   D    E    F

ÿ   ÿ   ÿ   ÿ   ÿ   ÿ

  
Structure of presentation (5%)

Easy to follow, provides headings, each section relates to overall purpose, accurate, relevant content/argument

 A   B    C   D    E    F

ÿ   ÿ   ÿ   ÿ   ÿ   ÿ

  

 
Breadth of reading beyond recommended readings (10%)

Excellent and well used relevant research and data (not enough just to have a good list of references, must use them)

 A   B    C   D    E    F

ÿ   ÿ   ÿ   ÿ   ÿ   ÿ

  

 
Quality of application of taught concepts (10%)

Coverage of a range of relevant theories. Analysis of the question demonstrating independence of thought with well-argued points.  Conclusions flow logically from the analysis

 A   B    C   D    E    F

ÿ   ÿ   ÿ   ÿ   ÿ   ÿ

  
Comments

 

 

 
 
Module Leader:

     Name …

     Signature ……………………………………

 Second marker:

     Name ……………………………………..

     Signature ……………………………………

 

 

 

 

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.

Late Coursework

Please refer to the College’s Student Handbook for information on submitting late, penalties applied and procedures in the case of extenuating circumstances.

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)

/in /by

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?

Evaluate the evidence and positions of others that are contrary to a team’s approach to improving the quality and outcomes of care for a specific issue in a target population.

/in /by

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:

  • Genetics and genomics.
    • Sickle cell, asthma, multiple sclerosis, myasthenia gravis.
    • Type 1 diabetes, systemic lupus erythematosus (SLE), congenital neutropenia syndrome.
    • Arthritis, any type of cancer or lung or heart disease, obesity.
    • Abuse of alcohol, prescription drugs, tobacco, illegal substances.
  • Emotion and mental health.
    • Post-traumatic stress disorder (PTSD), depression, eating disorders, psychosis.

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

  • Explain a position with regard to health outcomes for a specific issue in a target population.
  • Explain the role of the interprofessional team (doctors, nurses, dieticians, case management, physical therapy, respiratory, etc.) in facilitating improvements for a specific issue in a target population.
  • Evaluate the evidence and positions of others that could support a team’s approach to improving the quality and outcomes of care for a specific issue in a target population.
  • Evaluate the evidence and positions of others that are contrary to a team’s approach to improving the quality and outcomes of care for a specific issue in a target population.
  • Communicate an initial viewpoint regarding a specific issue in a target population and a synthesis of existing positions in a logically structured and concise manner, writing content clearly with correct use of grammar, punctuation, and spelling.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

 

Additional Requirements

  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that support your initial position on the issue, as well as a minimum of 2–3 sources of scholarly or professional evidence that express contrary views or opinions. Resources should be no more than five years old.
  • APA formatting: Use the APA Style Paper .

Explain why character is essential in conduct of the mission, performance of duty, and all aspects of life.

/in /by

Effective Writing

WRITING Assignment ESSAY : The importance of the Financial Management Technician In the US Army

  1. Objective. “Prevailing in Large-Scale Combat Operations:  Character, Trust, and Mission Command” supports the focus of the Secretary of the Army and Chief of Staff of the Army (CSA) on readiness and lethality, the current theme of America’s Army – Our Profession (AAOP).
  2. Instructions.  Prepare an essay addressing the importance of the role of the Financial Management Technician in AAOP. The paper must be one to two pages in length and written. Use APA format, Arial font, 12 pitch.  Some key elements to consider:
  3. Define character – intrinsically and operationally – in the context of mission command and large-scale combat operations
    • Explain why character is essential in conduct of the mission, performance of duty, and all aspects of life.
    •  Explain the interdependent relationships between character, trust, and mission command.
    •  The Financial Management Non Commissioned Officers’ roles and responsibilities in AAOP.

Keep in mind to use : “Prevailing in Large-Scale Combat Operations:  Character, Trust, and Mission Command” and America’s Army – Our Profession (AAOP).

 

Evaluate its content according the designated components of an entry and its required elements (below).

/in /by

SOC 266 – SOCIAL RESEARCH METHODS

Annotated Bibliography – Instructions

INSTRUCTIONS – TASKS

  • Write a 5-article (minimum) Annotated Bibliography. Submit it electronically in the corresponding Canvas assignment item. See “Annotated Bibliography Samples” document for example entries and references for writing annotated bibliographies.
  • Review one randomly assigned classmate’s annotated bibliography. Evaluate its content according the designated components of an entry and its required elements (below). Give suggestions for improving the entry in terms of content (information), conciseness (length), and communication (writing).

 

NOTE: Google Docs must 1) be downloaded as a separate document file to be submitted to allow access to instructor, and 2) then uploaded; ‘shared’ Google Docs are not accepted.

 

HOW TO WRITE AN ANNOTATED BIBLIOGRAPHY ENTRY

Source (partially copied below): https://owl.english.purdue.edu/owl/resource/614/1/

Complete annotated bibliography entries have details about the following components:

 

“A. Citation – [list full bibliography reference in selected and consistent citation style]

 

[Definition: “A bibliography is a list of sources (books, journals, Web sites, periodicals, etc.) one has used for researching a topic. Bibliographies are sometimes called “References” or “Works Cited” depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.). An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources.]

 

  1. Author: name of person writing annotated bibliography – not required, this is assumed as you.

 

“C. Summarize: What are the author’s main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is. For more help, see our handout on paraphrasing sources.

 

“D. Assess: After summarizing a source, evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of authors? For more help, see our handouts on evaluating resources.

 

“E. Reflect: Once you’ve summarized and assessed a source, ask how it fits into your research (relevance). Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?”

 

Go here for more information: – https://owl.english.purdue.edu/owl/resource/614/1/

 

ASSIGNMENT REQUIREMENTS –

Each annotated bibliography entry must be at least 150 words, written in paragraph form, and use the template below to provide at least the following information in [brackets] as relevant to the article:

 

[citation]

[last name of annotated bibliography writer]:

  • [general research topic and specific study focus].
  • [purpose of research study].
  • [general description of research approach: quantitative, qualitative, mixed-method and scope of study focus].
  • [theory used and hypotheses explored by researchers].
  • [major key variables examined or measured].
  • [specific methods used to gather data, make observations, and sample/population measured].
  • [description of empirical data used in analysis].
  • [key findings]. [use, value or contribution of reported research to your study].
  • [weakness or research questions not examined].

 

SAMPLE ANNOTATED BIBLIOGRAPHY ENTRIES

These illustrative examples are not perfect, nor written specifically to follow the required format above.

 

Field, Donald, R., A.E. Luloff, Richard S. Krannich.  “Revisiting the Origins of and Distinctions Between Natural Resource Sociology and Environmental Sociology.” Society and Natural Resources 15 (2002): 213-226

 

Smith:  The Society of Natural Resources Journal wished to create a scholarly forum which focused on similarities and differences in environmental sociology and the sociology of natural resources. Attempts to more adequately understand the relationships between social organization and the natural world need to be informed by reviews and critiques of past and current work by resource/environmental social scientists and the array of theoretical frameworks, research designs and problem solving capabilities represented in the literature. This article provides a perspective on the roads that environmental sociology and natural resource sociology have taken. Distinctions are drawn based on their origins, concepts, theories, and problem solving focuses. Clarifying the differences between natural resource sociology and environmental sociology do not only aid in tracing intellectual foundations for these subfields, but also point to areas where synthesis and convergence are possible. Environmental sociology, which has emerged as a distinct subfield much later that natural resource sociology, has its core connections in general sociology, humanities, and philosophy. All most all commentators link its birth to the late 1960s.

 

Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51 (4), 541‐554.

 

Unknown: The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males.  Increasing the time away from parents before marrying increased individualism, self‐sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

 

Glassman, J., & Sneddon, C. (2003, November). Chiang Mai and Khon Kaen as Growth Poles: Regional Industrial Development in Thailand and its Implications for Urban Sustainability. Annals of the American Academy of Political and Social Science , pp. 93-115.

 

Hall: Jim Glassman and Chris Sneddon, both assistant professors in the Geography Departments at their respective colleges (Sneddon also teaches in the Environmental Studies Program), explore urban sustainability in Thailand. The Thai government has attempted to promote sustainability by attempting to decentralize and develop urban centers other than Bangkok. They examine Chiang Mai and Khon Kaen, two such growth poles, and find that state “policies have helped induce some growth in the secondary cities in question but in doing so have induced new problems of sustainability in these cities and their surrounding rural areas without alleviating problems of sustainability in Bangkok” (94).

Of particular interest to this presentation was the large section in the article exploring the apparent uneven development in Thailand and the role of the state in that development. The article, however did not appear to use any new research for its conclusions and the majority of cited resources appear to be from the 90s. It also focused heavily on environmental issues pertaining to sustainability which was not necessarily relevant to this presentation.

 

London, B., & Anderson, K. L. (1985, Summer). Population Density, Elites, and the Distribution of Infrastructural Resources in Thailand. The Sociological Quarterly, pp. 235-249.

 

Hall: In another study, London and Anderson further explore the influence of the elite in Thailand. This article focuses on the distribution of infrastructural resources in Thailand. London and Anderson believe that demographic factors (per capita income and density) are not the only causes of infrastructural distribution. They use measurements of amount of paved road and percentage of households with piped water and electricity in each province in Thailand from 1970. They include a description of the various indexes and indicators used to measure the various elites both governmental and nongovernmental. In order to compare the elite factors with demographic factors, London and Anderson also include population density, gross provincial product (GPP) per capita and urbanization variables. They found that, like previous research, population density and urbanization can help predict infrastructure distribution, but that combining these factors with elite variables gives a better explanation. They conclude that “the distribution of infrastructural resources is primarily a function of two ecological-economic variables—gross provincial product and density, and the political-economic factors of presence of governmental and non-governmental elites in the province” (235).  While, like their previous research, this article includes dated research, it provided helpful insights into the power and influence of the elites. It also highlighted the utility of using the Political Economy approach in understanding development in Thailand.

 

Garroutte, E. M. (2001).  The racial formation of American Indians: Negotiating legitimate identities within tribal and federal law.  American Indian Quarterly, 25 (2), 224-239. Retrieves April 9, 2011 from JSTOR database.

 

Leonard: Garroutte discusses how Native Americans are defined in the modern USA.  Certain benefits are awarded to Native Americans because of their history of exploitation and abuse by the US government; however there are legal and cultural factors that ‘define’ who is included and excluded from the race-category of ‘Native American’.  ‘Blood quantum’ is the most common governmental and tribal condition for labeling an American as ‘Indian’.  This stipulation, introduced by Euro-Americans, means that a Native has to prove through their ancestral lineage that they have a certain percentage of native blood.  The information presented in this article relates to sociological theories especially concerning ‘race’.  It considers how ‘race’ is a socially constructed phenomenon and addresses how the system through which Americans are racially defined is essentially slanted toward favoring and benefitting the government.  For example, the ‘blood quantum’ requirement for African Americans is much lower than that of Natives.  Therefore, it is harder for an African American to be considered ‘white,’ while on the other hand, it is harder for Natives to be legally considered ‘Native.’  If the ‘blood quantum’ requirement were lower for Natives, the government would have to give benefits to a much larger population of people.

 

Brook, D. (1998). Environmental genocide: Native Americans and toxic waste.  American Journal of Economics and Sociology, 57 (1), 105-112. Retrieved April 8, 2011, from JSTOR database.

 

Leonard: Dealing with environmental issues is an essential aspect of development.  For the Indigenous peoples of America, who represent a large portion of those living in poverty in America, toxic waste and pollution is hindering their physical and cultural well-being.  Because of the high rates of poverty on reservation land in the US, Native Americans are essentially solicited or coerced into agreeing to host toxic waste dumps and treatment plants on their lands.  Toxic waste however poses a threat to the health of Native peoples if not presently than at least for future generations.  As more and more corporations illegally dump toxic waste on reservation lands, the sovereignty of tribal authorities is jeopardized because the federal government eventually steps in to control the issue and the “Native Americans are viewed as irresponsible” (p. 109).  General pollution is also a problem for Indigenous Americans because there are indirect effects that eventually reach their lands.  Many Native Americans however have been forming groups to address the environmental issues of, not only their own lands, but of the US as a whole.

 

Identify and discuss one high biometric and explain its application to criminal justice. How would it be used in the real world?

/in /by

Biometric Technologies and Verification Systems by John R. Vacca
ISBN-13: 978-0-7506-7967-1 (alk. paper) ISBN-10: 0-7506-7967-0

Biometrics is considered the science of life measurement. Biometrics are classified based upon degree of accuracy and separated into three categories: high biometrics, low biometrics, and esoteric biometrics.

Identify and discuss one high biometric and explain its application to criminal justice.
How would it be used in the real world?
Identify a low biometric and discuss how it could be used alone or in conjunction with the selected high biometric in the real world.
What are some limitations of the selected low biometric?

What BI tools would you utilize to manipulate that data in order to establish trends and patterns that can help you target potential buyers?

/in /by

Option #1: Car Dealership Data System

You are a sales manager for a car dealership who wants to effectively target potential customers. Write a paper that details how you would create a data system to reach potential customers and addresses the following questions:

  • What kind of data would you find helpful in populating your system?
  • What sources would you find helpful in the selection process? What ethical considerations must be part of this process?
  • What BI tools would you utilize to manipulate that data in order to establish trends and patterns that can help you target potential buyers? (Hint: If you suggest spreadsheet as a tool, you should provide snapshots of your activities, like tables, formulas, or other tools.)

Your paper should be two pages in length (excluding cover and reference pages), written according to the CSU-Global Guide to Writing & APA (Links to an external site.), and supported by a minimum of three academic sources. The “Best Bet Databases for Information System Management” (Links to an external site.) resource from the CSU-Global Library is a good place to find these sources.

 

What do you need to know about the Macmillan/McGraw Hill reading program/series that Lois’s school uses for reading instruction? Be very specific.

/in /by

EDRG 5595—Spring Semester, 2020 Module Seven Week Seven

Week Seven: February 24—March 2 Objectives: IRA Element 3.3, 3.4 & 6.3 Read the case study below and answer the questions that follow:

Case Study: Lois
Lois is a 10-year-old Caucasian girl. She is in fifth grade and has not been retained. Lois’s fifth-grade teacher uses the Macmillan/McGraw-Hill reading program/series for 60 minutes each day for reading instruction. Between 16 and 20 students are in Lois’s general education reading group. The Idaho Reading Indicator (IRI) and the Idaho Standards Achievement Test (ISAT) are used to gather school-wide screening measures/benchmarks for reading. Lois’s scores on these assessments are below grade level on the Informal Reading Inventory (IRI) and below basic proficiency on the Illinois Standard Achievement Test (ISAT). Although Lois’s reading skills have improved, they have not improved at the rate necessary to bring her to near grade level, despite more than two years of direct and intense interventions.
1. What do you need to know about the Macmillan/McGraw Hill reading program/series that Lois’s school uses for reading instruction? Be very specific.
2. What do you need to understand about the IRI and ISAT tests? Be very specific.
3. What additional information about Lois do you need? Why?
4. What additional assessments would you recommend (at least 3). Why?