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Apply the clinical reasoning cycle to provide person-centred care for individuals experiencing a deterioration in health in order to provide safe nursing care.

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SCHOOL OF NURSING & MIDWIFERY NSG3RDP/ NSG3RDM – Recognizing and Responding to the Deteriorating Patient Assessment activity 1 – 2000 words (35% of overall subject mark) Due date: 11.5.2020 (09.00)

Subject Intended Learning Outcomes (SILOS)
1. Explain common pathophysiology, as it relates to assessment data and pharmacology, that can result in deterioration of an individual’s condition in order to develop appropriate interventions.

2. Apply the clinical reasoning cycle to provide person-centred care for individuals experiencing a deterioration in health in order to provide safe nursing care.

3. Develop an awareness of and contribute to the risk management strategies of a healthcare agency, in order to implement incident reporting procedures and apply risk management procedures.

Context

Serious adverse events, such as unexpected death, intensive care admission and cardiac arrest, are often preceded by observable physiological, clinical abnormalities and deterioration. Other serious events, such as suicide and aggression, are also often preceded by observed or reported changes in a person’s behaviour or mood that can indicate deterioration in their mental state. Early identification of deterioration may improve outcomes and decrease interventions required to stabilise patients whose condition deteriorates in a health service organisation.
The warning signs of clinical deterioration are not always identified or responded to appropriately. The organisational and workforce factors that contribute to a failure to recognise and respond to a deteriorating patient are complex and overlapping (Australian Commission on Quality and Safety in Health Care, 2017)

NSG3RDP/NSG3RDM Semester One 2020
Task
In this assessment you are required to further explore the trauma case study introduced in topic two and three of your LMS and workshop materials for NSG3RDP/RDM.
You will be provided with an ISBAR handover and a National Observation Chart (NOC) for Joanna Cleese. (These documents will be attached at the end of this instruction sheet)
Using the provided information and current academic literature please provide a response to the following three questions Instructions
Answer the following questions as instructed • Question 1 (750 words) The condition of your patient Joanna Cleese described in the ISBAR handover, appears to be changing. (Please refer to the attached documentation) Using the information that you have identified from the NOC and the ISBAR case study handover: 1. Discuss the possible causes of Joanna’s changing condition, supporting your response with contemporary literature and the associated significant cues, signs and symptoms listed in the case study. 2. Explain what possible further deterioration could occur for this patient, with a detailed evidenced -based response. (Please support your justification and rationales with quality peer-reviewed literature).

• Question 2 (750 words) There are many tools that can be utilized when assessing a patient. When assessing a deteriorating patient accurate assessment is essential. Compare and contrast the following methods of patient assessment and their appropriate applications for the deteriorating patient. 1. Primary (ABCDE) 2. Head to toe assessment (Please support your discussion with evidenced based literature).

• Question 3 (500 words) A change in a patient’s heart rate, blood pressure, temperature and respiratory rate can all be an indication of clinical deterioration. It has been suggested that a changing respiratory rate is the earliest indication of clinical deterioration and yet it is often not measured correctly, or not measured at all. Using evidence-based literature to support your arguments: 1. Discuss why a changing respiratory rate is an important indicator of clinical deterioration. 2. Explain how the respiratory rate can be measured reliably and accurately.

NSG3RDP/NSG3RDM Semester One 2020

**Discussions are to be supported with relevant and contemporary literature.
**References: Reference list and appendices are excluded from the word count.
**References to be no older than ten years
**10% word limit allowed. Resources
Australian Commission on Quality and Safety in Health Care. (2017). National Quality and Safety Health Care Standards Edition Two,. Retrieved from https://www.safetyandquality.gov.au/wp-content/uploads/2017/11/National-Safety-andQuality-Health-Service-Standards-second-edition.pdf How to find scholarly literature: http://latrobe.libguides.com/finding-information How to reference using APA6: http://latrobe.libguides.com/referencing/referencing_tool Submission process.
Please use the submission template provided to document information. The document, which includes the completed submission template should be submitted as ONE Word document. Your assignment should be submitted via the Turnitin assignment submission link located in the LMS site for this subject by the due date and time. The submission process is an automatic acknowledgement that you have complied with the guidelines for student responsibility for academic integrity: http://www.latrobe.edu.au/students/academic-integrity/explanation If you have any questions about the assignment please contact the subject coordinator Jen Austerberry either by emailing j.austerberry@latrobe.edu.au or calling: 94964457 or 0417562176. Extensions and special consideration
Students must seek a formal extension to submit after the due date where there are extenuating circumstances. Read the instructions on the following web page http://www.latrobe.edu.au/?a=668155
You submit your request for an extension of the due date from this webpage.
If you have a personal issue or illness that is affecting your study, you may need to apply for special consideration. It is recommended that you discuss your situation with the course coordinator (Liz Pascoe) as soon as possible.
Eligibility to apply for Special Consideration does not automatically imply eligibility to receive it. Certain criteria must be satisfied in order to receive Special Consideration. Please refer to the policy information and on-line form located at: http://www.latrobe.edu.au/special-consideration
NSG3RDP/NSG3RDM Semester One 2020

Late submission
There are policies and procedures to guarantee fair, consistent and transparent treatment of late submission of assessment tasks provide equity around extensions to submission dates and penalties associated with not submitting assessment by the due date and time. 5% of the total possible marks will be deducted each day (or partial day) delayed submission, for a maximum of up to five (5) working days after the due date. Assessment tasks will not be accepted after the following occurrences:
• the fifth (5th) working day after the due date; or • feedback on the assessment task has been returned to any student by the Teaching Team member.

The policy relating to late submissions can be located at: https://policies.latrobe.edu.au/document/view.php?id=148

NSG3RDP/NSG3RDM Semester One 2020

School of Nursing & Midwifery: NSG3RDP/NSG3RDM Assessment One

CRITERIA Excellent (> 80 %) Very good (70% – 79%) Good (60% – 69%) Fair (50% – 59%) Poor (<50%) MARK Question One Discusses the possible causes of Joanna’s changing condition Explains what possible further deterioration could occur

USE OF LITERATURE TO SUPPORT DISCUSSION
(35% of total mark)
28 + marks Clearly and consistently discuss possible causes of the Joanna’s changing condition Clearly and consistently explains what possible further deterioration could occur Demonstrated an excellent understanding of links between the necessary concepts. Demonstrated clear and consistent evidence of critical appraisal of reference material Evidence of synthesis of information and logical development of arguments.

24 – 27 marks Clearly and mostly consistently discuss possible causes of the Joanna’s changing condition

Clearly and mostly consistently explains what possible further deterioration could occur Demonstrated a very good understanding of links between the necessary concepts. Demonstrated some evidence of critical appraisal of reference material Some evidence of synthesis of information and logical development of arguments Literature predominantly used effectively to support key ideas.

21 – 23 marks Good but inconsistent attempt to consistently discuss possible causes of the Joanna’s changing condition.

Good but inconsistent attempt to consistently explain what possible further deterioration could occur Demonstrated good understanding of links between the necessary concepts. Demonstrated inconsistent evidence of critical appraisal of reference material Inconsistent evidence of synthesis of information and logical development of arguments Literature inconsistently used to support key ideas.

18 – 22 marks Fragmented and inconsistent attempt to discuss possible causes of the Joanna’s changing condition Fragmented and inconsistent attempt to explain what possible further deterioration could occur Demonstrated limited understanding of links between the necessary concepts. Demonstrated limited evidence of critical appraisal of reference material Limited evidence of synthesis of information and logical development of arguments Literature poorly used to support key ideas.

<17 marks Demonstrated lack of understanding of possible causes of the Joanna’s changing condition Demonstrated lack of understanding of what possible further deterioration could occur Demonstrated lack of understanding of links between the necessary concepts. No evidence of critical appraisal of reference material No evidence of synthesis of information and logical development of arguments Overreliance on direct quotes Key ideas not supported by the literature

/35
NSG3RDP/NSG3RDM Semester One 2020
Question Two Compares and contrasts 1. Primary (ABCDE) 2. Head to toe assessment

USE OF LITERATURE TO SUPPORT DISCUSSION
(35% of total mark)
28 + marks Clearly and consistently compared the two methods of assessment Demonstrated an excellent understanding of links between the necessary concepts. Demonstrated clear and consistent evidence of critical appraisal of reference material Evidence of synthesis of information and logical development of arguments.

24 – 27 marks Clearly and mostly consistently compared the two methods of assessment Demonstrated a very good understanding of links between the necessary concepts. Demonstrated some evidence of critical appraisal of reference material Some evidence of synthesis of information and logical development of arguments Literature predominantly used effectively to support key ideas.

21 – 23 marks Good but inconsistent attempt to compare the two methods of assessment Demonstrated good understanding of links between the necessary concepts. Demonstrated inconsistent evidence of critical appraisal of reference material Inconsistent evidence of synthesis of information and logical development of arguments Literature inconsistently used to support key ideas.

18 – 22 marks Fragmented and inconsistent attempt to compare the two methods of assessment Demonstrated limited understanding of links between the necessary concepts. Demonstrated limited evidence of critical appraisal of reference material Limited evidence of synthesis of information and logical development of arguments Literature poorly used to support key ideas.

<17 marks Demonstrated lack of understanding of the two methods of assessment Demonstrated lack of understanding of links between the necessary concepts. No evidence of critical appraisal of reference material No evidence of synthesis of information and logical development of arguments Overreliance on direct quotes Key ideas not supported by the literature.

/35
Question Three

Discusses why a changing respiratory rate is an important indicator of clinical deterioration.
Explains how the respiratory rate can be measured reliably and accurately.

USE OF LITERATURE TO SUPPORT DISCUSSION
28 + marks Clearly and consistently discusses the changing respiratory rate significance and explains the means of achieving assessment accuracy Demonstrated an excellent understanding of links between the necessary concepts. Demonstrated clear and consistent evidence of critical appraisal of reference material.
24 – 27 marks Clearly and mostly consistently discusses the changing respiratory rate significance and explains the means of achieving assessment accuracy Demonstrated a very good understanding of links between the necessary concepts. Demonstrated some evidence of critical appraisal of reference material Some evidence of synthesis of information and logical.
21 – 23 marks Good but inconsistent attempt to consistently discuss the changing respiratory rate significance and explain the means of achieving assessment accuracy Demonstrated good understanding of links between the necessary concepts. Demonstrated inconsistent evidence of critical appraisal of reference material.
18 – 22 marks Fragmented and inconsistent attempt to discuss the changing respiratory rate significance and explain the means of achieving assessment accuracy Demonstrated limited understanding of links between the necessary concepts. Demonstrated limited evidence of critical appraisal of reference.
<17 marks Demonstrated lack of understanding of the significance of the respiratory rate or the means of achieving accuracy. Demonstrated lack of understanding of links between the necessary concepts. No evidence of critical appraisal of reference material.

NSG3RDP/NSG3RDM Semester One 2020

(25% of total mark)
Evidence of synthesis of information and logical development of arguments.

development of arguments Literature predominantly used effectively to support key ideas.

Inconsistent evidence of synthesis of information and logical development of arguments Literature inconsistently used to support key ideas.

material Limited evidence of synthesis of information and logical development of arguments Literature poorly used to support key ideas.

No evidence of synthesis of information and logical development of arguments Overreliance on direct quotes Key ideas not supported by the literature

ACADEMIC INTEGRITY & FORMATTING (5% of total mark))
4+ marks Correct use of APA V6 intext and end-text format. Use of submission template and specified formatting. No spelling typing or grammatical errors Within 10%-word limit.

4 marks Correct use of APA V6 intext and end-text format, minor errors. Use of submission template and specified formatting. Minor spelling, typing & grammatical errors. Within 10%-word limit.
3 marks Occasional errors in APA V6 format. Use of submission template and specified formatting. Minor spelling, typing & grammatical errors.

Within 10%-word limit
2 marks References provided but incorrect use of APA V6 format. Use of submission template. Inconsistent use of specified formatting. Consistent spelling, typing and grammatical errors. Within 10%-word limit
≤1 mark Referencing does not adhere to APA V6 format. Specified presentation & formatting not used. Spelling, typing and grammatical errors throughout the paper which impact on fluency and coherency. Exceeds 10%-word limit.
/30

/100

NSG3RDP/NSG3RDM Semester One 2020

Attached documentation Handover ISBAR Setting Emergency Department Time frame: Three hours post arrival by ambulance. (1730hrs) Patient identification.

Joanna Cleese 55-year-old female Social history Lives alone Widowed Three adult children Works in IT as a computer programmer
Situation/Setting the scene.

Initial Investigations/treatment

Joanna was up on a ladder cleaning the gutters when she fell approximately two metres onto a concrete path. Joanna was found by her neighbour immediately following the fall, lying face down on her left side on the concrete path. Initially Joanna was unresponsive for 2-3 minutes before responding to voice in a confused manner. An ambulance was called by the neighbour and Joanna was transported to La Trobe Emergency Department. Injuries include Haemopneumothorax Fractured ribs 3-6 Fractured left neck of femur (NOF) Fractured left radius and ulna Head laceration Generalised bruising to left chest and shoulder temporal area, left abdomen, thigh and left arm Chest/abdomen/pelvic/ left arm and leg x-rays Head CT scan Intercostal catheter (ICC) inserted 5th intercostal space mid axillary line Two wide bore intravenous cannulas’ Intravenous (IV) fluid administration Intravenous pain management Left wrist splinted Left leg external traction

Background/Past medical and surgical history

Medications
Hypertension Recently diagnosed Type 2 Diabetes Obesity BMI 40

NSG3RDP/NSG3RDM Semester One 2020

Allergies
Ramipril 5mgs BD orally Metformin 500mgs BD orally

Penicillin
Assessment information

Airway patent Patient verbalising RR 26 ICC insitue 20cm suction, absence of swing or bubbling 200mls frank blood drained initially, nil further drainage O2 Sat 94% nasal prongs 2lpm O2 Temp 36.5 GCS 14 confused to time and place P/S 8/10 chest, leg and abdomen HR 120 BP 90/55

Recommendations/ Important considerations.

Patient awaiting transfer to general surgical ward. Remains nil by mouth (NBM) Surgical repair of #NOF planned for next day Continues IV fluids, analgesia Hourly observations.
Included documentation National patient observation chart.

NSG3RDP/NSG3RDM Semester One 2020

Describe the pacing (or rhythm) of what you watched. What is the effect of the pacing on the viewing experience?

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Your analysis must go beyond any discussion of the film in the textbook or other course materials. I am looking for you to assimilate information from the other sources to apply to the film to demonstrate that you understand the purpose and process of film editing.

In Chapter 8 you learned about the art and craft of film editing, which some filmmakers believe is the most important part of the film making process. The film editor, working closely with the director, must choose from thousands of shots and hours of footage from production–that were most likely not shot in order of the screenplay–and assemble them into an engaging and coherent two-hour film (give or take).

For this assignment:

A. watch either the “Run Lola Run I” scene from the German film Run Lola Run (Tom Tykwer, 1998) OR the “Baptism and Murder” scene from The Godfather (Francis Ford Coppola, 1972) below.

You will be analyzing the editing in the scene you watched based on what you learned in Chapter 8, the documentary The Cutting Edge: The Magic of Movie Editing (Wendy Apple 2004) below, and the article about Walter Murch’s “Rule of Six.“

Note that you can use these same clips for upcoming DF #6, so you may want to read that assignment and make notes about your observations about the use of sound as you are watching them.

B. Address these three points about either “Run Lola Run I” from Run Lola Run or “Baptism and Murder” from The Godfather:

·  What are some of the specific editing techniques and/or transitions used between shots and scenes in what you watched? Make sure to use correct terminology and to be specific about how and where these techniques and/or transitions are used in what you watched.

·   Describe the pacing (or rhythm) of what you watched. What is the effect of the pacing on the viewing experience?

The Cutting Edge: The Magic of Movie Editing (Wendy Apple, 2004)

This is an abridged version of the documentary. The copyright holder has blocked access to the full-length version on YouTube several times. If editing is a subject that interests you, you should be able to watch more of the film on YouTube.

Run Lola Run I from Run Lola Run

In Run Lola Run, Lola (Franka Potente) has 20 minutes to come up with 100,000 DM to save her boyfriend, Manni, from his gangster-boss. She first decides to ask her banker father for the money. Because her moped was stolen earlier in the day, Lola must run from her family’s apartment to the bank where her father works.

While Lola is running, we see her father in his office with a coworker with whom he has been having an affair. (Note the use of handheld camera in this part of the scene–you can tell by the shakiness.)

This scene is Lola’s first of three attempts to get the money. If you watch the entire film, you’ll see three different scenarios presented as Lola runs. Each run is slightly different, and therefore, each has a different outcome. Lola learns from each run and makes changes each time. So in that respect, the “game of life” is shown to be like a video game or other game of skill. However, there are factors over which Lola has no control, so we also ponder what the role of fate is in life and how we impact others’ lives and they impact ours in ways that will never know.

There is an article about Run Lola Run entitled “Running in Circles” that you might find helpful.

Run Lola Run I

Play media comment.

“Baptism and Murder” from The Godfather (Please note that this scene is violent, showing gangland-style killings.)

“Baptism and Murder” from The Godfather (Francis Ford Coppola, 1972) is certainly one of the most famous and brilliant scenes in film history. It was photographed by cinematographer Gordon Willis, aka the “Prince of Darkness” because of his skillful use of underexposure, and edited by the much-awarded William Reynolds and Peter Zinner. The music is by acclaimed Italian composer Nino Rota, who is well-known for his work with director Federico Fellini.

In this scene, Michael Corleone (Al Pacino) is becoming godfather to his nephew Michael Rizzi in the sacrament of Baptism in the Catholic Church. Most of the service is in Latin; however, Michael Corleone must answer questions on behalf of his godson. At the same time, Michael’s henchmen are brutally eliminating the Corleone family’s enemies.

Baptism and Murder

 

Plan, negotiate and complete a piece of independent work related to a computing topic.

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This project must include some element of original data collection. The writer is expected to conduct a literature search in creating a mobile game, app development, apps for kids, it will effectively be for the prototype of an app which is suitable for kids, simple tap on the screen / flappy bird style game which will be the basis for critical analysis and evaluation of original data collection.

The written project report will be accompanied by a physical or software product that is an outcome of your enquiries and it is imperative that the writer use a lot of intuition and assumptions when performing a lit review on a game like flappy bird.

The writer can also integrate your knowledge and skills from several different subject areas. For example, computer science, programming, games development etc. It is important to maintain contact as the app is still being developed over the next few days, but this should not get in the way of creating the following:

Just keep in mind: FLAPPY BIRDS! (basic tap screen, mobile, platformer game)

  1. Introduction
    Title, Abstract, Aims and Objectives (creating a simple app demo)
    Justifications.
    Planning:
    Bit of research
  • Programming language and properties to use
  • Aim of the game
  • Usage of programs
  • Game difficulty, choices, interface
  • Asset acquirement

Planning

  • Building the game
  • Programming (Unity Engine & C#)
  • Game functions (tap screen)
  • Target audiences (kids upwards)
  • Time management (assume from mid-January till end of March)

Implementation

  • Creation of assets
  • Creation of game logic
  • Creation of menu and controls
  • Coding
  • VFX / SFX

Testing

  • Self-testing
  • External testing

 

I will send along a GAANT chart that outlines the app development.

  1. Literature Review
    Whatever the writer can source in terms of why more people are playing mobile
    games, mobile games for kids, maybe a bit on unity ads, will be created in the unity engine, big bulk of the research into mobile gaming etc.
  2. Existing research
    something in relation to original data collection, this can be fabricated, ie. 20kids played with the app and thought A, B and C – this element should make the writing easier as it can be assumed.

    Conclude
    and References in Harvard Format

At the end of the project it should have clearly displayed an ability to:

  1. Plan, negotiate and complete a piece of independent work related to a computing topic.
  2. Review, select and integrate relevant theoretical perspectives in the context of the area studied.
  3. Collect, analyze and interpret data (primary and secondary) within the professional context.
  4. Communicate and demonstrate ideas, evaluate an argument clearly and present conclusions in an appropriate medium.

Assessment

A written report should be submitted presenting a critical view of games development and mobile games for kids (referencing the demo). You should ensure that you have met all of the learning objectives listed above. You should also refer to the suggested marking scheme for more information on what should be contained in your final report, (the 2nd document attached)

Material drawn from a variety of sources should be utilised and an appropriate

bibliography presented. As there is a mobile game demo as the basis for a presentation or demonstration of the use of the system. Then the written report may be limited to 3000 words but anything upwards is appropriate too.

Further below shows the some of the points in the marking criteria:

Describe the differences between the first and second laws of thermodynamics. How, when taken together, they are able to describe the direction of events that take place in the universe.

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For each question you must cite your source in APA format.  Also, indicate the number for each question as you answer, so I will know where one answer ends and the other starts. (It doesn’t have to be an essay with introduction, body and conclusion. Just explain very well what each question is asking)

  1. Describe the differences between the first and second laws of thermodynamics. How, when taken together, they are able to describe the direction of events that take place in the universe.
  2. The equilibrium constant for a particular reaction is 3.

What is the ratio of products to reactants?

Is the reaction favorable or unfavorable?   Tell me how you know.

  1. If the reaction XA + Y –> XY + A has a ΔG of +7.3 kcal/mol, could this reaction be driven in the cell by coupling it to ATP hydrolysis? The ΔG of ATP hydrolysis is -7.4 kcal/mole.   Why or why not?
  2. Read the second column on page 187 of your textbook (attached below) and answer the following question:

What is the effect of 2,4-dinitrophenol on ATP formation by mitochondria?  Why is this the case?

Define and discuss the major public health nutrition issues in Australia today, addressing high risk population groups affected.

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a) Define and discuss the major public health nutrition issues in Australia todayDefine and discuss the major public health nutrition issues in Australia today, addressing high risk population groups affected., addressing high risk population groups affected.
b) By interpreting the literature, investigate the culture,food and culinary choices of a range of key ethnic groups, including Indigenous Australians and Torres Strait Islander peoples, and discuss their impact on health.
c) Analyze the role of personal values, culture, religion, gender, power, economics and politics in food choice of different societies.
d) Identify and evaluate the social and ecological factors affecting food behaviours and health outcomes.
e) Articulate the social determinants of health from a nutritional perspective.

Explain the challenges of them working with deaf, juveniles or non-English speaking citizens and how to overcome them.

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Instruct-(AC-5)-P-Reduce Gang Violence Speech to Police Officers.

Write in APA format, 12 font size, Times Roman

  • You are giving a speech on the message of “Reduce Gang Violence” to your local Police Officers.
  • Explain the challenges of them working with deaf, juveniles or non-English speaking citizens and how to overcome them.
  • Describe a criminal justice policy in place to help reduce and prevent gangs
  • Explain how that criminal justice policy might be beneficial to the Police Officers.

Identify vocabulary that you would need to teach and say how would you teach it.Briefly outline how you would use the text in a reading or listening lesson.

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End of course Assignment 2
Read instructions carefully.

For this assignment you need to submit an essay (800 -1200 words), and three pieces of teaching material.
You do not need to submit a lesson plan.

D. An upper-intermediate class of 20 teenagers (male and female) in Spain.

Select a suitable authentic* listening or reading passage from any source. If you choose a listening text provide a link, but please also write out a script in full.

1. Write an essay in which you
i) Say which group you have selected and why this material is suitable for them.
ii) Identify vocabulary that you would need to teach and say how would you teach it.
iii) Briefly outline how you would use the text in a reading or listening lesson

2. Design and submit three pieces of teaching material you would use as follow-up language or skills practice activities after the students have done comprehension activities.
Each activity could be used as the final stage of a comprehension lesson or in a subsequent lesson.
Each piece of material should be related to the original text in terms of topic or language.
Each one should focus on a different skill or aspect of language (they should not, for example, all be pronunciation activities).
All the materials should be clearly linked to the text in some way.

Provide all the materials that you would hand out to or show to students. Include the aim of each activity and instructions that another teacher could follow.

If you choose Class A or B, and it is relevant to your ideas, please specify which English speaking country they are in. For class D, say what age range the teenagers are.

Ensure you reference the original texts correctly.
Before starting and again before submitting your assignment, please check though How Assignment 2 will be assessed. (please link to this doc)
An authentic text is one which was originally aimed at native or proficient English speakers, and was not designed as a piece of language teaching material.

What has been learned from recent responses to homeland security threats? Explain. How have those lessons been implemented, if at all? Explain.

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Dr. Raphael Sagarin, a marine biologist, writes about natural security systems and considers how they can be applied to analysis and practice in human society. Your assignment this week is to write a strategy memo applying two of the concepts that he identifies as occurring in the natural world and describe how you would use these concepts to improve an element of Homeland Security. Your analysis should include reference to Dr. Sagarin’s paper as well as any additional research you need to conduct to support your claims. It should be 2-3 new pages in length.

Dr. Sagarin’s Paper

Reference

Sagarin, R. (2010). Natural security for a variable and risk-filled world. Homeland Security Affairs, 6(3). Retrieved from http://www.hsaj.org/?article=6.3.4

Assignment Guidelines

Read through Dr. Sagarin’s article titled Natural Security for a Variable and Risk-Filled World.
It can be accessed through the link contained within the reference above or by using a search engine and a search query of the full article title.
Address the following in a strategy memo of 800–1,250 words:
Select 2 concepts examined by Dr. Sagarin, and summarize them in your own words.
Be sure to use in-text APA citations whenever necessary.
How could the U.S. apply the selected concepts to improve their own homeland security systems? Explain and be specific.
How could these concepts have been applied to recent terrorist attacks or natural disasters? Explain.
What has been learned from recent responses to homeland security threats? Explain.
How have those lessons been implemented, if at all? Explain.

What people say now about it. What were somethings that we could have done to prevent the bomb being used?

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What Were the reactions on the usage of the atomic bomb on Hiroshima and Nagasaki?

Use public opinions, military opinions and political opinion

Talk about what people thought about it when it happened.
Talk about how peoples views changed over time.
What people say now about it.
What were somethings that we could have done to prevent the bomb being used?

What do you think about how the treatment of sex and violence in the ratings system? Should it be changed, and if so, how so?

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I would send you my log-in to My FAU but the responses need to be sent to me with the main post so I can post it after I read the work**
After watching clips of This Film is Not Yet Rated, author an original post, of at least 350-words, relating one or more points raised in the documentary to course readings, then author at least 150-words replies to two different colleagues’ posts. Note that greetings and effusive or general praise for a given post do not count toward word-count requirement nor do they take the place of thoughtful engagement with the ideas themselves. Original posts and replies must feature proper spelling, complete sentences, and, generally, correct grammar. Rules of Netiquette must also be followed.

Questions to consider may include, but are not limited to the following:
Were you aware of the more restrictive ratings given to films featuring sexuality compared to violence? Is the normalization of violence, compared to the taboo nature of consenting sexuality, problematic?
Do you know anyone who is more uncomfortable with displays of affection or sex than violence?
Can you think of recent film experiences that shows how some are more concerned with sex compared to violence?
What do you think about how the treatment of sex and violence in the ratings system? Should it be changed, and if so, how so?
Should all sex be treated the same in a given rating system?
How does the more restrictive treatment of sex compared to violence relate to the idea of cultural hegemony?
Should consensual, sexually explicit content be given more restrictive ratings than violent content?
Is media violence a serious issue we should concern ourselves with?
Given the impact advertisement has on consumption—our consumer choices—on what grounds can we say that entertainment media has no or limited influence on society?
Should all forms of violence be treated the same? What are the differences between representations of violence and why do those differences matter or not matter?
Should bloodless violence receive more restrictive or less restrictive ratings than real-life portrayals of violence? What about entertaining portrayals of violence?
Is sympathetic or cathartic violence edifying in a way that entertaining violence isn’t? Should the two be rated the same?