Given the readings and assignments in the course, identify and briefly discuss two important concepts from this course that are applicable to your degree.
You can also include here any comments and suggestions about this course that you would like to highlight.
Using between 350 and 400 words create a tri-fold health brochure on the topic of Posttraumatic Stress.
You will use the Microsoft Word pamphlet template. The pamphlet needs to be visually interesting and use appropriate images. This project must have 350 – 400 of your own words. Quotations are not part of the word count. Grammar and spelling are important.
You must cite all of your sources using APA style. Graphs and tables must be cited though pictures need not be.
You will use a tri-fold style pamphlet and all panels must have text. Your name and topic go on the front panel and works cited go on the back panel or on a separate page.
Create Content! Be sure to meet these four content requirements.
Sources and Citations:
You will need to find at least four reliable sources to gather information from, and summarize using your own words. You may use direct quotes, but sparingly. Please cite these appropriately using APA style.
You may use your textbook as one of your sources. (Weiten/Hammer/Dunn “Adjust” student edition)
You must use at least one source that is non – internet.
You can quote from someone with experience in the area, but you must be sure to give proper credit, and share their credentials (i.e. they must have some expertise in the area).
Get creative!
Use a template.
The easiest way to create a brochure is to use either a Microsoft Word or Microsoft Publisher pamphlet template.
SEE ATTACHED for RUBRIC and INSTRUCTIONS
This research paper requires students to synthesize and generalize their analysis and recommendations into a success quality model. You will access to Baldrige Performance Excellence Program website and learn from organizations who have achieved world-class performance level at http://www.baldrige.nist.gov/Contacts_Profiles.htm . Baldrige is the United States national quality award from the President. These award recipients are categorized by sectors; education, healthcare, manufacturing, Non-profit, services, and small business.
From this provided website, you will select only one (1) organization awarded in 2015, 2016, or 2017 that you’re interested to learn about for your assignment. The details information of each award recipient are located in “Award Application Summary”, PDF file. ( http://patapsco.nist.gov/Award_Recipients/index.cfm )
Based on the research, recommendations and readings from the texts, you’ll answer the following questions:
What sets the successful companies apart from the unsuccessful companies?
Are successful companies more agile in the marketplace?
Have they cultivated a customer culture?
Is their quality a differentiator?
Have they embraced lean manufacturing or a zero defect perspective?
What are the success factors that set them apart?
What success factors do all of the companies have in common?
What success factors could be applied to make them even more successful?
What model could be developed (flowchart, decision tree, fishbone diagram) that would guide companies towards continuous improvement based on your research?
In your final product you will indicate the name of the selected organization and year of award recipients, provide brief company’s demographic data, and answer questions above. The paper should be within 5-6 pages (double space, Time NW).
Although ADHD is often associated with children, this disorder is diagnosed in clients across the lifespan. While many individuals are properly diagnosed and treated during childhood, some individuals who have ADHD only present with subsyndromal evidence of the disorder. These individuals are often undiagnosed until they reach adulthood and struggle to cope with competing demands of running a household, caring for children, and maintaining employment. For this Discussion, you consider how you might assess and treat individuals presenting with ADHD.
What are the similarities and differences between the kinds of intelligence needed to manage Great Power crises contrasted with crises in which one or more actors are non-state armed groups? Compare and contrast challenges in collection, analysis, and utilization of intelligence as well as the organization of the intelligence community for 21st century crisis management. Be specific, referring to relevant examples in support of your answer.
-3 pages minimum
-4-5 legitimate sources or more
***Cite from all books and web sources** **In Text Citation**
**University/College Paper! please do not right at a highschool level**
**Please no Plagerizing! I will check before i purchse!**
Topic: A simulated disaster and comprehensive recovery test may involve many of an organization’s key personnel for several days: is this a reasonable burden to place on a busy, competitive company? How would you argue against the inevitable tendency to shortcut the procedure?
Posting to be 300 words, must contain a properly formatted in-text citation and scholarly reference.
Each student is assigned at random two American states. Part I of the assignment is an audit of each state’s policies across a range of policy issues of importance to LGBTQ communities to see whether and how the states have addressed the issues, comparing each state to the other. Part II addresses the potential reasons for similarities and differences between the states by looking primarily at key political and demographic characteristics of the states. Part III should look in greater depth at one or two specific issues where the states are similar or different and try to account for the outcomes.
Your paper should be typed, double-spaced with one-inch margins in 12 point font, stapled in the upper left-hand corner. Maximum length (excluding list of sources) is five pages. This assignment is due April 15. It is worth 20% of the course grade.
#My assigned 2 states are (Colorado and Maryland)
Part I. Audit and Scorecard. Audit each state’s performance across the set of issues listed below and prepare a ‘scorecard’ for each state that highlights how well each state performs compared to the other. Assign points to each state on each issue area, such as on a scale that runs 0-10, in which states would be assigned lower and higher scores. Make sure that you discuss what the scores mean that you assign on the scorecard. Add up the total score for each state.
* Anti-discrimination – does the state have a law prohibiting discrimination based upon sexual orientation and gender identity in employment, housing and public accommodations?
* Hate Crimes – does the state have a law that addresses hate or bias crimes based on sexual orientation and gender identity?
* School Anti-Bullying – does the state have a law that addresses harassment and/or bullying of students based on sexual orientation and gender identity?
* Transgender healthcare – does the state ban insurance exclusions for transgender healthcare?
* Gender Marker Change on Identification Documents – Does the state have policies that make it possible for state residents to make gender marker changes on driver’s licenses and birth certificates?
* Conversion Therapy – Does the state have restrictions on “conversion therapy”?
Note that states that do not have pro-LGBTQ laws in these areas may still have local laws (ordinances) that cover part of the state’s LGBTQ population. Make sure that you note where major population centers in these states have such laws.
Part II. Explaining the Similarities and Differences – The differences between states noted in Part I may reflect political and other differences. For each state, collect the following data listed below. Wherever possible, compare the states assigned to you to the “mean” or “national norm” to give the reader an idea how typical or atypical your state is on these dimensions. Now, make sure that you relate the findings in Part II to those in Part I. Are there any variables that help to explain the differences between states observed in Part I?
* LGBTQ Population density: Which state has a higher proportion of LGBTQ residents? Use U.S. census data on the proportion of adults or households in the state.
* Level of membership in Protestant evangelical sects: Which state has a higher proportion of residents who are members of Protestant evangelical religious sects?
* Political Party Control: Since approximately the mid-1990s, how many years has each chamber in the states’ legislatures been controlled by the Democratic or Republican parties? How many years has each state’s governor been a Democrat or Republican?
* Ideology of the State’s Citizenry: How liberal or conservative is each state’s population?
* Legislative Professionalism: how professionalized is the state’s legislature in terms of legislative days in session, legislators’ pay, number of staff, etc.?
Part III. In-depth Cases. Use one or two of the issues in Part I of the assignment to compare and contrast the two states. How did the issue(s) get on the agenda and gain approval by the government? What actors and forces were responsible for what happened (or failed to happen) in each state?
Sources:
You should be able to find all of the information and data for Parts I and II in the following websites and Canvas sources. If you cannot find the relevant data using these sources, I strongly recommend that you come to me rather than use alternative sources.
Websites:
http://lgbtmap.org/
https://ballotpedia.org/Main_Page
Data:
See Protestant Fundamentalism Scores.doc
Squire Legislative Professionalism scores.exl.xlsx
Lax and Phillips Liberalism scores.docx
Part II Bonus Points (optional):
* Interest group membership: Which state has a higher proportion of LGBTQ advocacy group members? Use the number of members of LGBTQ organizations per 1,000 population or some similar measure.
Instructions: Your initial post should be at least 500 words.
After completing the assigned readings and the lesson, what are some of the biggest challenges IOs face when attempting to preserve security and enact justice? Analyze some of the factors that determine how successfully or unsuccessfully IOs address those challenges. Add real life experiences.
Reading
de Nevers, Renee. 2007. “NATO’s International Security Role in the Terrorist Era” International Security 31(4) 34–66.
JSTOR: http://www.jstor.org/stable/4137565
OR http://www.jstor.org.ezproxy1.apus.edu/stable/pdf/4137565.pdf?acceptTC=true
Mayerfeld, Jamie. 2003. “Who Shall Be Judge? The United States, the International Criminal Court, and the Global Enforcement of Human Rights.” Human Rights Quarterly 25(1): 93-129.
Paulson, Colter. 2004. “Compliance with Final Judgments of the International Court of Justice Since 1987,” The American Journal of International Law 98(3): 434-461. JSTOR: http://www.jstor.org/stable/3181640
Or http://www.jstor.org.ezproxy1.apus.edu/stable/pdf/3181640.pdf?acceptTC=true
Reitner, Dan. 2001. “Why NATO Enlargement Does Not Spread Democracy,” International Security 25(4): 41-67.
JSTOR: http://www.jstor.org/stable/3092133
Or http://www.jstor.org.ezproxy1.apus.edu/stable/pdf/3092133.pdf?acceptTC=true
Wallander, Celeste. 2000. “Institutional Assets and Adaptability: NATO After the Cold War.” International Organization 54(4): 705-735.
JSTOR: http://www.jstor.org/stable/2601379
Or http://www.jstor.org.ezproxy2.apus.edu/stable/pdf/2601379.pdf?acceptTC=true
NATO website: http://www.nato.int/
Website of the ICC: https://www.icc-cpi.int/en_menus/icc/about%20the%20court/Pages/about%20the%20court.aspx
Website of the ICJ: http://www.icj-cij.org/homepage/
Open Democracy: https://www.opendemocracy.net/openglobalrights/mark-kersten/icc-and-its-impact-more-known-unknowns
To dates formal ICC investigations have only been opened into the situations of African countries.
This graph from Council on Foreign Relations shows the evolution of NATO since 1949.
Lesson
Introduction
International organizations address security issues, criminal justice, and peacekeeping. Before we can understand how IOs contribute to security, it’s useful to have an understanding of the concept of “security.” Broadly defined, “security” in international relations refers to the protection of people and actors in the international system. To more specifically define security might risk leaving out some of the many areas, theories, and threats that fall under this heading. On the other hand, broad definitions can sometimes expand to the extent that they lack any particularly useful meaning.
What is Security?
The term “security” was long related to the idea of military action, with the assumption that the central recipient of security was the state. Over the last few decades, the definition of “security” has been widened to encompass problems that cannot always be solved by militaries or confined to individual states. In other words, security was long conceptualized in terms of realism and the Cold War context with an emphasis on military action but recently has been expanded by proponents of other theories to include problems beyond state or national security. Many security threats are now understood as transnational in scale and involve protection of populations and communities who transcend state boundaries (Hough 2008, 12-13, 20).
Even though the concept of security has moved away from a strict focus on the state-centered paradigm, different threats are not always given proportional importance. For example, government security is often prioritized over the security of transnational populations (Hough 2008, 19).
The organizations most commonly associated with global security are the United Nations (which we will cover in Lesson 8) and the North Atlantic Treaty Organization (NATO), but numerous regional security organizations also contribute. Regional organizations are different from other types of IOs because they tend to be defined by historical relationships, geographical proximity, or economic blocs.
Chapter VIII of the UN Charter encourages multilateralism via the cooperation of the UN Security Council with regional arrangements for the maintenance of peace and security, but the language of the chapter stipulates that the Security Council retains primacy over other organizations in this regard.
We will examine regional IOs to a greater extent in Lesson 7, but for now, we can point to a few examples of them:
One looming question about the role of international organizations and security is what the relationships among security IOs should be. For example, is a “division of labor” among many security IOs optimal, or should larger, global organizations like the UN bear the brunt of the work and authority, creating a globally coherent approach to security.
Who Keeps the Peace?
The challenges associated with cooperation, consensus building, and tensions among competing actors and interests are one topic of our discussion for this lesson. To prepare for that, we will now take a closer look at several IOs that work for international security and justice. In doing so, we will also examine the interplay between international justice and security issues.
