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5-7 Pages You will craft individual essays in response to the provided prompts. You must use the current Turabian style with default margins and 12-pt Times New Roman font. For each essay, include a title page and reference page, also in current Turabian format. You must include citations to a sufficient number of appropriate scholarly sources to fully support your assertions and conclusions (which will likely require more than the minimum number of citations). Each paper must contain at least 5 7 scholarly sources original to this paper , The UN— “A More Perfect Union?” Considering the readings, video presentations, and your own research, draft a quality 6–7-page research paper on the role, legitimacy, and authority of the UN according to the following prompts, answering in a separate or integrated manner as you wish. Identify at least 3reasons that states might defend the intrinsic legitimacy of the UN as a governing authority. In reverse, identify at least 3reasons that states might criticize its legitimacy and authority. In short, make an argument for the limits and possibilities of the UN as a legitimate governing authority in a world of sovereign states. What is the relationship of the UN to the current international system of states? Considering the reasons for the creation of the UN after WWII, does it seem driven by political necessity or the political utility? In plainer English, do states need the UN more than the UN needs the states? Or do states both large and small find the UN a useful tool for improving their relative power and legitimacy vis-à-vis other states and global institutions? Is there some position in-between? Using other sources and extra-Scholar sources (The commentaries, teachings, other writings, etc.) to inform your own reasoning, comment on the compatibility with the idea of World Government . [ Attention : The Instructor does not view the question as rhetorical, nor the answer self-evident. So, reason carefully.] For example, if the logic of collective action under the Articles of Confederation —the logic of state sovereignty—failed to secure American liberties as well as the ‘more perfect union’, the new Constitution established by the Framers in 1787 to replace it, effectively requiring states to cede sovereignty to a larger collective authority, why would the same logic of collective action not justify the UN as a ‘more perfect union’ to replace an anarchic system of sovereign states putting the world at risk in a nuclear age? .

Education

system of states?
Considering the reasons for the creation of the UN after WWII,
does it seem driven by political necessity or the political
utility? In plainer English, do states need the UN more than the
UN needs the states? Or do states both large and small find the
UN a useful tool for improving their relative power and
legitimacy vis-à-vis other states and global institutions? Is there
some position in-between?
Using other sources and extra-Scholar sources (The
commentaries, teachings, other writings, etc.) to inform your
own reasoning, comment on the compatibility with the idea of
World Government
. [
Attention
: The Instructor does not view the question as rhetorical, nor the
answer self-evident. So, reason carefully.] For example, if the
logic of collective action under the
Articles of Confederation
—the logic of state sovereignty—failed to secure American
liberties as well as the ‘more perfect union’, the new
Constitution established by the Framers in 1787 to replace it,
effectively requiring states to cede sovereignty to a larger
collective authority, why would the same logic of collective
action not justify the UN as a ‘more perfect union’ to replace an
anarchic system of sovereign states putting the world at risk in
a nuclear age?

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The U.S. Constitution and the Federalist v. Antifederalist Papers “ But what is government itself, but the greatest of all reflections on human nature? If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary .” - James Madison On September 17, 1787, 39 of the 55 delegates from 12 of the 13 states signed the newly crafted U.S. Constitution in Independence Hall, Philadelphia, PA. (OConnor & Sabato, 2019) The new U.S. Constitution was approved by the United States’ current government, the Congress of the Confederation, and a resolution was sent to all 13 states that sought ratification of the Constitution: Article VII: “The Ratification of the Conventions of nine States, shall be sufficient for the Establishment of this Constitution between the States so ratifying the Same.” (U.S. Constitution, Article VII) Now, it was up to the individual states to either ratify or not ratify the new Constitution. As each of the thirteen colonial legislatures sought to ratify the U.S. Constitution, newspapers published the U.S. Constitution so that “we the people” could understand and debate the new, governmental document. During the fall of 1787 and into the summer of 1788, newspapers published hundreds of letters to the editor penned by individual citizens that argued for and against ratification. Additionally, the debate over ratification saw the emergence of two, opposed political parties composed of this nation’s founding fathers: the Federalists and Antifederalists. The Federalists advocated for the adoption of the new Constitution, and the Anti-Federalists opposed it. Members from both parties produced newspaper articles that explained their ideological rationale for or against ratification. More information regarding the Federalist v Anti-Federalist debate can be found in the National Constitution Center and the U.S. Archives . In this assignment, you will examine and explain how the Federalist and Anti-Federalist plans shaped the U.S. Constitution. Directions : Within a 500 word, APA formatted expository essay, please include: A title page An introduction How do Federalists and Anti-Federalists plan to organize the federal government? Executive Branch How does the U.S. Constitution reflect the Federalist plan? Legislative Branch How does the U.S. Constitution reflect the Federalist plan? Judicial Branch How does the U.S. Constitution reflect the Federalist plan? How did the Federalists and Anti-Federalists understand the relationship between the federal government and the states? How does the U.S. Constitution reflect the Federalist plan? How did the Federalists and Anti-Federalists articulate their arguments within local newspapers’ letter to the editor that argued for and against ratification? Although you may pick other Federalist and/or Anti-Federalist documents, you may f.

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This is due at 00:00 on 4/27/2017 Most of countries in the world are constitutional republic. People who have power financially and politically make decisions. The elites have performed a crucial sensitizing role in the process of articulating the sense of nationhood (Barr and Skrbis, 2008). In my paper I would argue why and how the society under the control of the elites is not successful. More specifically, why the elitism can be unsuccessful. Wirte an argumentitive essay about why elitism is bad/ could be unsucessful for the soeciety. Use the ideas from Hobbes, Leviathan , Locke, Second Treatise of Government, Rousseau, The Social Contract , Kant, Part Two of “Theory and Practice”, Marx, selections from Grundrisse, Rawls, A Theory of Justice, Mills, The Racial Contract, Pateman, The Sexual Contract, Ferguson, “Social Contract Theory as Bourgeois Ideology”, Pateman, The Sexual Contract. (at least 4 of them should be mentioned.) The essay should be 13-15 pages long. April 29 2017 update: The paper was not organized. I uploaded an guide for it. April 30 2017 update: This is some comment from professor. In looking over your paper, I have a few questions/clarifications/issues that should probably be addressed in your final paper. Where is your thesis? Generally, your thesis goes at the end of your introductory paragraph(s), but I couldn't seem to find it. The part where you actually start arguing something appears to be around the section titled 'why elites are not successful,' but I need something indicating your argument much sooner than that. Furthermore, I wasn't really sure what you were arguing until your conclusion--your introduction should definitely be more focused on the point you're trying to make. Keep in mind that constitutions are not unique to democratic societies, and also that monarchy is not a governmental system that necessarily excludes democracy. For example, Great Britain is what we call a constitutional monarchy--they have a constitution, a monarch, and democratically elected representatives. Headings should ONLY be used if they designate sections that will be tied together to form an argument. Your current headings function more like topic sentences than headings, and therefore seem redundant. Either shorten them to the key point of each section (MAYBE three words total) or integrate them into the paragraphs as topic sentences. Updated 5/10 The paper was 49/100. Which will result in a refund. The introduction and claims presented are not argumentative. Your first two claims are merely discussions of the difference in viewpoint between Hobbes and Locke with little argument regarding the assertion of 'better.' Not all sentences are complete, many are fragments. There is no supporting evidence--the arguments feature no quotes from either author. Your conclusion summarizes your points, but does not suggest reasons for your reader to care about what you've said. Overall, your organiza ...

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Essay: Partisan Politics Introduction At the time of ratification of the U.S. Constitution, the new American nation of the early nineteenth century found its citizens divided in their political views. Those who favored a strong central government and thus a restriction of the powers possessed by the states belonged to the Federalist Party; those who believed that the Constitution should be interpreted so as to limit the power of the national government, thus giving additional power to the states, joined the Republican Party. The Federalists, therefore, espoused a nationalistic view; the Republicans, though they would not deny the efficacy of a national government, believed that definite rights should be reserved to the states. This activity will help you better understand how ideals embraced at the time of the nation’s founding still effect contemporary American society as well as help you develop skills in critical thinking and organization. (Meets Course Objectives: 7, 9, and 12) Primary Sources Debate on the First National Bank, Select Documents Illustrative of the History of the United States, ed. William MacDonald (1905), p. 76-98. Alien and Sedition Acts or 1798, Select Documents Illustrative of the History of the United States, ed. William MacDonald (1905), p. 137-148. Virginia and Kentucky Resolutions of 1798, Select Documents Illustrative of the History of the United States, ed. William MacDonald (1905), p. 148-160. Directions (1) You must write an essay explaining the political philosophy of either the Federalists OR the Republicans and Essay For your essay, you must read the primary sources listed above and examine them for a Federalist OR a Republican point of view. Then you must write an essay explaining on the political philosophy of ONE of these parties. Focus Question: Your essay should address the following questions: What did the party believe about the role of the government and why did they adopt these views? Format: Your essay should have an introduction, supporting paragraphs, and a conclusion. The introduction should present your thesis (i.e., your answer to the question listed above) and the conclusion should summarize your findings. In the supporting paragraphs, you should include specific examples (quotations or paraphrases) from the primary sources for this activity . You must also follow the conventions of grammar, style, and citations covered in a freshman level composition course. Regarding grammar and style, you should proofread your work carefully because spell and grammar check do not catch all errors. FYI: It is best to write about the past in the past tense as the events you discuss have long since ended. If you struggle with grammar and spelling, you have the option to submit your essay to Smarthinking Online Tutoring for assistance. Regarding citations, you must provide citations for all of the information that you looked up in your sources and you must include a works cited page for those sourc.

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Historical Essay #1: Confederation and Constitution (due Week 4) As depression struck the new nation in the mid-1780s, new questions arose about the nature of American democracy. Many conservatives believed that the answer lay in a stronger national government. Most radicals believed it was up to the states to relieve the financial burden of the people. These sentiments fostered a movement for a new constitution. Political differences soon stimulated the creation of political parties. Compare and contrast the Articles of Confederation with the new Constitution of 1787. What were the strengths and weaknesses of the Articles vis-à-vis the Constitution? Give specific instances that demonstrate the weakness of the Articles (such as the Western problem). Then analyze the drafting of the Constitution, using specific details to show how the various states (slave vs. free, east vs. west) compromised in order to effectively draft a constitution. Pay particular attention to Roger Sherman’s plan, the Great Compromise, which broke a stalemate that could have been fatal to the development of the new Constitution. Finally, compare and contrast the debate over ratification between the Federalists and the Anti-Federalists. Make sure you cite specific examples from the Federalist Papers to support the Federalist position and contrast it with leading proponents of the opposition (such as John Hancock). Analyze how the debate over a bill of rights illustrates the differences between the two parties. Evaluate the relative success of the Bill of Rights in achieving an effective balance between national and states’ interests. This paper must be four to five double-spaced pages in length (not including the References page) and utilize no less than four academic quality sources. Margins should be no more than one inch (right and left) and the essay should be composed in an appropriate font and size. Sources must be documented and cited using APA format. Submit your assignment to the Dropb .

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POLS WRITTEN ASSIGNMENT ASSESSMENT RUBRIC CATEGORY 4– Exemplary 3 - Good 2- Marginal 1 - Poor 0- Unacceptable SCORE Organization Paper contains an intro, main body, and conclusion. Main points are clearly and concisely set forth. Paper contains an intro, main body, and conclusion. Main points are adequately set forth. Paper contains an intro, main body, and conclusion; however, main points are not effectively laid out. Essay contains no clear organizational pattern. Fails to upload essay in correct format; submits paper previously submitted in another course; cites Wiki or other sources specifically prohibited in Course Syllabus Clarity and Style All sentences are grammatically correct and clearly written. No words are misused, and technical terms are always explained. All information is accurate. All sentences are grammatically correct and clearly written. An occasional word is misused, and/or technical terms are usually, but not always, explained. All information is accurate. A few sentences are grammatically incorrect or not clearly written. Several words are misused. Technical terms are rarely explained. Not all information is accurate. Essay is full of grammatical errors and poor writing. Several words are misused. Technical terms are rarely explained. Not all information is accurate. Failure to completely follow the assignment instructions; submits paper previously submitted in another course; cites Wiki or other sources specifically prohibited in Course Syllabus Evidence and Sources Provides compelling and accurate evidence to support main points. Relevance or importance of all evidence and sources is clearly stated. Provides necessary evidence to support main points. Relevance or importance of some evidence presented may not be totally clear. Not enough evidence is provided to support main points, or evidence is incomplete, incorrect or oversimplified. Either no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. Plagiarizes within the assignment and/or uses poor or unacceptable sources; submits paper previously submitted in another course; cites Wiki or other sources specifically prohibited in Course Syllabus Research Techniques and Synthesis Uses sound research techniques and synthesizes sources and data to produce an exemplary paper. Uses good research techniques and synthesizes most sources and data to produce a good paper. Uses marginal research techniques and minimally synthesizes sources and data to produce a marginal paper. Improperly uses or fails to use accepted research techniques and fails to synthesize sources and data. Plagiarized sources and/or copied essay directly from an online source; cites Wiki or other sources specifically prohibited in Course Syllabus Quality of Final Written Contribution Directly addresses assignment instructions; clearly and succinctly poses a political problem and offers a meaningful solution; clearly outlines.

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As depression struck the new nation in the mid-1780s, new questions arose about the nature of American democracy. Many conservatives believed that the answer lay in a stronger national government. Most radicals believed it was up to the states to relieve the financial burden of the people. These sentiments fostered a movement for a new constitution. Political differences soon stimulated the creation of political parties. Compare and contrast the Articles of Confederation with the new Constitution of 1787. What were the strengths and weaknesses of the Articles vis-à-vis the Constitution? Give specific instances that demonstrate the weakness of the Articles (such as the Western problem). Then analyze the drafting of the Constitution, using specific details to show how the various states (slave vs. free, east vs. west) compromised in order to effectively draft a constitution. Pay particular attention to Roger Sherman’s plan, the Great Compromise, which broke a stalemate that could have been fatal to the development of the new Constitution. Finally, compare and contrast the debate over ratification between the Federalists and the Anti-Federalists. Make sure you cite specific examples from the Federalist Papers to support the Federalist position and contrast it with leading proponents of the opposition (such as John Hancock). Analyze how the debate over a bill of rights illustrates the differences between the two parties. Evaluate the relative success of the Bill of Rights in achieving an effective balance between national and states’ interests. This paper must be four to five double-spaced pages in length (not including the References page) and utilize no less than four academic quality sources. Margins should be no more than one inch (right and left) and the essay should be composed in an appropriate font and size. Sources must be documented and cited using APA format. .

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Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012). An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution. Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court. Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate. Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics: Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution with.

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agreed As depression struck the new nation in the mid-1780s, new questions arose about the nature of American democracy. Many conservatives believed that the answer lay in a stronger national government. Most radicals believed it was up to the states to relieve the financial burden of the people. These sentiments fostered a movement for a new constitution. Political differences soon stimulated the creation of political parties. Compare and Contrast the Articles of Confederation with the new Constitution of 1787. What were the strengths and weaknesses of the Articles vis-à-vis the Constitution? Give specific instances that demonstrate the weakness of the Articles (such as the Western problem). Then analyze the drafting of the Constitution, using specific details to show how the various states (slave vs. free, east vs. west) compromised in order to effectively draft a constitution. Pay particular attention to Roger Sherman’s plan, the Great Compromise, which broke a stalemate that could have been fatal to the development of the new Constitution. Finally, compare and contrast the debate over ratification between the Federalists and the Anti-Federalists. Make sure you cite specific examples from the Federalist Papers to support the Federalist position and contrast it with leading proponents of the opposition (such as John Hancock). Analyze how the debate over a bill of rights illustrates the differences between the two parties. Evaluate the relative success of the Bill of Rights in achieving an effective balance between national and states’ interests. This paper must be four to five double-spaced pages in length (not including the References page) and utilize no less than four academic quality sources. Margins should be no more than one inch (right and left) and the essay should be composed in an appropriate font and size. Sources must be documented and cited using APA format. .

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Civil Liberties, Habeas Corpus, and the War on Terror The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade. Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012). An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution. Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court. Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing t.

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Essay: Partisan Politics Introduction At the time of ratification of the U.S. Constitution, the new American nation of the early nineteenth century found its citizens divided in their political views. Those who favored a strong central government and thus a restriction of the powers possessed by the states belonged to the Federalist Party; those who believed that the Constitution should be interpreted so as to limit the power of the national government, thus giving additional power to the states, joined the Republican Party. The Federalists, therefore, espoused a nationalistic view; the Republicans, though they would not deny the efficacy of a national government, believed that definite rights should be reserved to the states. This activity will help you better understand how ideals embraced at the time of the nation’s founding still effect contemporary American society as well as help you develop skills in critical thinking and organization. (Meets Course Objectives: 7, 9, and 12) Primary Sources Debate on the First National Bank, Select Documents Illustrative of the History of the United States, ed. William MacDonald (1905), p. 76-98. Alien and Sedition Acts or 1798, Select Documents Illustrative of the History of the United States, ed. William MacDonald (1905), p. 137-148. Virginia and Kentucky Resolutions of 1798, Select Documents Illustrative of the History of the United States, ed. William MacDonald (1905), p. 148-160. Directions (1) You must write an essay explaining the political philosophy of either the Federalists OR the Republicans an Essay For your essay, you must read the primary sources listed above and examine them for a Federalist OR a Republican point of view. Then you must write an essay explaining on the political philosophy of ONE of these parties. Focus Question: Your essay should address the following questions: What did the party believe about the role of the government and why did they adopt these views? Format: Your essay should have an introduction, supporting paragraphs, and a conclusion. The introduction should present your thesis (i.e., your answer to the question listed above) and the conclusion should summarize your findings. In the supporting paragraphs, you should include specific examples (quotations or paraphrases) from the primary sources for this activity . You must also follow the conventions of grammar, style, and citations covered in a freshman level composition course. Regarding grammar and style, you should proofread your work carefully because spell and grammar check do not catch all errors. FYI: It is best to write about the past in the past tense as the events you discuss have long since ended. If you struggle with grammar and spelling, you have the option to submit your essay to Smarthinking Online Tutoring for assistance. Regarding citations, you must provide numerical citations in the text for all of the information that you looked up in your sources and y.

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No Pain No Gain (400 Words) - PHDessay.com. No Pain, No Gain: My Path To Success Free Essay Example. Short essay on No Pain No Gain|Short paragraph on proverb no pain no .... No Pain No Gain: Definition, Usage & Useful Examples in English .... No Pain, No Gain: Myth or True Free Essay Example. (DOC) No pain, no gain essay final | Louise Cabral - Academia.edu. Short essay on no pain no gain. Expansion Of Ideas. 2022-10-31.

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5.1 Assignment Reading and RemediationGetting Start.docx

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4TH EDITION Managing and Using Information Systems A Strategic Approach KERI E. PEARLSON KP Partners CAROL S. SAUNDERS University of Central Florida JOHN WILEY & SONS, INC. To Yale & Hana To Rusty, Russell &Kristin VICE PRESIDENT & EXECUTIVE PUBLISHER Don Fowley EXECUTIVE EDITOR Beth Lang Golub EDITORIAL ASSISTANT Lyle Curry MARKETING MANAGER Carly DeCandia DESIGN DIRECTOR Harry Nolan SENIOR DESIGNER Kevin Murphy SENIOR PRODUCTION EDITOR Patricia McFadden SENIOR MEDIA EDITOR Lauren Sapira PRODUCTION MANAGEMENT SERVICES Pine Tree Composition This book is printed on acid-free paper. Copyright ! 2010 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201) 748-6011, fax (201) 748-6008, website www.wiley.com/go/permissions. To order books or for customer service please, call 1-800-CALL WILEY (225-5945). ISBN 978-0-470-34381-4 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 http://www.copyright.com http://www.wiley.com/go/permissions !Preface Information technology and business are becoming inextricably interwoven. I don’t think anybody can talk meaningfully about one without the talking about the other.1 Bill Gates Microsoft I’m not hiring MBA students for the technology you learn while in school, but for your ability to learn about, use and subsequently manage new technologies when you get out. IT Executive Federal Express Give me a fish and I eat for a day; teach me to fish and I eat for a lifetime. Proverb Managers do not have the luxury of abdicating participation in information systems decisions. Managers who choose to do so risk limiting their future business options. Information systems are at the heart of virtually every business interaction, process, and decision, especially when one considers the vast penetration of the Web in the last few years. Managers who let someone else make decisions about their information systems are letting someone else make decisions about the very foundation of their business. This is a textbook about managing and using information, written for current and future managers as a way of introducing the broader implications of the impact of information systems. The goal of this book is to assist managers in becoming knowledgeable par- ticipants in information systems decisions. Becoming a knowledgeable participant means lear.

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5. The Holy Trinity is central to Catholic beliefs about God. We accept it as both a reality and a great mystery. Throughout history there have been many artists who have tried to represent this belief in their artworks. Choose one of the images from the following pages and explain, in the space that follows, why it best symbolises our central Catholic belief about the relationship between God, Jesus and the Holy Spirit. .

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5.1 Provide a brief definition of network access control. 5.2 What is an EAP? 5.3 List and briefly define four EAP authentication methods. 5.4 What is EAPOL? 5.5 What is the function of IEEE 802.1X? 5.6 Define cloud computing. 5.7 List and briefly define three cloud service models. 5.8 What is the cloud computing reference architecture? 5.9 Describe some of the main cloud-specific security threats. Complete your answers on a WORD Document, .

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4 Discussion 6: Review of Four Indiana State Policies Author’s Name Institutional Affiliation Course Name Instructor Due Date Discussion 6: Review of Four Indiana State Policies In Chapter 9, St. John, Daun-Barnett, and Moronski-Chapman (2013) discuss four state policies in Indiana, which ensure low-income students have better chances of getting higher education opportunities. These state policies are the 21st Century Scholars (TFCS) program, Core 40, Indiana Project on Academic Success (IPAS), and the DREAM Act Bill. The State of Indiana and tuition facilitates the financing of these policies. Specifically, funding is attained through need-based student aid and public tuition charges. This coordination ensures that neither the parents nor the state is overwhelmed with funding the learners. Higher education institutions play a limited role in supporting these four state policies. These policies rely on financial incentives for students, colleges, and schools. Higher education systems play a tiny part in offering support services to students in this regard. Nevertheless, they have tried to implement retention projects through policies such as IPAS. Regarding the outcome of these policies, for starters, they have improved academic preparation among students in high school. These students are better prepared to succeed in higher learning institutions. However, despite the academic preparation facilitated by the policies, there have been no notable improvements in high school graduation rates among the different racial/ethnic groups. Nevertheless, the SAT scores in Indiana have been considerably better compared to other states in the country (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Also, degree completion, college access, and diversity have been remarkably good in Indiana due to these policies. Out of the four policies, the one that I feel has had the greatest success in eradicating inequalities, supporting students’ progress, and enhancing learners’ access to higher education is the TFCS program. This program not only funds needy students but also prepares them from an early age to be model citizens who do not engage in vices such as drug abuse. It guides both parents and students to take practices that will facilitate good learning outcomes. Reference St. John, E. P. S., Daun-Barnett, N., & Moronski-Chapman, K. M. (2013). Public policy and higher education: Reframing strategies for preparation, access, and college success. Routledge. Vera Discussion: Hello all, In higher education financing a student’s tuition is a critical part of enrollment and admissions. The principal component of the funding for state colleges and universities comes from the state government, and ultimately tax dollars. Federal money is available through loans and grants to students, but the schools are primarily depending on state support. Our textbook presented four different higher education plans from California, Indiana, M.

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4/9/2020 Print Preview https://ng.cengage.com/static/nb/ui/evo/index.html?deploymentId=58359619423830582821152086&dockAppUid=101&eISBN=9781337619738&id=678082867&… 1/18 Chapter 11: Financial Statement Fraud: Appendix A Laws and Corporate Governance Changes Following the Sarbanes-Oxley Act Book Title: Fraud Examination Printed By: Weicheng Han ([email protected]) © 2019 Cengage Learning, Inc. Chapter Review Appendix A Laws and Corporate Governance Changes Following the Sarbanes- Oxley Act As described in the chapter, the period 2001–2003 marked the discovery of some of the largest financial statement frauds in U.S. history and some of the most significant legislation regarding the auditing profession and corporate governance since the 1933–1934 SEC acts. These events followed a very prosperous decade that saw the NASDAQ grow 10 percent per year from 1987 to 1995 and then from an index of 1,291 on January 1, 1997 to 5,049 on March 10, 2000 for a 391 percent increase in three years. The Dow Jones Industrial Average, while not quite so dramatic, rose from 6,448 on January 1, 1997 to a high of 11,723 on January 14, 2000 for an increase of 81 percent in three years. Much of this growth came from individual investors who found they could invest on the Internet by paying only small fees ($8 to $10 per trade). When the first financial statement frauds, including Enron and WorldCom, were revealed, there was near panic in the market. The NASDAQ fell from its high of 5,049 on March 10 to 1,114 on October 9, 2002, leaving it at only 22 percent of its peak value. Similarly, the Dow Jones Industrial Average (NYSE) fell from its high of 11,723 on January 15, 2000 to a low of 7,286 on October 9, 2002, leaving it at only 62 percent of its previous value. The total decline in worldwide stock markets was $15 trillion. These sharp declines meant that nearly everyone’s 401(k) and other retirement plans and personal wealth suffered tremendous losses. Worse yet, several well-known companies that were involved in financial statement fraud declared bankruptcy. At the time when the Sarbanes-Oxley Act was passed in July 2002, many of the companies that were found to have committed fraud around this time period were among the largest bankruptcies in U.S. history, including WorldCom (largest), Enron (second largest), Global Crossing (fifth largest), and Adelphia (seventh largest). The Sarbanes-Oxley Act Because of the pressure brought by constituents, Congress was quick to act. On July 30, 2002, President Bush signed into law the Sarbanes-Oxley Act, which had been quickly passed by both the House and the Senate. The law was intended to bolster public confidence in U.S. capital markets and impose new duties and significant penalties for noncompliance on public companies and their executives, directors, auditors, attorneys, and securities analysts. The Sarbanes-Oxley Act is comprised of 11 separate sections or titles. You can read the full text of the act on sev.

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4pagesone is assginmentthe other 3 essays are related wo.docx

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47 PATIENT FILE The Case: The sleepy woman with anxiety The Question: How can you be anxious and narcoleptic at the same time? The Dilemma: Finding an effective regimen for recurrent, treatment resistant anxious depression while juggling complex treatments for sleep disorders Pretest Self Assessment Question (answer at the end of the case) Which of the following are approved treatments for treatment resistant depression? A. Deep brain stimulation B. Transcranial magnetic stimulation C. Vagal nerve stimulation D. Aripiprazole (Abilify) E. Quetiapine (Seroquel) F. MAO inhibitors Patient Intake • 44-year-old woman with a chief complaint of anxiety Psychiatric History • The patient had onset of anxiety and depression at about age 15, which she began self-medicating with alcohol • After graduating from high school, she began college and was about to leave for study abroad when she experienced a panic attack for which she was treated in the emergency room • She was then hospitalized and treated for alcohol abuse at age 18, and has remained sober ever since, although she does admit to some possible alprazolam (Xanax) abuse in 1999 as well as one overdose with alprazolam • Her history also includes multiple hospitalizations for major depression – Age 19 (approximately one year after her release from the hospital for alcohol abuse) because she became suicidal – Age 24 due to recurrence of depression – Age 26 with an overdose following a divorce and recurrence of depression – Age 27 due to recurrence of depression – Age 29 after two miscarriages, with a possible postpartum element and some discontinuation of her medications at that time to try to get pregnant – Age 30 when she received electroconvulsive therapy (ECT): 7 sessions as an inpatient and 23 as an outpatient Downloaded from http://stahlonline.cambridge.org by IP 100.101.44.120 on Wed Apr 08 00:14:46 UTC 2020 Stahl Online © 2020 Cambridge University Press. All rights reserved. Not for commercial use or unauthorized distribution. 48 PATIENT FILE • Details of medication history unclear from available information and from patient’s memory, but has received numerous psychotropic drugs including antidepressants, antipsychotics, and mood stabilizers, all with poor results • She was much better for several years following her ECT treatment, but had severe memory impairment • She had a recurrence of her depression one year ago severe enough to become totally disabled, necessitating resignation from a job as an offi ce worker that she had enjoyed • She continues to be disabled from depression and has a great deal of anxiety, subjectively more disturbed by her anxiety than by her depression Social and Personal History • Married since 1996 (second marriage); no children from either marriage • Non smoker • Husband an architect, supportive • Little contact with her family of origin • Few friends or outside interests Medical History • Narcolepsy.

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4 To: Replace with name Comment by Sharon Rose: Use down arrow to expand all comments below. Remove all comments in paper before submitting to earn a better grade. One way to do this, right click on each comment, select ‘Delete Comment’. All Papers will be checked using SafeAssign. Please focus on keeping the SafeAssign percentage to approximately 20%. Comment by James Manning: From: Replace with nameDate: Replace with dateSubject: Replace with subject of memo Introduction Comment by Sharon Rose: The CEO challenge is for an internal employee provide recommendation of new IT system to remove or bring the Shadow IT projects under the IT department. Include how this assignment will communicate how your project proposal satisfied the CEO's concern. Remember Shadow IT from the Week 1 Discussion. The Shadow IT has to either be adopted by the organization, or it has to be removed by the organization. Comment by James Manning: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum et nisl ante. Etiam pulvinar fringilla ipsum facilisis efficitur. Maecenas volutpat risus dignissim dui euismod auctor. Nulla facilisi. Mauris euismod tellus malesuada dolor egestas, ac vulputate odio suscipit. Comment by Sharon Rose: Replace Latin text with your writing for this assignment. Enter your content where the Latin text appears. The Introduction is a short overview of your memo. Comment by James Manning: Sed pellentesque sagittis diam, sit amet faucibus diam lobortis quis. Sed mattis turpis ligula, in accumsan ante pellentesque eu. Quisque ut nisl leo. Nullam ipsum odio, eleifend non orcinon, volutpat sollicitudin lacus. (Beetle Baily Cartoon) Proposed Information System Comment by Sharon Rose: Identify the main functions of your proposed information system and why they are important to the business. To earn an ‘A’ in this section you must (From Grading Rubric): Proposed an original information system. Identified the main functions of the system. Explained the importance of each function to the business. Explained the stylistic choices for architecture of information system. Connected main functions of system to business needs and shadow IT. Donec tincidunt ligula eget sollicitudin vehicula. Proin pharetra tellus id lectus mollis sollicitudin. Etiam auctor ligula a nulla posuere, consequat feugiat ex lobortis. Duis eu cursus arcu, congue luctus turpis. Sed dapibus turpis ac diam viverra consectetur. Aliquam placerat molestie eros vel posuere. Comment by Sharon Rose: Add diagrams when applicable. If a diagram is added, it should show the proposed information system. Comment by James Manning: This Photo by Unknown Author is licensed under CC BY-SA Figure 1. Title (Source: www.source-of-graphic.edu ) Comment by Sharon Rose: Include source if applicable, remove when diagram is original) Comment by James Manning: Functions Important to Business Comment by James Manning: To earn an “A” in this section (From Grading Rubric): Exp.

4To Replace with name Comment by Sharon Rose Use down ar.docx

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5 pages in length (not including title page or references) This week’s journal article focuses on attribution theory and how it influences the implementation of innovation technologies. Two types of employee attributions are noted in the article (intentionality and deceptive intentionality), please review these concepts and answer the following questions: 1. Provide a high-level overview/ summary of the case study 2. Note how constructive intentionality impacts innovation implementations 3. Find another article that adds to the overall findings of the case and note how attribution-based perspective enhances successful innovation implementations. Please be explicit and detailed in answering this question. 4. Discuss what ethical leadership is and how it impacts the organizational culture. 5. What are the various dimensions of ethical leadership? 6. Note some failures in ethical leadership, please find an example, explain the failure and note possible solutions to fix the issue with leadership. (Question 1, 2 and 3 below Journals): Journal Article 3.1: Lucas, J.W. and Baxter, A.R. (2012) ‘Power, influence, and diversity in organizations’, The ANNALS of the American Academy of Political and Social Science, 639(1): 49–70. Journal Article 3.2: Martinez, A.D., Kane, R.E., Ferris, G.R. and Brooks, C.D. (2012) ‘Power in leader–follower work relationships’, Journal of Leadership & Organizational Studies, 19(2): 142–151. Journal Article 4.1: Petty, M.M., Beadles, N.A., Chapman, D.F., Lowery, C.M. and Connell, D.W. (1995) ‘Relationships between organizational culture and organizational performance,’ Psychological Reports, 76(2): 483–492. Journal Article 4.2: Bonavia, T. (2006) ‘Preliminary organizational culture scale focused on artifacts’, Psychological Reports, 99(3): 671–674. Journal Article 4.3: Walker, R.C. and Aritz, J. (2015) ‘Women doing leadership: leadership styles and organizational culture,’ International Journal of Business Communication, 52(4): 452–478. (Question 4, 5 and 6 below Journals): Journal Article 5.1:Bormann, K.C. and Rowold, J. (2016) ‘Ethical leadership’s potential and boundaries in organizational change: a moderated mediation model of employee silence,’ German Journal of Human Resource Management, 30(3–4): 225–245. Journal Article 5.2:Haney, A.B., Pope, J. and Arden, Z. (2018) ‘Making it personal: developing sustainability leaders in business,’ Organization & Environment. DOI: 10.1177/1086026618806201 Please be sure that journal articles are peer-reviewed and are published within the last five years. The paper should meet the following requirements: • 5 pages in length (not including title page or references) • APA guidelines must be followed. The paper must include a cover page, an introduction, a body with fully developed content, and a conclusion. .

5 pages in length (not including title page or references)This.docx

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5 to 7 DAY EXERCISE LOG Exercise Log Name___Hejin Lin__________________________ Section # __2____ Start Date _4/7_________ End Date _4/12_______ I. Cardio Respiratory Endurance Day Type of Exercise Duration (Time) Intensity (Peak Target Heart rate or Rate of Perceived Exertion) Cardio Comments for the week- a short descriptive comment for each workout or one long comment summarizing the week on how you felt after each workout 1 Running 25 mins 175 I felt tired, and end up fast walking 2 Running 25 mins 170 kind of tired 3 Running 30 mins 168 Feeling better, also gain more times 4 Running 30 mins 172 much better 5 Swimming 25 mins 176 I felt tired at first, and then gets better II. Muscular Strength/Endurance Number of Sets ___2__ Rest Period __3 mins___ Exercise Sunday Wt/Reps Monday Wt/Reps Tuesday Wt/Reps Wednesday Wt/Reps Thursday Wt/Reps Friday Wt/Reps Saturday Wt/Reps Push up /20 / / /25 /25 / /30 Arm curl 25/10 / / 25/12 30/8 / 30/10 Crunches /25 / / /30 /30 / /30 Heel raise / / 95/12 / / 100/15 / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / Descriptive Strength Comments for the week (Mandatory) on how you felt after each workout I felt my stomach muscles working when I am doing the exercise, and my muscles were sore, I think I am going get used to it. III. Flexibility Number of Sets ___1_____ Reps ____10____ Duration ___35 sec_____ Check each exercise performed Exercise Monday Tuesday Wednesday Thursday Friday Saturday Sunday Shoulder rolls 10 10 10 10 Lateral abdominal 10 10 10 10 Hamstring stretch 10 10 Descriptive Flexibility Comments for the week: (Mandatory) on how you felt after each workout Feels great that after stretching, my muscles still felt a little bit sore, but much better. 5 to 7 DAY EXERCISE LOG Exercise Log Name________Hejin Lin__________________Section # __3____ Start Date ____4/15_______ End Date ____4/20____ I. Cardio Respiratory Endurance Day Type of Exercise Duration (Time) Intensity (Peak Target Heart rate or Rate of Perceived Exertion) Cardio Comments for the week- a short descriptive comment for each workout or one long comment summarizing the week on how you felt after each workout 1 Running 30 mins Not very tired, almost get used to it 2 Running 35 mins Gains 5 more mins, feels good 3 Running 35 mins Woke up in the morning, had more energy 4 Running 40 mins Gains 5 more mins to 40 mins, felt a little bit tired 5 Running 40 mins Much better II. Muscular Strength/Endurance Number of Sets ___2 to 3_ Rest Period __2 mins___ Exercise Sunday Wt/Reps Monday Wt/Reps Tuesday Wt/Reps Wednesday Wt/Reps Thursday Wt/Reps Friday Wt/Reps Saturday Wt/Reps Crunches /35 /35 / /35 / /35 / Push up /25 /25 / /25 / /25 / Triceps 30/10 30/10 / 30/10 / 30/10 / / / / / / / / / / / / / / / / / / / / .

5 to 7 DAY EXERCISE LOG Exercise Log Name___Hejin Lin__.docx

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5 Pages 1. Should nonprofit organizations be viewed principally as businesses with a social purpose or are they inherently different from for-profit companies? Compare and contrast in your explanation. 2. What are the five general and complementary approaches to judging the effectiveness of nonprofit organizations? Identify which of these you might find more challenging as a nonprofit leader and explain why. 3. Provide a brief summary of the legal accountability, roles, and responsibilities of nonprofit leadership. .

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5 pages Research either a wildfire and mass movement (one that has actually occurred and been reported on). Instructions: essay between 1,250 and 1,750 words (5 pages in length) identifying: · the type and origin of the natural disaster, · the magnitude of the damage, including structural damage and harm to humans and the environment, · agency response (governmental or private agencies) and ethical dimension, · lessons learned and any resulting changes in regulations related to building code modifications, siting requirements, procedural changes, etc., · your opinion as to the effectiveness of any corrective actions taken to minimize the chance of recurrence. · APA Format, place citations for work in the body and provide reference page .

5 pagesResearch either a wildfire and mass movement (one tha.docx

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5 Establishing Organizational Objectives iStock/Thinkstock Ah, but a man’s reach should exceed his grasp, Or what’s a heaven for? —Robert Browning Learning Objectives After reading this chapter, you should be able to do the following: • Describe the nature of objectives and the important role of—and management by—objectives in an HCO. • Discuss the characteristics of good objectives. • Delineate the types of objectives that are included in a strategic plan, and include examples of objectives for key result areas. • Provide an example of how to use data from an internal and external environmental analysis to set good objectives. • Explain how to perform a periodic review of objectives for measuring progress and making updates as needed. Section 5.1The Nature and Role of Objectives Introduction An HCO cannot achieve goals if none exist for the organization. Although this idea is quite simple, many people overlook it. To accomplish anything, an organization must have a clear understanding of what is to be accomplished. Strategic objectives are the tool by which organizations define their goals and sketch out a specific road map for achieving them. If we fail to set specific objectives, we simply waste our time and energy by going in circles. Later, we look back at what we accomplished and wonder where the time went. Just being busy and involved in activities does not mean that we are accomplishing what we need to accomplish. This chapter focuses on the need to establish objectives, the characteristics of good objectives, and the process of writing objectives. After the vision and mission of the HCO have been defined, and the internal and external analyses completed, relevant objectives are developed for the strategic plan. 5.1 The Nature and Role of Objectives Objectives can be defined as clear, concise written statements outlining what is to be accomplished in key result areas in a certain time period, in measurable terms. Peter Drucker argues that “objectives are not fate; they are direction. They are not commands, but they are com- mitments. They do not determine the future, but they are the means by which the resources and energies of the operation can be mobilized for the making of the future” (Drucker, 1954, p. 102). As noted in Chapter 2, the words key results, goals, and targets often are used synonymously when talking about short- and long-term objectives. Whatever the label used, the idea is to focus on a specific set of target activities and outcomes to be accomplished. Think of the anal- ogy of the archer used in Chapter 2. An HCO administrator wants the whole organization aimed at a single target, just as an archer wants every arrow aimed at the bull’s-eye. People get confused and disorganized if they do not know where they are going. In large measure, the success or failure of an HCO is based on its ability to set goals, as well as on tools with which to measure progress toward those.

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465 Current Procedural Terminology © 2015 American Medical Association. All Rights Reserved. Objectives Upon successful completion of this chapter, you should be able to: 1. Define key terms. 2. Explain the history of BlueCross and BlueShield. 3. Differentiate among BlueCross BlueShield plans. 4. Apply BlueCross BlueShield billing notes when completing CMS-1500 claims. 5. Complete BlueCross BlueShield primary and secondary claims. Key terms Away From Home Care® Program BCBS basic coverage BCBS major medical (MM) coverage BlueCard® BlueCard Worldwide® BlueCross BlueCross BlueShield (BCBS) BlueGeo® BlueShield coordinated home health and hospice care Federal Employee Health Benefits Program (FEHBP) Federal Employee Program (FEP) for-profit corporation Government-Wide Service Benefit Plan Healthcare Anywhere indemnity coverage medical emergency care rider Medicare supplemental plans member member hospital nonprofit corporation outpatient pretreatment authorization plan (OPAP) PPN provider precertification preferred provider network (PPN) prepaid health plan prospective authorization rider second surgical opinion (SSO) service location special accidental injury rider usual, customary, and reasonable (UCR) chapter Outline History of BlueCross and BlueShield BlueCross BlueShield Plans Billing Notes Claims Instructions BlueCross BlueShield Secondary Coverage BlueCross BlueShield chapter 13 47428_ch13_ptg01.indd 465 23/11/15 5:38 PM Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Chapter 13466 Current Procedural Terminology © 2015 American Medical Association. All Rights Reserved. intrOductiOn BlueCross and BlueShield plans are perhaps the best known medical insurance pro- grams in the United States. They began as two separate prepaid health plans selling contracts to individuals or groups for coverage of specified medical expenses as long as the premiums were paid. BCBS offer a number of products to subscribers. History of Bluecross and BluesHield Origin of BlueCross The forerunner of what is known today as the BlueCross plan began in 1929 when Baylor University Hospital in Dallas, Texas, approached teachers in the Dallas school district with a plan that would guarantee up to 21 days of hospi- talization per year for subscribers and each of their dependents, in exchange for a $6 annual premium. This prepaid health plan was accepted by the teachers and worked so well that the concept soon spread across the country. Early plans specified which hospital subscribers and their dependents could use f.

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450+ WordsDiscussion Questions What are the main tenants of.docx

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459- Provide a substantive response to at least two of your peers who presented an example that was not in your response. What did you learn from the examples they presented? Are you now more aware of the challenge of change in health care? Peer 1.Keneisha - In health care, the consistency of handling change is constant. Change is an effect of snowball within a healthcare facility. Improvement in one area may or may not impact another establishment area irrespective of the correlations. Eventually, change affects the whole organization. Electronic health records (EHR) and the Health Insurance Probability and Accountability Act (HIPPA) are two indicators of the healthcare industry. Although many resisted the change within the medical records and implemented EHR, the change made life much easier to navigate through with medical records. The move saved money and didn't have to use as many paper products. EHR made chart access and legibility much faster and easier to navigate through. Within the change, HIPAA was a little more complex. HIPPA has been introduced to allow an individual to change jobs and not to complicate the coverage of the modified work transaction. HIPAA is meant to protect the protection of patient information and not to be widely distributed. This also included training in patient privacy and security issues for each health care staff members. Reflecting on these two improvements show that once change is introduced, it can result in substantial change for the better and development of both staff and patients. Both need an open attitude and training, but implement a productive workflow. Peer 2. Qiana - Change is not always easy for anyone, and those in the healthcare field. Though change can be good because it can change or make the healthcare delivery systems better and meet those needs of their area. The healthcare environment continues to change and can be a challenge. With changing trends and concerns within healthcare settings, they can show the stages of life cycles within the organization and survival strategies. When rends change, there are changes that occur in case of patients and administrative support. (Liebler & McConnell, 2017). To ensure the survival of any organization change is essential to have a competitive edge in the healthcare environment. Often, for staff managers must be leaders during this process and try to make these changes go smoothly, because it can be difficult for employees. Healthcare managers must be able to manage change, even though it may be complicated. Being able to manage change can be difficult but all involved must be able to adapt, and it is the job of the manager to inform employees as well as constituents and help them to understand why the change is a necessity and their roles even though it may be difficult. The two examples of successful change I have chosen are Change as Opportunity: Y2K and A Study in Proactive Change: Electronic Health Records. The trn of the year 2.

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4th Grade Science-A Discussion of how Students Learn to Self Assess.docx

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430 Chapter 17 Death and Dying Case 17-1 When Parents Refuse to Give Up1 Nine-year-old Yusef Camp began experiencing symptoms soon after eating a pickle bought from a street vendor. He felt dizzy and fell down, he could not use his legs, and he began to scream. By 10:00 p.m., he was hallucinating and was transported to the DC General Hospital by ambulance. He went into convulsions. His stomach was pumped, and they found traces of marijuana and possibly PCP. He soon stopped breathing, and by the next morning, brain scans showed no activity. Four months later, Yusef’s condition had not changed. The physicians believed his brain was not functioning and wanted to pronounce him dead based on brain criteria. Several difficulties were encountered, however. First, there was some disagreement among the medical personnel over whether his brain function had ceased completely. Second, at that time the District of Columbia had no law authorizing death pronouncement based on brain criteria. It was not clear that physicians could use death as grounds for stopping treatment. Most important, Ronald Camp, the boy’s father, protested vigorously any sug- gestion that treatment be stopped. A devout Muslim, he said, “I could walk up and say unplug him; but for the rest of my life I would be thinking, was I too hasty? Could he have recovered if I had given it another 6 months or a year? I’m leaving it in Almighty God’s hand to let it take whatever flow it will.” The nurses involved in Yusef’s care faced several problems. Maggots were found growing in Yusef’s lungs and nasal passages. His right foot and ankle became gangrenous. He showed no response to noises or painful stimuli. The nurses had the responsi- bility not only for maintaining the respiratory tract and the gangrenous limb, but also for providing the intensive nursing care needed to maintain Yusef in debilitated condition on life support systems. Had the aggressive care been serving any purpose, they would have been willing to provide it no matter how repulsive the boy’s condition was and in spite of there being many other patients desperately needing their attention. However, some of the nurses caring for Yusef were convinced that they were doing no good what- soever for the boy. They believed they were only consuming enormous amounts of time and hospital resources in what appeared to be a futile effort. In the process, other patients were not getting as much care as would certainly be of benefit to them. Could the nurses or the physicians argue that care should be stopped because he was dead? Could they overrule the parents’ judgment about the usefulness of the treatment even if he were not dead? Could they legitimately take into account the welfare of the other patients and the enormous costs involved when deciding whether to limit their attention to Yusef? 1Weiser, B. (1980, September 5). Boy, 9, may not be “brain dead,” new medical examiner shows. Washington Post, .

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