Congenital Heart Disease Required elements Description of .docx

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Congenital Heart Disease Required elements Description of the disorder Priority Nursing Diagnosis and why Nursing Assessment / Clinical Manifestations Nursing Plan/ Goals/ Outcomes Nursing Interventions Nursing Evaluations Patient and Family teaching Conclusion/ Summary Cites four (4) APA format references (at least 5 years old) i want all the element above to be describe separate, each of the element in separate paragraph. .

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Consider assessment tools that would be appropriate for continuing to evaluate Eugene? Utilize these tools to better understand: The behaviors associated with Major Depression Evidence of any cognitive impairment that may be complicating Eugene's recovery The overlap of depressive, cognitive and anxiety behaviors and what they mean How alcohol may be a factor in compromising outcomes What is Eugene's baseline level of functioning and has he deviated from that point? How can you evaluate Mrs. Shaw’s ability to manage the caregiving role? .

Consider at least two companies that successfully adopted this b.docx

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Consider at least two companies that successfully adopted this business philosophy to gain success and combat traditional corporate approaches. How does these companies embody the tenet of “higher purpose” and create deeper meaning by focusing their goals beyond profits and inspiring stakeholders? What connections can you identify between the four principles of Conscious Capitalism and the Christian concept of putting others before oneself? .

Consider applying the simple electronic polarizability and Clasius-M.docx

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Diamond has applications in optics due to its high refractive index. The document considers using the Clausius-Mossotti and electronic polarizability equations to model the refractive index of diamond, accounting for its density of carbon atoms, valence electrons, and dielectric constant. It then asks to calculate the natural frequency and refractive indices at wavelengths of 0.5 and 5 micrometers.

Consider and identify a hazard that presents a major risk to your ow.docx

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Consider any one of this semester’s American authors Anne Bradstree.docx

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Consider any one of this semester’s American authors: Anne Bradstreet, Jonathan Edwards, Henry David Thoreau, Willa Cather, Walt Whitman, Paul Dunbar, Robert Frost, Langston Hughes, Tillie Olsen, Hisaye Yamamoto, Maya Angelou, and Angie Cruz. Focus on 2 or more works by the author of your choice. (Choices must not include more than one work covered in class this semester.) Begin the research process by asking yourself the following questions: What makes this author and his/her works worthy of our attention? What prevailing message/theme is present in the author’s works? How do you believe this message/theme should be interpreted? Are the works and/or characters realistic or symbolic? Is there a reoccurring image or any notable literary techniques/figurative language utilized by the author? How does the historical, social, or political context in which the works were written have specific bearing on one’s interpretation of the texts? How does the author present aspects of American culture including class, gender, race, values and religion, and geography? Research paper guidelines/timeline: 1. Analytical Research Paper assigned Mon., Nov. 9. 2. After considering the above questions, focus in on an aspect of interest regarding your author/works, and conduct background reading and notetaking to narrow down your aspect of interest to a specific thesis statement and preliminary broad outline. Your thesis statement should reflect your perspective on some aspect of the works and /or the author’s literary style. Submit thesis statement/broad outline for approval by Mon. Nov. 16 via the Google drive folder. *Refer to the Caldwell University library resource documents in “Content” to assist you in obtaining sources for your research paper. Additionally, you may contact Caldwell University librarian Victoria Swanson via email for research assistance. 3. After your thesis has been approved, continue to research and organize support points into a more detailed outline, and begin composing body paragraphs. Body paragraphs should consist of your own analysis/perspective supported by those of at least 4 scholarly critical sources found in the Caldwell University databases. *Refer to the “Paraphrasing” and “Methods to Introduce Quotes in Your Writing” documents in “Content.” 4. Schedule an individual conference with Professor Whelan for a time between Mon., Nov. 16 and Weds., Nov 25. regarding your research progress. *Conference attendance is calculated into your semester attendance average. 5. Submit your research paper draft via the Google drive folder by Mon., Nov. 30. 6. Submit your final copy of your research paper by Mon., Dec. 7. 7. Your completed research paper should reflect the following organization: a. Introduction providing background context leading up to your thesis statement (last sentence of introduction) b. Body paragraphs providing support for your thesis through your own analysis, critic perspective, and text evidence. Support.

Consider an obstacle or barrier to the implementation of evidence-ba.docx

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Consider an obstacle or barrier to the implementation of evidence-based practice you identified in last week’s discussion (1. Inadequate organizational support that is necessary in ensuring an effective implementation of EBP (Warren et al., 2016) or 2. Lack of interdisciplinary interactions (Wallis, 2012). What are two ways to address this problem? References Wallis, L. (2012). Barriers to implementing evidence-based practice remain high for US nurses. AJN the American Journal of Nursing, 112(12), 15. Warren, J. I., McLaughlin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The strengths and challenges of implementing EBP in healthcare systems. Worldviews on Evidence‐Based Nursing, 13(1), 15-24. .

Consider an example of yourself as a member of team (as a volunt.docx

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Consider an example of yourself as a member of team (as a volunteer, as a member of a church group or mission team, study group, community group). What did you do in terms of interacting with others that went well? What did you do as you interacted with others that did not go well , or that had an unexpected effect ? Looking back on the last example, how might you interact with people differently? (Give a specific example.) .

consider an artifact that is prominently displayed by a friend or co.docx

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Consider again the market for Atlantic lobster presented in Q#1 of the previous assignment where the annual demand and supply for lobster is given by the following equations: 100 0.2 D P = − Q , and 25 0.1 S P = + Q , where P is the price per kg in dollars, QD and QS are respectively the quantity demanded and the quantity supplied (in thousand of Kgs). The government imposes a quota of 150 thousand of kgs per year in the lobster industry and licenses are issued to allocate the rights to harvest lobster. .

Consider a space rocket travelling towards a planet at speed c2 wit.docx

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Consider a space rocket travelling towards a planet at speed c/2 with respect to an observer on the surface of the planet. The planet is 5.25 × 1011 km away from the rocket. The rocket has a rest length of 175 m. A probe is fired from the rocket towards the planet at a speed of 3c/5 with respect to the rocket. All motion occurs along the same straight line and c is the speed of light. (a) How fast in m s−1 is the probe moving with respect to the observer? (b) In the observer’s frame of reference, how much time does it take for the probe to travel from the rocket to the planet? (c) The observer is holding a clock. It displays 13:00:00. How much time will pass in the rocket’s frame of reference before the observer’s clock displays 14:00:00? (d) What is the length of the rocket in the probe’s frame of reference? .

Consider a social worker who conducted a single subject design a.docx

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Consider a social worker who conducted a single subject design along with focus groups to evaluate the effectiveness of a spiritual-based intervention for domestic violence survivors. The numerical data from the single subject design showed that the intervention helped to improve clients’ level of self-efficacy. The focus groups explored clients’ perceptions about what specific elements of the intervention they found helpful. After the focus groups were completed, they were transcribed, and the qualitative data was analyzed using content analysis. This week, you will explore how qualitative research can be used to inform social work practice. In addition, you will have the opportunity to analyze content analysis findings of a real life focus group that was conducted. Evidence-based social work practice calls for the use of research data to guide the development of social work interventions on the micro, mezzo and/or macro-levels. Kearney (2001) described ways qualitative research findings can inform practice. Qualitative findings can help social workers understand the clients’ experiences and “what it may feel like” (Kearney, 2001). Therefore, social workers can develop clinical interventions that take into account the experiences of their clients. Qualitative findings can also help social workers monitor their clients. For example, if after reading a qualitative study on how domestic violence survivors respond to stress, they can monitor for specific stress behaviors and symptoms (Kearney, 2001). In addition, they can educate their client what stress behaviors to look for and teach them specific interventions to reduce stress (Kearney, 2001) Given the increasing diversity that characterizes the landscape in the United States, social workers need to take into account culture when formulating interventions. Social workers can utilize qualitative findings to plan interventions in a culturally meaningful manner for the client. To prepare for this Discussion, read Knight et al.’s (2014) study from this week’s required resources. Carefully review the findings, the photographs, and how the researchers wrote up the findings. Finally, review the specific macro-, meso-, and micro-oriented recommendations. Then read Marsigilia and Booth’s article about how to adapt interventions so that they are culturally relevant and sensitive to the population the intervention is designed for. Finally, review the chapter written by Lee et al. on conducting research in racial and ethnic minority communities. Kearney, M. (2001). Levels and applications of qualitative research evidence. Research in Nursing and Health, 24, 145–153. By Day 3 Post the following: Using one of the direct quotes and/or photos from Knight et al.’s study, analyze it by drawing up a tentative meaning. Discuss how this would specifically inform one intervention recommendation you would make for social work practice with the homeless. This recommendation can be on the micro, meso, .

Consider a recent event, either in your personal life or in the news.docx

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Consider a company that has sales in May, June, and July of $11 mill.docx

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ConservationPreservation in National Parks Perform research in f.docx

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Conservation/Preservation in National Parks: Perform research in from other reputable sources online on either the conservation or preservation methods used in a national park of your choice. Compile a list of these methods. Accompany your list with your reflections and analysis of your park's efforts at such initiatives as maintaining genetic or species diversity, controlling invasive species, and so forth. Provide an analysis of how your park may need to alter its methods over time. 2-3 pages .

Conns syndrome is an endocrine disorder brought about by a tumor of.docx

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Conn's syndrome is an endocrine disorder brought about by a tumor of the adrenal cortex that secretes excessive aldosterone in uncontrolled fashion. Given what you know about the functions of aldosterone, describe what the most prominent features of this condition would be. 150 words Imagine you are a health care provider explaining to a newly diagnosed patient with diabetes mellitus the reason why glucose was found in her urine sample. Include insulin and the term: tubular maximum and renal threshold in your explanation. 150 words .

Cons of ContraceptivesInstructionsFor this assignment, complet.docx

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Cons of Contraceptives Instructions For this assignment, complete the following: · Compose a position paper representing the con side of your new topic. (See the Con-Paper Template). The paper should include approximately 6 developed paragraphs: · Introduction (with thesis statement) · Context paragraph · 3 body paragraphs (focusing on 3 cons) · Conclusion · Apply a formal tone appropriate for academic audiences, maintaining an objective 3rd person point of view - no 1st person (I, me, my, we, our, us, mine) or 2nd person (you, your). Avoid contractions, clichés, and slang terminology. · Use the provided template to assist in formatting the title page and document. · Incorporate at least 3 scholarly sources into the paper. Cite all sources in APA format, both parenthetically and on a reference page. · Before submission, proofread and edit carefully for spelling, punctuation, and grammar. Not every error will be flagged automatically in word-processing programs, and some that are flagged as errors are actually correct. Writing Requirements (APA format) · Length: 2-3 pages (not including the title or reference pages) · 1-inch margins · Double spaced · 12-point Times New Roman font · Title page · References page (minimum of 3 academic articles) Grading This activity will be graded using the Con-Position Paper Grading Rubric. Course Outcomes (CO): 3, 6 Rubric Position Paper Grading Rubric - 125 pts (2) Position Paper Grading Rubric - 125 pts (2) Criteria Ratings Pts This criterion is linked to a Learning OutcomeLength 5.0 pts Meets length requirement 0.0 pts Does not meet length requirement 5.0 pts This criterion is linked to a Learning OutcomePoint Analysis 30.0 pts The central idea is developed and expanded with depth of critical thought. 25.5 pts The central idea is discernible and developed. 22.5 pts The central idea needs more development with points tying back to the thesis. 18.0 pts The central idea is not developed, and the analysis lacks critical thought. 0.0 pts No effort 30.0 pts This criterion is linked to a Learning OutcomeSupport 30.0 pts The writing supports claims with several detailed and persuasive examples. 25.5 pts The writing supports claims with examples, but additional analysis or examples could strengthen the argument. 22.5 pts The writing supports claims with examples, but the examples are not well-developed or examined. Additional examples and analysis are needed to make the argument more persuasive. 18.0 pts The central idea is not well-supported by claims and/or examples. 0.0 pts No effort 30.0 pts This criterion is linked to a Learning OutcomeOrganization 25.0 pts Paper is clear and cohesive. Introduction and conclusion support the overall flow of the paper. 21.25 pts Paper is basically clear and well-organized with a minimum of non-related material present. 18.75 pts Paper has some issues with clarity, flow, and cohesion. Paper lacks organization. 15.0 pts Paper lacks organization and has difficulty staying on tra.

Consequential CourtsJUDICIAL ROLES IN GLOBAL PERSPECTIVE.docx

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Consequential Courts JUDICIAL ROLES IN GLOBAL PERSPECTIVE Edited by DIANA KAPISZEWSKI University of California, Irvine GORDON SILVERSTEIN Yale Law School ROBERT A. KAGAN University of California, Berkeley CAMBRIDGE UNIVERSITY PRESS xii Contributors Manoj Mate is Assistant Professor of Law, Whittier Law School, and Assistant Professor of Political Science (by courtesy), Whittier College. Amnon Reichman is Professor of Law, University ofHaifa (Israel). Druscilla L. Scribner is Associate Professor of Political Science, University ofWis- consin, Oshkosh. Martin Shapiro is James W. and Isabel Coffroth Professor of Law (Emeritus), Berkeley Law, University of California. Alexei Trochev is Associate Professor, School of Humanities and Social Sciences, Nazarbayev University (Kazakhstan). Introduction Diana Kapiszewski, Gordon Silverstein, and Robert A. Kagan* In early nineteenth-century America, Alexis de Tocqueville (1835) famously observed, "[Sjcarcely any political question arises...that is not resolved, sooner or later, into a judicial question." That may have been a considerable exaggeration at the time, but today, the dynamic Tocqueville highlighted marks many constitutional democracies in which independent courts are vested with powers of judicial review. In such countries, political actors, organizations, and ordinary individuals who become enmeshed in political conflicts have strong incentives to frame their desires as constitutional or statutory claims and ask courts to vindicate them. As a result, in the early twenty-first century, courts have become versatile actors in the governance of many constihitional democracies, and judges and justices play multiple roles in politics and policymaking. As many observers have noted/ politically consequential courts have emerged in new democracies from Korea to South Africa to Brazil and beyond; courts in more established democracies such as Canada and New Zealand have been given or have assumed more power to protect individual rights and invalidate government policies; and both the European Court of Justice (ECJ) and the European Court of Human Rights (ECHR) have taken on dramatic roles in European governance. However, the political power of courts has ebbed as well as flowed. In many Latin American countries, judges are not blazing the way to robust constitutional democracy in the way many hoped they might. The Hungarian Constitutional Court, once hailed as one of the most significant new constitutional courts (Zifcak 1996), had its wings clipped less than a decade after its creation (Scheppele 1999).2 * Respectively, Assistant Professor of Political Science, University of California, Irvine; Assistant Dean, Yale Law School; Professor Emeritus of Political Science and Law, University of California, Berkeley. 1 See, for example, Tate and Vallinder 1997, Stone Sweet 2000, Hirschl 2006. 2 After another brief period of judicial independence from 2002 to 20.

Consensus Policy Resource CommunityEmail PolicyFree Use .docx

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Consensus Policy Resource Community Email Policy Free Use Disclaimer:This policy was created by or for the SANS Institute for the Internet community. All or parts of this policy can be freely used for your organization. There is no prior approval required. If you would like to contribute a new policy or updated version of this policy, please send email to [email protected]. Things to Consider:Please consult the Things to Consider FAQ for additional guidelines and suggestions for personalizing the SANS policies for your organization. Last Update Status: UpdatedOverview Electronic email is pervasively used in almost all industry verticals and is often the primary communication and awareness method within an organization. At the same time, misuse of email can post many legal, privacy and security risks, thus it’s important for users to understand the appropriate use of electronic communications. Purpose The purpose of this email policy is to ensure the proper use of <Company Name> email system and make users aware of what <Company Name> deems as acceptable and unacceptable use of its email system. This policy outlines the minimum requirements for use of email within <Company Name> Network. Scope This policy covers appropriate use of any email sent from a <Company Name> email address and applies to all employees, vendors, and agents operating on behalf of <Company Name>. Policy4.1 All use of email must be consistent with <Company Name> policies and procedures of ethical conduct, safety, compliance with applicable laws and proper business practices. 4.2 <Company Name> email account should be used primarily for <Company Name> business-related purposes; personal communication is permitted on a limited basis, but non-<Company Name> related commercial uses are prohibited.4.3 All <Company Name> data contained within an email message or an attachment must be secured according to the Data Protection Standard. 4.4 Email should be retained only if it qualifies as a <Company Name> business record. Email is a <Company Name> business record if there exists a legitimate and ongoing business reason to preserve the information contained in the email. 4.5 Email that is identified as a <Company Name> business record shall be retained according to <Company Name> Record Retention Schedule. 4.6 The <Company Name> email system shall not to be used for the creation or distribution of any disruptive or offensive messages, including offensive comments about race, gender, hair color, disabilities, age, sexual orientation, pornography, religious beliefs and practice, political beliefs, or national origin. Employees who receive any emails with this content from any <Company Name> employee should report the matter to their supervisor immediately.4.7 Users are prohibited from automatically forwarding <Company Name> email to a third party email system (noted in 4.8 below). Individual messages which are forwarded by the user must not contain <Company Name> confidential or .

Connie FarrisProject Performance and Quality Assurance(M.docx

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This document discusses quality management strategies for Medical Needs, a company opening locations in Memphis and Nashville to provide medical devices. It outlines a quality management plan involving quality planning, improvement, control, and assurance. Quality dimensions and criteria are identified to measure performance, features, reliability, conformity, durability, serviceability, aesthetics, and perception. The costs of quality include costs of non-conformance from fixing issues and costs of conformance from preventing issues. Lean and ISO quality management techniques will be implemented to ensure quality standards and continual improvement.

CONNECTIONSCore competenciesAnalytic InquiryUse of .docx

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This document outlines an assignment for students to conduct an organizational communication audit. Students are instructed to administer a communication survey within an organization to assess communication across five areas. Students will then analyze the survey results to identify a key communication challenge. Based on research, students will recommend solutions to address the identified challenge and present their findings. The assignment aims to demonstrate competencies in organizational communication analysis and consultation.

Connors, The Rise of Technical Writing Instruction in America,” 3-1.docx

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Connors, “The Rise of Technical Writing Instruction in America,” 3-19 Rutter, “History, Rhetoric, and Humanism…” 20-34 Durack, “Gender, Technology, and the History of Technical Communication,” 35-46 Annotated Bibliography #1 Due Boettger and Friess. (2020)/ “Content and Authorship Patterns in Technical Communication Journals (1996–2017): A Quantitative Content Analysis,” Technical Communication 67.3 .

Conns syndrome is an endocrine disorder brought about by a tumor o.docx

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Connection, Collaboration, and CommunityAssignment Overvie.docx

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The document provides an overview and instructions for a case assignment. Students are asked to write a 3+ page essay discussing connections between two or more concepts from the assigned readings such as poverty, non-profit, philanthropy, giving, happiness, charity, champion, altruism, and community. They must present an original thesis, provide examples to support their point of view, and properly cite sources using APA style. The essay will be graded based on demonstrating critical thinking and the ability to interpret, analyze, and integrate others' ideas into one's own writing.

Conjuring Comfort Women Mediated Affiliations and Discipl.docx

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Conjuring "Comfort Women": Mediated Affiliations and Disciplined Subjects in Korean/American Transnationality Hyun Yi Kang Journal of Asian American Studies, Volume 6, Number 1, February 2003, pp. 25-55 (Article) Published by Johns Hopkins University Press DOI: For additional information about this article Access provided at 26 May 2019 06:11 GMT from University of California @ Santa Cruz https://doi.org/10.1353/jaas.2003.0027 https://muse.jhu.edu/article/49217 https://doi.org/10.1353/jaas.2003.0027 https://muse.jhu.edu/article/49217 25CONJURING “COMFORT WOMEN” • KANG • CONJURING “COMFORT WOMEN”: Mediated Affiliations and Disciplined Subjects in Korean/American Transnationality laura hyun yi kang JAAS FEBRUARY 2003 • 25–55 © THE JOHNS HOPKINS UNIVERSITY PRESS C OMFORT ME, THE TITLE OF MULTIMEDIA ARTIST Soo Jin Kim’s evocative1993 video work, has long struck me as an apt distillation of the vexing dynamics of representing “comfort women” by Korean/Americans. The oddly subject-less phrase, which can be read as an egocentric com- mand or a plaintive, anxious request, begs the identity of both the “me” and the implicit “you.” The short ten-minute video features extreme close- ups of two bodies, one male and one female, in various poses of contact. The female figure, recognizable as Korean through the repetitive action of putting on a white slip dress and then a red overskirt of the traditional hanbok dress, is more prominent and sometimes shown alone as she at- tempts to scrub her body clean while alternately covering her exposed crotch with one hand. A sound track of hurried breathing suggests both the sex act and the frantic effort of cleansing. After a brief first-person account of being raped that seems to be spoken by the pictured woman, the voice-over shifts to a third-person female narrator who discloses certain details about young Korean women recruited by the Japanese Impe- rial Army for its “comfort girl battalion.” Considering this shift in speak- ing positions, we might apply the title phrase, “Comfort Me,” not to the visible Korean “comfort woman” or the Japanese soldier, but rather to two other invisible subjects of this cultural production: the artist-narrator and the viewer-audience. Who is comforted and by whom through such representations? The question of differently implicated and com- 26 • JAAS • 6:1 forted subjects of such Korean/American cultural productions becomes more important to ask with each new staging of “comfort women,” especially now more than a decade after the initial shocking international publicity around this historical episode.1 The matter of Korean “comfort women” poses multiple problems— of nomination, of identification, of representation, and of knowledge- production. Who can know and then, in turn, account adequately for both the historical event and its multiple subjects? Before that question can be posed, wh.

CongressChapter 10CHAPTER 10 CONGRESSIn this chapte.docx

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Congress Chapter 10 CHAPTER 10: CONGRESS In this chapter you will: Learn what Congress does. Reflect on how well Congress represents the people. Examine the internal workings of Congress. Consider the importance of skilled congressional leadership. Think about the problems that face Congress—and some possible solutions. CHAPTER 10: CONGRESS Introducing Congress Two Houses, Different Styles HOUSE Congress is bicameral—comprising “two houses.” The House of Representatives includes 435 members, divided among the states based on population size, along with six nonvoting delegates from Washington, D.C., Puerto Rico, American Samoa, Guam, and other U.S. territories. All 441 House members serve two-year terms, and each represents a district of around 700,000 people. The majority party elects the Speaker of the House to control which issues reach the floor and to advance their legislative agenda. CHAPTER 10: CONGRESS Introducing Congress Two Houses, Different Styles (cont.) SENATE The Senate is made up of 100 members, two from each U.S. state, each elected for a six-year term. Legislative hold: An informal way for a senator to prevent a bill or other measure from reaching the Senate floor. The action effectively halts Senate proceedings on that issue, sometimes for weeks or longer. Filibuster: Rule unique to the U.S. Senate that allows any senator to hold the floor indefinitely, and thereby, to delay a vote on a bill to which he or she objects. Cloture: When 60 senators vote to end a filibuster. CHAPTER 10: CONGRESS Introducing Congress The House and Senate Each Have Unique Roles The House of Representatives All budget measures must originate in the House. The House holds the power to impeach public officials—including the president—for “high crimes and misdemeanors.” CHAPTER 10: CONGRESS Introducing Congress The House and Senate Each Have Unique Roles (cont.) The Senate After the House impeaches (or indicts) an officeholder, the Senate holds a trial and decides whether to remove him or her. The president negotiates treaties with other countries, but the Senate must approve them by two-thirds majority. The Senate also has sole power to review presidential appointments—the Constitution calls it “advice and consent.” CHAPTER 10: CONGRESS Constitutional Powers of Congress CHAPTER 10: CONGRESS Congressional Representation Does Congress Reflect America? Congressional caucuses (groups of House or Senate members who convene regularly to discuss common interests and may share political outlook, race, gender, or geography) are on the rise. CHAPTER 10: CONGRESS Congressional Representation Trustees and Delegates Do the Right Thing. The trustee view of representation holds that representatives owe us their best judgment; if we don't like their decisions, you can vote for their opponents next time. Do What the People Want. The delegate view of representation holds that a legislator should take voting instructions directl.

Congress, the president, the cabinet, advisers, agency bureaucrats, .docx

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Congress, the president, the cabinet, advisers, agency bureaucrats, federal and state courts, political parties, interest groups, the media—all of these groups influence political decisions in our democratic system of government. This results in the creation and implementation of public policies. Write a 3–4 page paper in which you do the following: 1. Define public policy. 2. Identify and explain the purpose of the three branches of government. 3. Discuss how each branch of government may influence public policy. Research an example from recent news (such as civil rights, health care, education, or others) and explain how each branch of government could influence the direction of that specific public policy. Your assignment must follow these formatting requirements: A minimum of three professional references (Wikipedia is not accepted in this class). The specific course learning outcome associated with this assignment is: Examine the government's role, function, and decision-making process in a democracy. .

CONGRESS OF THE UNITED STATESCONGRESSIONAL BUDGET OFFICE.docx

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CONGRESS OF THE UNITED STATES CONGRESSIONAL BUDGET OFFICE CBO Immigration Policy in the United States: An Update DECEMBER 2010 © S hu tte rs to ck Im ag es , L LC Pub. No. 4160 ffice CBO States: The Congress of the United States O Congressional Budget O Immigration Policy in the United An Update December 2010 CBO Notes and Definitions referred n this in the ently. visa or short pply for a U.S. ). t a port t a port les of issuing the whether official Numbers in the exhibits and text may not add up to totals because of rounding. Unless otherwise indicated, the years to in this document are federal fiscal years (which run from October 1 to September 30). Some of the data for 2004 i document do not match the data that the Congressional Budget Office reported in its 2006 paper Immigration Policy United States because they have been revised by the Department of Homeland Security. Green card: A wallet-sized card showing that the bearer is a legal permanent resident of the United States. Legal permanent resident: A foreign-born individual authorized to live, work, and study in the United States perman Legal temporary resident or visitor: A foreign-born individual who is admitted to the United States with a temporary who is allowed to enter the country without a visa. Those categories include visitors who are in the United States for periods and temporary residents who are in the United States for longer, although time-limited, stays. Refugee or asylum-seeker: An individual who is at risk of persecution in his or her country of nationality. Refugees a legal admission from outside the United States; asylum-seekers request admission from within the United States or at port of entry (that is, a place where one may be checked by immigration officials and lawfully enter the United States Removal: The expulsion of a foreign-born individual from the United States if he or she is found to be inadmissible a of entry or otherwise in violation of U.S. immigration laws. An inadmissible individual is a person seeking admission a of entry who does not meet the criteria of the Immigration and Nationality Act. U.S. visa: A permit allowing the bearer to apply for entry into the United States under a certain classification. Examp classifications include student (F), visitor (B), and temporary worker (H). The Department of State is responsible for visas at U.S. embassies and consulates outside of the United States. A visa does not grant the bearer the right to enter United States. Officials with the Department of Homeland Security’s U.S. Customs and Border Protection determine an individual can be admitted into the United States at a port of entry. A foreign national may be denied entry by an because he or she lacks proper documentation or because of public health or security concerns (or for other reasons). Immigration Policy in the United States Preface CBO The I for the lawful entry of fo rmanent .

Congress lacks the necessary time and expertise to produce legislati.docx

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Congress lacks the necessary time and expertise to produce legislation for every area of conduct in society. This is especially true for highly-specialized and complex industries. It is for this reason that Congress, or occasionally the Executive Branch, delegates regulating powers to existing governmental agencies. At times they also create new commissions or agencies to cope with emerging trends. For example, after the September 11, 2001, terrorist attacks, the 9-11 Commission (also known as the National Commission on Terrorist Attacks Upon the United States) was created in a joint effort of the executive and legislative branches. The Commission’s purpose was to provide a comprehensive account of the terrorist attacks as well as recommendations to guard against future attacks. It developed a set of 41 recommendations for improvement of homeland security, ranging from emergency preparedness and response to reforming government institutions to changing foreign policy. In the case of the 9-11 Commission, its report was a direct response to its purpose in accounting for terrorist attacks. As a legal researcher, it is important to understand the role of different administrative agencies because it will inform your understanding of the documents that each agency or commission produces. an explanation of the role and impact of federal administrative agencies on policy shifts and trends. Be specific and use examples to support your explanation. .

RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students

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