Collaboration for Improving Outcomes - Case Management Impleme.docx

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Collaboration for Improving Outcomes - Case Management Implementation Plan Description: The baccalaureate graduate nurse will demonstrate teambuilding and collaborative strategies when working with interprofessional teams to deliver evidence-based, patient-centered care. Course Competency: 4) Coordinate the care of individuals across the lifespan utilizing principles and knowledge of interdisciplinary models of care delivery and case management. QSEN Competencies: 1) Patient-Centered Care 2) Teamwork and Collaboration 3) Evidence- Based Practice BSN Essential VI Area Gold Mastery Silver Proficient Bronze Acceptable Acceptable Mastery not Demonstrated Implementation plan. Constructs an implementation plan. Explains an implementation plan. Lists elements of an implementation plan. Does not provide an implementation plan. Gain Buy-in Proposes approach to gain buy-in from key stakeholders. Indicates an approach to gain buy-in from key stakeholders. States an approach to gain buy-in from key stakeholders. Does not discuss an approach to gain buy-in from key stakeholders. Key Outcomes Examines key outcomes of the case management plan. Identifies key outcomes of the case management plan. Lists key outcomes of the case management plan. Does not discuss key outcomes of the case management plan. APA, Grammar, Spelling, and Punctuation No errors in APA, Spelling, and Punctuation. One to three errors in APA, Spelling, and Punctuation. Four to six errors in APA, Spelling, and Punctuation. Seven or more errors in APA, Spelling, and Punctuation. References Provides two or more references. Provides two references. Provides one references. Provides no references. .

Collaboration for Improving Outcomes - Case Management
Implementation Plan
Description: The baccalaureate graduate nurse will demonstrate
teambuilding and
collaborative strategies when working with interprofessional
teams to deliver evidence-based,
patient-centered care.
Course Competency: 4) Coordinate the care of individuals
across the lifespan utilizing
principles and knowledge of interdisciplinary models of care
delivery and case management.
QSEN Competencies: 1) Patient-Centered Care 2) Teamwork
and Collaboration 3) Evidence-
Based Practice
BSN Essential VI
Area Gold
Mastery
Silver
Proficient

Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Implementation
plan.
Constructs an
implementation
plan.
Explains an
implementation
plan.
Lists elements of
an
implementation
plan.
Does not provide

an
implementation
plan.
Gain Buy-in Proposes
approach to gain
buy-in from key
stakeholders.
Indicates an
approach to gain
buy-in from key
stakeholders.
States an
approach to gain
buy-in from key
stakeholders.
Does not discuss
an approach to
gain buy-in from

key
stakeholders.
Key Outcomes Examines key
outcomes of the
case
management
plan.
Identifies key
outcomes of the
case
management
plan.
Lists key
outcomes of the
case
management
plan.
Does not discuss

key outcomes of
the case
management
plan.
APA, Grammar,
Spelling, and
Punctuation
No errors in
APA, Spelling,
and Punctuation.
One to three
errors in APA,
Spelling, and
Punctuation.
Four to six
errors in APA,
Spelling, and
Punctuation.

Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references.

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Coevolution Over the ages, many species have become irremediably linked. Whether in the context of an arms race or cooperation to conquer new ecosystems, they have no choice but to evolve together . According to Paul Ehrlich and Peter Raven, who introduced the term in 1964, "Coevolution is the evolution of two or more entities caused by the action between these entities of reciprocal selective factors. Organizations must therefore influence each other (Thompson, 1989). Coevolution relates to this week’s theme by the how natural selection affects the ecosystem. The book compares coevolution to an ecological arm race (Bensel & Turk, 2014). One example is a case of bats as stated in the book and their use of echolocation to be able to find insects. One insect that tries to outsmart it is a tiger moth which blocks out and jam’s the bats signal with a high frequency clicks and the bat fly’s erratically to confuse the moth. This is important in adaptation and of evolution of any new biological species. There are two kinds of interactions that happen that can lead to competitive coevolution. One interactions is predation in which one organism kills another organism. The second one is parasitism in which one organism benefits by damaging but not killing another organism. This term affects living things and the physical world because if we didn’t have the natural selection all our ecosystem who would be extinct including human beings. Many recent studies state that environmental changes have messed with the balance between interacting species and leading to their extinction. When we use the three models of coevolution such as competition, predation, mutualism in organizing and synthesizing ways to modify species interaction when there is climate change in favoring one species over another. Coevolution reduces the effects of climate change and leads to lowering chances in extinction. By getting an understanding of our nature of coevolution in how they interact with different species and our communities interact and respond to the changing climate. We as human kind must take action and not let our natural system and ecosystem suffer because of our greed for economic growth (Cairns, 2007). We must also be careful of our matriac consumption and forget about ecological and sustainability ethics. (Cairns, 2007). Humans need to take action to better take care of our ecosystem and environment. Morowitz (1992) stated in this journal, “Sustained life is a property of an ecological system rather than a single organism or species.” There are no species that can exist without the ecological life support system even humans (Cairns, 2007). We need to put more effort in taking care of our environment by creating more organizations in getting our communities involved. In achieving sustainability they must guide through ecological and sustainability ethics. There are many challenges that will come but with achieving sustainable use of our planet our environment will .

CoevolutionOver the ages, many species have become irremediably .docx

CoevolutionOver the ages, many species have become irremediably .docx

CoevolutionOver the ages, many species have become irremediably .docx

Coding Component (50%) We've provided you with an implementation of an unbalanced binary search tree. The tree implements an ordered dynamic set over a generic comparable type T. Supported operations include insertion, deletion, min, max, and testing whether a value is in the set (via the exists method). Because it's a set, duplicates are not allowed, and the insert operation will not insert a value if it is already present. We have implemented the BST operations in a recursive style. For example, inserting a value into a tree recurses down the tree seeking the correct place to add a new leaf. Each recursive call returns the root of the subtree on which it was called, after making any modifications needed to the subtree to perform the insertion. Deletion is implemented similarly. Your job is to add the functionality needed to keep the tree balanced using the AVL property. In particular, you will need to · augment the tree to maintain the height of each of its subtrees, as discussed in Studio; · compute the balance at the root of a subtree (which is the height of the root's left subtree minus that of its right subtree); · implement the AVL rebalancing operation, along with the supporting rotation operations; and · call the height maintenance and rebalancing operations at the appropriate times during insertion and deletion. Code Outline There are two main source code files you need to consider, both in the avl package: · TreeNode.java implements a class TreeNode that represents a node of a binary search tree. It holds a value (the key of the node) along with child and parent pointers. It has a height data member that is currently not used for anything. You should not modify this file, but you need to understand its contents. · AVLTree.java implements an ordered set as a binary search tree made out of TreeNode objects. The AVLTree class provides an interface that includes element insertion and deletion, as well as an exists() method that tests whether a value is present in the set. It also offers min() and max() methods. These methods all work as given for (unbalanced) BSTs, using the algorithms we discussed in lecture. To implement the AVL balancing method, you will need to fill in some missing code to maintain the height of each subtree and perform rebalancing. Look for the 'FIXME' tags in AVLTree.java to see which methods you must modify. Height Maintenance You'll need to set the height data member each time a new leaf is allocated in the tree. You can then maintain the height as part of insertion or deletion using the incremental updating strategy you worked out in Studio 10, Part C. The update procedure updateHeight() takes in a node and updates its height using the heights of its two subtrees. It should run in constant time. You'll need to call updateHeight() wherever it is needed – in insertion, deletion, and perhaps elsewhere. Rebalancing You must implement four methods as part of AVL rebalancing: · getBalance() computes the balance fact.

Coding Component (50)Weve provided you with an implementation .docx

Coding Component (50)Weve provided you with an implementation .docx

Coding Component (50)Weve provided you with an implementation .docx

Codes of Ethics: Guides Not Prescriptions A set of rules and directives that would result in efficient and ethical professional practice would be something clearly welcomed by student and professional alike. However, as should be clear by now, such prescriptions or recipes for professional practice do not exist, nor does every client and every professional condition provide clear-cut avenues for progress. Professional practice is both complex and complicated. The issues presented are often confounded and conflicting. The process of making sense of the options available and engaging in the path that leads to effective, ethical practice cannot be preprogrammed but rather needs to be fluid, flexible, and responsive to the uniqueness of the client and the context of helping. The very dynamic and fluid nature of our work with clients prohibits the use of rigid, formulaic prescriptions or directions. Never is this so obvious as when first confronted with an ethical dilemma. Consider the subtle challenges to practice decisions presented in Case Illustration 7.1. The case reflects a decision regarding the release of information and the potential breach of confidentiality. The element confounding the decision, as you will see, is that the client was deceased and it was the executrix of the estate providing permission to release the information to a third party. Case Illustration 7.1 Conditions for Maintaining Confidentiality While all clinicians have been schooled in the issue of confidentiality and the various conditions under which confidentiality must be breached (e.g., prevention of harm to self or another), the conditions of maintenance of confidentiality can be somewhat blurred when the material under consideration is that of a client who is now deceased. Consider the case of Dr. Martin Orne, MD, PhD. Dr. Orne was a psychotherapist who worked with Anne Sexton, a Pulitzer Prize winner. Following the death of Ms. Sexton, an author, Ms. Middlebrook, set out to write her biography. In doing her research, Ms. Middlebrook discovered that Dr. Orne had tape-recorded a number of sessions with Ms. Sexton in order to allow her to review the sessions, and he had not destroyed the tapes following her death. Ms. Middlebrook approached Linda Gray Sexton, the daughter of the client and the executrix of the estate, seeking permission to access these tapes of the confidential therapy sessions as an aid to her writing. The daughter granted permission for release of the therapeutic tapes. A number of questions could be raised around this case, including the ethics of tape-recording or the ethics of maintenance of the tapes following the death of the client. However, the most pressing issue involves the conditions under which confidentiality should be maintained. The challenge here is, should Dr. Orne release the tapes in response to the daughter’s granting of permission, or does his client have the right to confidentiality even beyond the grave? As noted, t.

Codes of Ethics Guides Not Prescriptions A set of rules and di.docx

Codes of Ethics Guides Not Prescriptions A set of rules and di.docx

Codes of Ethics Guides Not Prescriptions A set of rules and di.docx

Codecademy: Monetizing a Movement? 815-093 815-093 Codecademy: Monetizing a Movement? Codecademy: Monetizing a Movement? 815-093 9-815-093 RE V : OCT OB E R 1 4 , 2 0 1 5 JEFFREY J. BU SSGANG LISA C. MA ZZANTI Codecademy: Monetizing a Movement? We’re a movement to make education more of a commodity. We’re not just a for-profit company. Our mission would get tainted if we charged consumers for content. We need to be authentic. — Zach Sims, Cofounder and CEO Zach Sims and Ryan Bubinski sat in the Codecademy headquarters, an exposed-brick fourth-floor office near Madison Square Park in New York City. In 2011, while in their early twenties, the two had founded Codecademy, an open-platform, online community to teach users to code. By 2014, they had a total of 24 million unique users and a library of over 100,000 lessons. The company had raised a total of $12.5 million in funding and was, on many fronts, an overwhelming success. However, there were still no revenues. The company’s website stated, “Codecademy is free and always will be.”1 The founders, along with the board, had decided that 2014 would be a year of experimentation with different monetization strategies. By June, the cofounders had preliminarily tested two monetization models. The first charged companies for training employees offline on coding skills, a service that the training departments of these companies paid an annual fee to receive. The second monetization model focused on a labor marketplace to match Codecademy users with jobs that corporations and recruiters were seeking to fill. But 2014 had also been busy in other arenas for the 25-employee company. In April, the company launched a redesign of its website, because, as the Codecademy blog announced, “it quickly became apparent that if we wanted to grow and mature as a brand, we required a thorough redesign of our entire product.”2 The next month, the company announced that they were opening an office in London to work with the British education system and also had forged partnerships with foundations and government bodies in Estonia, Argentina, and France. As Sims and Bubinski huddled in their glass-walled conference room, they tried to focus on the task at hand—to narrow down their ideas and eventually decide on a viable business model. The two reviewed early results from both experiments to prepare for the upcoming board meeting where they planned to present their findings and propose next steps. The employee-training experiments had yielded promising initial results but would require hiring a sales force, offline instructors, and some content customization to scale. The labor marketplace model promised less friction in scaling but represented a more crowded market opportunity. Senior Lecturer Jeffrey J. Bussgang and Case Researcher Lisa C. Mazzanti (Case Research & Writing Group) prepared this case. It was reviewed and approved before publication by a company designate. Funding for the develo.

Codecademy Monetizing a Movement 815-093 815-093 Codecademy.docx

Codecademy Monetizing a Movement 815-093 815-093 Codecademy.docx

Codecademy Monetizing a Movement 815-093 815-093 Codecademy.docx

Code switching involves using 1 language or nonstandard versions of a language instead of another language due to setting, conversational partner, topic, and other factors. Respond to the following in a minimum of 175 words: When was a time that you engaged in code switching? Why did you engage in code switching? What were the potential benefits and potential consequences of code switching in that scenario? What was the result of your actions? .

Code switching involves using 1 language or nonstandard versions of .docx

Code switching involves using 1 language or nonstandard versions of .docx

Code switching involves using 1 language or nonstandard versions of .docx

Code of Ethics for the Nutrition and Dietetics Profession Effective Date: June 1, 2018 Preamble: When providing services the nutrition and dietetics practitioner adheres to the core values of customer focus, integrity, innovation, social responsibility, and diversity. Science-based decisions, derived from the best available research and evidence, are the underpinnings of ethical conduct and practice. This Code applies to nutrition and dietetics practitioners who act in a wide variety of capacities, provides general principles and specific ethical standards for situations frequently encountered in daily practice. The primary goal is the protection of the individuals, groups, organizations, communities, or populations with whom the practitioner works and interacts. The nutrition and dietetics practitioner supports and promotes high standards of professional practice, accepting the obligation to protect clients, the public and the profession; upholds the Academy of Nutrition and Dietetics (Academy) and its credentialing agency the Commission on Dietetic Registration (CDR) Code of Ethics for the Nutrition and Dietetics Profession; and shall report perceived violations of the Code through established processes. The Academy/CDR Code of Ethics for the Nutrition and Dietetics Profession establishes the principles and ethical standards that underlie the nutrition and dietetics practitioner’s roles and conduct. All individuals to whom the Code applies are referred to as “nutrition and dietetics practitioners”. By accepting membership in the Academy and/or accepting and maintaining CDR credentials, all nutrition and dietetics practitioners agree to abide by the Code. Principles and Standards: 1. Competence and professional development in practice (Non-maleficence) Nutrition and dietetics practitioners shall: a. Practice using an evidence-based approach within areas of competence, continuously develop and enhance expertise, and recognize limitations. b. Demonstrate in depth scientific knowledge of food, human nutrition and behavior. c. Assess the validity and applicability of scientific evidence without personal bias. d. Interpret, apply, participate in and/or generate research to enhance practice, innovation, and discovery. e. Make evidence-based practice decisions, taking into account the unique values and circumstances of the patient/client and community, in combination with the practitioner’s expertise and judgment. f. Recognize and exercise professional judgment within the limits of individual qualifications and collaborate with others, seek counsel, and make referrals as appropriate. g. Act in a caring and respectful manner, mindful of individual differences, cultural, and ethnic diversity. h. Practice within the limits of their scope and collaborate with the inter-professional team. 2. Integrity in personal and organizational behaviors and practices (Autonomy) N.

Code of Ethics for the Nutrition and Dietetics Pr.docx

Code of Ethics for the Nutrition and Dietetics Pr.docx

Code of Ethics for the Nutrition and Dietetics Pr.docx

Code of Ethics for Engineers 4. Engineers shall act for each employer or client as faithful agents or trustees. a. Engineers shall disclose all known or potential conflicts of interest that could influence or appear to influence their judgment or the quality of their services. b. Engineers shall not accept compensation, financial or otherwise, from more than one party for services on the same project, or for services pertaining to the same project, unless the circumstances are fully disclosed and agreed to by all interested parties. c. Engineers shall not solicit or accept financial or other valuable consideration, directly or indirectly, from outside agents in connection with the work for which they are responsible. d. Engineers in public service as members, advisors, or employees of a governmental or quasi-governmental body or department shall not participate in decisions with respect to services solicited or provided by them or their organizations in private or public engineering practice. e. Engineers shall not solicit or accept a contract from a governmental body on which a principal or officer of their organization serves as a member. 5. Engineers shall avoid deceptive acts. a. Engineers shall not falsify their qualifications or permit misrepresentation of their or their associates’ qualifications. They shall not misrepresent or exaggerate their responsibility in or for the subject matter of prior assignments. Brochures or other presentations incident to the solicitation of employment shall not misrepresent pertinent facts concerning employers, employees, associates, joint venturers, or past accomplishments. b. Engineers shall not offer, give, solicit, or receive, either directly or indirectly, any contribution to influence the award of a contract by public authority, or which may be reasonably construed by the public as having the effect or intent of influencing the awarding of a contract. They shall not offer any gift or other valuable consideration in order to secure work. They shall not pay a commission, percentage, or brokerage fee in order to secure work, except to a bona fide employee or bona fide established commercial or marketing agencies retained by them. III. Professional Obligations 1. Engineers shall be guided in all their relations by the highest standards of honesty and integrity. a. Engineers shall acknowledge their errors and shall not distort or alter the facts. b. Engineers shall advise their clients or employers when they believe a project will not be successful. c. Engineers shall not accept outside employment to the detriment of their regular work or interest. Before accepting any outside engineering employment, they will notify their employers. d. Engineers shall not attempt to attract an engineer from another employer by false or misleading pretenses. e. Engineers shall not promote their own interest at the expense of the dignity and integr.

Code of Ethics for Engineers 4. Engineers shall act .docx

Code of Ethics for Engineers 4. Engineers shall act .docx

Code of Ethics for Engineers 4. Engineers shall act .docx

Coder Name: Rebecca Oquendo Coding Categories: Episode Aggressive Behavior Neutral Behavior Virtuous Behavior Aggressive Gaming Neutral Gaming Virtuous Gaming An older peer began using slurs or derogatory language An older peer suggested that the team should cheat The child witnessed an older peer intentionally leave out another player An older player suggested that they play a different game The child lost the game with older players on their team The child witnessed an older player curse every time a mistake was made Index: · In this case aggressive behavior would constitute as mimicking older members undesired behaviors or becoming especially angry or agitated in game. A neutral behavior would be playing as they usually would not mimicking older player’s behaviors or trying to fit in to their more aggressive styles. A virtuous behavior would be steering the game away from aggression, voicing an opinion about the excessive aggression, or finding a way to express their gaming experience in a positive way. The same can be applied for the similar categories in “gaming”. · Each category can be scaled from 1-7 in which way the child’s dialogue tended to be behavior and gaming wise with a 1 indicating little to no effort in that direction and a 7 indicating extreme effort in that category. 1. What are the different types of attributes? Provide examples of each attribute. 2. Describe the components of a decision tree. Give an example problem and provide an example of each component in your decision making tree 3. Conduct research over the Internet and find an article on data mining. The article has to be less than 5 years old. Summarize the article in your own words. Make sure that you use APA formatting for this assignment. Questions from attached files 1. Obtain one of the data sets available at the UCI Machine Learning Repository and apply as many of the different visualization techniques described in the chapter as possible. The bibliographic notes and book Web site provide pointers to visualization software. 2. Identify at least two advantages and two disadvantages of using color to visually represent information. 3. What are the arrangement issues that arise with respect to three-dimensional plots? 4. Discuss the advantages and disadvantages of using sampling to reduce the number of data objects that need to be displayed. Would simple random sampling (without replacement) be a good approach to sampling? Why or why not? 5. Describe how you would create visualizations to display information that describes the following types of systems. a) Computer networks. Be sure to include both the static aspects of the network, such as connectivity, and the dynamic aspects, such as traffic. b) The distribution of specific plant and animal species around the world fora specific moment in time. c) The use of computer resources, such as processor time, main me.

Coder Name Rebecca Oquendo .docx

Coder Name Rebecca Oquendo .docx

Coder Name Rebecca Oquendo .docx

Codes of Ethical Conduct: A Bottom-Up Approach Ronald Paul Hill • Justine M. Rapp Received: 18 January 2013 / Accepted: 12 December 2013 / Published online: 1 January 2014 � Springer Science+Business Media Dordrecht 2013 Abstract Developing and implementing a meaningful code of conduct by managers or consultants may require a change in orientation that modifies the way these precepts are determined. The position advocated herein is for a different approach to understanding and organizing the guiding parameters of the firm that requires individual reflection and empowerment of the entire organization to advance their shared values. The processes involved are discussed using four discrete stages that move from the personal to the work team and to the unit to the full company, followed by the board of directors’ evaluation. The hoped-for end product is dynamic, employee-driven, codes of conduct that recognize the systemic and far- reaching impact of organizational activities across internal and external stakeholders. Operational details for and some issues associated with its implementation are also provided. Keywords Code of conduct � Employee-driven approaches � Bottom-up development Corporation, Be Good! Frederick (2006) That managers and employees are capable of both ethical and unethical behaviors due to individual and internal corporate culture factors cannot be denied (Ashforth and Anand 2003; Treviño and Weaver 2003; Treviño et al. 2006). Over the last decade, as diverse organizational stakeholders began exerting more pressure on firms to eliminate unethical conduct, the field of management has witnessed a proliferation of research on ethics and ethical behavior in organizations (Elango et al. 2010; Gopala- krishnan et al. 2008; O’Fallon and Butterfield 2005; Tre- viño et al. 2006). However, recent ethical failures, as well as continuous ethical challenges that organizations face, have led scholars to conclude that predicting ethical dilemmas is difficult a priori: ‘‘It is only, when we look back on our conduct over the long run that we may find ourselves guilty of moral laxity’’ (Geva 2006, p. 138). What underlies this particular situation is the inability of organizational elites to monitor and implement initiatives within today’s complex business entities (Martin and Eisenhardt 2010; Uhl-Bien et al. 2007). Accordingly, more dynamic approaches to business ethics is needed, one that spans ‘‘both the individual and organizational levels’’ of concern (Gopalakrishnan et al. 2008, p. 757). As a consequence and in reaction to neoclassical eco- nomics, managers and their employees are expected to go beyond dictates imposed by the law and marketplace to fulfill larger responsibilities (Stark 1993). This expectation is accomplished through adoption of a stakeholder per- spective that is infused with empathy for people, groups, and communities that may be impacted by the actions of business.

Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docx

Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docx

Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docx

CNL-530 Topic 2 Sexual Response Cycle ChartMasters and John.docx

CNL-530 Topic 2 Sexual Response Cycle ChartMasters and John.docx

CNL-530 Topic 2 Sexual Response Cycle ChartMasters and John.docx

Code#RE00200012002020MN2DGHEType of Service.docx

Code#RE00200012002020MN2DGHEType of Service.docx

Code#RE00200012002020MN2DGHEType of Service.docx

CODE OF ETHICS Review the following case study and address the questions that follow: General Hospital’s staff aggregated its infection rate data for comparison purposes with four other hospitals in the community. The staff members were aware that the data was flawed. They presented a false perception that General Hospital’s postoperative infection rates were lower than those of peer hospitals. The comparison data was published in the local newspaper. The Jones family, believing the data to be correct and concerned about the number of deaths related to hospital-acquired infections, relied on the data in selecting General Hospital as their preferred hospital. Tasks: Describe how organizational and professional codes of ethics were violated in this case. Describe what role an organization’s ethics committee could play in addressing this or similar issues. 400 words APA format .

CODE OF ETHICSReview the following case study and address the qu.docx

CODE OF ETHICSReview the following case study and address the qu.docx

CODE OF ETHICSReview the following case study and address the qu.docx

cocaine, conspiracy theories and the cia in central america by Craig Delaval Delaval is a freelance writer and filmmaker and was a production assistant for "Drug Wars." This article was edited by Lowell Bergman, series reporter for "Drug Wars." Since its creation in 1947 under President Harry Truman, the CIA has been credited with a number of far-fetched operations. While some were proven - the infamous LSD mind-control experiments of the 1950s - others, like the assassination of John F. Kennedy and the crash of the Savings and Loans industry, have little or no merit. In 1996 the agency was accused of being a crack dealer. A series of expose articles in the San Jose Mercury-News by reporter Gary Webb told tales of a drug triangle during the 1980s that linked CIA officials in Central America, a San Francisco drug ring and a Los Angeles drug dealer. According to the stories, the CIA and its operatives used crack cocaine--sold via the Los Angeles African-American community--to raise millions to support the agency's clandestine operations in Central America. The CIA's suspect past made the sensational articles an easy sell. Talk radio switchboards lit up, as did African-American leaders like U.S. Rep. Maxine Waters, D-Los Angeles, who pointed to Webb's articles as proof of a mastermind plot to destroy inner-city black America. One of the people who was accused in the San Jose Mercury-News of being in the midst of the CIA cocaine conspiracy is one of the most respected, now retired, veteran D.E.A. agents, Robert "Bobby" Nieves. "You have to understand Central America at that time was a haven for the conspiracy theorists. Christic Institute, people like Gary Webb, others down there, looking to dig up some story for political advantage," Nieves said. "No sexier story than to create the notion in people's minds that these people are drug traffickers." But in the weeks following publication, Webb's peers doubted the merit of the articles. Fellow journalists at the Washington Post, New York Times and Webb's own editor accused him of blowing a few truths up into a massive conspiracy. Amongst Webb's fundamental problems was his implication that the CIA lit the crack cocaine fuse. It was conspiracy theory: a neat presentation of reality that simply didn't jibe with real life. Webb later agreed in an interview that there is no hard evidence that the CIA as an institution or any of its agent-employees carried out or profited from drug trafficking. Still, the fantastic story of the CIA injecting crack into ghettos had taken hold. In response to the public outcry following Webb's allegations--which were ultimately published in book form under the title Dark Alliance--the CIA conducted an internal investigation of its role in Central America related to the drug trade. Frederick Hitz, as the CIA Inspector General-- an independent watchdog approved by Congress--conducted the investigation. In October 1998, the CIA released a declassifie.

cocaine, conspiracy theories and the cia in central america by Craig.docx

cocaine, conspiracy theories and the cia in central america by Craig.docx

cocaine, conspiracy theories and the cia in central america by Craig.docx

Code of Ethics The Code of Ethical Conduct and Statement of Commitment, approved by NAEYC’s Governing Board in 1989, revised in 2005, and reaffirmed and updated in 2011, includes a section of ethical responsibilities to families, articulating 15 specific principles governing actions and the following nine ideals: 1. To be familiar with the knowledge base related to working effectively with families and to stay informed through continuing education and training 2. To develop relationships of mutual trust and create partnerships with the families served 3. To welcome all family members and encourage them to participate in the program (See Figure 4-14.) 4. To listen to families, acknowledge and build on their strengths and competencies, and learn from families as we support them in their task of nurturing children 5. To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs 6. To acknowledge families’ child-rearing values and their right to make decisions for their children 7. To share information about children’s education and development with families and to help them understand and appreciate the current knowledge base of the early childhood education profession 8. To help family members enhance their understanding of their children and support the continuing development of their skills as parents 9. To participate in building support networks for families by giving them opportunities to interact with program staff, other families, community resources, and professional services (NAEYC, 2005, 2011) Figure 4-14. © Cengage Learning® One of the ideals of the revised code of ethics is to welcome all family members and encourage them to participate in their children’s school. Code of Ethics The Code of Ethical Conduct and Statement of Commitment, approved by NAEYC’s Governing Board in 1989, revised in 2005, and reaffirmed and updated in 2011, includes a section of ethical responsibilities to families, articulating 15 specific principles governing actions and the following nine ideals: 1. To be familiar with the knowledg e base related to working effectively with families and to stay informed through continuing education and training 2. To develop relationships of mutual trust and create partnerships with the families served 3. To welcome all family members and encourage them to participate in the program (See Figure 4 - 14.) 4. To listen to families, acknowledge and build on their strengths and competencies, and learn from families as we support them in their task of nurturing children 5. To respect the dignity and pref erences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs 6. To acknowledge families’ child - rearing values and their right to make decisions for their children 7. To share information about children’s educ ation and development with families and to help them.

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