Consider an obstacle or barrier to the implementation of evidence-ba.docx
•Download as DOCX, PDF•
0 likes•2 views
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. .
Report
Share
Report
Share
Recommended
Consider assessment tools that would be appropriate for continui.docx
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
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
Consider applying the simple electronic polarizability and Clasius-Mossotti equations to diamond.
Neglecting losses,
α
ω ω e
e o
Ze
m
=
−
2
( 2 2 )
and ε
ε ε ω ω
r
r o e o
NZe
m
−
+
=
−
1
2 3
2
( 2 2 )
Dispersion in diamond
For diamond we can take Z = 4 (valence electrons only as these are the most responsive),
N = 1.8 × 1029 atoms m-3, εr(DC) = 5.7. Find ωo and then find the refractive index at λ = 0.5 μm and
5 μm.
.
Consider and identify a hazard that presents a major risk to your ow.docx
Consider and identify a hazard that presents a major risk to your own community. What are the responsibilities that you would expect from your governor to prepare and respond to a disaster? Are you confident in your state's response abilities?
Your journal entry must be at least 200 words. No references or citations are necessary.
.
Consider any one of this semester’s American authors Anne Bradstree.docx
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 example of yourself as a member of team (as a volunt.docx
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
consider an artifact that is prominently displayed by a friend or co-worker - either at home or in some other space. In 1-2 paragraphs, explain how this artifact has influenced your interpretation of this person's identity. Is your perception more positive or negative because of this artifact display? Why
.
Consider again the market for Atlantic lobster presented in Q#1 of t.docx
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.
.
Recommended
Consider assessment tools that would be appropriate for continui.docx
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
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
Consider applying the simple electronic polarizability and Clasius-Mossotti equations to diamond.
Neglecting losses,
α
ω ω e
e o
Ze
m
=
−
2
( 2 2 )
and ε
ε ε ω ω
r
r o e o
NZe
m
−
+
=
−
1
2 3
2
( 2 2 )
Dispersion in diamond
For diamond we can take Z = 4 (valence electrons only as these are the most responsive),
N = 1.8 × 1029 atoms m-3, εr(DC) = 5.7. Find ωo and then find the refractive index at λ = 0.5 μm and
5 μm.
.
Consider and identify a hazard that presents a major risk to your ow.docx
Consider and identify a hazard that presents a major risk to your own community. What are the responsibilities that you would expect from your governor to prepare and respond to a disaster? Are you confident in your state's response abilities?
Your journal entry must be at least 200 words. No references or citations are necessary.
.
Consider any one of this semester’s American authors Anne Bradstree.docx
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 example of yourself as a member of team (as a volunt.docx
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
consider an artifact that is prominently displayed by a friend or co-worker - either at home or in some other space. In 1-2 paragraphs, explain how this artifact has influenced your interpretation of this person's identity. Is your perception more positive or negative because of this artifact display? Why
.
Consider again the market for Atlantic lobster presented in Q#1 of t.docx
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
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
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
Consider a recent event, either in your personal life or in the news. In a few sentences, describe a way that a past historical event could inform your understanding of the recent event. Briefly describe a strategy for how you could be conscious of presentism (the use of modern values to interpret past events) in the study of those past events. ?
.
Consider a company that has sales in May, June, and July of $11 mill.docx
Consider a company that has sales in May, June, and July of $11 million, $10 million, and $12 million, respectively. The firm is paid by 25% of its customers in the month of the sales, 50% in the following month, and 23% in the next month (2% are bad sales and never pay). What is the cash collected in July?
.
ConservationPreservation in National Parks Perform research in f.docx
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
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
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
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 constitu-
tional 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
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
Connie Farris
Project Performance and Quality Assurance
(MPM357-1902A-02)
Jason Lewis
Introduction
Several quality improvement process tools and techniques exist. They include Lean thinking, Value stream process mapping, Kaizen (The Japanese word for Continuous Improvement), Five Ss (separate, straighten, scrub, standardize, systematize), Kanban Primary and Task Response. In this paper, different strategies or philosophies for quality improvement in business shall be discussed. The tools and techniques that shall be compared are: Lean thinking, Kaizen and Five Ss (separate, straighten, scrub, standardize, systematize)
Comparison
All the techniques aim at improving quality of production processes. They involve the production units and department. All need planning and allocation of resources strategically.
Contrasting
Kaizen is a Japanese word for Continuous Improvement. The philosophy states that everything can be improved continuously. It involves employees in the improvement of quality processes. Workers give their feedback on the criteria and important reviewing issues in the performance of workers, supervisors and managers alike. It bases on many suggestions from employees from all ranks in the organisation. They are expected to consider and implement them with a key goal of improving managerial performance. The system encourages workers to provide suggestion, fosters employee education so that they are informed about improvement, and lastly it encourages employee efficiency (Pinto et al., 2018).
Lean Thinking on the other hand is a technique of quality process improvement aims at improving productivity, quality and lead-time reduction in order to support growth and competitiveness. It involves continuous improvement of the processes and relationships of employees through proven systematic methods, which reduce waste and maximise on customer value. It follows Plan, Do, Check, and Act systematic method. The system achieves low cost productivity, reduce waste, quick response to customer needs and high-quality production (Vlachos, 2015).
Moreover, the Five S's (5S) tools and techniques improves the work place, making it clean, safe, organised and uncluttered thus reducing waste and increase productivity. It builds both mental and physical quality work place (Urick et al., 2018).
The best quality process improvement tool or technique for my project is the 5Ss. This is because it is systematic and aims at making working environment of high quality, improves productivity, makes wastage low, increase employee morale, reduces cost of operation and improves safety (Urick et al., 2018).
Conclusion
In conclusion, tools and techniques for improving quality processes are key in any project. Thought they focus on diverse issues, the 5Ss seems to cover most aspects that increases quality production processes.
References
Pinto, J. L. Q., Matias, J. C. O., Pimentel, C., Azevedo, S. G., & Govindan, K. (2018). Lean M.
CONNECTIONSCore competenciesAnalytic InquiryUse of .docx
CONNECTIONS
Core competencies:
Analytic Inquiry
Use of Information Resources
This assignment allows you to demonstrate mastery of the course outcomes :
Apply communication theories to organizational communication challenges
Analyze and assess the communication dynamics of an organization to conduct a communication audit
SHRM Competency:
Consultation - The ability to provide guidance to organizational stakeholders.
PROBLEM
All organizations have communication challenges. How do you identify and address these issues as a HR professional or consultant? How can your organization overcome this challenge and improve the communication flow?
In this project, you will use a diagnostic tool called a
communication audit
in order to assess organizational communication within an organization of your choice.
STEPS
Administer the
communication audit survey
in your organization. In order to obtain valid results, you want to survey between 15-20 people. You may print out the survey and distribute it in person for completion, or you may administer it online, for example, using
Survey Monkey
or
Google Forms
. The survey includes questions that tap into five different areas of organizational communication: (1) Receiving information from others, (2) Sending information to others, (3) Sources of information, (4) Timeliness of information, and (5) Channels of communication. Within these five areas of organizational communication, identify one major area of concern to address based on the responses from the survey.
You will then
analyze and synthesize the results of the data
obtained from your audit effort and create your Audit Report using the format below.
Based on the communication audit identify one critical communication challenge that needs to be addressed within your organization. Research the scholarly literature for recommendations about how the organization can address this issue.
Participate in the discussions by reflecting on your work and sharing feedback with others in the class.
Create and deliver a presentation that provides the results of your audit with suggestions for improvement based on the data obtained from the audit and the literature on organizational communication.
FORMAT
Audit Report:
Present an introduction that describes your research methodology and provides details of the survey administration, response rate, and characteristics of the survey population.
Develop a professionally-written narrative in which you describe the data using appropriate tables, charts, and graphs. Include a detailed analysis followed by a summary of your findings, using the example in the "Collecting and Analyzing Data" file below. Identify the top communication challenge from your survey, and present your recommendations to strengthen this communication challenge, based on the scholarly literature. In the appendix, present the survey questions and the responses for each question.
Presentation:
Your presentation should be prof.
Connors, The Rise of Technical Writing Instruction in America,” 3-1.docx
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
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 word
.
Connection, Collaboration, and CommunityAssignment Overvie.docx
Connection, Collaboration, and Community
Assignment Overview
Case 1 is an essay in which students will communicate using their own thoughts, words, and ideas to demonstrate their ability to interpret text and organize ideas. In addition, the student will demonstrate the ability to integrate others’ words and ideas coherently into one’s own writing, using APA Style format.
Students will analyze and interpret the thoughts, words, and ideas of others, draws conclusions, and solve problems to demonstrate their ability to think critically and creatively in a disciplined and evaluative manner.
Case Assignment
The assigned reading/viewing background materials for Module 1 included such thoughts, words, ideas, and/or concepts as poverty, non-profit, philanthropy, giving, happiness, charity, champion, altruism, and community.
Select two or more of these societal constructs in which you see some sort of connection. For example, how is philanthropy connected to community… happiness connected to giving… or poverty connected to community?
In a well-organized and well-supported essay, discuss where, how, and why that connection exists in our society today. Be sure to provide specific examples to support your point of view, perhaps your own experience in your community, at work, or through your own pursuits. On the other hand, maybe you do not see a connection between many of these concepts, while there should be. In this case, an essay might address ways in which society needs to improve as we consider ways to find connections between these concepts and societal constructs.
Please note that there is no right or wrong response here, just your ability to make a point and support it using details and examples from the readings/viewings as well as your own experience.
A well-organized essay has a beginning, middle, and an end. The beginning, or introduction, should include an opening sentence to grab your reader’s attention. Follow the opening sentence with a brief background to introduce the topic. The last sentence of the introduction is the thesis statement. The thesis states the main point of the essay, which in this case, would be the ways in which two or more concepts resonate. For example,
The principle or practice of altruism on a small (or large) scale can conquer poverty, one individual at a time.
The body (middle) of the essay supports the thesis using points, details, and examples; the conclusion typically summarizes the main points of the essay and/or closes with a lasting impression that connects the reader to their world.
Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling, as errors in sentence skills will lower a final grade. A grade will be determined based on the Module 1 Case expectations and the Trident University General Education rubric for English.
Papers must be double-spaced in Times or Times New Roman font (12 cpi) with stand.
Conjuring Comfort Women Mediated Affiliations and Discipl.docx
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 cer-
tain 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-narra-
tor 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,” espe-
cially 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
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
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
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
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.
.
Congress and the Presidency An Unequal RelationshipThe .docx
Congress and the Presidency: An Unequal Relationship?
"
The tyranny of the legislature is really the danger most to be feared, and will continue to be so for many years to come. The tyranny of the executive power will come in its turn, but at a more distant period
." - Thomas Jefferson
In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, western hemisphere's preeminent power, in the
American War for Independence
. (NPS.gov, n.d.) Now, these thirteen colonies, saddled with a new governmental charter, the onerous
Articles of Confederation
, sought to chart their own, independent path. (Gilderlehrman, n.d.) As a result, in 1787 disgruntled colonists sent delegates to Philadelphia in order to revise the dysfunctional Articles of Confederation. Yet, in a radical departure, most delegates decided not to amend the current constitution, but instead to craft a new Constitution. (OConnor & Sabato, 2019)
During the four month Constitutional Convention the delegates readily agreed upon James Madison’s basic premise of a new, United States government delineated along three branches: legislative, executive, and judicial. That said, most delegates envisioned a strong legislative body and a weak executive office. (Maier, 2011)
Today, many historians and political scientists argue that the institution of the presidency has dramatically increased in power since the end of WWII at the expense of Congress.
This notion of a modern, expansive presidential power, stands in steadied contrast to Congress’ Constitutional ability to “check” the executive branch.
The U.S Congress has three, broad powers that, as per the founding fathers, act as a “check” against the executive branch:
Lawmaking Power
. Only Congress can propose and pass legislation.
An example of Congress’s lawmaking function is the
Declaration of War with Japan of 1941
. More information about Congress’s ability to declare war can be found on the official
House of Representatives’ website
.
Budgetary Power
. Only Congress has the authority to pass and fund the federal budget. Whereas the president request monies for the federal bureaucracies, Congress actually controls the purse strings.
An example of Congress’s budgetary function is the
Congressional Budget Act of 1974
. More information about the Congressional Budget Act of 1974 can be found on the official
House of Representatives’ website
.
Oversight Power
. As per Whitehouse.gov, “Oversight of the executive branch is an important Congressional check on the President’s power and a balance against his discretion in implementing laws and making regulations. A major way that Congress conducts oversight is through hearings. The House Committee on Oversight and Government Reform and the Senate Committee on Homeland Security and Government Affairs are both devoted to overseeing and reforming government operations, and each committee conducts oversight in its policy area.” (Whitehouse, 201.
Biological Screening of Herbal Drugs in detailed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
More Related Content
More from margaretr5
Consider a space rocket travelling towards a planet at speed c2 wit.docx
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
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
Consider a recent event, either in your personal life or in the news. In a few sentences, describe a way that a past historical event could inform your understanding of the recent event. Briefly describe a strategy for how you could be conscious of presentism (the use of modern values to interpret past events) in the study of those past events. ?
.
Consider a company that has sales in May, June, and July of $11 mill.docx
Consider a company that has sales in May, June, and July of $11 million, $10 million, and $12 million, respectively. The firm is paid by 25% of its customers in the month of the sales, 50% in the following month, and 23% in the next month (2% are bad sales and never pay). What is the cash collected in July?
.
ConservationPreservation in National Parks Perform research in f.docx
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
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
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
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 constitu-
tional 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
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
Connie Farris
Project Performance and Quality Assurance
(MPM357-1902A-02)
Jason Lewis
Introduction
Several quality improvement process tools and techniques exist. They include Lean thinking, Value stream process mapping, Kaizen (The Japanese word for Continuous Improvement), Five Ss (separate, straighten, scrub, standardize, systematize), Kanban Primary and Task Response. In this paper, different strategies or philosophies for quality improvement in business shall be discussed. The tools and techniques that shall be compared are: Lean thinking, Kaizen and Five Ss (separate, straighten, scrub, standardize, systematize)
Comparison
All the techniques aim at improving quality of production processes. They involve the production units and department. All need planning and allocation of resources strategically.
Contrasting
Kaizen is a Japanese word for Continuous Improvement. The philosophy states that everything can be improved continuously. It involves employees in the improvement of quality processes. Workers give their feedback on the criteria and important reviewing issues in the performance of workers, supervisors and managers alike. It bases on many suggestions from employees from all ranks in the organisation. They are expected to consider and implement them with a key goal of improving managerial performance. The system encourages workers to provide suggestion, fosters employee education so that they are informed about improvement, and lastly it encourages employee efficiency (Pinto et al., 2018).
Lean Thinking on the other hand is a technique of quality process improvement aims at improving productivity, quality and lead-time reduction in order to support growth and competitiveness. It involves continuous improvement of the processes and relationships of employees through proven systematic methods, which reduce waste and maximise on customer value. It follows Plan, Do, Check, and Act systematic method. The system achieves low cost productivity, reduce waste, quick response to customer needs and high-quality production (Vlachos, 2015).
Moreover, the Five S's (5S) tools and techniques improves the work place, making it clean, safe, organised and uncluttered thus reducing waste and increase productivity. It builds both mental and physical quality work place (Urick et al., 2018).
The best quality process improvement tool or technique for my project is the 5Ss. This is because it is systematic and aims at making working environment of high quality, improves productivity, makes wastage low, increase employee morale, reduces cost of operation and improves safety (Urick et al., 2018).
Conclusion
In conclusion, tools and techniques for improving quality processes are key in any project. Thought they focus on diverse issues, the 5Ss seems to cover most aspects that increases quality production processes.
References
Pinto, J. L. Q., Matias, J. C. O., Pimentel, C., Azevedo, S. G., & Govindan, K. (2018). Lean M.
CONNECTIONSCore competenciesAnalytic InquiryUse of .docx
CONNECTIONS
Core competencies:
Analytic Inquiry
Use of Information Resources
This assignment allows you to demonstrate mastery of the course outcomes :
Apply communication theories to organizational communication challenges
Analyze and assess the communication dynamics of an organization to conduct a communication audit
SHRM Competency:
Consultation - The ability to provide guidance to organizational stakeholders.
PROBLEM
All organizations have communication challenges. How do you identify and address these issues as a HR professional or consultant? How can your organization overcome this challenge and improve the communication flow?
In this project, you will use a diagnostic tool called a
communication audit
in order to assess organizational communication within an organization of your choice.
STEPS
Administer the
communication audit survey
in your organization. In order to obtain valid results, you want to survey between 15-20 people. You may print out the survey and distribute it in person for completion, or you may administer it online, for example, using
Survey Monkey
or
Google Forms
. The survey includes questions that tap into five different areas of organizational communication: (1) Receiving information from others, (2) Sending information to others, (3) Sources of information, (4) Timeliness of information, and (5) Channels of communication. Within these five areas of organizational communication, identify one major area of concern to address based on the responses from the survey.
You will then
analyze and synthesize the results of the data
obtained from your audit effort and create your Audit Report using the format below.
Based on the communication audit identify one critical communication challenge that needs to be addressed within your organization. Research the scholarly literature for recommendations about how the organization can address this issue.
Participate in the discussions by reflecting on your work and sharing feedback with others in the class.
Create and deliver a presentation that provides the results of your audit with suggestions for improvement based on the data obtained from the audit and the literature on organizational communication.
FORMAT
Audit Report:
Present an introduction that describes your research methodology and provides details of the survey administration, response rate, and characteristics of the survey population.
Develop a professionally-written narrative in which you describe the data using appropriate tables, charts, and graphs. Include a detailed analysis followed by a summary of your findings, using the example in the "Collecting and Analyzing Data" file below. Identify the top communication challenge from your survey, and present your recommendations to strengthen this communication challenge, based on the scholarly literature. In the appendix, present the survey questions and the responses for each question.
Presentation:
Your presentation should be prof.
Connors, The Rise of Technical Writing Instruction in America,” 3-1.docx
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
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 word
.
Connection, Collaboration, and CommunityAssignment Overvie.docx
Connection, Collaboration, and Community
Assignment Overview
Case 1 is an essay in which students will communicate using their own thoughts, words, and ideas to demonstrate their ability to interpret text and organize ideas. In addition, the student will demonstrate the ability to integrate others’ words and ideas coherently into one’s own writing, using APA Style format.
Students will analyze and interpret the thoughts, words, and ideas of others, draws conclusions, and solve problems to demonstrate their ability to think critically and creatively in a disciplined and evaluative manner.
Case Assignment
The assigned reading/viewing background materials for Module 1 included such thoughts, words, ideas, and/or concepts as poverty, non-profit, philanthropy, giving, happiness, charity, champion, altruism, and community.
Select two or more of these societal constructs in which you see some sort of connection. For example, how is philanthropy connected to community… happiness connected to giving… or poverty connected to community?
In a well-organized and well-supported essay, discuss where, how, and why that connection exists in our society today. Be sure to provide specific examples to support your point of view, perhaps your own experience in your community, at work, or through your own pursuits. On the other hand, maybe you do not see a connection between many of these concepts, while there should be. In this case, an essay might address ways in which society needs to improve as we consider ways to find connections between these concepts and societal constructs.
Please note that there is no right or wrong response here, just your ability to make a point and support it using details and examples from the readings/viewings as well as your own experience.
A well-organized essay has a beginning, middle, and an end. The beginning, or introduction, should include an opening sentence to grab your reader’s attention. Follow the opening sentence with a brief background to introduce the topic. The last sentence of the introduction is the thesis statement. The thesis states the main point of the essay, which in this case, would be the ways in which two or more concepts resonate. For example,
The principle or practice of altruism on a small (or large) scale can conquer poverty, one individual at a time.
The body (middle) of the essay supports the thesis using points, details, and examples; the conclusion typically summarizes the main points of the essay and/or closes with a lasting impression that connects the reader to their world.
Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling, as errors in sentence skills will lower a final grade. A grade will be determined based on the Module 1 Case expectations and the Trident University General Education rubric for English.
Papers must be double-spaced in Times or Times New Roman font (12 cpi) with stand.
Conjuring Comfort Women Mediated Affiliations and Discipl.docx
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 cer-
tain 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-narra-
tor 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,” espe-
cially 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
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
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
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
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.
.
Congress and the Presidency An Unequal RelationshipThe .docx
Congress and the Presidency: An Unequal Relationship?
"
The tyranny of the legislature is really the danger most to be feared, and will continue to be so for many years to come. The tyranny of the executive power will come in its turn, but at a more distant period
." - Thomas Jefferson
In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, western hemisphere's preeminent power, in the
American War for Independence
. (NPS.gov, n.d.) Now, these thirteen colonies, saddled with a new governmental charter, the onerous
Articles of Confederation
, sought to chart their own, independent path. (Gilderlehrman, n.d.) As a result, in 1787 disgruntled colonists sent delegates to Philadelphia in order to revise the dysfunctional Articles of Confederation. Yet, in a radical departure, most delegates decided not to amend the current constitution, but instead to craft a new Constitution. (OConnor & Sabato, 2019)
During the four month Constitutional Convention the delegates readily agreed upon James Madison’s basic premise of a new, United States government delineated along three branches: legislative, executive, and judicial. That said, most delegates envisioned a strong legislative body and a weak executive office. (Maier, 2011)
Today, many historians and political scientists argue that the institution of the presidency has dramatically increased in power since the end of WWII at the expense of Congress.
This notion of a modern, expansive presidential power, stands in steadied contrast to Congress’ Constitutional ability to “check” the executive branch.
The U.S Congress has three, broad powers that, as per the founding fathers, act as a “check” against the executive branch:
Lawmaking Power
. Only Congress can propose and pass legislation.
An example of Congress’s lawmaking function is the
Declaration of War with Japan of 1941
. More information about Congress’s ability to declare war can be found on the official
House of Representatives’ website
.
Budgetary Power
. Only Congress has the authority to pass and fund the federal budget. Whereas the president request monies for the federal bureaucracies, Congress actually controls the purse strings.
An example of Congress’s budgetary function is the
Congressional Budget Act of 1974
. More information about the Congressional Budget Act of 1974 can be found on the official
House of Representatives’ website
.
Oversight Power
. As per Whitehouse.gov, “Oversight of the executive branch is an important Congressional check on the President’s power and a balance against his discretion in implementing laws and making regulations. A major way that Congress conducts oversight is through hearings. The House Committee on Oversight and Government Reform and the Senate Committee on Homeland Security and Government Affairs are both devoted to overseeing and reforming government operations, and each committee conducts oversight in its policy area.” (Whitehouse, 201.
More from margaretr5 (20)
Consider a space rocket travelling towards a planet at speed c2 wit.docx
Consider a space rocket travelling towards a planet at speed c2 wit.docx
Consider a social worker who conducted a single subject design a.docx
Consider a social worker who conducted a single subject design a.docx
Consider a recent event, either in your personal life or in the news.docx
Consider a recent event, either in your personal life or in the news.docx
Consider a company that has sales in May, June, and July of $11 mill.docx
Consider a company that has sales in May, June, and July of $11 mill.docx
ConservationPreservation in National Parks Perform research in f.docx
ConservationPreservation in National Parks Perform research in f.docx
Conns syndrome is an endocrine disorder brought about by a tumor of.docx
Conns syndrome is an endocrine disorder brought about by a tumor of.docx
Cons of ContraceptivesInstructionsFor this assignment, complet.docx
Cons of ContraceptivesInstructionsFor this assignment, complet.docx
Consequential CourtsJUDICIAL ROLES IN GLOBAL PERSPECTIVE.docx
Consequential CourtsJUDICIAL ROLES IN GLOBAL PERSPECTIVE.docx
Consensus Policy Resource CommunityEmail PolicyFree Use .docx
Consensus Policy Resource CommunityEmail PolicyFree Use .docx
Connie FarrisProject Performance and Quality Assurance(M.docx
Connie FarrisProject Performance and Quality Assurance(M.docx
CONNECTIONSCore competenciesAnalytic InquiryUse of .docx
CONNECTIONSCore competenciesAnalytic InquiryUse of .docx
Connors, The Rise of Technical Writing Instruction in America,” 3-1.docx
Connors, The Rise of Technical Writing Instruction in America,” 3-1.docx
Conns syndrome is an endocrine disorder brought about by a tumor o.docx
Conns syndrome is an endocrine disorder brought about by a tumor o.docx
Connection, Collaboration, and CommunityAssignment Overvie.docx
Connection, Collaboration, and CommunityAssignment Overvie.docx
Conjuring Comfort Women Mediated Affiliations and Discipl.docx
Conjuring Comfort Women Mediated Affiliations and Discipl.docx
CongressChapter 10CHAPTER 10 CONGRESSIn this chapte.docx
CongressChapter 10CHAPTER 10 CONGRESSIn this chapte.docx
Congress, the president, the cabinet, advisers, agency bureaucrats, .docx
Congress, the president, the cabinet, advisers, agency bureaucrats, .docx
CONGRESS OF THE UNITED STATESCONGRESSIONAL BUDGET OFFICE.docx
CONGRESS OF THE UNITED STATESCONGRESSIONAL BUDGET OFFICE.docx
Congress lacks the necessary time and expertise to produce legislati.docx
Congress lacks the necessary time and expertise to produce legislati.docx
Congress and the Presidency An Unequal RelationshipThe .docx
Congress and the Presidency An Unequal RelationshipThe .docx
Recently uploaded
Biological Screening of Herbal Drugs in detailed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH ANSWERS.
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.Home assignment II on Spectroscopy 2024 Answers.pdf
Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Digital Artifact 2 - Investigating Pavilion Designs
Digital Artifact 2 - Pavilions
NGV Architecture Commission Competition
MPavilion Commission Competition
Other Pavilion Designs
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Best Digital Marketing Institute In NOIDA
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Recently uploaded (20)
Group Presentation 2 Economics.Ariana Buscigliopptx
Group Presentation 2 Economics.Ariana Buscigliopptx
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Digital Artifact 2 - Investigating Pavilion Designs
Digital Artifact 2 - Investigating Pavilion Designs
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Consider an obstacle or barrier to the implementation of evidence-ba.docx
- 1. 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.