The ANA Code of Ethics currently emphasizes the word patient inste.docx

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The ANA Code of Ethics was changed to use the word "patient" instead of "client" when referring to those receiving nursing care. This change emphasizes that nurses provide medical care rather than just services to clients. The document asks if you agree with this change and to review the full ANA Code of Ethics for more information on their standards.

The ANA Code of Ethics currently emphasizes the word
"patient" instead of the word "client" in referring to nursing
care recipients. Do you agree with this change? Why or why
not?
Review the ANA Code of Ethics for Nurses with Interpretive
Statements found in Appendix B of your Butts text. (attached)

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The advent of the microphone in the mid-1920s brought about the vocal style of crooning. This gave the listener a private experience and the ability to hear all the nuances of a voice, as well as allowed the singers to treat the text using their vocal abilities, giving special attention to certain words and notes. Choose two favorite crooners, one from the 1920s –1950s era and one from modern music today. Discuss their similarities and differences in vocal treatment. Please post links to the YouTube video of each that you wish to use as a reference point. Response Parameters Your response should be a minimum of 300 words. The source material used in all assignments, including the class text, must be properly cited and referenced in accordance with APA style .

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The Affordable Care Act was signed into law by President Barack Obama on March 2010. Many of the provisions of the law directly affect health care providers. Review the following topic materials: "About the Affordable Care Act" "Health Care Transformation: The Affordable Care Act and More" What are the most important elements of the Affordable Care Act in relation to community and public health? What is the role of the nurse in implementing this law? .

The Affordable Care Act was signed into law by President Barack Obam.docx

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The Adventures of David Simple Sarah Fielding Table of Contents The Adventures of David Simple.............................................................................................................................1 Sarah Fielding................................................................................................................................................1 ADVERTISEMENT TO THE READER......................................................................................................2 BOOK I.......................................................................................................................................................................2 CHAP. I..........................................................................................................................................................2 CHAP. II........................................................................................................................................................3 CHAP. III.......................................................................................................................................................7 CHAP. IV.....................................................................................................................................................10 CHAP V.......................................................................................................................................................12 A Dialogue between Miss Nanny Johnson, and Miss Betty Trusty.............................................................14 CHAP. VI.....................................................................................................................................................15 CHAP. VII. ..................................................................................................................................................18 CHAP. VIII..................................................................................................................................................20 CHAP. IX.....................................................................................................................................................23 CHAP. X......................................................................................................................................................28 CHAP. XI.....................................................................................................................................................29 BOOK II....................................................................................................................................................................32 CHAP. I........................................................................................................................................................32 CHAP. II......................................................................

The Adventures of David SimpleSarah FieldingTable of.docx

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The Adventures of David SimpleSarah FieldingTable of.docx

The Aeneid and The Divine Comedy The labyrinth of initiation, the underworld, and the sacred grove Publius Vergilius Maro 70 – 21 BCE Virgil was regarded by the Romans as their greatest poet. His influence on Dante and Western literature, like that of Ovid, is profound. The Aeneid is his most famous work and became Rome’s national epic. The son of a farmer in northern Italy, Virgil came to be regarded as one of Rome's greatest poets. Virgil devoted his life life to poetry and to studies connected with it. He never married, and the first half of his life was that of a scholar and near recluse. But, as his poetry won him fame, he gradually won the friendship of many important men in the Roman world. (adapted from Encyclopedia Britannica and poetry foundation.org) Dante Alighieri 1265 – 1321 CE Dante Alighieri was born in Florence, Italy to a notable family of modest means. His mother died when he was seven years old, and his father remarried, having two more children. Dante was never married to his “Beatrice.” They met twice, at a nine year interval (although it might be a symbolic time period). They were both married to other people, and she died at 25. But he continued to write about throughout his life. We consider his love for her to be a type of “courtly love.” It is otherworldly and has a spiritual aspect. His most famous work is the Divine Comedy. The story begins when he finds himself lost in a woods in middle age. Virgil finds him and leads him through hell and purgatory. Beatrice is his guide in Paradise. (adapted from poets.) Dante is very important to western literature. T. S. Eliot claimed: Dante and Shakespeare divide the world between them, there is no third. And Virgil is very important to Dante. Dante, addressing Virgil in Canto 1 of the Divine Comedy: Thou art my master. We will start with The Aeneid. Who is Aeneas? There are multiple myths about the founding of Rome. One very important one is told in The Aeneas, the story of a Trojan prince who brought together the survivors from Troy. They boarded ships and sailed in search of a new home. The Aeneid tells their story, focused of course on their leader. As The Aeneid opens, Aeneas and the Trojans come to Carthage, where he falls in love with the Queen Dido. His bliss is short lived, as he is told by the gods that he must leave her. Our reading, Book 6, comes half way through the story. Aeneas’s father has died along the way, and Aeneas wants to see him. To do that, he must descend into the underworld—and come back. Very few have ever made the round trip journey. He is guided by the priestess of Apollo. The Temple of Apollo built by Daedalus. Book 6 of The Aeneid gives an elaborate description of how Daedalus had depicted the story of Theseus, the minotaur, Ariadne, and his escape from Crete on the doors. Aeneas must go through these doors, get advice from the Sybil, enter the wood sa.

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The Aeneid and The Divine ComedyThe labyrinth of initiation,.docx

The Aeneid and The Divine ComedyThe labyrinth of initiation,.docx

The Admission Committee considers your Career Goals Statement to be an essential part of your application. While factors such as cumulative grade point average and social work-related experience are important, your rationale for entering the social work profession, your self-awareness, creativity, critical thinking and writing skills are major factors committee members consider when reviewing your application. Respond openly and honestly to each section. The average statement length is four pages; submissions exceeding six pages are discouraged. Please double-space your statement, use a font size of no less than 12 and put your name in the upper right corner of each page. Answer questions 1-6 below. Answering question 6 is optional. Prior to writing your essay, review the NASW Code of Ethics . RATIONALE Identify significant factors that influenced your decision to pursue a Master of Social Work (MSW degree and how you intend to use it in the future. (1-2 paragraphs) SOCIAL WORK VALUES AND ETHICS Describe your understanding of the social work profession and its core values. Compare your own values with the professional social work values, any potential value based or ethical conflicts you might experience and how you plan to address or reconcile these conflicts (whether it be in the classroom, in field, in future practice or in any other areas). (1 page) PERSONAL & PROFESSIONAL ATTRIBUTES AND LIABILITIES Describe any cultural, economic or social challenges and/or opportunities that have provided you with a unique perspective about social work issues. What insights have you gained from these experiences about how to maintain professional judgement and performance during times of distress? (1 page) EMPLOYMENT AND VOLUNTEER EXPERIENCES Discuss the relationship between your educational, employment and volunteer experiences and what qualities equip you for the social work profession. Describe your experiences and feelings about working with populations different from your own. (1 Page) WORK LIFE BALANCE Explain your plan for managing your graduate education. Consider how you will balance work, family and other responsibilities with the required courses, homework and internship responsibilities. (2-3 paragraphs) OPTIONAL Please address any special academic or other considerations that you would like GSSW to consider in the review of your application. .

The Admission Committee considers your Career Goals Statement to be .docx

The Admission Committee considers your Career Goals Statement to be .docx

The Admission Committee considers your Career Goals Statement to be .docx

The Advantages of Budgeting A budget is a document that forecasts the financial results and financial position of a business for one or more future periods. At a minimum, a budget contains an estimated income statement that describes anticipated financial results. A more complex budget also contains an estimated balance sheet, which contains the entity’s anticipated assets, liabilities, and equity positions at various points in time in the future. A prime use of the budget is to serve as a performance baseline for the measurement of actual results. Budgets may also be linked to bonus plans in order to direct the activities of various company employees. A budget may also be used for both tax planning and treasury planning. Despite these valid uses, there are also a number of problems with budgeting that have given rise to a movement dedicated to the elimination of budgets. Budgeting has been with us a long time, and is used by nearly every large company. They would not do so if there were not some perceived advantages to budgeting. These advantages include: ▪ Planning orientation. The process of creating a budget takes management away from its short-term, day-to-day management of a business and forces it to think longer-term. This is the chief goal of budgeting, even if management does not succeed in meeting its goals as outlined in the budget – at least it is thinking about the company’s competitive and financial position and how to improve it. ▪ Model scenarios. If a company is faced with a number of possible paths down which it can travel, you can create a set of budgets, each based on different scenarios, to estimate the financial results of each strategic direction. ▪ Profitability review. It is easy to lose sight of where a company is making most of its money, during the scramble of day-to-day management. A properly structured budget points out which aspects of a business generate cash and which ones use it, which forces management to consider whether it should drop some parts of the business or expand in others. However, this advantage only applies to a budget sufficiently detailed to describe profits at the product, product line, or business unit level. ▪ Assumptions review. The budgeting process forces management to think about why the company is in business, as well as its key assumptions about its business environment. A periodic re-evaluation of these issues may result in altered assumptions, which may in turn alter the way in which management decides to operate the business. ▪ Performance evaluations. Senior management can tie bonuses or other incentives to how employees perform in comparison to the budget. The accounting department then creates budget versus actual reports to give employees feedback regarding how they are progressing toward their goals. This approach is most common with financial goals, though operational goals (such as reducing the scrap rat.

The Advantages of Budgeting A budget is a document that fo.docx

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The Advantages of Budgeting A budget is a document that fo.docx

The adjusted trial balance of Parsons Company at December 31, 2014, .docx

The adjusted trial balance of Parsons Company at December 31, 2014, .docx

The adjusted trial balance of Parsons Company at December 31, 2014, .docx

The adjusted trial balance columns of the worksheet for Alshwer Company, owned by M. Alshwer, are as follows. ALSHWER COMPANY Worksheet For the Year Ended December 31, 2014 Adjusted Trial Balance Account No. Account Titles Dr. Cr. 101 Cash 5,101 112 Accounts Receivable 10,736 126 Supplies 1,771 130 Prepaid Insurance 2,097 151 Equipment 27,320 152 Accumulated Depreciation—Equipment 5,188 200 Notes Payable 14,900 201 Accounts Payable 6,223 212 Salaries and Wages Payable 2,425 230 Interest Payable 513 301 Owner’s Capital 13,212 306 Owner’s Drawings 7,102 400 Service Revenue 60,529 610 Advertising Expense 8,017 631 Supplies Expense 4,198 711 Depreciation Expense 5,188 722 Insurance Expense 3,140 726 Salaries and Wages Expense 27,807 905 Interest Expense 513 Totals 102,990 102,990 Warning $ $ : : $ $ : $ $ $ [removed] Warning [removed] Don't show me this message again for the assignment Ok Cancel Show List of Accounts Prepare the closing entries. (Credit account titles are automatically indented when amount is entered. Do not indent manually.) Date Account Titles and Explanation Debit Credit Dec. 31 [removed] [removed] [removed] [removed] [removed] [removed] (To close revenue account.) Dec. 31 [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] [removed] (To close expense accounts.) Dec. 31 [removed] [removed] [removed] [removed] [removed] [removed] (To close net income / (loss).) Dec. 31 [removed] [removed] [removed] [removed] [removed] [removed] (To close drawings.) Warning [removed] Don't show me this message again for the assignment Ok Cancel Show List of Accounts Post the closing entries. (Post entries in the order of journal entries presented in the previous part.) Owner’s Capital No. 301 Date Explanation Ref Debit Credit Balance Jan. 31 Balance √ [removed] [removed] [removed] Dec. 31 Closing entry J14 [removed] [removed] [removed] Dec. 31 Closing entry J14 [removed] [removed] [removed] Owner’s Drawings No. 306 Date Explanation Ref Debit Credit Balance Dec. 31 Balance √ [removed] [removed] [removed] Dec. 31 Closing entry J14 [removed] [removed] [removed] Income Summary No. 350 Date Explanation Ref Debit Credit Balance Dec. 31 Closing entry J14 [removed] [removed] [removed] Dec. 31 Closing entry J14 [removed] [removed] [removed] Dec. 31 Closing entry J14 [removed] [removed] [removed] Service Revenue No. 400 Date Explanation Ref Debit Credit Balance Dec. 31 Balance √ [removed] [removed] [removed] Dec. 31 Closing entry J14 [removed] [removed] [removed] Advertising Expense No. 610 Date Explanation Ref Debit Credit Balance Dec. 31 Balance √ [removed] [removed] [r.

The adjusted trial balance columns of the worksheet for Alshwer Comp.docx

The adjusted trial balance columns of the worksheet for Alshwer Comp.docx

The adjusted trial balance columns of the worksheet for Alshwer Comp.docx

The additional info will be provided. View Windows Firewall Features - Step 8 - Challenge 2 Complete View Windows Firewall Features - Step 10 - Challenge 3 Complete Configure An Exception In Windows Firewall - Step 21 - Challenge 4 Complete View And Configure Windows Firewall With Advanced Security (WFAS) - Step 12 - Successful “Ping” of 192.168.12.11 Create A Firewall Rule (Iptables) Within Linux - Step 7 - Challenge 6 Complete To complete this assignment, review the prompt and grading rubric in the Lab Guidelines and Rubric document. Refer to the Course Lab Guidelines document to view the screenshots you will need to take to complete this lab. Screenshots must include your name and date . .

The additional info will be provided. View Windows Fir.docx

The additional info will be provided. View Windows Fir.docx

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The activity provides opportunity for student to develop a description of a child with a communicative disorder and to explain how would you meet the needs of that child in their classroom . Students chose one communicative disorders from below. Please read Chapter 13. Use the Internet to search for your chose of disorder or textbook or journal article. 1. Language Disorder 2. Articulation Disorder 3. Fluency Disorder 4. Cognitive Impairment Write a general description of the child do not use the child real name or parents. Include the following information: 1. Age and Gender of the Child 2. Reason for Referral 3. Background (city/town/mother/grandmother,etc...) 4. Family (culture/home language of child/work) 5. health and Development 6. School 7. Standardize Assessment ( hypothetical if you do not have test results) 8. Intervention Planning Student take a look at the searches below they are related to language case study examples : speech pathology case study example, language development case study example, case study of a child with communication disorder and case study- speech and language delay. .

The activity provides opportunity for student to develop a descripti.docx

The activity provides opportunity for student to develop a descripti.docx

The activity provides opportunity for student to develop a descripti.docx

The additional component this week will be to share your plan with one or more colleagues or administrators. Write approximately two to three pages describing the nature of the dialogue and any changes you make as a result of the collaboration. Include a reflection about the collaboration experience. Relate your discussion, changes, and reflection to the textbook and body of literature, by including in-text quotes and citations. .

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The additional component this week will be to share your plan with o.docx

The additional component this week will be to share your plan with o.docx

The additional info will be provided. Analyzing The Traffic - Step 2 - Wireshark Showing FTP Password Analyzing The Traffic - Step 3 - Wireshark Showing POP Password Analyzing The Traffic - Step 6 - Wireshark Showing E-Mail TCP Stream Analyzing The Traffic - Step 10 - Wireshark Showing Telnet “Creeper” Add To complete this assignment, review the prompt and grading rubric in the Lab Guidelines and Rubric document. Refer to the Course Lab Guidelines document to view the screenshots you will need to take to complete this lab. Screenshots must include your name and date . .

The additional info will be provided.Analyzing The Tra.docx

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The ability to locate and utilize information relative to Health and Human Services is an important component of many health and human service jobs. Some of the areas included in HHS programs are: Legal/illegal immigration Poverty Violence in the Media Unemployment Alcoholism Gambling Sexual Harassment Criminal Justice Hunger / Homelessness Mental Illness Health As an example, the area of “poverty” was selected from the above list to locate information and relevant reports. To accomplish this, the following was entered into a search engine (such as Google or MSN): “Health and human services and programs dealing with poverty.” One of the 1, 490,000 “hits” was titled: “Poverty Guidelines, Research and Measurement.” Upon searching this website, an elaborate set of focus subtitles was found. Under the heading “Poverty Research Centers” six more references were discovered. As the interest was focused on discovering what information was available, the search centered on “The National Poverty Center.” An examination on this site under that heading yielded numerous areas regarding new research opportunities, informing the policy community, and training for young researchers. Your specific assignment follows. Start with an exploration of what can be found in several of the areas listed above. Then, identify one area and prepare a descriptive post outlining the information in this site. You may want to experiment with various areas in order to understand the unusually large number of resources / programs, but also the kinds of information. .

The ability to locate and utilize information relative to Health and.docx

The ability to locate and utilize information relative to Health and.docx

The ability to locate and utilize information relative to Health and.docx

The Aboriginals of Australia Art Davidson My fascination with the Aborigines of Australia began when I was a child growing up in a small town in Colorado. I can still remember some of the images that called to me from the pages of an old National Geographic Magazine- a group of naked children playing by a stream, a solitary Aborigine walking across the desert, the eyes of an old man mysterious and calm in his dark face. These people seemed closer to nature that I, free and untroubled. Years later, after moving to Alaska, I came across a sobering account of the Australian Aborigines. Written by an Aboriginal man named J.T. Patton, the article burst my childhood fantasies about a simple, carefree life. “Our self-respect has been taken away from us, and we have been driven towards extermination,” wrote Patton in an early issue of the Abo Call, the first Aboriginal newspaper, which he founded in 1938. “We have been called a ‘dying race’ but we do not intend to die. We intend to live, and to take our place in the Australian community as citizens with full equality. The white community must be made to realize that we are human beings, the same as themselves. We do not wish to go back to the Stone Age. We don’t want charity from the white people, we want justice. We intend to work steadily for this aim, no matter how many years it may take.” J.T. Patton, I learned, was founding father of the Aboriginal rights movement. Like Ghandi in India and Martin Luther King, Jr., in the United States, he had been arrested many times for encouraging his people to stand up for their rights. For most of my life, I’ve lived about as far from Australia as anyone could, but in December 1991 a chance encounter brought Patton’s world much closer to me. At a gathering of grass-roots leaders in Paris, someone introduced me to an Aboriginal woman named Pauline Gordon. She was J.T. Patton’s daughter. “I’m just an ordinary person who goes around talking to people,” she said. “I pop up here and I pop up there. I’m a member of the Bunjalung tribe on the coast of New South Wales. That’s where I come from. My mother’s totem is the possum, my father’s was the goanna lizard. My husband is the dingo. He says I talk too much.” And Pauline is quite a talker. When we sat down to visit over lunch, she held forth in her warm voice a lively accent on everything from Aborigine Dreamtime to her own grandchildren. Her brother Cecil, she told me, helps run the Aboriginal Legal Services in Sydney. Her sons, Kenny and Shane, play the digeridoo (a musical instrument made from a hollow tree limb that makes a haunting sound) and they are going through their tribe’s tradition of initiation and manhood. I began to sense that, in one way or another, Pauline’s who family was carrying on the work begun by J.T. Patton sixty years before. Our lunch lasted seven and a half hours, a record for me. And by the time we said good bye, Pauline was insisting that I come down to Australia to visit her .

The Aboriginals of Australia Art DavidsonMy fascination with t.docx

The Aboriginals of Australia Art DavidsonMy fascination with t.docx

The Aboriginals of Australia Art DavidsonMy fascination with t.docx

The acronym “ autism spectrum disorder” (ASD) refers to a continuation of neurodevelopmental disorders that happens mostly in kids. Communication issues and social contact issues are the common problems in this order. Repetition patterns of behavior are common in people with ASD. No matter who the person is, ASD can affect people all over the world, regardless of ethnicity, culture, or economic status. According to a report, Autism is more common in boys than in females. .

The acronym autism spectrum disorder” (ASD) refers to a con.docx

The acronym autism spectrum disorder” (ASD) refers to a con.docx

The acronym autism spectrum disorder” (ASD) refers to a con.docx

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The Acme Corporation uses a periodic inventory system and buys 1,450.docx

The Acme Corporation uses a periodic inventory system and buys 1,450.docx

The 4Cs will help our students attain 21st century skills that will make them productive members of society. Walsh & Sattes (2010 write that practices such as student engagement with discussion, asking quality questions, and collaborating need to be classroom staples for our students to attain those 21st century skills (page 106) This week focuses on responsible learning and engagement. Discuss the following. How do the Four Cs—critical thinking, communication, collaboration, and curiosity—constitute the basics for learning? Why is it important to encourage student questions? How do they relate to student engagement? To student responsibility? .

The 4Cs will help our students attain 21st century skills that will .docx

The 4Cs will help our students attain 21st century skills that will .docx

The 4Cs will help our students attain 21st century skills that will .docx

The 6-D model of national culture Geert Hofstede, assisted by others, came up with six basic issues that society needs to come to term with in order to organize itself. These are called dimensions of culture. Each of them has been expressed on a scale that runs roughly from 0 to 100. Dimension maps of the world: Individualism Each dimension has been derived by comparing many, but not all, countries in the world. The findings can be summarized into six world maps of the distribution of that dimension. Of course, in reality there can be quite a bit of within-country variation; these maps should be seen as rough 'climate maps' of culture. The last two dimensions The last two dimensions were found later, and in different studies, than the first four. This is why different countries appear on the world maps. These maps are taken from the 2007 book "Why we are different and similar" by Michael Minkov. In our 2010 book they are re-scaled to a 0-100 format. Remember, the numbers do not really 'mean' anything. They are just there for convenience. Dimension maps: Long-term Orientation Culture-Based Negotiation Styles In an anonymous article, a Japanese writer describes United States negotiators as hard to understand. One of the reasons for this, we are told, is because "unlike Japanese, the Americans are not racially or culturally homogenous."[1] While it is difficult to characterize any national or cultural approach to negotiation, generalizations are frequently drawn. These generalizations are helpful to the extent that the reader remembers that they are only guides, not recipes. Any generalization holds true or not depending on many contextual factors including time, setting, situation, stakes, history between the parties, nature of the issue, individual preferences, interpersonal dynamics and mood. Any generalization will apply to some members of a group some of the time. This is best seen by considering generalizations about groups to which you belong. If you hear that women or men tend to negotiate in this way, or Americans in another way, what effect does it have on you as a member of these groups? If you want to answer, "Actually, it depends," you are among the majority, for most of us resist easy categorization and broad classifications. At the same time, it can be useful to back up and attempt to see ourselves and others from a distance so that the patterns and habits that define what is "normal" in negotiation can be examined for what they are: culturally bound and culturally defined common sense. In this essay, some generalizations about cultural and national approaches to negotiation will be outlined. These may help negotiators and mediators prepare for negotiations by raising the kinds of differences that occur across cultures, and pointing out possible pitfalls of lack of attention to cultural factors. They should be taken as a series of starting points rather than defini.

The 6-D model of national culture Geert Hofstede, assisted.docx

The 6-D model of national culture Geert Hofstede, assisted.docx

The 6-D model of national culture Geert Hofstede, assisted.docx

The 820 children at a certain school were asked what they prefer to drink with their lunch, and the following responses were obtained. Drink Number soft drinks 341 milk/chocolate milk 210 water 97 tea 38 other 134 The school only serves milk, chocolate milk, or water with lunch. What is the probability that the first student in line for lunch will be served their preferred beverage with their lunch? Round to two decimal places. .

The 820 children at a certain school were asked what they prefer to .docx

The 820 children at a certain school were asked what they prefer to .docx

The 820 children at a certain school were asked what they prefer to .docx

The Accidental Statesman: General Petraeus and the City of Mosul, Iraq  In late April 2003, Major General David Petraeus and the US Army's 101st Airborne Division entered the northern Iraqi city of Mosul, capital of Nineveh Province. It was less than a month since the start of the US invasion of Iraq. But US troops had already captured Baghdad, dictator Saddam Hussein had fled and, while security was still an overriding concern, the US military was no longer in full battle mode. In Mosul, Petraeus quickly found himself confronting the question: What next? The city of 1.7 million was a shambles as much from looting as from war. US Marines had just killed 17 Iraqis during a riot. The streets were in chaos, with police and other security forces nowhere to be seen. The city had no electricity, running water or garbage removal. Shops were closed. Most public buildings and factories lay in ruins. There was no administrative or economic infrastructure; ministries in Baghdad which under Saddam had controlled all economic activity were now inoperative. Those who had led the old Iraq had vanished: political leaders, judges, university faculty, teachers, factory managers, ministry directors. The most senior of them were anyway suspect as members of the reviled former ruling Baath, Party. Addressing these deficiencies was hardly standard military business. But there was no one else to do it. As Petraeus saw it, his task was to provide the building blocks for a new Iraqi society. How, the general wondered, could he and his "Screaming Eagles" --as the division had been known since World War II--reestablish conditions for normal daily life and help create the norms of a democratic society? Whom could he trust? What was most urgent? What message should he give his troops? What was the trade-offs between security and building bridges to the local population? Petraeus found himself arbitrating a dizzying array of questions: How could he involve Iraqis in the rebuilding? Should there be elections? If so, who should stand? Could some Baath Party officials retain their jobs? If so, which ones? How and who should pay the thousands of unemployed civil servants? What about controlling inflation? Should border crossings reopen for trade? How could he re-start the university, open banks, and foster the creation of new businesses? What about the media? Underlying these operational dilemmas lay a deeper uncertainty: could Petraeus establish himself as a leader whose decisions were not only appropriate--but whose style would command the respect of a society not his own? Run-up to Mosul When the 101st Airborne first crossed into Iraq from Kuwait on Friday, March 21, 2003, Petraeus had not known that the division would be sent to Mosul. In fact, the entire short war, like its lead-up, had been one of continual adaptation to changing circumstances. Petraeus had gotten word only on February 6 that the division, based at Fort Campbell, Kentucky, would deploy to Kuw.

The Accidental Statesman General Petraeus and the City of Mosul.docx

The Accidental Statesman General Petraeus and the City of Mosul.docx

The Accidental Statesman General Petraeus and the City of Mosul.docx

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