Corruption, Economic Development and growth

In this assignment, you are required to read the articles regrading “Corruption, Economic Development and Growth” and try to answer the following questions:
1. Is corruption always bad for economic development and growth? What are some counter-arguments?
2. Should corruption be seen as “sand in the wheels of prosperity” or “grease for the squeaking wheel of rigid administration”?
3. Is corruption more of a “moral/culture issue” or “governance/bureaucracy issue” or “both”?
4. What are some ways of alleviating corruption? To what extent these policies work?
5. Should foreign donors care about corruption in developing countries?
Your written answer should not be more than 600 words. Use very simple grammar and sentences.

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Business Intelligence: Propose and justify the use of relevant frameworks, models, methods and/or processes of Web mining, Web analytics

Propose and justify the use of relevant frameworks, models, methods and/or processes of Web mining, Web analytics, decision support, and/or software agents in dealing with the extended case or identified problem on the basis of your coursework#1. The theoretical rationale, procedures, and supporting techniques and technologies should be well presented and argued, with evidence of using properly acknowledged sources and referring to appropriate theory, research and practice. Critical review and synthesis of the literature, in-depth analysis of findings, and logical reasoning should be made.

2. Select and justify your choice of Web mining software tools, Web analytics software tools, decision support tools, and/or software agent tools for your frameworks, models, methods and/or processes proposed in Requirement #1, in order to deal with the case or problem. The business, management and technical criteria or factors affecting your selection of the BI software tools should be addressed and discussed. The explanation for selecting your tools should be given, with comparison to other alternative BI software tools available in the market.

3. Analyse and discuss the potential value, effectiveness and efficiency of your proposed solutions and associated software tools for improving business processes, business performance, and better informed decision making, and creating competitive advantage.

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Evidence Based Pharmacology COPD

Evidence-Based Pharmacology Paper (150 points)

NO Introduction required, NO abstract required, NO Conclusion, Only Content with evidence based research results and analysis.

The purpose of this assignment is to provide an opportunity for you to review an area of interest and apply the concepts you have learned in this Pharmacology course to a patient situation.
In clinical decision making, you must combine knowledge and evidence to make a good decision. Using critical thinking and reading skills, you will meet multiple objectives for this assignment.

**COPD – Chronic Obstructive Pulmunory Disease
Use HEADINGS PLEASE***

1 Synthesize relevant information, including research related to the diagnosis and treatment of the selected disorder.
Described the pathophysiology of the disease process in depth. Included a discussion of the implications of the age continuum for this disease.
Discussed the genomic issues inherent in the disease process, including what is known and what is not known.

2 Recognize the assumptions inherent in the current literature and identify any unstated or missing information.
Provided a review of the literature on the basics of the disease and its treatment.
3 Develop and justify various approaches to the stated problem, including nonpharmacological and pharmacological treatment.
Describe your approach to collecting this needed information. Included what keywords you used in a literature search, which databases were utilized, and any electronic clinical tools.
4 Clearly articulate at least two approaches to the treatment of the condition.
Identified and utilized at least one published clinical guideline related to the disease process.
5 Defend the choice of the treatment option. This must include a reflection on the availability of peer-reviewed information and your analysis of the credibility of that information.
Described the approach to the treatment of the specific disease, including the various possible approaches.
6 Create a plan for follow-up and referral if needed.
7 Defend the final selection of the approach for the disease process.
8 Discuss follow up treatment, along with referrals

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Effective Teaching Methods

Part A: Answer the following questions in one to three paragraphs each:

• How did your own home and school experiences affect how you learned? How might your own experiences and attitudes influence how you will teach? What
might be some of your biases that you bring into the classroom, and what can you do to overcome them?

• Review the secondary narrative example in Chapter 1 of Good and Brophy. What are Ms. Chavez’s relative strengths and weaknesses?

• How can teachers improve their interaction patterns with low achievers without reducing their effectiveness with other students? Consider such issues as
individualization, teacher affect, thinking and decision-making, and classroom interaction, self-concept, assessment, etc. (You do not need to include all of these
areas in your response! Focus on two or three.)

• How can a teacher’s overemphasis on praise of right answers interfere with student learning?

• Give an example of some task-relevant prior knowledge that might be required before certain instructional objectives in your chosen subject matter can be taught successfully (i.e., specific reading ability, foundation of mathematical concepts, etc.).

Part B: Classroom Observation

The focus of Unit 1 has been individual differences, teaching behaviors, and teacher bias and expectation. As you observe classrooms for this unit, please keep this focus in mind.

The written requirements for the Unit 1 observation are as follows:

1. A page of introduction that includes:
• Date, time, and place of observation.

• Specific class being taught (subject and level), duration of class period, number of students in class.

• Lesson(s) or unit being taught on that day.

• General layout of seats, general description of the environment.

• Other factors that might impact the observation: unique characteristics of the class, the mood in the room or school as a whole, directly before or after a
holiday, end-of-term exam time, etc.

• A brief description of the teacher: male or female, how many years teaching, particular style of interaction, any unique traits.

2. Detailed answers (one or two paragraphs each) to the following questions:

• How did the teacher interact with the students in general? How did the teacher respond to individual learner differences? Give specific examples, if
possible.

• What were the expectations (spoken or unspoken) of the teacher toward individual students or toward the class as a whole? Did you detect any
indication of bias? Be specific.

• What behaviors of the teacher did you find effective? Which ones did you find ineffective? How do these behaviors match the key and helping
behaviors mentioned in the first chapter of the Borich text?

• How did students respond to the teacher, both in terms of participation as well as behaviors and attitudes? Did you find individual differences in student responsiveness? Give specific examples.

• What questions, comments, reflection, or insights do you have concerning this unit of study and observation?

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Values Morals and Citizenship – ‘The education system is de-humanizing society through its use of technology’

some ideas –
• We are dependent on technology systems for recording events of our daily lives – loose connection to ourselves – loose our inner selves
• What is it to be human? Morals/values/citizenship
• Form of self-death
• To deprive interpersonal skills and human qualities such as individuality, compassion, self esteem, civility
• Can this lead to violence, human rights violation, war crimes, genocide?
• Makes us lazy – use it for everything
• Do children/students use books anymore?
• Dangers – communicators, namely writers, teachers, treating public, their students and consumers, as machines.
• What would happen if we removed technology, would we be able to survive?
• How can computers teach love, sympathy, respect and positive thinking ? this is the base of society?!? How can computers teach social values???
• New York times article – average kid ages 8-18 spends 7 ½ hours a day using technology only 38 minutes of reading adds up to 75 hours per week.
• Human mechanization – process by which people are treated mechanically – that is without giving thought to what is going inside them.

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Criminal Justice

You are the chief of police in the city of Felonious, Illinois. Your city has about 100,000 residents. Founded and inhabited by Black Americans in 1883, the In the past ten years, Blacks have migrated away from Felonious and were replaced by Native Americans who now comprise 70% of the population in Felonious. The remaining residents are 15% Black and 5% various races.

Your department has 200 officers, all of whom are members of the FOP. The racial makeup of your department is 95% Black, 3% White, 1% Native American and 1% Oriental.

With the great migration occurring in Felonious, there is little identification between the police and the residents. In fact, tensions have become pretty high, with the Native Americans claiming that your officers single them out for harassment and mis-treatment, a charge you vehemently deny

Over the past five years, crime has risen in your city at an alarming rate. While crime nation wide has been on the decrease, your crime rate rises about 23% each year, with violent crime up 44% this year alone.

To combat the rise in crime, you have adapted the “Broken Windows” theory of crime reduction. This has caused much resentment from the community. Assaults against your officers have gone up at an alarming rate of 250% this year. Additionally, your officers have been involved in six shootings this year with Native Americans, which resulted in three of them being wounded and four killed by your officers.

Last Friday night, one of your officers, Lucy Looser who is a petite, 4’11” tall, yet effective six-year veteran officer encountered three teenaged members of the community, Knowno Troof, Ripu Orf and Uzse Less who were spray painting the wall of a grammar school. Officer Looser yelled to them to stop. After an encounter, Use Less ended up shot dead with multiple gunshot wounds, and Officer Looser ended up in the hospital with a fractured nose. The events leading up to the encounter have two entirely different versions, depending on whom you ask.

Knowno Troof and Ripu Orf both say that they were just standing there in the school yard with their friend Uzse, they weren’t spray painting, when they saw a marked squad car approach. Troof then said he was walking with Less when the officer confronted them and drew her weapon.
“She (the officer) shot again and once my friend felt that shot, he turned around and put his hands in the air,” said Knowno Troof, a friend of Uzse Less. “He started to get down and the officer still approached with her weapon drawn and fired several more shots.”
Ripu Orf told News 4 that Less was shot once by the officer and then an additional nine times as he lie in the street. Police have not confirmed that account.

“It was around 1:40, two o’clock. We were walking through the schoolyard next to the empty street. We were just walking down, minding our business. We’re both headed home, and the officer’s approaching us, and as she pulled up on the side of us, she didn’t say ‘freeze,’ ‘halt,’ or nothing like we were committing a crime. She said, ‘Get the f*** on the sidewalk!’ I told the officer we were not but a minute away from the destination.”
“Less never once attempted to grab for this officer’s weapon.”
“The first car I see, I ducked behind for cover because I feared for my life. I’m scared. I don’t know what’s going on. I don’t understand why this officer is shooting his weapon at us.”

“My friend stopped running, his hands went immediately in the air and he turned around towards the officer, face-to-face. He started to tell the officer he was unarmed and that you should stop shooting me. Before he can get his second sentence out, the officer fired several more shots into his head and chest areas.”
“It was definitely like being shot like an animal. It was almost putting someone execution.”
“He was a good kid. He didn’t live around here,” said Neverwatch Harris, grandmother of the victim. “He came to visit me and they did that to him for no reason.”
The Officer gave quite a different version of events:
The altercation on August 9 began after Police Officer Lucy Looser rolled down her window to tell Less and a friend to stop spray painting the school wall.
When Looser tried to get out of her cruiser, Less first tried to push the officer back into the car, then punched her in the face and grabbed for her gun before breaking free after the gun went off once.
Looser pursued Less and his friend, ordering them to freeze, according to the account. When they turned around, Less began taunting Looser, saying she would not arrest them, and then ran at the officer at full speed.
Looser then began shooting. The final shot was to Less’s forehead, and the teenager fell two or three feet in front of Looser, said the caller, who identified herself as the officer’s friend.
But other accounts of exactly what happened when Looser stopped Less vary widely.
Witnesses said they saw a scuffle between the officer and Less at the police car before the young man was shot. Several witnesses said Less raised his hands and was not attacking the officer.
Piggly Whiggly said she was sitting in her home when she witnessed the shooting. She captured video of the aftermath, including images of Less’s body lying in the middle of the street.
Whiggly said Less was running away from police and then turned around. She said that was when Less was shot.
Police provided a different narrative, saying Less struggled with the officer and reached for his weapon.
“So she goes in reverse back to them. She tries to get out of her car. They slam her door shut violently. I think she said Uzsle [Less] did. Then she opens her car again and tries to get out and as he stands up Uzsle just bum rushes him, and just shoves her back into her squad car, punches her in the face and then of course Lucy grabs for her gun and Uzsle grabs the gun. At one point she’s got the gun totally turned against her hip and then she shoves it away and the gun goes off.”
“The genesis of this was a physical confrontation,” Ragged County Police Chief Jon Stinkus said.
Looser tries to exit her vehicle but Less pushes her back into the car, according to the preliminary investigation, Stinkus said.
Less physically assaults the police officer and there is a struggle over the officer’s gun, Stinkus said.
A shot is fired inside the police car.
Police called for assistance from Ragged County and nearby municipalities as large, emotional crowds gathered at the scene. In all more than 100 officers from 15 departments responded to the area. Tactical teams in riot gear were also called to quell the riot. A section of West Florissant Avenue near the scene was closed for a time on Saturday evening.
Through Saturday afternoon and evening some among the crowds were yelling profanities at police demanding justice. At one point gunshots rang out in the area as investigators gathered evidence. That prompted numerous police canine units to move in and move the crowds back.
The Ragged County Bureau of Indian Affairs (BIA) says they have launched their own an investigation and plan to “get to the bottom of what has occurred and will work to ensure that justice is served for all victims involved.”
The BIA also released a statement saying: “We are hurt to hear that yet another teenaged boy has been slaughtered by law enforcement. “
“It could have been one of your kids,” Charles Staton, 35, yelled at police officers, the Dispatch Review, a local newspaper reported. “Protect and serve. They aren’t protecting.”
Television footage showed people standing on police cars, vandalizing vehicles and taunting officers clad in riot gear, the Dispatch reported. Some were seen looting a QuikTrip and a Wal-Mart, according to the Post-Dispatch. People also looted a check-cashing store, a boutique and a small grocery store, making off with goods, including bottles of alcohol. And at least one fire was reported.
WAKO-TV reported police called in 60 additional officers as well as officers from other jurisdictions to contain the crowd. Then, just after midnight, the station reported police were using tear gas to curb violence.
Thousands of people from all over the country have come to IL to support and sympathize with the Native Americans. Riots have broken out all over town. Many businesses are ablaze.
The Federal Bureau of Indian Affairs is sending lawyers to calling it “an investigation into the murder of a child.” The federal officers are calling for the arrest and conviction of Looser, the complete overhaul of the police department making it have many more Native American Officers, and your firing. You do not want to loose your job
Tensions are very high right now. A quarter of your town is on fire from arson. You do not know how to stop the riot. The only physical evidence that you have is Less’s autopsy report. (ATTACHED)
What should you do? Why? How can you accomplish this?

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Contemporary suicidal bombers

PART I: Proposal : Write a one-page overview of your proposed project. Include the following in your proposal: � A provisional title. This should be descriptive and provide the reader with a clear idea of the topic. � Five keywords. This will help in your research and will identify key themes. � A clear thesis statement. Clearly convey the issue(s) under investigation in your paper. Consider the questions who? what? where? when? why? and how? in developing a clear statement of your topic. Your topic should be specific and clear. � Theoretical overview. Provide a theoretical grounding for your inquiry and draw key themes from course readings and discussions. Your topic must deal with an issue related that can be approached from a sociological perspective. In this section you should identify specific concepts from course texts that will guide your project�make direct connections to key themes we have discussed. � An overview of the methods you will use. Will you use data from existing research? How will you use scholarly sources in your project? Will you conduct interviews or use surveys to collect original data that you will then analyze? Clearly note and explain how you will approach the research. Briefly note and explain each method you will use. � An overview of the final product format. Although the default is a traditional research paper, you may choose to present your final findings and report on a blog or you might want to create a photographic essay or video. * “Contemporary suicidal bomber.” argue how been a suicidal bomber is deviant and how the norm of modern life says this is deviant. Argument Support: 1. Is not sanction by war, 2. Is violence, 3. Is consider violence that these bombers are killing innocent people, 4. We are in a modern society, where we have a social contract that guarantee that we are not going to blow each other out. The argument is , that contemporary suicidal bomber is a for of deviants. Is rare and is not normal. Textbook: seeing ourselves. Classic, contemporary, and cross-cultural reading in sociology. Eighth edition.
Deviance is a wide raging term used by sociologist to refer to behavior that varies, in some way, form a social norm. thus, deviance refers to rule breaking behavior. crime is deviant, but not all deviance is crime.
writers that speak about deviant behavior and social norms: Durkheim, Rosenhan, Anderson and Farley.

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Managed Care Program-PowerPoint Presentation

Prepare a PowerPoint presentation that reviews a managed care program centered on disease management. Prepare 15-20 slides (excluding title and reference slides) documenting the major points of this program. Include detailed speaker notes with your presentation beneath each slide.
The project must include these components:

Title Slide with the following:
Title of the managed care program
Student’s name
Course title/number
Instructor’s name
Date submitted
Introduction/Thesis Statement introducing your managed care program based on disease management.
The role of preventing disease
Patient incentives
Physician incentives
Case management
Facilities
Quality of care
Prescription benefits
The future of data use and informatics
Conclusion which includes a restatement of the opening thesis statement and summary of the managed care program discussed.
Reference Slide (include a minimum of four scholarly and/ or peer reviewed sources cited according to APA guidelines.
Your PowerPoint presentation slides should:
Be sequenced and organized clearly.
Have a clear, logical progression of ideas.
Utilize bullet points or short sentences, if necessary, not dense paragraphs.
Have relevant visuals, such as graphs, tables, data summaries, sound and/or animation which enhance the understanding of concepts, ideas, and relationships.
Have a consistent theme, format, and font which augment the readability.
In addition to the presentation, please submit a Word document containing the same information as the title slide.

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