US Foreign Policy Regarding Spread Of Disease In Nigeria


The United States has a long history of policy efforts to fight drug trafficking and cartel violence in Mexico, most recently through the Merida Initiative in 2008. However, increasing drug-related violence in Mexico over the last decade suggests that existing foreign policies require reconsideration and increased attention under the new administration. By redirecting emphasis to promoting fair bilateral trade and institutional change instead of simply funding Mexican militarization, U.S. foreign policy can combat the underlying economic and social conditions of the narcotics crisis, attacking the problem at the root. Continuing to aid Mexico rather than estrange it will yield positive economic benefits for both nations, strengthen the United States’ geopolitical power, and reinforce the United States’ role as a global humanitarian leader.
 
American counternarcotic operations stretching back to Operation Intercept in 1969 have traditionally emphasized military action as a response to Mexican drug violence. However, due to inherent corruption within Mexican enforcement agencies and deteriorating socioeconomic conditions, the drug industry actually grew in spite of crackdowns on drug trade and kingpin arrests. The Merida Initiative, like its predecessors, focused the bulk of its aid on arming and training Mexican security forces without first resolving the fundamental issues that fuel the growth of the illegal drug business. Continuing to pursue such a strategy of fighting drug trafficking at the surface level without addressing its root causes is an illogical approach that has been proven by time and experience to yield few lasting results.
 
The traditional approach to counternarcotic policy has resulted in the costly, suboptimal allocation of financial aid and resources. In the years from 2007 to 2010, nearly 72% of U.S. assistance under the Merida Initiative went towards funding military and security expenses, particularly training and equipment for enforcement agencies (Carpenter). In contrast, only $15 million of the approximate $1.6 billion funding provided went towards initiatives supporting “anticorruption, transparency, and human rights” (Carpenter, 142). Instead of funneling resources into wasteful and ultimately unproductive firepower endeavors, U.S. policymakers can instead promote social and economic initiatives that address persistent problems like government corruption and poverty, factors that continually drive poor citizens into the narcotics business and reinforce their influence.
 
Though the current administration is considering the revocation and repurposing of Merida funds for border wall construction, continuing to provide Mexico with aid in fighting drug trafficking is actually in the United States’ economic and security interests (Gardiner and Semple). Mexico has consistently ranked among the top three trade partners of the United States and vice versa, including a trade increase of 506% between the years 1993 and 2012 with the signing of NAFTA (Figueroa Ortiz). Ceasing Merida aid would severely disrupt Mexico’s economy and destabilize current American corporate sector interests in the nation. Preserving a cooperative relationship and a favorable, stable economic atmosphere in Mexico ultimately benefits both parties by fostering increased investment and productivity.
 
Encouraging more equitable bilateral trade between Mexico and the United States can also help resolve the issue of poor labor conditions and unemployment in the nation that drives thousands of poor citizens into the drug industry, staunching the steady flow of cheap, desperate labor into cartels. By encouraging job creation and bolstering the profitability of the legal Mexican economy, policymakers can cut off one of the biggest factors of human capital growth to drug trafficking. If drug cartels lose a constant source of labor to replenish losses, ongoing military efforts to weaken their power can experience a more sustainable impact. Notably, enforcing trade agreements with Mexico in the past has had some negative repercussions. The enactment of NAFTA, despite its positive influence on overall U.S.-Mexico trade, unfortunately also increased the size of the drug industry because cheaper imports of subsidized U.S. corn resulted in the loss of 2.3 million jobs in the Mexican agricultural sector (Corchado).
 
If bilateral economic policies are enacted fairly, however, boosting trade with Mexico can help alleviate the chronic poverty that many Mexican citizens experience, improving their overall quality of life and positioning the United States as a leader in global humanitarian efforts. As close geographic neighbors and allies, the United States has a vested interest in improving conditions in Mexico to mitigate border crime and strengthen its partnership by fostering greater trust in U.S. policies. Furthermore, the United States has a responsibility to aid Mexico’s social condition due to its role in the proliferation of the drug trade. The growth of cartel power is closely tied to, if not dependent upon, American consumer demand for illegal narcotics and the accessibility of American arms traffickers and money launderers (Reich and Aspinwall).
https://www.precisionessays.com/in/project
Continuing Merida Initiative aid to Mexico also ensures that the United States can maintain its geopolitical power and hegemony in the region. A historical key tenet of U.S. military strategy in Latin America revolves around keeping the region as a “U.S. ‘backyard’ free of European, and later Chinese, influences” (Mercille, 1640). Because the United States partially relies on Mexico for priority access to “raw materials essential to U.S. security” such as oil, preserving a close cooperative relationship with the nation will keep rival foreign interests from intervening and assuming claim over these resources (Mercille). Keeping foreign powers out of the region also poses security benefits by distancing competitive superpowers from U.S. borders and strengthening the geographic alliance of North America.

Finally, preserving U.S.-Mexico relations and continuing U.S. policies against narcotics trafficking is in fact aligned with the current administration’s domestic policy goals of constraining immigration. Clinton administration drug policy advisor General Barry McCaffrey noted that increases in narco-terrorism cause ‘a surge of millions of refugees crossing the US border to escape the domestic misery of violence,’ a trend that coinciding historical spikes in border crossing and cartel violence seem to support (Mercille). Foreign and domestic policy goals should reinforce rather than contradict. Continued funding for the Merida Initiative, especially with focus on institutional change, has the potential to create a much greater impact on reducing illegal drug trafficking and meeting domestic goals than constructing a costly wall.

The United States has political, economic, and security interests in protecting its relationship with Mexico and improving the Latin American country’s socioeconomic situation. Alliance, not alienation, is critical for U.S.-Mexico foreign policy. Thank you for your consideration on this issue.

summary of the tectonic evolution of the region of the North American continent in which you live

Write a one page summary of the tectonic evolution of the region of the North American continent in which you live. Refer to your assigned reading.
 
1.)  In 6 or more steps, describe the formation and geological history of  where you live or just North America in general.  The steps must be listed with the oldest event on bottom and the most recent event on the top, thus in chronological order like the Geologic Time Scale.
For each step include: the numerical age/age range of the geological event’s occurrence, a brief description of the geological event in your own words, and the APA intext citation of your source.
Each step is worth 3.5 points total [1 point numerical age/age range, 2 points for geological event description in your own words, .5 point APA intext citation of source). (21 points total).
HINT: Use Chapters 2, 13, 14 and section 22.5 from the textbook to complete this assignment.
 
2.) What was the main method of expansion/growth of the North American Continent on the west coast? (2 points)
3.) What is a broad area of exposed crystalline rock, which has not changed for more than a billion years called? (2 points)
4.) What was the name of the super continent that preceded the formation of North America.  HINT:  This was the super continent that broke up and the pieces were used to form North America and other continents of today. (2 points)
5.)  What are the three types of plate tectonic boundaries? All three types of plate tectonic boundaries exist today and in the past, and all three have been used to shape all of the continents (including North America) and the changes we observe today. (2 points)
6.) Reference list, in APA format, of sources used for this assignment. And be sure that intext citations were included for all questions 1 through 5.  [1 point total]
 

  1. Must include sources used to complete the      assignment by utilizing APA format intext citations in every question      response and an APA formatted reference list at the end of the assignment.
    1. In the case that you want to quote something from a source, make sure to put quotations “” around the source material COPIED WORD FOR WORD from the source, then put an  intext citation after the quoted material in APA format and lastly, include the source in an APA formatted reference list.
    2. If you do not have all three components of APA quoting for COPIED WORD FOR WORD material from a       source, then the post can be considered a form of PLAGARISM will result in a automatic 0.
    3. Quotations cannot be longer       than one or two lines per response, and the quotations must be within the context of your own words, as these written assignments are supposed to  be you explaining what you have read and researched.

Assignment 2: Nonverbal Communication and Culture 

Assignment 2: Nonverbal Communication and Culture 

Using the Argosy University online library resources and the Internet, research the differences in culture and nonverbal communication. Every culture has a different understanding of what is appropriate nonverbal communication. In the United States, eye contact is a sign of attention or respect. In other cultures, eye contact is seen as rude and disrespectful. In this assignment, you will compare and contrast how a different culture you interact with in your daily life may interpret nonverbal communication differently than what is “culturally acceptable” in the United States. Make sure to take into account nonverbal gestures such as appearance, tone, space, eye contact, gestures, etc.
Based on your research and your personal experience, answer the following questions:

  • Explain why you picked the different culture that you are researching. How do you interact with that culture on a regular basis?
  • Compare and contrast the different cultures. Describe the similarities and differences in the way they both nonverbally communicate.
  • As the world becomes more global and cultures intersect, describe and analyze at least two ways you can use your findings in your daily life to help you be a more culturally competent communicator.

Write a 2- to 3-page paper in Word format (not counting title and reference pages). Apply APA standards for writing style to your work.

Scheduler With Signals-Lab06 Manual

Lab06 Manual In the last project, we built a OS process manager by using semaphore. The PM can only assign a certain number of PID to processes (workers) at one time. In this project, we are to simulate a time-sharing system by using signals and timers. The data structure and worker thread have been well implemented with semaphore. You will focus on implementing the scheduling algorithm (Round Robin). Since we can not change actual “time slices” in OS we use interval timers to model it. The scheduler is installed with an interval timer. The timer starts ticking when the scheduler picks a thread to use the CPU which in turn signals the thread when its time slice is finished thus allowing the scheduler to pick another thread and so on. When a thread has completely finished its work it leaves the scheduler to allow a waiting thread to enter. Please note that in this project, only the timer and scheduler send signals. The threads passively handle the signals without signaling back to the scheduler. The goal of this project is to help you understand (1) how signals and timers work, and (2) how to evaluate the performance of your program. (3) understand how the POSIX:TMR interval timer works. You will first implement the time-sharing system using timers and signals. Then, you will evaluate the overall performance of your program by keeping track of how long each thread is idle, running, etc. The program takes a number of arguments. Arg1 determines the number of jobs (threads in our implementation) created; arg2 specifies the queue size of the scheduler. Arg3 through argN gives the duration (the required time slices to complete a job) of each job. Hence if we create 2 jobs, we should supply arg3 and arg4 for the required duration. You can assume that the autograder will always supply the correct number of arguments and hence you do not have to detect invalid input. The program will use these four signals: SIGALRM: sent by the timer to the scheduler, to indicate another time quantum has passed. SIGUSR1: sent by the scheduler to a worker, to tell it to suspend. SIGUSR2: sent by the scheduler to a suspended worker, to tell it to resume. SIGTERM: sent by the scheduler to a worker, to tell it to cancel. All code that does this will be in scheduler.c. Part I: Modify the scheduler code ———————————————– The start code uses the scheduler thread to setup the timer and handle the scheduling for the system. The scheduler handles the SIGALRM events that come from the timer, and sends out signals to the worker threads.
The starting code has initialized the scheduler with a POSIX:TMR interval timer in init_sched_queue() function in scheduler.c. CLOCK_REALTIME is used in timer_create(). The timer will be stored in the global variable “timer”, which will be started in scheduler_run(). sigaction() is used in setup_sig_handlers() to install signal handlers for SIGALRM, SIGUSR1, and SIGTERM. SIGALRM triggers timer_handler(), SIGUSR1 triggers suspend_thread(), and SIGTERM triggers cancel_thread(). Notice no handler is installed for SIGUSR2; this signal will be handled differently, in worker.c which handles the signals from the scheduler. start_worker() in worker.c immediately suspends the thread, waiting for a resume signal from the scheduler ((1) block SIGUSR2 and SIGALRM, and (2) unblock SIGUSR1 and SIGTERM). sigwait() is used in suspend_thread() to force the thread to suspend itself based on the SIGUSR1 signal and wait for a resume signal (SIGUSR2). Step 1. (5 pt) In the scheduler_run() function, start the timer. Use timer_settime(). The time quantum (1 second) is given in scheduler.h. The timer should go off repeatedly at regular intervals defined by the timer quantum. In Round-Robin, whenever the timer goes off, the scheduler suspends the currently running thread, and tells the next thread to resume its operations using signals. These steps are listed in timer_handler(), which is called every time the timer goes off. In this implementation, the timer handler makes use of suspend_worker() and resume_worker() to accomplush these steps. Step 2. (5 pt) Complete the suspend_worker() function. First, update the info->quanta value. This is the number of quanta that remain for this thread to execute. It is initialized to the value passed on the command line, and decreases as the thread executes. If there is any more work for this worker to do, send it a signal to suspend, and update the scheduler queue. Otherwise, cancel the thread. Step 3. (5 pt) Complete the cancel_worker() function by sending the appropriate signal to the thread, telling it to kill itself. Step 4. (5 pt) Complete the resume_worker() function by sending the appropriate signal to the thread, telling it to resume execution.
Part II: Modify the evaluation code ————————————————– This program keeps track of run time, and wait time. Each thread saves these two values regarding its own execution in its thread_info_t. Tracking these values requires also knowing the last time the thread suspended or resumed. Therefore, these two values are also kept in thread_info_t. See scheduler.h. You will implement the functions that calculate run time and wait time. When the program is done, it will collect all these values, and print out the total and average wait time and run time. For your convenience, you are given a function time_difference() to compute the difference between two times in microseconds. Step 5. (5 pt) Modify create_workers() to initialize the various time variables. Step 6. (5 pt) Implement update_run_time(). This is called by suspend_worker(). Step 7. (5 pt) Implement update_wait_time(). This is called by resume_worker(). Step 8. (15 pt) Test your code with 4 worker threads with queue size 2. You can set quanta yourself. Your result should show the statistics at the last lines. Output: Here is an example of program output, once the program is complete:
Tips: 1. Make file is provided. 2. You will use these functions (not limited to): pthread_kill timer_settime clock_gettime Submission Instruction:
You can run your code as scheduler.c but change the name of the file to yourCSUNID.c. The PDF file comprising screenshot of your output and tracking report needs to be named following this format, YourCSUNID_YourLastName.pdf Both files need to be submitted here in Canvas. Submission failed to meet the submission requirement will not be graded. Grade may be forfeited.

Compare and contrast any two Christian ethical or moral and apply them to a current ethical problem

Compare and contrast any two Christian ethical or moral and apply them to a current ethical problem. You will come up with the ethical problem or issue you’d like to use for your comparing and contrasting, and then you will demonstrate your understanding of the two Christians ethical stances by correctly applying them to your chosen problem.  No Plagiarism please. note: US Vocab

Proposal and Annotated Bibliography

Proposal, Annotated Bibliography, Final Research Paper
Future Dates to Remember
November 7: Brainstorming discussion of possible research topics and format of proposal
November 14: Humanities Librarian, Holly Jackson, will provide a classroom visit and help you identify sources to be consulted and to be basis of annotated bibliography. Find your sources today!
November 28: Workshop Proposals and annotated bibliography
December 5: Option submission for Proposals and Annotated Bibliography
December 12: Due Proposal, Annotated Bibliography, Final Research Paper
Proposal

The proposal describes the research essay you plan to write. The document often resembles forecasting introductions and is meant to help shape your argument, organize the paper, and facilitate the completion of your research and writing. Your proposal must include these four components:

· your research question

· your answer to that question (your thesis)

· a close reading of a passage you will be using in your paper to support your thesis

· a course of action to pursue your thesis

Here are questions/prompts to consider while writing your proposal. Read these carefully!

Describe your research question.

· Formulate a research question that encompasses your objective(s) for the paper.

· Ask yourself: what problem(s), issue(s) or question(s) are to be investigated?

Justify your thesis statement.


· So what? Why is your research question worth pursuing?

Execute your argument’s relevance to reading a specific part of the play or a specific text related to the play.


· Identify a passage that embodies the concepts that drive your research interest.

· Provide a close reading of the passage. Remember that your close reading should not be a plot summary or a modern English paraphrase of the text. Assume your audience is familiar with the literature and its overall plot and characters. Instead, pay close attention to literary details such as symbolism, metaphor, alliteration, and elements such as tone and voice.

· Note: Even the most theoretically invested argument, if it is to work with a literary text, engages with the author’s employment of language. I am interested in how you function as a reader and observer of the language of the text prior to including secondary sources.

Plan


· Are you working from a specific theoretical position? What is it?

· Are you using theorists who are specifically seminal figures in that school of thought? Who are they?

· What key concepts are central to your argument? How do you plan to define them?

· Begin your research by keeping in mind the key terms, concepts or theories useful to your project.

· Which journals or books came up in your search? Which research search indexes have you visited?

Annotated Bibliography

Identify in MLA works cited format 3-5 articles or books you will consult while writing your paper. In 5 sentences, isolate the stated goal of the source and identify a few of its key findings. Connect the brief summary of your source to your topic.

Final Research Paper

Your final project takes the form of a 10-12 page (2,500-3,000 words not counting works cited) research essay that advances a new thesis that is well-supported by and in dialogue with approximately 10 recently-published secondary sources and at least one primary source relevant to the course.

Components of the Rubric

Argument

· Clearly determines research interest, theoretical approach and/or materials to be investigated.

· Answers the “So What” question innovatively and perceptively

· Clearly displays understanding of social, theoretical, and/or philosophical contexts used to analyze a specific aspect of revenge literature or theme

Evidence

· Effectively draws from primary source read in the class

· Responsibly engages with and uses secondary material to prove thesis

Textual engagement

· Displays skills of observation, description and analysis beyond paraphrasing summaries

· Closely develops the evidence from primary and secondary texts to further clarify and/or prove argument

Logic of organization

· Organization is employed to enhance argument and provide useful connections between ideas.

· There is a clear organizational plan, driven by the effective use of research and argumentation.

Professionalism

· Student clearly displays mastery of academic conventions in writing and in documenting research

· Applies MLA formatting for in-text citation and works cited page

IBM Assignment-Individual Writing Assignments (Principles of Marketing)

Individual Writing Assignments (Principles of Marketing)
You need to find an article that is connected to some area of marketing and relate it to the course material. The article that you are explaining must be a minimum of 1,000 words in length. Your paper should be no longer than 2 pages in length and double-spaced. Your single reference should be single spaced.
The 2 acceptable journals and specific dates are:
• Harvard Business Review, from 2009 to 2011
• Harvard Business Review, from 2016 to present
• MIT Sloan Management Review, from 2015 to present No other journals will be acceptable.
Also, if you use these journals but select articles that do not fall within these dates, your article will not be accepted and your grade will be a zero (0). Once you have selected your article, briefly summarize it. This should take between ½ to 1 page. For the remaining page, tell me why this information could be important to marketers. Be specific! Finally, in 1-2 sentences, tell me how this information relates to a specific part of the textbook or course material.
Do not use subheadings – i.e. “summary, etc.” Instead, it should flow naturally.
Format
• Use Word with a 12-point font of Times New Roman (no PDF documents)
• 1 inch margins on all sides, no headers or footers, left justified, name on document
• 2 page maximum, double spaced • Include the name of the article and your name as a heading on the first page

• Prepare references in accordance with the APA Publication Manual (6th edition) and place it on the final page.

Example: Oakley, J., & Bush, A. J. (2012). Customer Entertainment in relationship marketing: A literature review and directions for future research. Journal of Relationship Marketing, 11(1), 21-40.

Submission Process: Submit through Turnitin. In addition to content, grammar and spelling will be considered in your grade.Students violating this academic integrity policy will receive zero points for this assignment, an “F” grade in the class, and will be referred to the Office of Student Conduct & Integrity.

Forces For Change

Using the Internet, AUO library and other sources research a recent case study (less then 5 years old) about a company which experienced major organizational changes. Now consider that you are an organizational behavior consultant assigned to help the company navigate and manage the change. Write a report to your supervisor analyzing the reasons for the change and discussing the following points in your report:

  • What was the internal or external pressure that caused the change? Compare the driving force for the change to the specific types of pressures noted in your reading assignments.
  • What organizational changes resulted from the pressure for change?
  • Consider that there were probably forces within the company that resisted the change. What might have been their rationale against the change? Do you feel these are valid points? Why or why not?
  • Do you think that other organizations in the same industry would have reacted in the same way? Why or why not?

Your report should be no more than 4-5 pages and in current APA edition format. Submit this to the Submissions Area by the due date assigned.

M5A1: —The Case For, Or Against, New Orleans

MUST USE ALL ARTICLES AND MAKE SURE TO GO OFF FROM RUBRIC IN ORANGE BELOW FOR GRADING GUIDELINES. This article from this link will be needed to finish the paper: http://www.washingtonpost.com/national/in-louisiana-a-choice-between-two-floods/2011/05/11/AFrjFotG_story.html
 
Sometimes one’s choices may involve catastrophic decisions and bear great risk and yet there can be no clear answer. For example, if a person gets a divorce, shutters a plant, sells a losing investment, or closes their business, will he or she be better off? The following case incorporates nearly all of the material you have covered this far and presents an example of one such choice where nearly all of the alternatives have a significant downside risk.
Review the following information from the article “A Cost-Benefit Analysis of the New Orleans Flood Protection System” by Stéphane Hallegatte (2005):

  • Hallegatte, an environmentalist, assigns a probability (p) of a Katrina-like hurricane of 1/130 in his cost-benefit analysis for flood protection. However, the levees that protect New Orleans also put other regions at greater risk. You may assume the frequency of other floods is greater than Katrina-like events (Vastag & Rein, 2011).
  • The new levees that were built in response to Katrina cost approximately fourteen billion dollars (in 2010). This is in addition to the direct costs of Katrina (eighty-one billion dollars in 2005).
  • 50 percent of New Orleans is at or below sea level.
  • 100-year event means that there is a 63 percent chance that such an event will occur within a 100-year period.
  • The following are the interested (anchored and/or biased) constituencies:
    • Residents of New Orleans—both those that can move and those who cannot move
    • Residents of the surrounding floodplains at risk from New Orleans levees
    • The Mayor of New Orleans
    • The federal government—specifically taxpayers and the Federal Emergency Management Agency (FEMA)

Assume that the availability heuristics make people more risk averse (populations drop, at least in the short term). Consider how this would affect the local economy.
You are an analyst at FEMA and are in charge of developing a recommendation for both the state and the local governments on whether or not to redevelop New Orleans.
Write a report with your recommendation. Address the following in your report:
Part A

  • Analyze the economics of New Orleans in light of the above parameters and develop your own Cost-Benefit Analysis (CBA) for rebuilding.
  • Evaluate the value of the CBA for each constituency and integrate these estimates into a scenario model and/or decision tree. Analyze the results.
  • Clearly each of these constituencies may both overlap and be prey to a variety of group dynamics internally. For one of these options, discuss the decision pitfalls to which they may be susceptible and make a recommendation on how to alleviate these pressures.
  • Starting with your CBA, estimate the relevant expected utility for the interested constituencies.

Note: You need not have absolute amounts but your relevant utilities should be proportional to one another.
Hint: If you assume that your total CBA for New Orleans is fixed for each constituency (do not forget the overlaps), then each constituency will have a piece of the utility pie.
Part B

  • Make a case for or against rebuilding the city of New Orleans. This should be an executive summary; be concise and brief. Include exhibits.
  • Whether you are for or against, discuss how social heuristics could be used to your advantage, both ethically and unethically, in making your case. You may choose to fill the role of one of the constituents, if you prefer.

Write an 8–12-page report in Word format. Apply APA standards to citation of sources. Use proper spelling and grammar throughout, and keep the text legible and balanced with visuals. Use the following file naming convention: LastnameFirstInitial_M5_A1.doc.
By Wednesday, July 7, 2013, deliver your assignment to the M5: Assignment 1 Dropbox.

Hallegatte, S. (2006). A cost-benefit analysis of the New Orleans flood protection system. Center for Environmental Sciences and Policy. Stanford University. Retrieved from
http://hal.cirad.fr/docs/00/16/46/28/PDF/Hallegatte_NewOrleans_CBA9.pdf
Vastag, B., & Rein, L. (2011, May 11). In Louisiana, a choice between two floods. The Washington Post. Retrieved from
http://www.washingtonpost.com/national/in-louisiana-a-choice-between-two-
floods/2011/05/11/AFrjFotG_story.html
Assignment 1 Grading Criteria
Maximum Points
Analyze the economics of New Orleans in light of the given parameters and develop a Cost- Benefit Analysis (CBA) for rebuilding.
32
Evaluate the value of that CBA for each constituency and integrate these estimates into a scenario model and/or decision tree. Analyze the results.
68
Discuss the decision pitfalls to which constituencies may be susceptible and make a recommendation on how to alleviate those pressures.
32
Starting with the CBA, estimate the relevant expected utility for these parties.
32
Make a case for or against rebuilding the city of New Orleans. This should be an executive summary—be concise and brief. Include exhibits.
68
Discuss how social heuristics could be used to an advantage, both ethically and unethically, in making a case.
32
Estimate what percentage of the class was for, versus against, rebuilding and provide a confidence interval for the estimate.
8
Ensure academic writing, such as grammar, spelling, and attribution of sources, is appropriate.
28
Total:
300