The Effects of War and Peace on Foreign Aid

Use the Internet to research one (1) developing nation of your choice. Your research should include an examination of the effects that war and peace have on the distribution of foreign aid, as well as the material covered by the Webtext and lectures in Weeks 1 through 3.

Write a three to four (3-4) page research paper in which you:

  1. Assess the positive and negative effects that peace and war, respectively, have on the distribution of foreign aid in the developing country that you have selected. Support your response with concrete examples of each of the results that you have cited.
  2. Analyze the specific actions that the leadership of the selected country has taken, through the use of its foreign aid from donor nations and international lending institutions, to relieve the severe problems caused by warfare.
  3. Discuss whether or not the extension of foreign aid has successfully reduced poverty and the incidence of warfare in the selected country. Support your response with examples.
  4. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia, blogs, and other nonacademic websites do not qualify as academic resources. Approval of resources is at the instructor’s discretion. Resources must also be within the last seven (7) years.

When referencing the selected resources, please use the following format:

  • Webtext Format:
    • Name of the author. Name of title. Retrieved from website url.
      • Example:

Understanding development (4th ed.). (2016). Asheville, NC: Soomo Learning. Available from: http://www.webtexts.com.

  • Lecture Format:
    • Name of the Author. Name of the lecture [lecture type]. Retrieved from lecture url.
      • Example:

Strayer University. (2013). Understanding Development [PowerPoint slides]. Retrieved from /bbcswebdav/institution/SOC/300/1136/Week1/lecture/story.html.

  • Internet Resources:
    • Author’s Name. (Date of publication). Title of the resource. Retrieved from website url.
      • Example:

Wuestewald, Eric. (2014). Portraits of people living on a dollar a day. Retrieved from http://www.motherjones.com/mixed-media/2014/04/liv….

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Analyze how funding in the form of aid, investment, and loans moves from industrialized nations to the developing world to alleviate the problems caused by warfare.
  • Use technology and information resources to research issues in sociology of developing countries.
  • Write clearly and concisely about sociology of developing countries using proper writing mechanics.
 
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project

Treatment Plan

·Provide a diagnosis. Describe ethical and legal considerations relevant to the client’s diagnosis; describe what needs to be done to address these issues.

oDSM-5 Diagnosis.

oDifferential Diagnosis.

oEthical/Legal Considerations of Diagnosis.

·Describe strategies designed to promote optimal sexual functioning and explains why these strategies are most appropriate for dealing with the client’s identified issues regarding sexuality.

oShort-Term Goals based on theory choice from the Unit 6 assignment.

oLong-Terms Goals based on theory choice from the Unit 6 assignment.

·Briefly describe three evidence-based systemic counseling interventions designed to promote optimal sexual functioning.

oEvidence-based Treatment Interventions.

·Apply relevant human sexuality research findings to inform the treatment of client’s identified sexual issues.

oRelevant Research to Support Diagnosis and Treatment Plan.

·The written reports is concise, balanced, logically organized, and conforms to APA format and standards consistent with expectations for graduate-level writing.

oCite and reference the resources that support your treatment interventions using current APA guidelines. Utilize a minimum of six current articles from peer-reviewed journals in the counseling or related professions, from the Capella University Library. You may utilize your textbook, but it does not count as one of your six scholarly resources. You are also encouraged to utilize more than six resources, if they aid in developing a comprehensive treatment plan.

 
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discussion questions the answer for each task should be paragraph or less

Read Chapter 7 in our text (SWC, 2013) on the “policy triad” and the National Security Council. Review National Security Presidential Memorandum 4 (NSPM-4), issued April 4, 2017, available at:

https://www.whitehouse.gov/presidential-actions/national-security-presidential-memorandum-4/

to remind yourself of how President Trump’s NSC is organized. You might also

find
the following report by the Congressional Research Service useful for further background and a discussion of the current NSC organization, especially pp. 7-13: https://www.everycrsreport.com/files/20170428_R44828_835030f0006306b02d406f7c4c825c2f93a2ff69.pdf. You have already identified several of the key players in the current Administration. You will need to use that

information
, along with other material, to respond to the following DB tasks:

TASK #1: Our textbook (SWC, 2013) uses the term “policy triad.” According to our textbook (SWC, 2013), which positions constitute the “policy triad”? Who are the officials (by name) currently occupying those positions?

TASK #2: What is the significance of the policy triad, according to our textbook (SWC, 2013)?

TASK #3: Find one recent (within the last 6 months) press article or other publication that talks about a meeting of the National Security Council or an action taken the current National Security Advisor. Write a short (not more than 10 sentences) summary of the article and include a comment on how the article relates to a point made in our textbook (SWC, 2013). Make sure you cite your source properly.

 
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edit email please make gramattically correct

Good evening ,

I wanted to thank you for taking the time to meet with me to address my concerns. I wanted to briefly recap what our worries as parents were and how they will be addressed.

The disbursement of my daughter to other reading teachers due to the unexpected absence of her math and science teacher. will hopefully stop by Monday should the teacher return. If not, the science coach and math coach will give the classes to the kids as long as it doesn’t “interfere” with their responsibilities. Because previous arrangements had not been made because you were unaware that the children were sitting in other reading classes and given busy work for the past six days. Again, my concern is not the teacher being absent my concern is the lack of planning and my child not being taught to later being bombarded with information and lessons because the teacher needs to get caught up. My concern is that other instructors cannot be derailed from their responsibilities, but this whole class with my child included can sit quietly to ensure that other children’s learning is not disrupted. During our meeting, you repeatedly asked me what do I think should be done? I continuously expressed my concern assignments not being given to be entered in the grade book and how imperative it was for my child to receive her classes and grades to be entered since we are in the middle of applying to middle schools. My husband and I walked out of today’s meeting feeling helpless and frustrated. I think that the way that Riverside handles the concerns of parents is very inadequate. Starting from your secretary not returning phone calls, to the registrar addressing me as “the lady here for a meeting” versus the parent or even as someone. The feeling that is felt from office staff as it relates to parents is that of indifference and complete disregard. Ultimately as educators, the children and their education should be the priority. However, this was never expressed to me during our meeting. And to be honest as a parent this is frustrating because disbursements could only happen at Riverside because the majority of the parents see school as a daycare and don’t understand the privilege that has been afforded to them. Despite my frustration, I will fight relentlessly for my daughter to receive what she is righteously entitled to and that is going to a classroom being taught, despite the racial and social economic disparity that is already caused by the zoning. And hopefully, my daughter will not have to deal with any repercussions as a result of our meeting and my concerns.

 
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i need help in writing 1 paper

the same thing choose to questions

here is the essay

A Partial Remembrance of a Puerto Rican Childhood

At three or four o’clock in the afternoon, the hour of café con leche,1 the women of my family gathered in Mamá’s living room to speak of important things and retell familiar stories meant to be overheard by us young girls, their daughters. In Mamá’s house (everyone called my grandmother Mamá) was a large parlor built by my grand-father to his wife’s exact specifications so that it was always cool, facing away from the sun. The doorway was on the side of the house so no one could walk directly into her living room. First they had to take a little stroll through and around her beautiful garden where prize-winning orchids grew in the trunk of an ancient tree she had hol-lowed out for that purpose. This room was furnished with several mahogany rocking chairs, acquired at the births of her children, and one intricately carved rocker that had passed down to Mamá at the death of her own mother. It was on these rockers that my mother, her sisters, and my grandmother sat

on these afternoons of my childhood to tell their stories, teaching each other, and my cousin and me, what it was like to be a woman, more specifically, a Puerto Rican woman. They talked about life on the island, and life in Los Nueva Yores, their way of referring to the United States from New York City to California: the other place, not home, all the same. They told real-life stories though, as I later learned, always embellishing them with a little or a lot of dramatic detail. And they told cuentos, the morality and cautionary tales told by the women in our family for generations: stories that became a part of my subconscious as I grew up in two worlds, the tropical is-land and the cold city, and that would later surface in my dreams and in my poetry. One of these tales was about the woman who was left at the altar. Mamá liked

to tell that one with histrionic intensity. I remember the rise and fall of her voice, the sighs, and her constantly gesturing hands, like two birds swooping through her words. This particular story usually would come up in a conversation as a result of someone mentioning a forthcoming engagement or wedding. The first time I remem-ber hearing it, I was sitting on the floor at Mamá’s feet, pretending to read a comic book. I may have been eleven or twelve years old, at that difficult age when a girl was no longer a child who could be ordered to leave the room if the women wanted free-dom to take their talk into forbidden zones, nor really old enough to be considered a part of their conclave. I could only sit quietly, pretending to be in another world, while absorbing it all in a sort of unspoken agreement of my status as silent audi-tor. On this day, Mamá had taken my long, tangled mane of hair into her ever-busy hands. Without looking down at me and with no interruption of her flow of words, she began braiding my hair, working at it with the quickness and determination that char-acterized all her actions. My mother was watching us impassively from her rocker across the room. On her lips played a little ironic smile. I would never sit still for her ministrations, but even then, I instinctively knew that she did not possess Mamá’s matriarchal power to command and keep everyone’s attention. This was never more evident than in the spell she cast when telling a story. “It is not like it used to be when I was a girl,” Mamá announced. “Then, a man could leave a girl standing at the church altar with a bouquet of fresh flowers in her hands and disappear off the face of the earth. No way to track him down if he was from another town. He could be a married man, with maybe even two or three fami-lies all over the island. There was no way to know. And there were men who did this. Hombres2 with the devil in their flesh who would come to a pueblo,3 like this one, take a job at one of the haciendas,4 never meaning to stay, only to have a good time and to seduce the women.”

The whole time she was speaking, Mamá would be weaving my hair into a flat

plait that required pulling apart the two sections of hair with little jerks that made my eyes water; but knowing how grandmother detested whining and boba (sissy) tears, as she called them, I just sat up as straight and stiff as I did at La Escuela San Jose, where the nuns enforced good posture with a flexible plastic ruler they bounced off of slumped shoulders and heads. As Mamá’s story progressed, I noticed how my young Aunt Laura lowered her eyes, refusing to meet Mamá’s meaningful gaze. Laura was seventeen, in her last year of high school, and already engaged to a boy from another town who had staked his claim with a tiny diamond ring, then left for Los Nueva Yores to make his fortune. They were planning to get married in a year. Mamá had expressed serious doubts that the wedding would ever take place. In Mamá’s eyes, a man set free without a legal contract was a man lost. She believed that marriage was not something men desired, but simply the price they had to pay for the privilege of children and, of course, for what no decent (synonymous with “smart”) woman would give away for free. “María La Loca was only seventeen when it happened to her.” I listened closely at the mention of this name. María was a town character, a fat middle-aged woman who lived with her old mother on the outskirts of town. She was to be seen around the pueblo delivering the meat pies the two women made for a living. The most peculiar thing about María, in my eyes, was that she walked and moved like a little girl though she had the thick body and wrinkled face of an old woman. She would swing her hips in an exaggerated, clownish way, and sometimes even hop and skip up to someone’s house. She spoke to no one. Even if you asked her a question, she would just look at you and smile, showing her yellow teeth. But I had heard that if you got close enough, you could hear her humming a tune without words. The kids yelled out nasty things at her, calling her La Loca,5 and the men who hung out at the bodega6 playing dominoes sometimes whistled mockingly as she passed by with her funny, outlandish walk. But María seemed impervious to it all, carrying her basket of pasteles7 like a grotesque Little Red Riding Hood through the forest.

María La Loca interested me, as did all the eccentrics and crazies of our pueblo.

Their weirdness was a measuring stick I used in my serious quest for a definition of normal. As a Navy brat shuttling between New Jersey and the pueblo, I was con-stantly made to feel like an oddball by my peers, who made fun of my two-way accent: a Spanish accent when I spoke English, and when I spoke Spanish I was told that I sounded like a Gringa.8 Being the outsider had already turned my brother and me into cultural chameleons. We developed early on the ability to blend into a crowd, to sit and read quietly in a fifth story apartment building for days and days when it was too bitterly cold to play outside, or, set free, to run wild in Mamá’s realm, where she took charge of our lives, releasing Mother for a while from the intense fear for our safety that our father’s absences instilled in her. In order to keep us from harm when Father was away, Mother kept us under strict surveillance. She even walked us to and from Public School No. 11, which we attended during the months we lived in Paterson, New Jersey, our home base in the States. Mamá freed all three of us like pigeons from a cage. I saw her as my liberator and my model. Her stories were parables from which to glean the Truth. “María La Loca was once a beautiful girl. Everyone thought she would marry

the Méndez boy.” As everyone knew, Rogelio Méndez was the richest man in town. “But,” Mamá continued, knitting my hair with the same intensity she was putting into her story, “this macho made a fool out of her and ruined her life.” She paused for the effect of her use of the word “macho,” which at that time had not yet become a popular epithet for an unliberated man. This word had for us the crude and comical connotation of “male of the species,” stud; a macho was what you put in a pen to increase your stock. I peeked over my comic book at my mother. She too was under Mamá’s spell, smiling conspiratorially at this little swipe at men. She was safe from Mamá’s contempt in this area. Married at an early age, an unspotted lamb, she had been accepted by a good family of strict Spaniards whose name was old and respected, though their fortune had been lost long before my birth. In a rocker Papá had painted sky blue sat Mamá’s oldest child, Aunt Nena. Mother of three children, stepmother of two more, she was a quiet woman who liked books but had married an ignorant and abusive widower whose main interest in life was accumulating wealth. He too was in the mainland working on his dream of returning home rich and triumphant to buy the finca9 of his dreams. She was waiting for him to send for her. She would leave her children with Mamá for several years while the two of them slaved away in factories. He would one day be a rich man, and she a sadder woman. Even now her life-light was dimming. She spoke little, an aberration in Mamá’s house, and she read avidly, as if storing up spiritual food for the long winters that awaited her in Los Nueva Yores without her family. But even Aunt Nena came alive to Mamá’s words, rocking gently, her hands over a thick book in her lap. Her daughter, my cousin Sara, played jacks by herself on the tile porch out-side the room where we sat. She was a year older than I. We shared a bed

and all our family’s secrets. Collaborators in search of answers, Sara and I dis-cussed everything we heard the women say, trying to fit

it all together like a

puzzle that, once assembled, would reveal life’s mysteries to us. Though she and I still enjoyed taking part in boys’ games—chase, volleyball, and even vaqueros, the island version of cowboys and Indians involving cap-gun battles and violent shoot-outs under the mango tree in Mamá’s backyard—we loved best the quiet hours in the afternoon when the men were still at work, and the boys had gone to play serious baseball at the park. Then Mamá’s house belonged only to us women. The aroma of coffee perking in the kitchen, the mesmerizing creaks and groans of the rockers, and the women telling their lives in cuentos are forever woven into the fabric of my imagination, braided like my hair that day I felt my grandmother’s hands teaching me about strength, her voice convincing me of the power of storytelling. That day Mamá told how the beautiful María had fallen prey to a man whose name was never the same in subsequent versions of the story; it was Juan one time, José, Rafael, Diego, another. We understood that neither the name nor any of the facts were important, only that a woman had allowed love to defeat her. Mamá put each of us in María’s place by describing her wedding dress in loving detail: how she looked like a princess in her lace as she waited at the altar. Then, as Mamá ap-proached the tragic denouement of her story, I was distracted by the sound of my Aunt Laura’s violent rocking. She seemed on the verge of tears. She knew the fable was intended for her. That week she was going to have her wedding gown fitted, though no firm date had been set for the marriage. Mamá ignored Laura’s obvious discomfort, digging out a ribbon from the sewing basket she kept by her rocker while describing María’s long illness, “a fever that would not break for days.” She spoke of a mother’s despair: “that woman climbed the church steps on her knees every morning, wore only black as a promesa to the Holy Virgin in exchange for her daughter’s health.” By the time María returned from her honeymoon with death, she was ravished, no longer young or sane. “As you can see, she is almost as old as her mother already,” Mamá lamented while tying the ribbon to the ends of my hair, pull-ing it back with such force that I just knew I would never be able to close my eyes completely again. “That María’s getting crazier every day.” Mamá’s voice would take a lighter

tone now, expressing satisfaction, either for the perfection of my braid, or for a story well told—it was hard to tell. “You know that tune María is always humming?” Carried away by her enthusiasm, I tried to nod, but Mamá still had me pinned be-tween her knees. “Well, that’s the wedding march.” Surprising us all, Mamá sang out, “Da, da,

dara . . . da, da, dara.” Then lifting me off the floor by my skinny shoulders, she would lead me around the room in an impromptu waltz—another session ending with the laughter of women, all of us caught up in the infectious joke of our lives.

 
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Ambassador Briefing

The American ambassador to Saudi Arabia : Christopher P.Henzel

Use as many sources as you need. Including social media

Track that ambassador! you will track this individual’s location and dealings to create a briefing. This briefing on your ambassador should include :

his/her biography,

his/her movement and dealings from August 2018 until the time of submission

and how such activities align with his/her country’s broader foreign policy and diplomatic methods.

Papers should be no more than 4 pages, double spaced, in 12-point Times New Roman or Calibri font.

 
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Letter from a Birmingham Jail

In April 1963 Martin Luther King Jr., while sitting in an Alabama prison, wrote a general address to the Civil Rights community, “Letter from a Birmingham Jail.” This letter both articulated his strategy and answered the challenges of his critics within the movement. I want you to read this document https://www.africa.upenn.edu/Articles_Gen/Letter_B… and then respond to the following questions.

1. In “Letter from Birmingham Jail,” how does King explain the purpose and effectiveness of nonviolent direct action?

2. How does King respond to the charge that the movement is too “extreme?”

3. Why do you think King’s approach, at least in terms of political rights, proved so effective?

I want you to address these questions in a 1-2 page, double-spaced written response.

 
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Paradigm paper

Paradigm Paper

No due date

Overview: In thinking about this idea or paradigm being comprised of ethnicity, class, gender, age and belief we need to flesh out what each of those are for the purpose of this class and from and anthropological view.

Ethnicity is not race. The textbook addresses this, but the most important thing to remember is that ethnicity is about the cultural connection to a group that you identify with, that identifies with you and that others see you as. These are not always aligned; when people are from multicultural or inter-racial backgrounds that might be easy to see. As an example, I have a friend from Hawaii. When she was living in Greeley, people assumed she was Hispanic. This is a mismatch of her ethnic identity. As another example, I was born and raised in Bolivia South America. My father’s heritage was Portuguese, and my mother was mostly Irish. I look like my mother, so people don’t see me and identify me with a Latin culture- though that culture is the most influential in my thinking, cultural values, etc. Everyone has an ethnic heritage that may or not be highly influential in their sense of self- but we all have one. Think about how you view the world around the idea of ethnicity and how the world views you.

Class is not just about money, it is about access to resources (Ruby Payne has a great book called A Framework for Understanding Poverty that addresses this if you are interested- very useful and easy to read book!). When thinking about access to resources, think about access to societal values (those with more money are more likely to value career- even over family; whereas those with less money tend to value family more than career). Think about access to education, healthcare, strong sense of community, etc. How does that impact the way you look at the world?

Gender is not sex- it is not about your sex parts or chromosomes, but rather is about the rules, beliefs and meaning cultures construct around what sex a person is. These rules and beliefs impact what we wear, what jobs we think are most suited to each sex, etc. Gender also weaves in ideas about orientation. Again, think about what you believe it means to be a man/woman/inter-sexed individual.

Age often influences what things we think about and are important to us. This often influences how we see the world and how we view people of different ages. Our culture offers great privilege to youth, for example and tends to infantilize the elderly.

Finally, belief- this is not just your spiritual beliefs, but your values and ideas about what it means to be you (such as personality theories, talents, etc.)

Assignment Description: Your job is to write a 5 page paper (I go by word count, so you need 1200-1500 words and I don’t worry about font, size, double or single space, etc) about who you are that reflects on the above mentioned 5 components of paradigm. I encourage you to write this as a first person, reflective- somewhat casual paper. It is essential that we know who we are before we try to understand other cultures.

 
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need answer to these questions – psychology

5. We are about half way though the semester. In what ways would you like to challenge yourself to grow in the lab group portion of the class? What obstacles do you anticipate encountering along these lines?

6.) What aspects of the reading material from class can you identify in either group? Please consider things such as the meaning of silence (Ganns and Counselman), stages of group development (M & S, Schiller), therapeutic factors (Yalom), and interventions that I have made (Yalom, M & S).

7.) What has been the primary focus of your time spent in the observer role? What implications does this have for your work as an emerging group counselor?

8.) So far, which aspects of working in groups seems most appealing and helpful to you, and why so? What aspects seem least so? Please explain.

 
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I/O Psychology

Assignment 1: Strategic Human Resources Management

In organizations, the role of human resources management (HRM) is increasingly becoming more strategic rather than administrative. Therefore, it is important to understand how to adapt or change longstanding human resources management (HRM) responsibilities to those that support the business strategy and enhance the core capabilities of the organization (which, in turn, should positively impact the organization’s profitability).

The following are three of the most common responsibilities of human resources management (HRM) and brief descriptions of how they have traditionally been conducted. Note that they are all generic in nature as they are not tailored to the organization’s business strategy.

  • Recruiting and Selection: Positions with simple job descriptions are advertised on large job boards, résumés are reviewed, candidates are interviewed by a manager, and the best candidate is offered the position.
  • Training and Development: The training and development department develops and delivers a set of core training programs (e.g., effective communication, conflict resolution, and leading without authority) similar to those of many other companies.
  • Performance Management: Human resources management (HRM) creates and administers a standard performance appraisal form annually, covering the following categories: communication, attendance, attitude, quality of work, and initiative.

For each of these, describe how and explain why it should be modified for the following organization and scenario to be strategically focused.

Horizon Enterprises is a company of fifteen hundred people, based in Minneapolis, Minnesota. It designs and manufactures small pieces of (countertop) cutting-edge medical laboratory equipment. Its core competency is innovation, which it also considers to be its competitive advantage.

Its business strategy is to work closely with hospitals and laboratories to develop products that will increase the speed and reduce the cost of medical tests. It competes against much larger technology companies, like General Electric, that focus on mammoth, multi-million-dollar devices (e.g., magnetic resonance imaging machines and positron emission tomography–computed tomography [PET/CT] scanners), although it has the capability to design smaller equipment.

One of Horizon Enterprises’ selling points is its ability to bring the products to market more quickly than its larger competitors, whose attention is on the higher-priced and higher-margin equipment and whose processes are more lumbering.

 
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