For this assignment, write an essay that addresses each of the following points:

1. Choose five U.S. government policies that affect trade with foreign nations. Identify three factors of production, and describe how their mobility is good or bad for U.S. trade
2. Distinguish between absolute advantage and comparative advantage trade theories and give examples
3. Choose either the TPP or the T-TIP free trade agreement and describe which other countries have signed on and why the U.S. Senate should ratify or not ratify the agreement. Also, explain how regional trading groups influence organizations.

Your essay submission should be a minimum of three pages in length in APA style; however, a title page, a running head, and an abstract are not required. You are required to use at least two scholarly sources for this essay. Your responses to the three prompts must be in paragraph form. Be sure to cite and reference all quoted or paraphrased material appropriately in APA style.

A lack of information sharing is likely to be a stumbling block to implementing an effective homeland security strategy. There are currently two significant obstacles when it comes to intelligence, information sharing and fighting crime and terrorism. The fragmented nature of data collection and incident reporting among local, state and federal law enforcement agencies hinders their ability to connect information that may point to terrorist plots or other ongoing criminal activity (National Governors Association , 2007). Secondly, the private sector which owns a significant amount of data as well as majority of the country’s critical infrastructure is often not connected to the homeland security intelligence and information-sharing networks. This information-sharing problem can be resolved by:

• creating intelligence fusion centers that bring together law enforcement, intelligence, emergency management, public health, and other agencies, and the variety of information they collect into one central location
• joining national efforts that encourage intelligence and information sharing and include regional, multistate, and federal systems
• Utilizing national standards for information sharing that foster the ability of systems to exchange data.

Intelligence Fusion Centers 

Fusion center were created after the 9/11 terrorist attacks and they were intended to improve homeland security by solving the information-sharing gaps among the different components of the intelligence community. Though fusion centers vary from state to state, most contain similar elements, including members of state law enforcement, public health, social services, public safety, and public works organizations. Increasingly, federal agencies such as the Department of Homeland Security (DHS), Federal Bureau of Investigation, Drug Enforcement Administration, and Bureau of Alcohol Tobacco and Firearms station representatives at state-level fusion centers. State and federal representatives input into a fusion center’s database a broad spectrum of information, including the location and capabilities of area hospitals, details from calls to the state’s 911 emergency hotline, and names from federal terrorism watch lists. This data pool is then drawn on to form a clearer picture of threats facing each state. In addition, it helps inform police investigations, contingency planning, and emergency response. Experts say putting this information at the fingertips of local law enforcement transforms police officers from first responders into “first preventers.” The idea is that the next time a would-be terrorist on a government watch list is pulled over for speeding, the officer at the scene will have the information he needs. Placing federal representatives alongside local officials also helps to ensure more timely delivery of information. In the past, state and local authorities often received warnings only in times of immediate danger.

Challenges to Intelligence and Information Sharing

Even though some information-sharing initiatives implemented have gained some success, there are still a number of challenges that need to be addressed so that integration of information from intelligence, law enforcement, public safety, and other agencies across all levels of governments can be seamless. These challenges include: the existence of too many federal information-sharing networks, security clearance issues and privacy issues that cause fear of lawsuits.

Reference

National Governors Association . (2007). A Governor’s Guide to Homeland Security. National Governors Association .

150 words agree or disagree

So, when it comes to the difference between male and female terrorism there is a difference and, the woman’s role is to help and support their husbands, raise their children. Women have also gone as far as marrying someone as an alliance stand point to unit different tribe that have the same beliefs and values. These are like big picture out looks as to what role women hold in a terrorist organization. 

“On a smaller scale, women have taken on operational roles in the planning and executions of attacks, including a suicide bombers. As the principal focus in understanding (global) jihadism is often on perpetrators and leaders – positions in which women are underrepresented in Jihadist movements – women’s facilitative and supportive contributions are often poorly understood and assessed.de Leede, S. (Sep 2018).”

There has been reports that have showed that between 145-300 women from all over Europe who have left their countries to go join up with the self-style Islamic State, (IS) the roles that these women play in the (IS) is wives and mothers there are some cases where these women have played roles as educators or administrative people all the way up to medical support.  So, women do play a different role but they can also play somewhat of the same role like with suicide bombers. Mostly the women play the role of mother and wife to the men and children teaching them the ways of that life style. 

Speaking freely, I don’t think that the US counterterrorism unit should differ between gender to me it doesn’t matter what race, color, sex, religion you are if you’re out there trying to hurt people because you don’t like them or they don’t agree with your religion beliefs and you think they need to die for that because they aren’t pure of heart or whatever you want to call it. That doesn’t give you the right to strap a bomb vest on yourself and go blow up a whole crowed of people and whether you male or female if you are caught in these types of acts I think you should get the same type of punishment across the board. To me it should be a set standard of punishment if your caught and you are guilty then yeah you pay the price. I mean did you give all those innocent people the same respect so why should we. I try to look at it as a big picture. 

Congrats everyone on this class we made it. 

Jordan

de Leede, S. (Sep 2018). Women in Jihad: A Historical Perspective. Retrieved from https://icct.nl/wp-content/uploads/2018/09/ICCT-deLeede-Women-in-Jihad-Sept2018.pdf

Assessment Plan

As early childhood educators, it is our job to ensure that students are learning and developing at an appropriate rate. As we have learned throughout this course, using developmentally appropriate assessment is one of the most efficient ways to be able to ensure that this happens. While it is our responsibility to understand the assessment process and the various strategies, tools, and procedures that are used with young children, the families of the children we work with may not always understand why we are doing what we are doing when it comes to assessment. As the director of an NAEYC-accredited preschool, you have decided to develop a comprehensive strengths-based and family-centered assessment plan where families are included each and every step of the way.

For this assignment you can choose to create your assessment plan in many formats. You could develop a handbook using Word, create a PowerPoint Presentation, or even create an assessment website using a tool such as Weebly. Regardless of which format you choose, your strengths-based and family-centered assessment plan must include the following sections:

Introduction:

• Describe your center or school’s philosophy of assessment. Your philosophy must be supported by scholarly or credible sources.

Goals, Benefits, and Uses of Assessment:

• Explain the purpose of assessment. Refer back to your first Week One discussion to assist with this.
• Discuss the assessment cycle. Refer back to your second Week One discussion to assist with this.
• Describe the principles of assessment that will guide the use of assessment in your center. Refer back to your second Week One discussion to assist with this.

Types of Assessments: For each of the types of assessment listed below, you will need to define the assessment, provide a rationale for using this type of assessment, share an example, and explain at least one way you use the information from this assessment to inform your instruction.

• Observations. (Refer back to your work from Week Three to assist with this.)
• Checklists, rating scales, rubrics. (Refer back to your Week Four discussion to assist with this.)
• Teacher-designed assessments. (Refer back to your Week Four assignment to assist with this.)
• Performance-based assessments. (Refer back to your Week Five discussion to assist with this.)
• Standardized assessments. (Refer back to your work in Week Two to assist with this.)
• Portfolios. (Refer back to your Week Five assignment to assist with this.)

Using Assessments to Inform Instruction:

• Analyze how the assessments you are using meet ethical standards
• Examine how you use these assessments to make decisions; include specific examples
• Discuss how you will use assessments to help ensure students are meeting their goals on their IEPs and/or IFSPs.

Assessment Partnerships with Families:

• Explain how your school will develop an assessment partnership with families. Include specific strategies for involving families and communities in their children’s learning and development. (Refer back to your Week Six discussion to assist with this.)
• Discuss, using specific examples, how you will use parent conferences to communicate about assessments. (Refer back to your Week Three assignment to assist with this.)
• Explain how diverse families and community characteristics will be taken into consideration when communicating about assessments.
• Share at least two professional organizations or assessment based resources you can provide families with to help them better understand the use of assessments.

Review the article Teen Gets Probation in Ninja Attack.

1. What circumstances do you think contributed to the decision of the chosen dispositional option? Was the decision fair?
2. What goal(s) would have been accomplished by incarcerating the youth?
3. If you were the judge, how would you have sentenced the youth?
4. What would have been a fair disposition for an adult facing the same situation? How would an adult have been treated compared to the juvenile?

In response to your peers, provide one additional disposition to consider if they had been the judge on the case. Justify your response with course readings.

To complete this assignment, review the Discussion Rubric document.

 Do you believe that all data should be encrypted? Many computing professionals think this is a good idea. But a small number of computing experts feel that no data should be encrypted—that all data and software should be openly available to anyone who wants it. Explain your answer (whether you believe all data should or should not be encrypted). 

Assignment 1: Hernandez Family Assessment

Assessment is as essential to family therapy as it is to individual therapy. Although families often present with one person identified as the “problem,” the assessment process will help you better understand family roles and determine whether the identified problem client is in fact the root of the family’s issues. As you examine the Hernandez Family: Sessions 1-6 videos in this week’s Learning Resources, consider how you might assess and treat the client family.

Learning Objectives

Students will:

Assess client families presenting for psychotherapy

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide on family assessment.

View the Hernandez Family: Sessions 1-6 videos, and consider how you might assess the family in the case study.

Note: For guidance on writing a comprehensive client assessment, refer to pages 137–142 of Wheeler (2014) in this week’s Learning Resources.

The Assignment

Address in a comprehensive client assessment of the Hernandez family the following:

Demographic information

Presenting problem

History or present illness

Past psychiatric history

Medical history

Substance use history

Developmental history

Family psychiatric history

Psychosocial history

History of abuse and/or trauma

Review of systems

Physical assessment

Mental status exam

Differential diagnosis

Case formulation

Treatment plan

Note: Any item you are unable to address from the video should be marked “needs to be added to” as you would in an actual comprehensive client assessment