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Compare and contrast the 1967 War (between Israel and Egypt, Jordan, and Syria) and the October, or Yom Kippur,
$7.00In 500 words, compare and contrast the 1967 War (between Israel and Egypt, Jordan, and Syria) and the October, or Yom Kippur, War in 1973 (between Israel and Egypt.) What were the causes of each and what were their outcomes and consequences?
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“The Body Arist” by Don DeLillo Scenario
$20.00The book is called “The Body Arist” byDon DeLillo ISBN-10: 0743203968
Paper Length- 4-5 pages
you will pick a scene or series of scenes in which the question of identity comes up and a character either reveals who they are or evolves in some way. Pick scenes in which the interpersonal aspect is important such as when characters act based on what they think others want or think. Look for ways in which authors describe characters and the factors that make them who they are. What shapes the main characters ? What conflicts arise ? How do their “encounters with the Other” define who they are ?
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DISCUSSION BOARD FORUM: Marking Systems
$5.00Discussion Board Forum 3
Topic: Marking Systems
These 6 scenarios comprise a list of 6 different teachers and the marking system each employs. Choose any 2 of the scenarios and list the advantages and disadvantages of each. Also, identify the approximate weight that is to be placed on each part of the system.
The 6 scenarios below are taken directly from the instructor’s manual of the Kubiszyn and Borich textbook (2013):
- Mr. Smith, a ninth grade teacher, has had a personal animosity towards grades ever since he unjustly received a “C” in one of his college courses. After this experience, he swore he would always be a fair grader and has therefore devised an extensive set of criteria for determining a student’s grade. These criteria and the percent of the student’s final grade they comprise are the following:
- Has work in on time (15%)
- Completes all homework assignments (15%)
- Participates in class (20%)
- Helps other students learn (5%)
- Volunteers for extra work (8%)
- Shows good study habits (10%)
- Has a good attitude toward school (2%)
- Conveys a proper attitude towards the subject matter (5%)
- Does well on tests (20%)
- Mr. Williams is a sixth grade teacher who is known as a strict grader. 100% of a student’s grades is based upon his or her weekly classroom tests, with only one exception: the student who improves the most in each subject during the grading period automatically receives an “A” for that subject.
- Ms. White believes the only humanitarian way to grade is to take into consideration the student’s aptitude for learning along with his or her actual performance. To do this, she has written each student’s IQ score next to his name in the grade book. This way, she can make warm and encouraging comments to those students with low IQ’s and critical and stimulating comments to those students with high IQ’s.
- Mr. Bell has always believed to be successful in life, you must learn to compete. To help each of his students in this regard, he ranks each of his pupils at the end of each six-week grading period according to their (a) test scores, (b) class participation, and (c) homework assignments. He then places these ranks on the bulletin board. To those students who have moved up one or more ranks in any area, he gives special prizes, such as colored pencils, erasers, pads of drawing paper, etc.
- Ms. Wallace believes that every grade should reflect precisely what a student does or does not know. Therefore, her testing strategy is to administer criterion-referenced tests exclusively, in which the grade given reflects the number and type of concepts mastered. She then uses these grades to provide either remedial or advanced work to those who need it.
- Mr. Wiggleroom cannot resist any opportunity to remind to remind anyone who will listen that he is an unrecognized visionary because “I have been using authentic (i.e. performance) assessment for the last 15 years, long before these ivory tower types discovered that this is the only fair way to test.” He assigns grades based on global perceptions of the notebooks, folders, and projects his students complete. To support his case, he reports that no student of his has ever repeated his class. (ch. 12)
References
Kubiszyn, T., & Borich, G., D. (2013). Educational testing & measurement: Classroom applications and practice (10th ed.). Hoboken, NJ: Wiley.
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How Does High Turnover of Supervisors Affect Employee Performance at Nara
$20.00How Does High Turnover of Supervisors Affect Employee Performance at Nara
Dissertation
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Amendments to United States Constitution
$10.00The 4th, 5th, 6th, 8th and 14th Amendments to the United States Constitution have the greatest impact upon the criminal justice system than any of the other admendments within the botht he federal and state judicial and law enforcement systems.
The 4th Amendment states, “The right of the people to be secure in their persons, houses, papers and effects, against unreasonable searches and seiqures, shall not be violatged, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.”
The 5th Amendment states, “No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militias, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, not be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public us, without just compensation.”
The 6th Amendment states, “In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been preciously ascertained by law, and to be informed of the nature and cause of the accusation to be confronted with the witnesses against him to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defence.”
The 8th Amendment states, “Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.”
The 14th Amendment states, “Section 1. All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
Section 2. Representatives shall be apportioned among the several States according to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice President of the United States, Representatives in Congress, the Executive and Judicial officers of a State, or the members of the Legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such State.
Section 3. No person shall be a Senator or Representative in Congress, or elector of President and Vice President, or hold any office, civil or military, under the United States, or under any State, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any State legislature, or as an executive or judicial officer of any State, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, remove such disability.
Section 4. The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any State shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.
Section 5. The Congress shall have power to enforce, by appropriate legislation, the provisions of this article.”
Assignment
Prepare a written analysis of the impact of the 4th, 5th, 6th, 8th, and the 14th Amendments to the U.S. Constitution in processing offenders through the criminal justice system by listing your opinions of how these amendments have a daily impact upon the criminal justice system’s due process processing of an offender from the initial stages of the investigation to the sentencing after the trial. Due process is basically the process of the criminal justice system which protects the defendant’s and the victim’s rights. Be sure to back up your opinions with facts and research. Explain the concept of due process as applied to the U.S. Constitution. Include the following:
- What due process rights are contained in the U.S. Constitution? Give examples.
- What is procedural due process, and why does it exist?
- Do you think any of these rights should be revoked at any time? Which ones?
- What made you choose those?
- To what extent does procedural due process hinder or strengthen the criminal justice system?
The 4th, 5th, 6th, 8th and 14th Amendments to the United States Constitution have the greatest impact upon the criminal justice system than any of the other admendments within the botht he federal and state judicial and law enforcement systems.
The 4th Amendment states, “The right of the people to be secure in their persons, houses, papers and effects, against unreasonable searches and seiqures, shall not be violatged, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.”
The 5th Amendment states, “No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militias, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, not be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public us, without just compensation.”
The 6th Amendment states, “In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been preciously ascertained by law, and to be informed of the nature and cause of the accusation to be confronted with the witnesses against him to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defence.”
The 8th Amendment states, “Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.”
The 14th Amendment states, “Section 1. All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
Section 2. Representatives shall be apportioned among the several States according to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice President of the United States, Representatives in Congress, the Executive and Judicial officers of a State, or the members of the Legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such State.
Section 3. No person shall be a Senator or Representative in Congress, or elector of President and Vice President, or hold any office, civil or military, under the United States, or under any State, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any State legislature, or as an executive or judicial officer of any State, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, remove such disability.
Section 4. The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any State shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.
Section 5. The Congress shall have power to enforce, by appropriate legislation, the provisions of this article.”
Assignment
Prepare a written analysis of the impact of the 4th, 5th, 6th, 8th, and the 14th Amendments to the U.S. Constitution in processing offenders through the criminal justice system by listing your opinions of how these amendments have a daily impact upon the criminal justice system’s due process processing of an offender from the initial stages of the investigation to the sentencing after the trial. Due process is basically the process of the criminal justice system which protects the defendant’s and the victim’s rights. Be sure to back up your opinions with facts and research. Explain the concept of due process as applied to the U.S. Constitution. Include the following:
- What due process rights are contained in the U.S. Constitution? Give examples.
- What is procedural due process, and why does it exist?
- Do you think any of these rights should be revoked at any time? Which ones?
- What made you choose those?
- To what extent does procedural due process hinder or strengthen the criminal justice system?
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Why is it so difficult for the two major political parties in Congress to articulate a coherent policy agenda
$15.00POL 210-06609
ESSAY QUESTION THREE
GROUND RULES: Your response to the question below should be 3-4 pages in length (double-spaced, using regular 12 point font and margins). This is an open-book take-home exam, so you should use the assigned readings and your notes to formulate your response to the question. Since this is an exam, however, you are on your honor not to discuss the content of your response with classmates. The exam is due in class on Wednesday, April 2nd. Any exam received after class will be marked down one grade (e.g., A to A-) for each additional calendar day the exam is late. In most cases, extension of the deadline will only be granted with an appropriately documented personal or family emergency. If you anticipate a problem with the deadline, please let me know immediately.
HELPFUL HINTS: Your exam should use the ideas and events presented in the readings and in class to develop a focused and structured response to the question. Simply recounting history during relevant periods will be insufficient. You need to use that history to make broader arguments about key ideas and concepts, as dictated by the question. If you quote particular readings, you do not need to give a formal footnote, but include relevant page numbers in parentheses after the quote. Please spell-check your response and include page numbers on your document.
Please answer BOTH parts A and B of the following question in your essay:
- Why is it so difficult for the two major political parties in Congress to articulate a coherent policy agenda?
- Is there anything that Congressional leaders can do to make their legislative body run more efficiently?
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Thelen’s theory- Dynamic human development Systems
$10.00- The analysis should include the background, main idea of the theory (be very specific), published empirical studies based on the theories, pro (influences) & cons (criticism), and implications.
- The presentation should have the following three parts:
Part I (Main Theory): 1-Background, 2-main idea of the theory, 3-pro (influences) & 4-cons (criticism) of the theory
Part II (Two Empirical Studies): Find two empirical (research based) studies that utilized the theory you choose. -1-Describe their conceptual & 2-theoretical framework,3- research methodology, and 4-interesting findings. 5-Compare and 6-contrast those findings.
Part III (Discussion): 1-add implications & 2-future direction, and 3-generate a discussion question
SA # 1 Grading Rubric
Student Name: ________________________
Grading Criteria Sources: Appropriate citations & references (APA referencing style). Provided published sources. /5 Oral Presentation and Structure: Well organized, clear, and well informed presentation. /5 Background of the Theory (Part I): Provided background, main ideas, the influences, and the criticism of the theory/ies. /15 Main Idea and Content Analysis (Part II): The content analysis on theories and the developmental factors was appropriate, well informed and discussed in-depth. Included research findings. /15 Implication (Part III): Implication and future direction of the theories were discussed in-depth. Posed well-thought discussion questions. /10 TOTAL /50 -
The Impact of Poor Prognosis On Individuals
$17.50Use atleast 6 article/textbooks no more than 10 years old
Topic:Discuss the physical, emotional, cognitive and behavioural responses an individual is likely to experience in response to a newly diagnosed condition with a poor prognosis.
For this assessment you are required to:
Writing Instruction
Write a formal academic essay – introduction, body, conclusion and reference list
150 words for introduction,
200 words physical responses,
200 words emotional responses,
200 words cognitive responses,
200 words behavioural responses
INCLUDE IN DISCUSSION RESPONSE TO A NEWLY DIAGNOSED CONDITION WITH A POOR PROGNOSIS
150 words conclusion
PLEASE NOTE YOU NEED TO EXPLORE ALL FOUR ASPECTS : PHYSICAL, EMOTIONAL, COGNITIVE AND BEHAVIOURAL, NOT TWO ASPECTS, AS WELL AS NEWLY DIAGNOSED AND POOR PROGNOSIS
Use atleast 6 article/textbooks no more than 10 years old.
A . There is a clear introduction that outlines the topic, and profiles the scope, content and the sequence of the essay topic
- The content in the essay matches the outline presented in the introductory paragraph. Most paragraphs are organised in a logical manner so that content flows from one paragraph to the next, and the essay ends with a rational conclusion.
C There is a concluding paragraph which restates the topic, provides a summary of all of the key points, and presents an overall conclusion.
D The content is relevant to the topic. Appropriate evidence and examples are presented
E Reference- should be used APA format
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Digital Natives & Immigrants: What Brain Research Tells us
$5.00For this assignment, identify one important concept, theory, or idea that you learned while reading Nancy Herther’s “Digital Natives and Immigrants: What Brain Research Tells Us” or Dana Fleming’s “Youthful Indiscretions: Should Colleges Protect Social Network Users from Themselves and Others?” found in the “Digital Literacies” section of your textbook Writing Arguments.
Use the first paragraph of your post to present the concept, theory, or idea and explain why it is important:
- How does it apply to some aspect of your life?
- Does it have implications for your community?
- What questions has the reading raised for you?
In a second paragraph, consider the rhetorical context of the essay and address the overall persuasiveness of the argument:
- What assumptions, values, and beliefs would readers have to hold to find the central argument persuasive?
- Is the writer trying to change readers’ views, attempting to call readers to action, or hoping to inspire further investigations?
- How does the author appeal to reason, ethics, and emotion?
- What features of the argument contribute most to making it persuasive or not persuasive for its target audience and for you?
