SEU Discussion Board RubricMeetsExpectationApproache

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SEU Discussion Board Rubric Meets Expectation Approaches Expectation Below Expectation Limited Evidence No Evidence 3 Points 2 Points 1 Point .5 Points 0 Points Content Meets Expectation - Demonstrates excellent knowledge of concepts, skills, and theories relevant to the topic. Approaches Expectation - Demonstrates fair knowledge of concepts, skills, and theories. Below Expectation - Demonstrates significantly flawed knowledge of concepts, skills, and theories. Limited Evidence - Demonstrates poor or absent knowledge of concepts, skills, and theories. No Evidence - Did not participate. 3 Points 2 Points 1 Point .5 Points 0 Points Support Meets Expectation - Statements are well supported; posts extend discussion. Approaches Expectation - Statements are partially supported; posts may extend discussion. Below Expectation - Support is deficient; posts do not extend discussion. Limited Evidence - Statements are not supported No Evidence - Did not participate. 2 Points 1.5 Points 1 Point .5 Points 0 Points Writing Quality Meets Expectation - Writing is well organized, clear, concise, and focused; no errors. Approaches Expectation - Some significant but not major errors or omissions in writing organization, focus, and clarity. Below Expectation - Numerous significant errors or omissions in writing organization, focus, and clarity. Limited Evidence - Numerous errors or omissions—at least some major—in writing organization, focus, and clarity. No Evidence - Did not participate. 2 Points 1.5 Points 1 Point .5 Points 0 Points Timeliness Meets Expectation - Initial post made before deadline. Approaches Expectation - Initial post made 1 day late. Below Expectation - Initial post 2 days late. Limited Evidence - Initial post 3 days late. No Evidence - Did not participate. 2 Points 1.5 Points 1 Point .5 Points 0 Points Quantity Meets Expectation - Initial post and two other posts of substance. Approaches Expectation - Initial post and one other post of substance. Below Expectation - Initial post only. Limited Evidence - One post of substance to colleagues. No Evidence - Did not participate. Total Points Possible: 12 ...

Education

concepts, skills,
and theories.
Below Expectation
- Demonstrates
significantly flawed
knowledge of
concepts, skills,
and theories.
Limited Evidence -
Demonstrates
poor or absent
knowledge of
concepts, skills,
and theories.
No Evidence - Did
not participate.
3 Points 2 Points 1 Point .5 Points 0 Points
Support Meets Expectation
- Statements are
well supported;
posts extend
discussion.
Approaches
Expectation -
Statements are
partially
supported; posts
may extend
discussion.

Below Expectation
- Support is
deficient; posts do
not extend
discussion.
Limited Evidence -
Statements are not
supported
No Evidence - Did
not participate.
2 Points 1.5 Points 1 Point .5 Points 0 Points
Writing
Quality
Meets Expectation
- Writing is well
organized, clear,
concise, and
focused; no errors.
Approaches
Expectation -
Some significant
but not major
errors or omissions
in writing
organization,
focus, and clarity.
Below Expectation
- Numerous
significant errors
or omissions in

writing
organization,
focus, and clarity.
Limited Evidence -
Numerous errors
or omissions—at
least some
major—in writing
organization,
focus, and clarity.
No Evidence - Did
not participate.
2 Points 1.5 Points 1 Point .5 Points 0 Points
Timeliness Meets Expectation
- Initial post made
before deadline.
Approaches
Expectation -
Initial post made 1
day late.
Below Expectation
- Initial post 2 days
late.
Limited Evidence -
Initial post 3 days
late.
No Evidence - Did
not participate.

2 Points 1.5 Points 1 Point .5 Points 0 Points
Quantity Meets Expectation
- Initial post and
two other posts of
substance.
Approaches
Expectation -
Initial post and
one other post of
substance.
Below Expectation
- Initial post only.
Limited Evidence -
One post of
substance to
colleagues.
No Evidence - Did
not participate.
Total Points Possible: 12

Similar to SEU Discussion Board RubricMeetsExpectationApproache

Criteria Exceeds Expectations 5 points Meets Expectations 4 points Meets Some Expectations 3 points Does Not Meet Expectations 2 points Organization Arranges ideas clearly and logically to support the purpose or argument; ideas flow smoothly and are effectively linked; reader can follow the line of reasoning. Arranges ideas adequately to support the purpose or argument; links between ideas are generally clear; reader can follow the line of reasoning for the most part. Arranges ideas adequately, in general, although ideas sometimes fail to make sense together; reader remains fairly clear about what writer intends. Arranges ideas illogically; ideas frequently fail to make sense together; reader cannot identify a line of reasoning and becomes frustrated or loses interest. Content Exceeds Expectations 15 points Meets Expectations 13 points Meets Some Expectations 11 points Does Not Meet Expectations 9 points Content Gives very specific information. Addressed all of the assignment components. Clearly illustrates critical and reflective thinking. Well thought-out responses. Contains specific information. Addressed all of the assignment components. Is relatively detailed. Shows some critical and reflective thinking. Relatively well thought-out responses. Has some specific information. Addressed many of the assignment components. Not detailed. Poorly thought-out responses. Is vague and does not address all assignment components. No evidence of having given the assignment real thought. Mechanics, References and APA Exceeds Expectations 5 points Meets Expectations 4 points Meets Some Expectations 3 points Does Not Meet Expectations 2 points Mechanics, References and APA Execution is excellent. No grammar or writing errors. Reads easily. Is well organized. Includes two additional scholarly, relevant sources. Well executed. Few grammar or writing errors. Reads easily. Is fairly well organized. Sources are either not all scholarly or not all relevant. Execution is poor. Many grammar or writing errors. Hard to read. Poorly organized. Falls short of the required length for the assignment. Very poorly written. Very difficult to read. No organization is evident. Reads like a last minute effort. Overall Score Exceeds Expectations 22.5 or more Meets Expectations 20 or more Meets Some Expectations 17.5 or more Does Not Meet Expectations 15 or more .

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Critical Thinking and Written Analyses Rubric – Scale Description Levels Criteria 1-5 Did Not Meet Expectations 6-8 Met Expectations 9-10 Exceeded Expectations Clarity Writing is not clear. It is difficult to understand points being made. The writing lacks transitions, and few examples and/or illustrations are provided to support explanation or recommendations. Writing is generally well organized and understood. Transitions are used to facilitate clarity. Some examples and/illustrations are used to support explanation or recommendations. Writing is succinct, precise, effectively organized and without ambiguity. Transitions, explanation and elaboration are extensive to elucidate points. Detailed illustrations and/or examples are used to support explanation or recommendations. Relevance Critical issues/questions are omitted or ignored in the writing. Most of the critical issues/questions are addressed in the writing. All critical issues/questions are addressed completely in the writing Depth of Discussion /20 Ignores bias; Omits arguments Misrepresents issues; Excludes data; Includes but does not detect inconsistencies of information; Ideas contain unnecessary gaps, repetition or extraneous details; Sees no arguments and overlooks differences Detects bias; Recognizes arguments; Categorizes content; Paraphrases data; Sufficient detail to support conclusions and/or recommendations Analysis includes insightful questions; Refutes bias; Discusses issues thoroughly Critiques content; Values information Examines inconsistencies; Offers extensive detail to support conclusions and recommendations; Suggests solutions or implementation Breadth of Discussion /20 Omits arguments or perspectives; Misses major content areas/concepts; Presents few options Covers the breadth of the topic without being superfluous Considers multiple perspectives; Thoroughly delves into the issues/questions; Thoroughly discusses facts relevant to the issues Integration of all Elements of Reasoning /20 Fails to draw conclusions or conclusions rely on author’s authority rather than strength of presentation; Draws faulty conclusions; Shows intellectual dishonesty Formulates clear conclusions with adequate support Assimilates and critically reviews information, uses reasonable judgment, and provides balanced, well justified conclusions Internal Consistency There is little integration across the sections of the paper. Several inconsistencies or contradictions exist. Few of the issues, recommendations and explanations make sense and are well integrated. Sections of the paper are generally well linked/connected. Only minor contradictions exist. Most of the issues, recommendations and explanations make sense and are well integrated. All sections of the paper are linked. There are no contradictions in the writing. All issues, recommendations and explanations make sense and are well integra.

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Final Assignment for HIS201 Book Project Over the course of the module you will be reading and taking notes on a nonfiction/biography book. The book must be on a topic from U.S. History up to the year 1865. Lists of possible choices, which are accessible through the Post University library as e-books, are listed below. You are not limited to these choices, but you must have your chosen book approved by your professor by the end of week 1. Reference list for final project reading list: · Jacobs, H. A., & Child, L. (2008). Incidents in the Life of a Slave Girl: Seven Years Concealed. [Auckland, N.Z.]: Floating Press. You will be expected to complete a presentation that outlines the novel’s relation to history, addresses a variety of discussion questions, and postulates the effectiveness of the book in our study of U.S. History. Your presentation must include images to support your answers and time period being represented. The platform you use to develop your presentation is up to you. Examples include but are not limited to: PowerPoint, Prezi, a brochure, or video. Students: Be sure to read the criteria, by which your paper/project will be evaluated, before you write, and again after you write. Evaluation Rubric for Book Project Assignment Levels of Achievement Criteria 1 2 3 4 5 0 Preparation of Project 1 Points Unclear or incomplete check-ins or communication of project prior to submission of final project. Does not show continued progress of reading throughout module. 2 Points Unclear or incomplete check-ins and communications prior to submission of final project. May not demonstrate continued progress of reading throughout module. 3 Points Demonstrates minimal understanding of book and project through check-ins and communications prior to submission of final project. May show continued progress of reading throughout module. 4 Points Demonstrates understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module. 5 Points Demonstrates complete understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module. 0 Points No check-ins or communication of project prior to submission of final project. Part I 1 Points Questions in part 1 are minimally supported with specific, credible, and relevant evidence. 2 Points 1-2 questions in part 1 are adequately supported OR 3-4 questions are minimally supported with specific, credible, and relevant evidence. 3 Points 3-4 questions in part 1 are adequately supported OR 5 questions are minimally supported with specific, credible, and relevant evidence. 4 Points All 5 questions in part 1 are adequately supported with a limited spectrum of specific, credible, and relevant evidence. 5 Points All 5 questions in part one are well-supported with a broad spectrum of specific, credible, and relevant evidence.

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SOC402.W5A1.07.2015Description .docx

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MGT450.W5A1.06.2014 Description: Total Possible Score: 19.00 Selects an Organization and Describes Its History, Products, and Major Competitors Total: 2.50 Distinguished - Selects an organization and thoroughly describes its history, products, and major competitors. Proficient - Selects an organization and describes its history, products, and major competitors. Minor details are missing. Basic - Selects an organization and partially describes its history, products, and major competitors. Relevant details are missing. Below Expectations - Selects an organization and attempts to describe its history, products, and major competitors; however, significant details are missing. Non-Performance - The description of the selected organization’s history, products, and major competitors is either nonexistent or lacks the components described in the assignment instructions. Explains the Current Situation of the Organization in the Market Total: 2.00 Distinguished - Thoroughly explains the current situation of the organization in the market. Proficient - Explains the current situation of the organization in the market. Minor details are missing. Basic - Partially explains the current situation of the organization in the market. Relevant details are missing. Below Expectations - Attempts to explain the current situation of the organization in the market; however, significant details are missing. Non-Performance - The explanation of the current situation of the organization in the market is either nonexistent or lacks the components described in the assignment instructions. Develops a SWOT Analysis to Determine Areas That Offer Opportunities for Change Total: 4.00 Distinguished - Develops a comprehensive SWOT analysis to determine areas that offer opportunities for change. The analysis is thoroughly supported with scholarly sources. Proficient - Develops a SWOT analysis to determine areas that offer opportunities for change. The analysis is supported with scholarly sources but is slightly underdeveloped. Basic - Develops a limited SWOT analysis to determine areas that offer opportunities for change. The analysis is minimally supported with scholarly sources and/or is underdeveloped. Below Expectations - Attempts to develop a SWOT analysis to determine areas that offer opportunities for change; however, the analysis is not supported with scholarly sources and/or is significantly underdeveloped. Non-Performance - The development of SWOT analysis to determine areas that offer opportunities for change is either nonexistent or lacks the components described in the assignment instructions. Chooses at Least Three Areas From the SWOT Analysis and Explains Why the Chosen Areas are Essential to the Strategic Plan Total: 4.00 Distinguished - Chooses at least three areas from th ...

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Introduction to Topic Total: 2.00 Distinguished - Clearly explains the topic, the importance of further research, ethical implications, and how it clearly relates to one’s academic and professional pursuits. Thoroughly informs the reader of the rationale behind the topic. Proficient - Explains the topic, the importance of further research, ethical implications, and how it relates to one’s academic and professional pursuits. Informs the reader of the rationale behind the topic. Minor details are missing or the relationship to academic and professional pursuits is slightly unclear. Basic - Somewhat explains the topic, the importance of further research, ethical implications, and how it relates to one’s academic and professional pursuits. Partially informs the reader of the rationale behind the topic. Relevant details are missing and/or the relationship to academic and professional pursuits is unclear. Below Expectations - Attempts to explain the topic of the research paper, the importance of further research, ethical implications, and how it relates to one’s academic and professional pursuits; however, does not inform the reader of the rationale behind the topic, significant details are missing, and the relationship to academic and professional pursuits is entirely unclear. Non-Performance - The introduction to the research paper topic is either non-existent or lacks the components described in the assignment instructions. Thesis Statement Total: 2.00 Distinguished - Provides a developed thesis statement that thoroughly prepares the reader for the content, direction, and purpose of the paper. Proficient - Provides a thesis statement that prepares the reader for the content, direction, and purpose of the paper. The thesis statement is slightly underdeveloped. Basic - Provides a limited thesis statement that somewhat prepares the reader for the content, direction, and purpose of the paper. The thesis statement is underdeveloped. Below Expectations - Attempts to provide a thesis statement; however, it does not prepare the reader for the content, direction, and purpose of the paper. The thesis statement is significantly underdeveloped. Non-Performance - The thesis statement is either non-existent or lacks the components described in the assignment instructions. Annotated Bibliography Total: 4.00 Distinguished - Thoroughly summarizes at least five scholarly sources and comprehensively explains how each is relevant to the topic of the Final Research Project. The sources clearly support the thesis statement. Each annotation is at least 150 words in length. Proficient - Summarizes five scholarly sources and explains how each is relevant to the topic of the Final Research Project. The sources support the thesis statement, and most of the annotations meet the 150 word requirement. Minor details are missing or slightly unclear. Basic - Summarizes at least five scholarly sources and partially explains how each is relevant to the topic of the Final Resear.

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Trends & Issues Presentation Rubric Mastery (4 pts) Proficient (3 pts) Developing (2 pts) Beginning (1 pt) Content Topic is tightly focused and relevant; presentation contains accurate information with no fact errors. Topic is adequately focused and relevant; major facts are accurate and generally complete. Topic would benefit from more focus; presentation contains some fact errors or omissions. Topic lacks relevance or focus; presentation contains multiple fact errors. Documentation Effective message support provided in the form of facts and visual aids; references are current and supports major ideas; includes at least 4 references beyond the textbook. Adequate message support provided for key concepts by facts and visual aids; references are generally accurate and current; includes at least 3 references beyond the textbook. Some message support provided by facts and visual aids; references may be outdated or thin; includes at least 2 references beyond the textbook. Little or no message support provided for major ideas; little or no references provided. Completeness Presentation provides good depth and detail; ideas well developed; facts have adequate background; presentation is 10-15 minutes in length or 10-15 slides. Presentation provides adequate depth; few details are omitted; major ideas are adequately developed; presentation is 10-15 minutes in length or 10-15 slides. Additional depth needed in places; important information omitted or not fully developed; presentation is too short or too long. Presentation does not provide adequate depth; key details are omitted or undeveloped; presentation is too short or too long. Organization/ Clarity Ideas are presented in logical order with effective transitions; presentation is clear and concise. Most ideas are in logical order with adequate transitions; presentation is generally clear and understandable. Some ideas not presented in proper order; transitions are needed; some parts of the presentation may be wordy or unclear. Ideas are not presented in proper order; transitions are lacking; several parts of the presentation may be wordy or unclear. Grammar/Mechanics Presentation contains no grammar errors; sentences are free of jargon, complete, and easy to read; no APA errors in citations. Presentation has no serious grammar errors; sentences are mostly jargon-free, complete, and understandable; few APA errors in citations. Presentation may contain some grammar or sentence errors; sentences may contain jargon or are too long or hard to follow; few APA errors in citations. Presentation contains several major grammar/usage errors; sentences are long, incomplete, or contain excessive jargon; many APA errors in citations. Peer Feedback Student provided thorough and clear feedback to two classmates’ presentations. Student provided adequate feedback to two classmates’ presentations. Student provided feedback to one classmate’s presentation. Student did not provide feedback to classmates’ present ...

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Assignment 1: Victims’ Rights and the Dos and Don’ts of Interviewing Crime Victims You are a police investigator in Centervale. Recently, there have been complaints from prosecutors, as well as several victims, about the interview techniques used by law enforcement (both first responders and investigators). The prosecution is losing cases because of inadmissible statements made to law enforcement by victims and witnesses in response to improper questioning. Because of their bad experiences early in the investigations, some victims refuse to come to court and testify. There are continuous complaints by victim services specialists that first responders do not provide victims with all their rights as governed by law. The chief of police in Centervale is concerned about lawsuits and unsatisfied victims and asks you, one of the most experienced detectives of the Centervale Police Department, to attend patrol briefings and train officers in some dos and don'ts of interviewing victims of crime, especially women and children. You are also asked to go over some of the most important victims' rights that could cause the most legal trouble if not followed properly by the Centervale Police Department. You realize that a proper interviewing lesson could take eight to sixteen hours, and you know law enforcement must strictly follow numerous victims' rights, but you have been given only fifteen to twenty minutes in which to teach, what you feel is the most important information. Submission Details: By 9.00pm Saturday, January 9, 2016 , in a minimum of 250 words, post to the Discussion Area your responses to the following: Identify and describe the training information you feel would be most important, if you had only ten minutes to teach law enforcement officers about: Interviewing women and children Crime victims' rights Give your reasoning for the training information that you identified as most important for both training programs. Note : Use the textbook readings, the Argosy University online library, and any other outside sources to complete this assignment. .

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Assignment 1: Trends in the Workplace Due Week 3 and worth 200 points According to the text, there are a number of key trends in the workplace that have significant influences on organizations. HR professionals play a key role in helping organizations respond to evolving trends, comply with federal and state regulations, and manage workplace flexibility. As an HR professional it is important for you to demonstrate your understanding of the ever changing global environment. Write a five to seven (5-7) page paper in which you: Specify the key functional areas of Human Resources Management. Explore the manner in which each function contributes to the overall performance of an organization. Support your response with specific examples of the activities for which HRM is typically responsible. Examine four (4) federal equal employment opportunity laws. Suggest the primary manner in which each law influences fair employment practices within the organization where you currently work or an organization for which you have worked in the past. Support your response with specific examples of the chosen organization’s employment practices. According to the text, there are three (3) significant trends affecting organizations today: the aging workforce, diversity, and skills deficiencies in the workplace. Analyze the primary manner in which each of these three (3) trends has impacted the organization where you currently work or one (1) where you have worked in the past. Support your response with specific examples of said impact. According to the text, workplace flexibility is essential for organizational success in the rapidly changing world. Explore two (2) ways that the organization where you currently work, or one (1) where you have worked in the past, might respond to the need to be flexible. Provide a rationale for your response. Use at least four (4) quality academic (peer-reviewed) resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources. 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: Examine the theoretical constructs of human resource management. Analyze the external environmental factors that impact human resource policies and procedures. Use technology and information resources to research issues in human resource management foundations. Write clearly and concisely about human resource management foundations using proper writing mechanics. Gradi.

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Assignment 1: Should the U.S. Convert to a Zero Personal Income Tax? In a recent news article located at http://www.nbcnews.com/business/economy/heres-where-your-federal-income-tax-dollars-go-f654971 NBC News reported that the U.S. Government spends $3.6 trillion per year to fund Social Security, Medicare, homeland defense and safety, education, transportation, and the interest on debt obligations. In spite of the services and benefits that the government provides, many taxpayers dread paying income taxes but consider them a necessary evil. Consequently, there is much debate about the inequities contained within the tax code, due to tax shelters and tax credits provided to some taxpayers which thereby increase the tax burden on others. Using the internet, research at least two (2) countries that have a zero income tax rate. Write a four to five (4-5) page paper in which you: Analyze the way in which the two (2) countries that you have researched provide services and benefits to its citizens without collecting personal income taxes. For the countries that you have chosen, determine whether or not he U.S. could adopt their taxation model without reducing its total amount of revenue generated by collecting personal income taxes from individuals and business. Justify your response. Suggest at least three (3) advantages and three (3) disadvantages of the U.S. adopting a zero income tax model. Provide a rationale for your response. Create a proposal for where the revenue would be derived if the U.S. were to adopt a zero income tax model. In your response, provide specific recommendations concerning the following: The prosed tax base. Whether or not tax payers at certain income levels should be exempt from taxations. The Primary way in which the IRS would calculate the tax rate in order to ensure that the same level of tax revenue would still be collected. The primary way in which your plan will achieve equity. Speculate on the primary way in which the federal government could make up any shortfalls if it does not collect its targeted revenue from person income taxes, and ascertain the most significant way in which the U.S. Department of the Treasury, through the IRS, can still adhere to its fiscal and monetary policies. Justify your response. Use at least four (4) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources. 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 ass.

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Assignment 1: Race As you work in the human services delivery sector, you will encounter people (both clients and colleagues) from different racial backgrounds. In this assignment, you will critically think about how racial differences can impact the work equation between a service delivery provider and a service delivery recipient and also between the agency staff members. Tasks: Given what you have learned in Module 2 regarding race as socially constructed versus biologically constructed, post your responses to the following: Discuss whether there is a difference between the two. Elaborate on how race impacts the work equation between a service delivery provider and a service delivery recipient. Discuss how racial diversity impacts the work equation between agency staff members. Be specific in your responses and illustrate using examples. Support your points using scholarly sources. Submission Details: By Saturday, October 10, 2015 , post your responses to this Discussion Area . Support your assumptions by citing reputable source material used for this discussion in APA format. Through Wednesday, October 14, 2015 , respond to at least two of your classmates' posts, commenting on whether you agree with their position. Incorporate course content into your response posts to demonstrate your critical thinking skills with regard to the material covered in this module. .

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Assignment 1: Political Belief Profile The relationship between public opinion and political participation raises many questions associated with how the public thinks, why they behave in the manner they do, and what outcomes in the form of ideological expressions will probably tak e place because of citizens’ behavior in the political scenario. Essentially, “who, what, and where” issues again surface in response to evaluation of political socialization. Political socialization may be expressed in a singular way, depending on the issue of concern, but it is not derived from any single impact throughout the life of American voters and nonvoters. Qualities and conditions such as gender, race, economic status, education, and religion impact voter behaviors. Indeed, whether or not an individual votes, or takes part in any of the varied available options for participation, is closely allied with the political socialization of individuals and even entire socioeconomic groups. The Political Compass Web site ( http://www.politicalcompass.org ) offers a self-test that helps you analyze your personal political views on what the test authors call a “left–right” scale. Take the test and review your results to see where you stand on the economic scale and the social scale. Discuss the results using the following questions: Did your “test result” match what you thought were your political beliefs? What is “politically correct” thinking? Give examples of what might be considered “politically correct” and “politically incorrect.” To what degree do you think your values and beliefs represent the norms, values, and traditions of society? Define your answer using the following Likert scale—extremely common, common, moderately common, uncommon, and extremely uncommon. Write your response in 150–200 words. By Saturday, March 5, 2016 , post your response to the appropriate Discussion Area . Through Wednesday, March 9, 2016 , review and comment on at least three peers’ responses. .

Assignment 1 Political Belief Profile The relationship betwee.docx

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Assignment 1: Procedural Law and the Bill of Rights Due Week 4 and worth 200 points The Bill of Rights finds its roots in documents such as the British Magna Carta of 1215 AD. It was one of the first documents that provided the common man independence from a monarch. It did imply that the federal government’s law dominated all others; however, it gave each state control of any laws outside of those reserved to the federal government. The Bill of Rights acts as a blueprint that every individual state uses to protect the rights of individual citizens. In this assignment, you will utilize the various concepts found in the Bill of Rights to provide the foundation of the various sections of the question. Write a four to six (4-6) page paper in which you: Compare and contrast two (2) of the sources of rights and fundamental principles found in the United States’ legal system as outlined by the text. Critically analyze and discuss two (2) steps of the criminal justice process from arrest to imprisonment. Identify and discuss the particular amendment related to arrest, search and seizures. Compare and contrast the concepts of probable cause and reasonable suspicion. In your own words, explain how they are similar or different. Examine and discuss the two (2) examples in which the exclusionary rule may not apply. Identify and discuss one (1) contemporary issue or case law related to the use of force. Use at least four (4) quality references. Note: Wikipedia and other Websites do not qualify as academic resources. 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: Research and analyze procedures governing the process of arrest through trial. Critically debate the Constitutional safeguards of key Amendments with specific attention to the 4th, 5th, 6th, and 14th Amendments. Describe the difference between searchers, warrantless searches, and stops. Use technology and information resources to research issues in the criminal procedure. Write clearly and concisely about the criminal procedure using proper writing mechanics. Click here to view the grading rubric for this assignment. .

Assignment 1 Procedural Law and the Bill of RightsDue Week 4 and .docx

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Assignment 1 Objectives Log in to and out of a Linux system. Use Bash shell commands to navigate the directory tree structure and view files. Use Bash shell commands to create, copy, move, delete, and rename files and directories. Use globbing wildcards * and ? to manipulate groups of files or directories. Use chmod command to change permission attributes on files and directories. Create and extract tarballs using tar , gzip , and bzip2 . Use man and online help to learn about Bash shell commands. Practice I/O redirection using <, >, and |. Use the GCC C compiler to compile a C program. .

Assignment 1 Objectives Log in to and out of a Linux system. U.docx

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Assignment 1 Linux GUIDue Week 2 and worth 90 pointsAs explaine.docx

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Assignment 1: LASA 2—Exceptionality Presentation In this course, you have learned about a range of exceptionalities in children. For this assignment, you will have the opportunity to gain a more in-depth understanding of a particular exceptionality. The local public school has asked you to give a presentation to parents or teachers about a specific exceptionality of your choice. The presentation should cover at least two peer-reviewed articles. Select an exceptionality for this assignment and provide the following information in your presentation: Describe the exceptionality, including its identification and assessment. Explain the incidence of exceptionality in children, including known causes or those hypothesized in peer-reviewed research. Describe the cultural considerations in identification, assessment, and intervention. Hypothesize the prognosis. Recommend interventions for the following areas: At school In the community At home From early childhood through transition into adulthood While developing the presentation, keep in mind individual differences and strengths, culturally and linguistically diverse populations, and ethical or legal issues in identification, assessment, and intervention. Be sure to include detailed speaker notes to accompany each slide to elaborate on the talking points being raised in the slide. Use the accompanying PowerPoint presentation tip list to assist in formatting the presentation and speaker’s notes. Be sure to include a title slide and a slide with your references. All citations and the reference list should follow APA format. Click here to review some useful tips for an effective slideshow. Develop a 15–20-slide presentation in PowerPoint (not counting the title and reference list slides). Provide detailed speaker notes for each slide of your presentation, which include the main talking points for the topic addressed in the slide. Apply APA standards to citation of sources .

Assignment 1 LASA 2—Exceptionality PresentationIn this course, yo.docx

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