Abstract and Bibliography Assignment Due June 19th .docx
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Abstract and Bibliography Assignment Due June 19th Topic: examine the presidential contest of 2000 between George W. Bush and Albert Gore Jr. Examine that contested election in light of history and inter-branch politics including the Supreme Court case Bush v. Gore. Purpose: to analyze an event, a piece of legislation, or the implementation of a court decision through the lens of the American political system Required: An abstract is a one-paragraph summary of the thesis (i.e. point to be argued) of the work, touching briefly on the methodology (historical, normative, quantitative, etc.), and the kinds of evidence to be adduced to support that thesis. It basically tells the reader at a glance where the work is going, and how the author is getting there. (See Turabian or other standard style guides for more detail.) A working bibliography lists , in proper citation method, the primary and secondary materials being consulted in the writing of the work. Optional: Your bibliography may be annotated , which will help you (the author) as you proceed in your research and writing. For an annotated bibliography, only one line per reference work is required; this line, at the bottom of each entry, simply summarizes the import and relative value you assign the source. For example: Gilbert, Felix. To the Farewell Address: Ideas of Early American Foreign Policy . Princeton: Princeton University Press, 1961. Historical summary and analysis of foreign policy of the early republic; winner of the Bancroft Prize; excellent and useful as far as it goes chronologically. .
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Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fi.
Instructions are as followsThe final assignment for this course.docx
Instructions are as follows:
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will.
(Course Assignment Title Assignment IDHIST 1301 United States .docx
(
Course Assignment Title Assignment ID
HIST 1301: United States History I
Analyzing an Historical Debate
Electoral College-Was it necessary at the time it was developed and is it a valid process in the electoral process today?
Outcomes/Rubrics to be Assessed by the Assignment
Communication
Critical
Thinking
Social
Responsibility
Personal Responsibility
Assignment Description
Analyzing an Historical Debate
For this assignment, you will analyze the following historical issue from the first half of U.S. History (pre-1877). You will need to compare at least two opposing issues on that issue.
Part I. Introduction
Describe in general the issue that is
debated:
For example, you may analyze the importance of this issue important to the culture, economics, political system, or social structure at the time.
Part II. Historical Debate
What is the main argument in each perspective?
On what points
do they agree or
disagree?
Analyze the evidence that is provided to support
each
thesis:
What types of evidence are used? Does the evidence support the thesis?
Part III.
Conclusion
How did the reading(s) change the way in which you understood
the subject?
How are the issues presented in the reading(s) still relevant to you today? Please explain how your personal background and life experiences might influence your perspective on this
topic.
Imagine that you have been asked to tackle
a current national or global issue
. How would you use the readings to help you do
so?
)Signature Assignment
(
Format:
The paper must be a minimum of 500 words. Typed, double-spaced, using 12 point font. The assignment will be uploaded as a file on
Blackboard.
)
Chicago Style Formatting and Citations
Basic Formatting
Cover Page and First Page
Bibliography
Bibliography – title, centered – on first page only
Starts on new page
Continue page numbers from paper
References – alphabetical, single-spaced, hanging indent
Footnotes
Appear on the page where information is cited
Accompany a number in the text that corresponds to the number of the citation
Indented 5 spaces (tab doesn’t work, have to hit space 5 times)
First reference to a source:
o Includes all information in the bibliography citation (formatted differently) plus a
page number
Second reference to a source:
o Author Last name, Shortened Title, page.
Footnote Tips:
Differences with Bibliography Citation
Names are not reversed (First Last instead of Last, First)
Commas replace periods in the citation
Parentheses around the publishing information (City: Publisher, Year)
Includes page numbers at the end of the citation
o Exception- web sources without page numbers
Citations – Formatting for Notes and Bibliography
Book
Basic Format
Note (N):
1. Author First Author Last, Titile in Italics (City: Publisher, yr), pg.
Bib (B):
Author Last, First. Title in Italics..
Assignment OverviewThe annotated bibliography is a companion.docx
Assignment Overview
The annotated bibliography is a companion to the
First Draft: Academic Argument Synthesis Essay
assignment. The purpose of an annotated bibliography is to help you to evaluate sources and determine what others have said about the topic you're researching. In short, an annotated bibliography helps you get familiar with the ongoing conversation about your topic, which is necessary for eventually writing an informed argument about your topic.
When you write an annotated bibliography, you create a list of research sources that you summarize, evaluate, and reflect upon. Building an annotated bibliography while you conduct research allows you to better understand and organize your research.
Assignment Guidelines
Each source in your annotated bibliography should be a source you synthesize in your
First Draft: Academic Argument Synthesis Essay
. Each source in your annotated bibliography starts with an MLA citation and then follows a four sentence pattern that 1) identifies the author and his or her credentials as well as his or her thesis, 2) identifies the medium or genre of the source and evaluates its credibility, 3) identifies the intended audience of the source, and 4) explains how the source can be useful in your research project.
Step 1:
To annotate a source,
first cite the source in correct MLA format
.
For example:
Gould, Joseph.
Citizen United and the Breakdown of Democracy.
New York: University of New York Press, 2012.
Step 2:
Break down the source into the
four sentence pattern
:
Sentence 1 (Credentials and Thesis
): Joseph Gould, a noted journalist covering issues of public policy and elections for the
Washington Post
, argues that the
Citizens United
decision has irrevocably undermined the democratic process of our electoral system.
Sentence 2 (Medium / Genre and Evaluation
): Gould constructs a thesis-driven, book-length, academic argument in the field of political science.
Sentence 3 (Audience
): Gould’s audience consists of academics in the field of political science and public policy as well as public officials.
Sentence 4 (How You Can Use This Source):
This source provides information about the effects of
Citizens United
that I can use to support my thesis, and because it is written by a noted expert it lends credibility to my argument.
Annotations should be written as paragraphs
and should follow the four sentence pattern above. Do not include labels, bold text, or spaces between sentences. These are provided here so that you can more easily identify the parts of the annotation. Yours will look more like this:
Gould, Joseph.
Citizen United and the Breakdown of Democracy.
New York: University of New York Press, 2012.
Joseph Gould, a noted journalist covering issues of public policy and elections for the
Washington Post
, argues that the
Citizens United
decision has irrevocably undermined the democratic process of our electoral system. Gould constructs a.
Rhetorical Analysis of a Text with Annotated Bibliography .docx
Rhetorical Analysis of a Text with Annotated Bibliography
Adapted by J. Lynch-Greenberg from a handout created by Susan Roach in Summer 2013
The following submissions will be required:
The proposal, which must be typed, is due on Day 1 of Week 7 (Oct. 6), including
the following:
o Your intended topic and why you are interested in writing about it
o Your subject-matter question (SMQ)
o At least two pieces of significant research regarding your topic, listed in
MLA Works Cited format, with at least one of them in annotated
bibliography form
The first draft (ideally, three copies) of the Rhetorical Analysis of a Text with
Annotated Bibliography for peer review on Day 1 of Week 9 (Oct. 20)
The second draft (a clean copy) of the Rhetorical Analysis of a Text with
Annotated Bibliography for instructor review on Day 2 of Week 10 (Oct. 29)
The final draft of the Rhetorical Analysis of a Text with Annotated Bibliography for
a grade on Day 2 of Week 13 (Nov. 19)
The Rhetorical Analysis of a Text should be focused on one academic journal
article or an article in an anthology (a book with a collection of related essays).
You will need to add a couple of additional sources to show you’ve thoroughly
researched your topic. For the more detailed analysis, you should choose an article
you are considering for use in your Position Essay (a persuasive paper you’ll write
later in the semester). The goal of this paper is to assure you can carefully evaluate a
source and to illustrate your ability to do academic research.
Here is a sample outline of the essay, which I suggest using:
I. Introduction
a. Identify the author, text, and original source
b. Identify the overall topic being discussed
c. Make a claim about the effectiveness of the text (as your thesis)
II. Body
a. A brief summary of the article, in which you identify the author’s thesis,
purpose of the original text, and overall message
b. Explain the context of the article
i. Why was it written?
ii. To what issue/event/idea is the author responding (you may
actually need to incorporate other research to discuss this)
iii. Why is this text significant
c. What are the author’s credentials (what is his/her ethos appeal)?
d. Who is the (original) audience of the article?
i. Where was this article originally published? Who reads this type of
journal or anthology?
ii. Is the author part of the group to which this piece was written? How
so (or, why not)?
e. What is the voice of the article?
Rhetorical Analysis of a Text with Annotated Bibliography
Adapted by J. Lynch-Greenberg from a handout created by Susan Roach in Summer 2013
i. What language choices does the author make? Is jargon used? If
so, is it explained?
ii. How formal is the article? Is it in first, second, or third person? Why
do you think this is so? What genre is this written in? How do you
think this has influenced the way the article is written (if i ...
1895 Http.docx
Booker T. Washington and W.E.B. DuBois were two prominent black leaders in the early 20th century who advocated different approaches for advancing civil rights. The document instructs the reader to write a 300-400 word editorial from the perspective of a supporter of the time, such as a black sharecropper or domestic worker, arguing in favor of either Washington or DuBois. It provides links to primary source documents from each leader and asks the reader to directly quote from each while comparing their philosophies and stating at least two reasons for supporting one over the other. The editorial is to be submitted to one of three black newspapers from that era in order to demonstrate an understanding of the ideological differences between Washington and
The final assignment for this course is a Final Paper. The purpose o.docx
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participat.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docx
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution.
Recommended
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fi.
Instructions are as followsThe final assignment for this course.docx
Instructions are as follows:
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will.
(Course Assignment Title Assignment IDHIST 1301 United States .docx
(
Course Assignment Title Assignment ID
HIST 1301: United States History I
Analyzing an Historical Debate
Electoral College-Was it necessary at the time it was developed and is it a valid process in the electoral process today?
Outcomes/Rubrics to be Assessed by the Assignment
Communication
Critical
Thinking
Social
Responsibility
Personal Responsibility
Assignment Description
Analyzing an Historical Debate
For this assignment, you will analyze the following historical issue from the first half of U.S. History (pre-1877). You will need to compare at least two opposing issues on that issue.
Part I. Introduction
Describe in general the issue that is
debated:
For example, you may analyze the importance of this issue important to the culture, economics, political system, or social structure at the time.
Part II. Historical Debate
What is the main argument in each perspective?
On what points
do they agree or
disagree?
Analyze the evidence that is provided to support
each
thesis:
What types of evidence are used? Does the evidence support the thesis?
Part III.
Conclusion
How did the reading(s) change the way in which you understood
the subject?
How are the issues presented in the reading(s) still relevant to you today? Please explain how your personal background and life experiences might influence your perspective on this
topic.
Imagine that you have been asked to tackle
a current national or global issue
. How would you use the readings to help you do
so?
)Signature Assignment
(
Format:
The paper must be a minimum of 500 words. Typed, double-spaced, using 12 point font. The assignment will be uploaded as a file on
Blackboard.
)
Chicago Style Formatting and Citations
Basic Formatting
Cover Page and First Page
Bibliography
Bibliography – title, centered – on first page only
Starts on new page
Continue page numbers from paper
References – alphabetical, single-spaced, hanging indent
Footnotes
Appear on the page where information is cited
Accompany a number in the text that corresponds to the number of the citation
Indented 5 spaces (tab doesn’t work, have to hit space 5 times)
First reference to a source:
o Includes all information in the bibliography citation (formatted differently) plus a
page number
Second reference to a source:
o Author Last name, Shortened Title, page.
Footnote Tips:
Differences with Bibliography Citation
Names are not reversed (First Last instead of Last, First)
Commas replace periods in the citation
Parentheses around the publishing information (City: Publisher, Year)
Includes page numbers at the end of the citation
o Exception- web sources without page numbers
Citations – Formatting for Notes and Bibliography
Book
Basic Format
Note (N):
1. Author First Author Last, Titile in Italics (City: Publisher, yr), pg.
Bib (B):
Author Last, First. Title in Italics..
Assignment OverviewThe annotated bibliography is a companion.docx
Assignment Overview
The annotated bibliography is a companion to the
First Draft: Academic Argument Synthesis Essay
assignment. The purpose of an annotated bibliography is to help you to evaluate sources and determine what others have said about the topic you're researching. In short, an annotated bibliography helps you get familiar with the ongoing conversation about your topic, which is necessary for eventually writing an informed argument about your topic.
When you write an annotated bibliography, you create a list of research sources that you summarize, evaluate, and reflect upon. Building an annotated bibliography while you conduct research allows you to better understand and organize your research.
Assignment Guidelines
Each source in your annotated bibliography should be a source you synthesize in your
First Draft: Academic Argument Synthesis Essay
. Each source in your annotated bibliography starts with an MLA citation and then follows a four sentence pattern that 1) identifies the author and his or her credentials as well as his or her thesis, 2) identifies the medium or genre of the source and evaluates its credibility, 3) identifies the intended audience of the source, and 4) explains how the source can be useful in your research project.
Step 1:
To annotate a source,
first cite the source in correct MLA format
.
For example:
Gould, Joseph.
Citizen United and the Breakdown of Democracy.
New York: University of New York Press, 2012.
Step 2:
Break down the source into the
four sentence pattern
:
Sentence 1 (Credentials and Thesis
): Joseph Gould, a noted journalist covering issues of public policy and elections for the
Washington Post
, argues that the
Citizens United
decision has irrevocably undermined the democratic process of our electoral system.
Sentence 2 (Medium / Genre and Evaluation
): Gould constructs a thesis-driven, book-length, academic argument in the field of political science.
Sentence 3 (Audience
): Gould’s audience consists of academics in the field of political science and public policy as well as public officials.
Sentence 4 (How You Can Use This Source):
This source provides information about the effects of
Citizens United
that I can use to support my thesis, and because it is written by a noted expert it lends credibility to my argument.
Annotations should be written as paragraphs
and should follow the four sentence pattern above. Do not include labels, bold text, or spaces between sentences. These are provided here so that you can more easily identify the parts of the annotation. Yours will look more like this:
Gould, Joseph.
Citizen United and the Breakdown of Democracy.
New York: University of New York Press, 2012.
Joseph Gould, a noted journalist covering issues of public policy and elections for the
Washington Post
, argues that the
Citizens United
decision has irrevocably undermined the democratic process of our electoral system. Gould constructs a.
Rhetorical Analysis of a Text with Annotated Bibliography .docx
Rhetorical Analysis of a Text with Annotated Bibliography
Adapted by J. Lynch-Greenberg from a handout created by Susan Roach in Summer 2013
The following submissions will be required:
The proposal, which must be typed, is due on Day 1 of Week 7 (Oct. 6), including
the following:
o Your intended topic and why you are interested in writing about it
o Your subject-matter question (SMQ)
o At least two pieces of significant research regarding your topic, listed in
MLA Works Cited format, with at least one of them in annotated
bibliography form
The first draft (ideally, three copies) of the Rhetorical Analysis of a Text with
Annotated Bibliography for peer review on Day 1 of Week 9 (Oct. 20)
The second draft (a clean copy) of the Rhetorical Analysis of a Text with
Annotated Bibliography for instructor review on Day 2 of Week 10 (Oct. 29)
The final draft of the Rhetorical Analysis of a Text with Annotated Bibliography for
a grade on Day 2 of Week 13 (Nov. 19)
The Rhetorical Analysis of a Text should be focused on one academic journal
article or an article in an anthology (a book with a collection of related essays).
You will need to add a couple of additional sources to show you’ve thoroughly
researched your topic. For the more detailed analysis, you should choose an article
you are considering for use in your Position Essay (a persuasive paper you’ll write
later in the semester). The goal of this paper is to assure you can carefully evaluate a
source and to illustrate your ability to do academic research.
Here is a sample outline of the essay, which I suggest using:
I. Introduction
a. Identify the author, text, and original source
b. Identify the overall topic being discussed
c. Make a claim about the effectiveness of the text (as your thesis)
II. Body
a. A brief summary of the article, in which you identify the author’s thesis,
purpose of the original text, and overall message
b. Explain the context of the article
i. Why was it written?
ii. To what issue/event/idea is the author responding (you may
actually need to incorporate other research to discuss this)
iii. Why is this text significant
c. What are the author’s credentials (what is his/her ethos appeal)?
d. Who is the (original) audience of the article?
i. Where was this article originally published? Who reads this type of
journal or anthology?
ii. Is the author part of the group to which this piece was written? How
so (or, why not)?
e. What is the voice of the article?
Rhetorical Analysis of a Text with Annotated Bibliography
Adapted by J. Lynch-Greenberg from a handout created by Susan Roach in Summer 2013
i. What language choices does the author make? Is jargon used? If
so, is it explained?
ii. How formal is the article? Is it in first, second, or third person? Why
do you think this is so? What genre is this written in? How do you
think this has influenced the way the article is written (if i ...
1895 Http.docx
Booker T. Washington and W.E.B. DuBois were two prominent black leaders in the early 20th century who advocated different approaches for advancing civil rights. The document instructs the reader to write a 300-400 word editorial from the perspective of a supporter of the time, such as a black sharecropper or domestic worker, arguing in favor of either Washington or DuBois. It provides links to primary source documents from each leader and asks the reader to directly quote from each while comparing their philosophies and stating at least two reasons for supporting one over the other. The editorial is to be submitted to one of three black newspapers from that era in order to demonstrate an understanding of the ideological differences between Washington and
The final assignment for this course is a Final Paper. The purpose o.docx
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participat.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docx
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution.
Habeus the war on terror.docx
The document discusses the right of habeas corpus in the context of the war on terror. It provides background on the detention of prisoners at Guantanamo Bay and the legal challenges that arose. Students are instructed to write a research paper on this topic, addressing the historical understanding of habeas corpus, examples of its suspension throughout U.S. history, its relevance today regarding enemy combatants, and perspectives from various sources on balancing civil liberties and national security. The paper must be at least 1,500 words, cite academic sources, and follow APA style guidelines.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final P.
His 204 week 5 final paper native american history
HIS 204 Week 5 Final Paper Native American history
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 4 Quiz
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
The previous assignments focused on domestic matters in US histo.docx
The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
Length:
The paper should be 600-to-850 words in length. This normally means 2-to-3 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a
MINIMUM of four
quality academic sources; the Schultz textbook must be one of ...
Review the case of Theodore Robert (Ted) Bundy, on pages 202-205 of .docx
Review the case of Theodore Robert (Ted) Bundy, on pages 202-205 of Eric W. Hickey’s “Serial Murderers and their Victims” and write a 300-500 word essay discussing the case study. Your essay should have an introduction summarizing the criminal and case, a body that discusses the issues surrounding the case (how were they able to avoid being caught for so long – personality of the offender, lack of evidence available, lack of technology, etc.), and what led to their arrest and prosecution, and a conclusion that discusses the outcome of their prosecution along with what changes could have been made along the way which might have led to an earlier arrest. Use EBSCO Host or Google Scholar to find the case legislature or court documentation that discusses the prosecution outcome. Be sure to include this reference on your reference page. Please follow APA guidelines; provide a title and reference page, use Times New Roman 12 point font, and double-space your lines. The reference for the book is: Hickey, E. W. (2016). Serial murderers and their victims, (7th ed.). Boston, MA: Cengage Learning.
...
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing t.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docx
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution with.
Report on textual analysis
Textual analysis is mostly used while conducting scientific studies on some relative topics of social science where it is mainly implicated by the researchers in the subjective area of communication.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final P.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fina.
WRITING ADVICEPromptIn 6-8 pages develop an argument.docx
WRITING ADVICE
Prompt
In 6-8 pages develop an argument about the key
factors determining successful presidential
leadership in the modern era (FDR forward).
Your argument should be deeply rooted in the
scholarly literature on the presidency. Develop
your argument in more detail by exploring two
cases where a president attempted to provide
leadership in some way. The cases that you
select should be narrow (e.g. FDR and the
passage of the Social Security Act rather than
FDR and the New Deal).
Prompt (cont.)
You only have a few short pages to discuss each
case and it is better to be an inch wide and a
mile deep than a mile wide and an inch deep. I
think that the easiest way to do this would be to
choose a policy or action widely viewed as a
historical success and another that is widely
viewed as a historical failure (e.g. Truman’s
Marshall Plan and Nixon’s invasion of Cambodia).
However, you do not need to follow this mold.
You could also compare two successes or two
failures.
Prompt (cont.)
In the development of your mini-case studies, you
should draw heavily from the Green Library’s
large collection of newspapers (available online).
For each case, you should be citing from The New
York Times and other online newspaper databases
from the week surrounding the event. This will help
give your cases much more depth. I also
encourage you to find other supplemental
sources like presidential biographies, journal
articles, academic books, primary documents,
and oral histories about the actual event to bolster
What do you need?
A theory of presidential leadership
developed from the scholarly literature
• Two interesting cases that you’ll analyze in
light of that theory
Developing a theory
Look for books and articles about presidential
leadership
• Look for useful references in the “suggested
readings” section of your textbook
• Where do you start? http://library.fiu.edu
• Search books for “presidential leadership” or other
important key terms that you might be interested in
• Sign in from off campus to have access to articles (“Log
in for Access” on the yellow toolbar)
• Go to “Find > A-Z List > G > Google Scholar” to make
your way to Google Scholar from off campus
What about the cases?
Explore the appendix in Greenstein (233-274)
• Read newspapers from the time
• Produce copies or directly transcribe into a Word
document with the information that you will need for
citations and references
• “Blah, blah, blah... Marshall Plan...” (Greg A. Halpriggs,
“The Marshall Plan,” NY Times, March 27th, 1948, Section
A-11, Paragraph 4). Not an actual citation or reference
(just the info you will eventually need)
• Look for scholarly works on the cases in the
same way that you did for your theory
Organization
Write a strong thesis statement that clearly
elaborates your main argument and organizes
your paper:
• Ex. “Ultimately, the paper contends that the failure of
President Nixon’s invasion of Cambod.
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fi.
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format: Approximately 1,500 words, typed, double-spaced, 1-inch
margins, twelve-point font
Prompt: Read and analyze the primary secondary documents on the U.S.
Civil Rights Movement discussed in this course. Your thesis should address
the following two questions: What were the goals of the civil rights
movement that developed in the 1950s and 1960s and why did this black
freedom struggle assume the characteristics that it did? Your essay
should analyze primary documents on the injustices the movement sought to
redress, including the diverse motivations that inspired individual
participation & interpret the strategies that guided organized activism. You
should also consider the interpretation posited in the secondary source, At
the Dark End of the Street, in your analysis of the primary documents of the
civil rights movement.
Your essay should answer these questions by providing a detailed
presentation of primary & secondary evidence in support of your thesis.
Your thesis should be focused on the question identified in BOLD print
above.
Conventions of Historical Writing: The following components are
essential to a historical essay: 1) An introductory paragraph that establishes
the scope of the argument – including the specific time period, geographic
area, & demographics of the group of people you’ll discuss. 2) A thesis
statement (located at the end of the introduction) in which you establish a
specific position that you will defend in the body of your essay. 3) A
detailed presentation of evidence to support your thesis derived from both
lecture & course readings, with particular emphasis on primary documents.
Each paragraph should begin with a topic sentence that advances your
argument and is supported, in the body of the paragraph, by at least one
primary source. 4) A concluding paragraph that restates your argument and
explains its significance. No bibliography is needed. However, please cite
readings in the body of your paper by indicating the editor or author’s name
and page number in the following format: (Taylor, 65). Please proofread
your paper before submitting it. Papers will be checked for plagiarism. So
PLEASE do not use sources from outside the course readings.
Thesis (and Introduction)
20 pts
Analysis of primary source evidence on goals of civil rights movement
35 pts
Analysis of primary source evidence on characteristics of civil rights movement
35 pts
Organization, clarity, writing conventions
10 pts
Total Points: 100
EX
1. Thesis:
Although Washington and DuBois shared the goal of social equality between African
Americans and whites, Washington’s ideas were better suited for the conditions of the
time.
vs.
Although both men envisioned eventual equality, Washington’s ideas were safer, and
therefore better responses to the discriminatory legislation and violence against African
Americans after the Reconstruction era.
or
Although both men envisioned event.
Book ReviewAssignment Due on November 1For this assignment.docx
Book Review
Assignment Due on November 1
For this assignment select ONE of the following books and write a book report on it. See the instructions below on how to write a book review.
BOOKS: (can be obtained from libraries or purchased on Amazon)
Larry Diamond, The Spirit of Democracy: The Struggle to Build Free Societies Throughout the World
Paul Collier, Wars, Guns, and Votes: Democracy in Dangerous Places Fareed Zakaria. The Future of Freedom: Illiberal Democracy at Home and Abroad (Revised Edition)Francis Fukuyama, Trust: The Social Virtues and the Creation of Prosperity. New York: Free Press, 1995
James Pfiffner,. The Modern Presidency, 5th ed. Belmont, CA: Wadsworth, 2007.
Dennis Kavanaugh,. Thatcherism and British Politics: The End of Consensus,2nd ed. London: Oxford University Press, 1990.
Allwood, Gill, and Khursheed Wadia. Women and Politics in France: 1958–2000. London: Routledge, 2000.
Fisher, Marc. After the Wall: Germany, the Germans, and the Burden of History. New York: Simon & Schuster, 1995
Gifford, Rob. China Road: A Journey Into the Future of a Rising Power. New York: Random House, 2007.
Zhao Ziyang, Bao Pu, Renee Chiang, and Adi Ignatius. Prisoner of the State: The Secret Journal of Premier Zhao Ziyang. New York: Simon and Schuster, 2009.Roderic Camp. Politics in Mexico. New York: Oxford University Press, 2013Methodology:
The book review for this course should be approximately 10 pages in length. It should use APA format and be double-spaced with an 11 or 12 font.
To get all the credit, you will need to relate the book to topics and additional readings assigned during the semester. One way to do that is
A book review describes, analyzes, and evaluates the quality, meaning, and significance of a book. It is not a retelling. It should focus on the book's purpose, content, and authority. A critical book review is not a book report or a summary. It is a reaction paper in which strengths and weaknesses of the material are discussed and analyzed. It should include a statement of what the author has tried to do, evaluates how well (in the opinion of the reviewer) the author has succeeded, and presents evidence to support this evaluation.
The following are standard procedures for writing book reviews;
1. Write a statement giving essential information about the book: title, author, first copyright date, type of book, general subject matter, special features (maps, color plates, etc.), price and ISBN.
2. State the author’s purpose in writing the book. Sometimes authors state their purpose in the preface or the first chapter. When they do not, you may arrive at an understanding of the book’s purpose by asking yourself these questions:
a. Why did the author write on this subject rather than on some other subject?
b. From what point of view is the work written?
c. Who is the intended audience
d. Scan the Table of Contents, it can help understand how the book is organized and will aid in determining the author's main idea ...
Annotated Bibliographies
Annotated bibliographies provide brief descriptive and evaluative paragraphs for citations to sources that inform readers of the relevance, accuracy, and quality of sources cited. To prepare an annotated bibliography, one must cite sources using MLA style, write concise annotations that summarize the central theme and scope of the source and its relevance to the project, and double space bibliographic citations and annotations. Examples of annotated bibliographies are provided for a book, newspaper article, and online reference article to demonstrate the proper MLA citation style and formatting of an annotation.
Theodore Robert (Ted) BundyReview the case of Theodore Robert (Ted.docx
Theodore Robert (Ted) Bundy
Review the case of Theodore Robert (Ted) Bundy, on pages 202-205 of Eric W. Hickey’s “Serial Murderers and their Victims” and write a 300-500 word essay discussing the case study.
Your essay should have an introduction summarizing the criminal and case, a body that discusses the issues surrounding the case (how were they able to avoid being caught for so long – personality of the offender, lack of evidence available, lack of technology, etc.), and what led to their arrest and prosecution, and a conclusion that discusses the outcome of their prosecution along with what changes could have been made along the way which might have led to an earlier arrest.
Use EBSCO Host or Google Scholar to find the case legislature or court documentation that discusses the prosecution outcome. Be sure to include this reference on your reference page.
Please follow APA guidelines; provide a title and reference page, use Times New Roman 12 point font, and double-space your lines. The reference for the book is:
Hickey, E. W. (2016).
Serial murderers and their victims, (7th ed.)
. Boston, MA: Cengage Learning.
.
Assignment 2 Recipe for Success!Every individual approaches life .docx
Assignment 2: Recipe for Success!
Every individual approaches life and situations differently. We all use communication as a means to express ourselves. However, communication is as much about listening as it is about talking. Communication is a mutual exchange.
Everyone has had a disagreement with someone in which the other person may respond with “You aren’t listening to me!” or “You don’t understand me!” The fact is, you are not validating the other person or are perceived as someone who is not providing validation. Validation can defuse a potentially explosive scenario.
Consider your personal experiences and communication skills.
What are the skills you use to communicate and how do they impact your interactions with others?
How do you plan to manage conflict communication?
Do you set a goal for the outcome you are seeking to achieve?
Do you consider your audience?
What point of view do you try to convey?
What is your message or argument in communication?
Have you ever applied the principles above? Have they worked for you? If not, what has worked for you?
Write your responses in two to three paragraphs. Be sure to incorporate terms, concepts, and theory from your readings to support your comments.
By
Saturday, April 19, 2014
, post your response to the appropriate
Discussion Area
. Through
Wednesday, April 23, 2014
, review and comment on your peers’ responses.
.
Assignment 2 RA Annotated BibliographyIn your final paper for .docx
This document provides information about descriptive statistics and how to calculate various descriptive statistics measures. It defines four types of measurement data: nominal, ordinal, interval, and ratio data. It then explains how to calculate and interpret the mean, median, mode, variability measures including range, variance and standard deviation. Examples are provided to demonstrate calculating these descriptive statistics on sets of sample data. The document emphasizes that descriptive statistics alone cannot be used to draw conclusions, but rather just describe patterns in the data.
Assignment 2 RA 2 Personality Characteristics and Criminal Behavio.docx
Assignment 2: RA 2: Personality Characteristics and Criminal Behavior
A particular set of personality characteristics does not turn a person into a criminal. However, a criminal will have the same set of characteristics. This concept may not be easy to understand. Here is another example: all college graduates have attended college, but not everyone who attended college is a college graduate. The mistake "if A then B" is the same as "if B then A" is a common one in research, criminal investigation, and profiling.
Criminal profiling is a difficult task. Complete the following three parts and present it in your report.
Part I
Identify at least five offense characteristics of each of the following crimes: sex offense, murder, acquisitive crime, organized crime, and terrorism.
Part II
Choose two offenses for those listed in
Part I
. Using the selected characteristics, complete the following for each of the two offenses you selected:
Analyze the selected characteristics to develop a forensic profile for that particular type of offense. For example, how would you use the two offense characteristics you have selected for murder to develop inferences regarding the personality of a murderer?
Explain how an offender's level of cognitive and emotional functioning, as well as social and environmental factors, could contribute to his or her maladaptive behavior in each of the above offenses.
Identify and justify the types of tests and/or personality measures that might be used to gather additional information for each of the two offenses.
Identify and justify the type of collateral information you would need to learn about the offender in the case of each of the two crimes.
Part III
Identify the differences in ethical standards between a criminal investigation and a psychological interview.
Offer your recommendations for future research needed to advance the science and research of psychological profiling techniques.
Discuss the different ethical considerations one must follow as an investigator and as a psychologist.
Support your responses giving reasons and examples from 8–10 scholarly resources.
Write a 7- to 9-page report in a Microsoft Word document. Apply APA standards to citation of sources.
Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.
.
Assignment 2 RA 2 Contemporary Issues and Methods AnonymousIn t.docx
Assignment 2: RA 2: Contemporary Issues and Methods: Anonymous
In today's world, technology must be considered when examining the psychology of espionage. Additionally, societal response is a key in understanding the impact of these acts. In this assignment, you will have the opportunity to analyze the relationship between cyber activity compromising national security information and the social media response.
The government organization for which you work has taken notice of the actions of a group named "Anonymous" against the Church of Scientology, among others. In order to better prepare, your organization wants you to analyze, from a forensic psychological perspective, a potentially significant compromise of national security information via a cyber attack. You have been instructed to use the attack on Scientology, the HBGary attack, or other significant cyber attacks credited to Anonymous as your basis of comparison.
Tasks:
Using the Argosy University online library resources and other reputable, valid sources, research the group Anonymous and its cyber-hacking activities, paying particular attention to the actions against the group's methods. Use your interrogatories (who, what, where, when, how, and why) to guide your research.
Write a 10- to 12-page report that analyzes the impact this group has (or may have) on the U.S. (societal impact, including economic and infrastructure), corporate America (business impact), and the government (political impact).
In your report, address the following:
Provide a synopsis of the group's methods, goals, and activities. Make sure you address its actions against its target as well as its overall activities, goals, and methods. Also, include an explanation of the group's members and its makeup (e.g., the demographics and characteristics of the group members).
Discuss motivations and possible explanations for the group's behavior. Identify the psychological constructs and processes and explain the group's actions. For example, describe what types of social psychological constructs reinforce its membership. Social psychology research on group dynamics will help in this explanation.
Analyze the impact of a potential attack on the US government. At minimum, address the following:
How vulnerable is the US government to a potential cyber attack?
What parts of the IC are most affected by a potential cyber attack on US systems? Why?
Analyze the impact of a potential attack on society. At minimum, address the following:
What role would the social media play in future incidents of espionage and counterintelligence (CI) activities?
What would be society's response to the attack? Would society be supportive or nonsupportive? How would it be divided? Justify your answers.
What would be the real and intangible consequences of Anonymous's hacking activities? What would be the positive and negative impacts of its actions on society? Overall, would society benefit from or be hurt by such actions? Justify your answers..
Assignment 2 Project PaperDue Week 8 and worth 200 pointsThe .docx
Assignment 2: Project Paper
Due Week 8 and worth 200 points
The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!
Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic.
Note
: Your instructor may require you to submit your topic choice for approval before the end of Week 5.
For the topic you choose:
Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic requires you to do several things related to the topic, be sure to do each of the things listed.
While some of the topics tend to lend themselves toward particular writing genres, you are not restricted to the specific format suggested for the individual topic. For example, you may do an “interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other written genre for almost any of the topics. The project is intended to be fun as well as informative, so feel free to be creative with the delivery of your information.
Use at least three (3) good quality academic sources with one (1) source being the class text.
Note:
Wikipedia
and other similar Websites do not quality as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Topic choices (pick 1):
Self-Portraits.
Journal.
The Renaissance artists Titian, Rembrandt, and Durer have each painted self-portraits. Imagine yourself as one of these artists (or another artist of your choice that has painted a self-portrait) and write a journal expressing your thoughts on “your” art (in other words, the journal entries the artist would probably write.) (1) Explain “your” primary reason for painting a self-portrait. (2) Describe “your” artistic choices in composition: use of color, space, etc. (3) Explain what the portrait represents about “you” (as the artist.) (4) Explain “your” choices of subject with regard to at least three other specific pieces “you” have painted.
Ladies & Gentlemen.
Survey & Report.
Some may believe that being “gentleman” or a “lady” in today’s society is an outdated notion, but others may disagree. (1) Briefly summarize the main characteristics of a well-rounded person, “l’uomo universal,” referring to specific sections within the excerpt from
The Courtier
which identifies these characteristics. (2) Create a “survey” based on the identified characteristics and “poll” at least ten people to find out whether or not the characteristics are rel.
Assignment 2 Project Paper (Template)cOVER pAGE On the cover page.docx
Assignment 2: Project Paper (Template)cOVER pAGE
On the cover page, include the following:
Assignment 2
Student’s Name
HUM 112
Professor’s Name
Date Introduction
In your introduction section, complete each step listed in the bullets below. Your answer should be 1–2 paragraphs in length:
· Identify the author and artist.
· Provide a short overview of the author’s life. Make sure the biographical details you discuss relate to the work you are discussing.
· Identify the speech or writing you will be talking about in this paper.
BACKGROUND
In your background section, complete each step listed in the bullets below. Your answer should be 1–2 paragraphs:
· Describe the historical events (also known as context) that were occurring at the time that the author or artist created the work.
· Discuss your thoughts on how the historical events may have led the author to create the work.
EVIDENCE
In your evidence section, complete each step listed in the bullets below. Your answer should be 1–2 paragraph in length.
· Explain the main point of the work you picked.
· Identify the most important example the author uses to support the main point.
DISCUSSION
In your discussion section, complete each step listed in the bullets below. Your answer should be one paragraph in length.
· Explain who the author or artist was trying to reach with the work (also known as the audience).
· Identify what the author was trying to convince the audience to believe or do.
CONCLUSION
In your conclusion section, complete each step listed in the bullets below. Your answer should be 1–2 paragraphs in length.
· Explain how the author’s words relate to our situation today.
· Discuss whether you believe any of the author’s statements about race relations, political equality, or social equality remain true, today and why.
SOURCES LIST PAGE
On the sources list page, include the following:
· A title (type Sources at the top)
· Include a numbered list of sources used in your paper
SOURCES
1. Henry Sayre. (2015). The humanities: Culture, continuity and change, Volume 2 (3rd ed.). Upper Saddle River, NJ: Pearson Education.
2.
Revised 02/14/2020 2
Surname 2
Hang Liu
RWS-280
2020/02/11
Digital Natives
Adoption of technology in learning is something inevitable. Digital Natives, Yet Strangers to the Web is a web article written by alia Wong 21 April, 2015. The author writes the article as an explanation of the debates surrounding the use of technology in learning. Academic institutions are busy implementing the use of technology in there learning and on the other hand singing the negative impact of technology on learning. This ends up creating a confusion in the education word and hence children, or rather students who are heavy users of technology but lacks in-depth understanding of how technology and the internet rea.
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The document discusses the right of habeas corpus in the context of the war on terror. It provides background on the detention of prisoners at Guantanamo Bay and the legal challenges that arose. Students are instructed to write a research paper on this topic, addressing the historical understanding of habeas corpus, examples of its suspension throughout U.S. history, its relevance today regarding enemy combatants, and perspectives from various sources on balancing civil liberties and national security. The paper must be at least 1,500 words, cite academic sources, and follow APA style guidelines.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
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The previous assignments focused on domestic matters in US history. This last assignment explores America’s international role in recent decades. By the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policeman of the world.” One can identify early steps this direction well before World War II, but in this paper focus on the period from the 1940s to the present. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.
Possible position—in each case you can take the pro or con position:
The American “policing” role developed because of the Cold War, but it became primarily a means for protecting and assisting economic interests for itself and its allies as illustrated by recent events as well as earlier ones.
The American “policing” role has been exercised primarily to protect vulnerable peoples and regions from powerful oppressors or from regional chaos, as illustrated by recent events as well as earlier ones.
The American “policing” role has had noble intentions and ultimate success during the Cold War, but in fighting terror it has gotten off track with some severe consequences.
A position you develop on this issue with the approval of your instructor.
After giving general consideration to your readings and your research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose (from the list above)—or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use four specific examples from different decades between 1950 and the present. (At least one example must be from the last ten years).
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? (This might be unclear at first since it is foreign policy. But, super-power status does inevitably provide advantages in a global economy.)
Length:
The paper should be 600-to-850 words in length. This normally means 2-to-3 pages for the body of the paper. (The title page and References page do not count in these calculations.) Double-space between lines. Format instructions are below.
Top
Research and References:
You must use a
MINIMUM of four
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Review the case of Theodore Robert (Ted) Bundy, on pages 202-205 of .docx
Review the case of Theodore Robert (Ted) Bundy, on pages 202-205 of Eric W. Hickey’s “Serial Murderers and their Victims” and write a 300-500 word essay discussing the case study. Your essay should have an introduction summarizing the criminal and case, a body that discusses the issues surrounding the case (how were they able to avoid being caught for so long – personality of the offender, lack of evidence available, lack of technology, etc.), and what led to their arrest and prosecution, and a conclusion that discusses the outcome of their prosecution along with what changes could have been made along the way which might have led to an earlier arrest. Use EBSCO Host or Google Scholar to find the case legislature or court documentation that discusses the prosecution outcome. Be sure to include this reference on your reference page. Please follow APA guidelines; provide a title and reference page, use Times New Roman 12 point font, and double-space your lines. The reference for the book is: Hickey, E. W. (2016). Serial murderers and their victims, (7th ed.). Boston, MA: Cengage Learning.
...
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
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Soon after the U.S. invasion of Afghanistan in 2001, the Bush admini.docx
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participate intelligently as a citizen in this ongoing debate.
Write an essay about the right of habeas corpus in the context of the war on terror. Your essay should address the following subtopics:
Explain the historical evolution of habeas corpus, including its English and American traditions. The explanation of its evolution with.
Report on textual analysis
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Civil Liberties, Habeas Corpus, and the War on TerrorThe final ass.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final P.
Civil Liberties, Habeas Corpus, and the War on TerrorThe final.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fina.
WRITING ADVICEPromptIn 6-8 pages develop an argument.docx
WRITING ADVICE
Prompt
In 6-8 pages develop an argument about the key
factors determining successful presidential
leadership in the modern era (FDR forward).
Your argument should be deeply rooted in the
scholarly literature on the presidency. Develop
your argument in more detail by exploring two
cases where a president attempted to provide
leadership in some way. The cases that you
select should be narrow (e.g. FDR and the
passage of the Social Security Act rather than
FDR and the New Deal).
Prompt (cont.)
You only have a few short pages to discuss each
case and it is better to be an inch wide and a
mile deep than a mile wide and an inch deep. I
think that the easiest way to do this would be to
choose a policy or action widely viewed as a
historical success and another that is widely
viewed as a historical failure (e.g. Truman’s
Marshall Plan and Nixon’s invasion of Cambodia).
However, you do not need to follow this mold.
You could also compare two successes or two
failures.
Prompt (cont.)
In the development of your mini-case studies, you
should draw heavily from the Green Library’s
large collection of newspapers (available online).
For each case, you should be citing from The New
York Times and other online newspaper databases
from the week surrounding the event. This will help
give your cases much more depth. I also
encourage you to find other supplemental
sources like presidential biographies, journal
articles, academic books, primary documents,
and oral histories about the actual event to bolster
What do you need?
A theory of presidential leadership
developed from the scholarly literature
• Two interesting cases that you’ll analyze in
light of that theory
Developing a theory
Look for books and articles about presidential
leadership
• Look for useful references in the “suggested
readings” section of your textbook
• Where do you start? http://library.fiu.edu
• Search books for “presidential leadership” or other
important key terms that you might be interested in
• Sign in from off campus to have access to articles (“Log
in for Access” on the yellow toolbar)
• Go to “Find > A-Z List > G > Google Scholar” to make
your way to Google Scholar from off campus
What about the cases?
Explore the appendix in Greenstein (233-274)
• Read newspapers from the time
• Produce copies or directly transcribe into a Word
document with the information that you will need for
citations and references
• “Blah, blah, blah... Marshall Plan...” (Greg A. Halpriggs,
“The Marshall Plan,” NY Times, March 27th, 1948, Section
A-11, Paragraph 4). Not an actual citation or reference
(just the info you will eventually need)
• Look for scholarly works on the cases in the
same way that you did for your theory
Organization
Write a strong thesis statement that clearly
elaborates your main argument and organizes
your paper:
• Ex. “Ultimately, the paper contends that the failure of
President Nixon’s invasion of Cambod.
Civil Liberties, Habeas Corpus, and the War on Terror The final as.docx
Civil Liberties, Habeas Corpus, and the War on Terror
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Fi.
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format: Approximately 1,500 words, typed, double-spaced, 1-inch
margins, twelve-point font
Prompt: Read and analyze the primary secondary documents on the U.S.
Civil Rights Movement discussed in this course. Your thesis should address
the following two questions: What were the goals of the civil rights
movement that developed in the 1950s and 1960s and why did this black
freedom struggle assume the characteristics that it did? Your essay
should analyze primary documents on the injustices the movement sought to
redress, including the diverse motivations that inspired individual
participation & interpret the strategies that guided organized activism. You
should also consider the interpretation posited in the secondary source, At
the Dark End of the Street, in your analysis of the primary documents of the
civil rights movement.
Your essay should answer these questions by providing a detailed
presentation of primary & secondary evidence in support of your thesis.
Your thesis should be focused on the question identified in BOLD print
above.
Conventions of Historical Writing: The following components are
essential to a historical essay: 1) An introductory paragraph that establishes
the scope of the argument – including the specific time period, geographic
area, & demographics of the group of people you’ll discuss. 2) A thesis
statement (located at the end of the introduction) in which you establish a
specific position that you will defend in the body of your essay. 3) A
detailed presentation of evidence to support your thesis derived from both
lecture & course readings, with particular emphasis on primary documents.
Each paragraph should begin with a topic sentence that advances your
argument and is supported, in the body of the paragraph, by at least one
primary source. 4) A concluding paragraph that restates your argument and
explains its significance. No bibliography is needed. However, please cite
readings in the body of your paper by indicating the editor or author’s name
and page number in the following format: (Taylor, 65). Please proofread
your paper before submitting it. Papers will be checked for plagiarism. So
PLEASE do not use sources from outside the course readings.
Thesis (and Introduction)
20 pts
Analysis of primary source evidence on goals of civil rights movement
35 pts
Analysis of primary source evidence on characteristics of civil rights movement
35 pts
Organization, clarity, writing conventions
10 pts
Total Points: 100
EX
1. Thesis:
Although Washington and DuBois shared the goal of social equality between African
Americans and whites, Washington’s ideas were better suited for the conditions of the
time.
vs.
Although both men envisioned eventual equality, Washington’s ideas were safer, and
therefore better responses to the discriminatory legislation and violence against African
Americans after the Reconstruction era.
or
Although both men envisioned event.
Book ReviewAssignment Due on November 1For this assignment.docx
Book Review
Assignment Due on November 1
For this assignment select ONE of the following books and write a book report on it. See the instructions below on how to write a book review.
BOOKS: (can be obtained from libraries or purchased on Amazon)
Larry Diamond, The Spirit of Democracy: The Struggle to Build Free Societies Throughout the World
Paul Collier, Wars, Guns, and Votes: Democracy in Dangerous Places Fareed Zakaria. The Future of Freedom: Illiberal Democracy at Home and Abroad (Revised Edition)Francis Fukuyama, Trust: The Social Virtues and the Creation of Prosperity. New York: Free Press, 1995
James Pfiffner,. The Modern Presidency, 5th ed. Belmont, CA: Wadsworth, 2007.
Dennis Kavanaugh,. Thatcherism and British Politics: The End of Consensus,2nd ed. London: Oxford University Press, 1990.
Allwood, Gill, and Khursheed Wadia. Women and Politics in France: 1958–2000. London: Routledge, 2000.
Fisher, Marc. After the Wall: Germany, the Germans, and the Burden of History. New York: Simon & Schuster, 1995
Gifford, Rob. China Road: A Journey Into the Future of a Rising Power. New York: Random House, 2007.
Zhao Ziyang, Bao Pu, Renee Chiang, and Adi Ignatius. Prisoner of the State: The Secret Journal of Premier Zhao Ziyang. New York: Simon and Schuster, 2009.Roderic Camp. Politics in Mexico. New York: Oxford University Press, 2013Methodology:
The book review for this course should be approximately 10 pages in length. It should use APA format and be double-spaced with an 11 or 12 font.
To get all the credit, you will need to relate the book to topics and additional readings assigned during the semester. One way to do that is
A book review describes, analyzes, and evaluates the quality, meaning, and significance of a book. It is not a retelling. It should focus on the book's purpose, content, and authority. A critical book review is not a book report or a summary. It is a reaction paper in which strengths and weaknesses of the material are discussed and analyzed. It should include a statement of what the author has tried to do, evaluates how well (in the opinion of the reviewer) the author has succeeded, and presents evidence to support this evaluation.
The following are standard procedures for writing book reviews;
1. Write a statement giving essential information about the book: title, author, first copyright date, type of book, general subject matter, special features (maps, color plates, etc.), price and ISBN.
2. State the author’s purpose in writing the book. Sometimes authors state their purpose in the preface or the first chapter. When they do not, you may arrive at an understanding of the book’s purpose by asking yourself these questions:
a. Why did the author write on this subject rather than on some other subject?
b. From what point of view is the work written?
c. Who is the intended audience
d. Scan the Table of Contents, it can help understand how the book is organized and will aid in determining the author's main idea ...
Annotated Bibliographies
Annotated bibliographies provide brief descriptive and evaluative paragraphs for citations to sources that inform readers of the relevance, accuracy, and quality of sources cited. To prepare an annotated bibliography, one must cite sources using MLA style, write concise annotations that summarize the central theme and scope of the source and its relevance to the project, and double space bibliographic citations and annotations. Examples of annotated bibliographies are provided for a book, newspaper article, and online reference article to demonstrate the proper MLA citation style and formatting of an annotation.
Theodore Robert (Ted) BundyReview the case of Theodore Robert (Ted.docx
Theodore Robert (Ted) Bundy
Review the case of Theodore Robert (Ted) Bundy, on pages 202-205 of Eric W. Hickey’s “Serial Murderers and their Victims” and write a 300-500 word essay discussing the case study.
Your essay should have an introduction summarizing the criminal and case, a body that discusses the issues surrounding the case (how were they able to avoid being caught for so long – personality of the offender, lack of evidence available, lack of technology, etc.), and what led to their arrest and prosecution, and a conclusion that discusses the outcome of their prosecution along with what changes could have been made along the way which might have led to an earlier arrest.
Use EBSCO Host or Google Scholar to find the case legislature or court documentation that discusses the prosecution outcome. Be sure to include this reference on your reference page.
Please follow APA guidelines; provide a title and reference page, use Times New Roman 12 point font, and double-space your lines. The reference for the book is:
Hickey, E. W. (2016).
Serial murderers and their victims, (7th ed.)
. Boston, MA: Cengage Learning.
.
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WRITING ADVICEPromptIn 6-8 pages develop an argument.docx
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More from josephinepaterson7611
Assignment 2 Recipe for Success!Every individual approaches life .docx
Assignment 2: Recipe for Success!
Every individual approaches life and situations differently. We all use communication as a means to express ourselves. However, communication is as much about listening as it is about talking. Communication is a mutual exchange.
Everyone has had a disagreement with someone in which the other person may respond with “You aren’t listening to me!” or “You don’t understand me!” The fact is, you are not validating the other person or are perceived as someone who is not providing validation. Validation can defuse a potentially explosive scenario.
Consider your personal experiences and communication skills.
What are the skills you use to communicate and how do they impact your interactions with others?
How do you plan to manage conflict communication?
Do you set a goal for the outcome you are seeking to achieve?
Do you consider your audience?
What point of view do you try to convey?
What is your message or argument in communication?
Have you ever applied the principles above? Have they worked for you? If not, what has worked for you?
Write your responses in two to three paragraphs. Be sure to incorporate terms, concepts, and theory from your readings to support your comments.
By
Saturday, April 19, 2014
, post your response to the appropriate
Discussion Area
. Through
Wednesday, April 23, 2014
, review and comment on your peers’ responses.
.
Assignment 2 RA Annotated BibliographyIn your final paper for .docx
This document provides information about descriptive statistics and how to calculate various descriptive statistics measures. It defines four types of measurement data: nominal, ordinal, interval, and ratio data. It then explains how to calculate and interpret the mean, median, mode, variability measures including range, variance and standard deviation. Examples are provided to demonstrate calculating these descriptive statistics on sets of sample data. The document emphasizes that descriptive statistics alone cannot be used to draw conclusions, but rather just describe patterns in the data.
Assignment 2 RA 2 Personality Characteristics and Criminal Behavio.docx
Assignment 2: RA 2: Personality Characteristics and Criminal Behavior
A particular set of personality characteristics does not turn a person into a criminal. However, a criminal will have the same set of characteristics. This concept may not be easy to understand. Here is another example: all college graduates have attended college, but not everyone who attended college is a college graduate. The mistake "if A then B" is the same as "if B then A" is a common one in research, criminal investigation, and profiling.
Criminal profiling is a difficult task. Complete the following three parts and present it in your report.
Part I
Identify at least five offense characteristics of each of the following crimes: sex offense, murder, acquisitive crime, organized crime, and terrorism.
Part II
Choose two offenses for those listed in
Part I
. Using the selected characteristics, complete the following for each of the two offenses you selected:
Analyze the selected characteristics to develop a forensic profile for that particular type of offense. For example, how would you use the two offense characteristics you have selected for murder to develop inferences regarding the personality of a murderer?
Explain how an offender's level of cognitive and emotional functioning, as well as social and environmental factors, could contribute to his or her maladaptive behavior in each of the above offenses.
Identify and justify the types of tests and/or personality measures that might be used to gather additional information for each of the two offenses.
Identify and justify the type of collateral information you would need to learn about the offender in the case of each of the two crimes.
Part III
Identify the differences in ethical standards between a criminal investigation and a psychological interview.
Offer your recommendations for future research needed to advance the science and research of psychological profiling techniques.
Discuss the different ethical considerations one must follow as an investigator and as a psychologist.
Support your responses giving reasons and examples from 8–10 scholarly resources.
Write a 7- to 9-page report in a Microsoft Word document. Apply APA standards to citation of sources.
Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.
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Assignment 2: RA 2: Contemporary Issues and Methods: Anonymous
In today's world, technology must be considered when examining the psychology of espionage. Additionally, societal response is a key in understanding the impact of these acts. In this assignment, you will have the opportunity to analyze the relationship between cyber activity compromising national security information and the social media response.
The government organization for which you work has taken notice of the actions of a group named "Anonymous" against the Church of Scientology, among others. In order to better prepare, your organization wants you to analyze, from a forensic psychological perspective, a potentially significant compromise of national security information via a cyber attack. You have been instructed to use the attack on Scientology, the HBGary attack, or other significant cyber attacks credited to Anonymous as your basis of comparison.
Tasks:
Using the Argosy University online library resources and other reputable, valid sources, research the group Anonymous and its cyber-hacking activities, paying particular attention to the actions against the group's methods. Use your interrogatories (who, what, where, when, how, and why) to guide your research.
Write a 10- to 12-page report that analyzes the impact this group has (or may have) on the U.S. (societal impact, including economic and infrastructure), corporate America (business impact), and the government (political impact).
In your report, address the following:
Provide a synopsis of the group's methods, goals, and activities. Make sure you address its actions against its target as well as its overall activities, goals, and methods. Also, include an explanation of the group's members and its makeup (e.g., the demographics and characteristics of the group members).
Discuss motivations and possible explanations for the group's behavior. Identify the psychological constructs and processes and explain the group's actions. For example, describe what types of social psychological constructs reinforce its membership. Social psychology research on group dynamics will help in this explanation.
Analyze the impact of a potential attack on the US government. At minimum, address the following:
How vulnerable is the US government to a potential cyber attack?
What parts of the IC are most affected by a potential cyber attack on US systems? Why?
Analyze the impact of a potential attack on society. At minimum, address the following:
What role would the social media play in future incidents of espionage and counterintelligence (CI) activities?
What would be society's response to the attack? Would society be supportive or nonsupportive? How would it be divided? Justify your answers.
What would be the real and intangible consequences of Anonymous's hacking activities? What would be the positive and negative impacts of its actions on society? Overall, would society benefit from or be hurt by such actions? Justify your answers..
Assignment 2 Project PaperDue Week 8 and worth 200 pointsThe .docx
Assignment 2: Project Paper
Due Week 8 and worth 200 points
The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!
Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic.
Note
: Your instructor may require you to submit your topic choice for approval before the end of Week 5.
For the topic you choose:
Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic requires you to do several things related to the topic, be sure to do each of the things listed.
While some of the topics tend to lend themselves toward particular writing genres, you are not restricted to the specific format suggested for the individual topic. For example, you may do an “interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other written genre for almost any of the topics. The project is intended to be fun as well as informative, so feel free to be creative with the delivery of your information.
Use at least three (3) good quality academic sources with one (1) source being the class text.
Note:
Wikipedia
and other similar Websites do not quality as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Topic choices (pick 1):
Self-Portraits.
Journal.
The Renaissance artists Titian, Rembrandt, and Durer have each painted self-portraits. Imagine yourself as one of these artists (or another artist of your choice that has painted a self-portrait) and write a journal expressing your thoughts on “your” art (in other words, the journal entries the artist would probably write.) (1) Explain “your” primary reason for painting a self-portrait. (2) Describe “your” artistic choices in composition: use of color, space, etc. (3) Explain what the portrait represents about “you” (as the artist.) (4) Explain “your” choices of subject with regard to at least three other specific pieces “you” have painted.
Ladies & Gentlemen.
Survey & Report.
Some may believe that being “gentleman” or a “lady” in today’s society is an outdated notion, but others may disagree. (1) Briefly summarize the main characteristics of a well-rounded person, “l’uomo universal,” referring to specific sections within the excerpt from
The Courtier
which identifies these characteristics. (2) Create a “survey” based on the identified characteristics and “poll” at least ten people to find out whether or not the characteristics are rel.
Assignment 2 Project Paper (Template)cOVER pAGE On the cover page.docx
Assignment 2: Project Paper (Template)cOVER pAGE
On the cover page, include the following:
Assignment 2
Student’s Name
HUM 112
Professor’s Name
Date Introduction
In your introduction section, complete each step listed in the bullets below. Your answer should be 1–2 paragraphs in length:
· Identify the author and artist.
· Provide a short overview of the author’s life. Make sure the biographical details you discuss relate to the work you are discussing.
· Identify the speech or writing you will be talking about in this paper.
BACKGROUND
In your background section, complete each step listed in the bullets below. Your answer should be 1–2 paragraphs:
· Describe the historical events (also known as context) that were occurring at the time that the author or artist created the work.
· Discuss your thoughts on how the historical events may have led the author to create the work.
EVIDENCE
In your evidence section, complete each step listed in the bullets below. Your answer should be 1–2 paragraph in length.
· Explain the main point of the work you picked.
· Identify the most important example the author uses to support the main point.
DISCUSSION
In your discussion section, complete each step listed in the bullets below. Your answer should be one paragraph in length.
· Explain who the author or artist was trying to reach with the work (also known as the audience).
· Identify what the author was trying to convince the audience to believe or do.
CONCLUSION
In your conclusion section, complete each step listed in the bullets below. Your answer should be 1–2 paragraphs in length.
· Explain how the author’s words relate to our situation today.
· Discuss whether you believe any of the author’s statements about race relations, political equality, or social equality remain true, today and why.
SOURCES LIST PAGE
On the sources list page, include the following:
· A title (type Sources at the top)
· Include a numbered list of sources used in your paper
SOURCES
1. Henry Sayre. (2015). The humanities: Culture, continuity and change, Volume 2 (3rd ed.). Upper Saddle River, NJ: Pearson Education.
2.
Revised 02/14/2020 2
Surname 2
Hang Liu
RWS-280
2020/02/11
Digital Natives
Adoption of technology in learning is something inevitable. Digital Natives, Yet Strangers to the Web is a web article written by alia Wong 21 April, 2015. The author writes the article as an explanation of the debates surrounding the use of technology in learning. Academic institutions are busy implementing the use of technology in there learning and on the other hand singing the negative impact of technology on learning. This ends up creating a confusion in the education word and hence children, or rather students who are heavy users of technology but lacks in-depth understanding of how technology and the internet rea.
Assignment 2 Program Design ElementsProgram DesignWith .docx
Assignment 2: Program Design Elements
Program Design
With the continuation of Assignment 2, it is important to notice and appreciate the congruity provided through systematic program planning and evaluation. A well-developed program design facilitates the alignment necessary for an effective intervention, enabling the program to address the problem through appropriate services that–
ideally!
–result in positive outcomes.
This week you further delineate your program design, crafting elements visually and creating a time line using a Gantt chart.
To prepare for this week's section of Assignment 2:
Refer to the information presented in this week's Learning Resources as you consider all of the elements of your program.
Begin to visualize or draft a graphical representation of your program based on the theory or model you have chosen (Week 3
[see week 3 discussion paper attached]
) as demonstrated in Chapter 8 of
Designing and Managing Programs
. If your theory or model of choice does not have such a visual representation associated with it then you will need to create one.
Also, in this design, state your mission, goal(s), and objectives for your program. State all activities that will assist in meeting each objective and outline this in a Gantt chart with time lines for implementing the activities.
By tomorrow Friday 01/04/19 by 6 pm
In APA format with a minimum of 6 scholarly references,
write a 3- to 5-page paper and create accompanying documents that address the following level 1 and 2 headers:
1)
Stakeholder Involvement in Developing Mission Statement, Goals, and Objectives
(developed in Week 5)
a) Explain why it is important for representatives of your target population to be involved in developing the goals and objectives for the program.
b) Identify which stakeholders you would involve in the planning process and discuss two or more strategies for facilitating their involvement.
2)
Program Design
(developed this week 6, with elements developed in Week 5
[see week 6 discussion paper attached]
)
a) Create a visual representation of your program design (e.g., a table or graph) that includes the program's mission statement, goal(s), objectives, and activities to meet the objectives
(http://www.ganttchart.com/Examples.html)
b) Develop a Gantt chart with time lines for implementing all activities that will assist in meeting each of your program objectives.
P.S. Always include an introduction ending with a purpose statement and conclusion as required per APA format guidelines. Refer to previous attached papers in the file area to complete this assignment.
Required Readings
Hodges, B. C., & Videto, D. M. (2011).
Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.
• Chapter 4, “Program Planning: The Big Picture”
• Chapter 5, “Social Marketing, Program Planning, and Implementation”
• Chapter 8, “Identifying .
Assignment 2 Policy and Client Impact DevelopmentFor this.docx
Assignment 2: Policy and Client Impact Development
For this assignment
, you are expected to identify a sub-population within the field agency, then research and discuss with your field coordinator the state and federal policies that may impact the identified clients. Finally, discuss if there is a possibility for you to advocate on behalf of those clients.
By Day 7
Submit
a 2-3 page paper in which you:
Identify the subpopulation (Substance Abuse in Cal)
Identify State and federal policies and discuss their impact on the clients identified
Provide suggestions for the agency (Good Seed Drop-In Center, Long Beach, Ca.)
Discuss possibilities to advocate for the clients
Assignment 2: Policy and Client Impact Development
.
Assignment 2 Political Parties and the Electoral ProcessDue Week .docx
This document outlines the requirements for a 4-page paper on the relationship between political parties and the electoral process. It instructs students to:
1) Identify ideological differences between the two major US political parties and analyze reasons for third parties' lack of success at the presidential level.
2) Determine the role of campaigning in maintaining the two-party system, using examples.
3) Cite at least four academic resources and follow APA formatting guidelines.
Assignment 2 Policy IdentificationAccording to the Council .docx
Assignment 2: Policy Identification
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Walden’s MSW program expects students in their specialization year to be able to:
Evaluate the implication of policies and policy change in the lives of clients/constituents.
Demonstrate critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare
: Working with your field instructor, identify a social problem that is common among the organization (or its clients) and research current policies at that state and federal levels that impact the social problem. Then, from a position of advocacy, identify methods to address the social problem (i.e., how you, as a social worker, and the agency advocate to change the problem). You are expected to specifically address how both you and the agency can effectively engage policy makers to make them aware of the social problem and the impact that the policies have on the agency and clients.
The Assignment (2-3 pages):
Identify the social problem
Explain rational for selecting social problem
Describe state and federal policies that impact the social problem
Identify specific methods to address the social problems
Explain how the agency and student can advocate to change the social problem
.
Assignment 2 Part B Your Marketing PlanDue Week 8 and worth 40.docx
Assignment 2: Part B: Your Marketing Plan
Due Week 8 and worth 400 points
For this assignment, you will include Part A of your marketing plan which has addressed the feedback from your professor. You will also need Steps 5-7 of the Interactive Marketing Plan, which you have completed within the course shell. In this final assignment, you will compile the previous assignment, addressing the feedback from your professor, as well as adding the marketing strategies.
Note
: You may create and / or make all necessary assumptions needed for the completion of this assignment.
Write an eighteen to twenty (18-20) page paper in which you:
Revise your executive summary from Assignment 1, based on the outcomes and implementation of your marketing plan.
Develop your company’s mission statement and company introduction.
Develop the company’s branding, pricing, and distribution plan.
Provide the following marketing strategy information:
Classify the company’s major competitors as inter- or intra-competitors. Categorize the competitors’ major strengths and weaknesses.
Develop the differentiation strategy in relation to the closest competitor.
Establish whether the company’s intention is to be a leader or follower within the industry.
Assess the level of impact that the salient macro-environmental issues (e.g., legal, technological, social, and economic, etc.) and trends with which the company must contend could potentially have on the company’s marketing strategy.
Predict the most significant trend to impact the business. Formulate a strategy for the company to minimize or capitalize on this trend.
Construct an implementation strategy for your hypothetical company in which you specify the essential activities and responsibilities. Include a timetable for completion of each component of your strategy.
Develop a five (5) year expansion plan that includes future profitability and market share growth. Include necessary graphs to explain your plan.
Specify two (2) social media and / or media tools that you would use as you develop your plan. Justify each of your chosen tools.
Choose two (2) performance standards, two (2) monitory methods, and two (2) financial controls that you would implement that differ from the standards that you had provided in Assignment 1. Justify your choices.
Assess the potential for your company’s overall performance in relation to the marketing plan objectives.
Suggest the integrated marketing communications that are most relevant for your marketing plan. Relate each marketing communication to your company’s advertising strategy.
Use at least five (5) academic resources that address sustainability and monitoring of effective marketing plans and determine the applicability for your hypothetical company. These resources should be industry specific and relate to your chosen product / service. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double s.
Assignment 2 Organizational Risk Appetite and Risk AssessmentDu.docx
Assignment 2: Organizational Risk Appetite and Risk Assessment
Due Week 4 and worth 50 points
Imagine that a software development company has just appointed you to lead a risk assessment project. The Chief Information Officer (CIO) of the organization has seen reports of malicious activity on the rise and has become extremely concerned with the protection of the intellectual property and highly sensitive data maintained by your organization. The CIO has asked you to prepare a short document before your team begins working. She would like for you to provide an overview of what the term “risk appetite” means and a suggested process for determining the risk appetite for the company. Also, she would like for you to provide some information about the method(s) you intend to use in performing a risk assessment.
Write a two to three page paper in which you:
1. Analyze the term “risk appetite”. Then, suggest at least one practical example in which it applies.
2. Recommend the key method(s) for determining the risk appetite of the company.
3. Describe the process of performing a risk assessment.
4. Elaborate on the approach you will use when performing the risk assessment.
5. Use at least three quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
· This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
· 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:
· Describe the components and basic requirements for creating an audit plan to support business and system considerations.
· Describe the parameters required to conduct and report on IT infrastructure audit for organizational compliance.
· Use technology and information resources to research issues in security strategy and policy formation.
· Write clearly and concisely about topics related to information technology audit and control using proper writing mechanics and technical style conventions.
Assignment 3: Evaluating Access Control Methods
Due Week 6 and worth 50 points
Imagine that you are the Information Systems Security Specialist for a medium-sized federal government contractor. The Chief Security Officer (CSO) is worried that the organization's current methods of access control are no longer sufficient. In order to evaluate the different methods of access control, the CSO requested that you research: mandatory access control (MAC), discretionary access control (DAC), and role-based access control (RBAC). Then, prepare a report addressing positive and negative aspects of each access control me.
Assignment 2 Nuclear MedicineNuclear medicine is a specialized br.docx
Assignment 2: Nuclear Medicine
Nuclear medicine is a specialized branch of modern medicine that exploits the process of radioactivity for imaging, diagnosis, and treatment. Many imaging techniques inject small amounts of radioactive material into the body, which are then tracked by a sensing device specific to the type of radiation emitted from that material. Radiation has also been used to destroy diseased tissue, typically beyond the reach of standard surgical techniques.
Using the readings for this module, the Argosy University online library resources, and the Internet, write a paper on nuclear medicine. Address the following:
Explain the scientific and technical concepts related to nuclear medicine. Consider the following questions when you construct your response:
What type of radiation is typically exploited in most nuclear medicine procedures?
How are patients prepared for nuclear medicine procedures?
What are the advantages and limitations of nuclear medicine?
What ailments are typically diagnosed and treated via nuclear medicine procedures?
Evaluate a minimum of three applications of nuclear medicine relating to any of the following topics:
Positron Emission Tomography (PET) scans
Gallium scans
Indium white blood cell scans
Iobenguane scans (MIBG)
Octreotide scans
Hybrid scanning techniques employing X-ray computed tomography (CT) or magnetic resonance imaging (MRI)
Nuclear medicine therapy using radiopharmaceuticals
Support your statements with examples. Provide a minimum of three scholarly references.
Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M4_A2.doc.
By
Wednesday, August 27, 2014
, deliver your assignment to the
M4: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Demonstrated an understanding of the basic scientific and technical concepts of nuclear medicine.
28
Evaluated current or future applications of nuclear medicine with three real-world examples.
32
Provided at least three reliable references to support examples of current and future nuclear medicine applications.
20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 NetworkingDue Week 5 and worth 100 pointsAssume th.docx
Assignment 2: Networking
Due Week 5 and worth 100 points
Assume that you were recently hired by a manufacturing company as a systems administrator trainee. Your first assignment is to develop a paper that communicates the various functions of telecommunications to end users. As a result, you should try to keep your explanations of the technology as simple as possible.
Write a four to five (4-5) page paper in which you:
Describe the features of telecommunications networks, including key networking technologies. Cover the Open Systems Interconnection (OSI) model, including each logical layer.
Discuss whether telephone networks and computer networks will remain distinct in the future.
Describe various network media and how they are changing.
Explain the differences among LANS, WANS, CANS, and MANS.
Describe three (3) ways in which businesses use Internet services and protocols. (For example, what is VoIP and how is it used?)
Use at least three (3) quality resources in this assignment.
Note:
Wikipedia and similar Websites do not qualify as quality 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:
Illustrate the use of information and communication technologies to solve problems as an information technology professional.
Use technology and information resources to research issues in information technology.
Write clearly and concisely about introductory information technology topics using proper writing mechanics and technical style conventions.
.
Assignment 2 Needs AssessmentDue Week 5 and worth 175 points.docx
Assignment 2: Needs Assessment
Due Week 5 and worth 175 points
You and your assigned classmate(s) have formed a human resource consulting company. You have been hired to provide training to the sales force for an automobile dealership. As part of your preparation for this consulting engagement, you and your team members must determine how best to approach the automobile dealership to engage the interest of the decision makers. Your part of this assignment is to propose the types of needs assessment tools that could be used to determine how to design and develop the automobile dealerships training programs. These could include software, models, or analysis methods. Once you complete your need assessment, you must now meet with the owner of the dealership to discuss the needs assessment. Do Not Create a Training Program!!!
From the perspective of a team member, write a three to four (3-4) page paper in which you:
1. Prepare, in outline form, the process your team could use to conduct the needs assessment for your client based upon the articles you selected. (You will use a hierarchical topic and sentence outline for this paper only.)
Review chapter 4 on needs assessments. It discusses different types of assessments. Select the best one(s) to use to gather information. Keep in mind that you are trying to find out the organizations needs related to their sale force. Hence, you need to outline the method you are going to use to gather information and make a recommendation to management on what type of training may be required. Use this information in conjunction with your research from the week 3 discussion.
2. Identify two (2) possible impediments to this approach and discuss how you will overcome them.
The text also discusses obstacles to conducting needs assessments such as time, cost, leadership buy-in, employee willingness to participate. The most common are time to conduct a thorough assessment and cost. You should mention the others briefly as supporting information.
3. Evaluate the feasibility of your approach to what is commonly done in the field.
Feasibility is the likelihood your process would happen in this industry. Is your process a standard practice?
4. Explain why your needs assessment is critical to the development of the training program you plan to deliver.
Your goal here is to answer what can happen if you develop training without understanding the training needs and why it is important to determine the issues correctly to avoid wasting time and money, in addition to not solving the problem. Remember you are training the sales force but the training may not be sales related it could be a process, time management, or low morale. This is what your consulting company has been hired to find out.
5. Use at least two (2) quality academic resources in this assignment.
Two resources in addition to your textbook for maximum points.
Review the week 3 discussion thread where you can find other types of needs assessment processes. If.
Assignment 2 Menu SelectionDespite being a fairly old technolog.docx
Assignment 2: Menu Selection
Despite being a fairly old technology, menu-driven interfaces are very common in user interface design. Menu-driven interfaces consist of a series of screens which are navigated by choosing options from lists.
Write a four to five (4-5) page paper in which you:
1. Evaluate the user dialog strategies used by a menu-driven interface.
2. Determine why menu-driven interfaces continue to be popular in the modern computing age.
3. Suggest at least three (3) strategies for making menu-driven interfaces visually appealing in the modern computing environment.
4. Suggest alternatives for menu-driven interface design and explain how these alternatives can be designed to eventually replace all menu-driven interfaces.
5. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
.
Assignment 2 Naturalistic Observations and Evaluation Con.docx
Assignment 2: Naturalistic Observations and Evaluation
Conducting an ethnographic study is a fun way of gathering research about your social environment. You may have done an ethnography before without really being aware of it. In a small way, this assignment recreates what ethnographers do when they visit a new community to conduct research.
Complete the following:
Observation
•Choose a restaurant, library, mall, dining hall, coffee shop, or similar public location. Plan to spend a minimum of two hours at the location. You will visit this location twice, for a minimum of four hours total. Keep in mind that if you should find one of your peers in the establishment at the same time when you are there, do not interrupt him/her and do not do the assignment at the same time.
•Document what occurs at this chosen location: ◦Describe the establishment.
◦Analyze the interactions between people.
Next, write a paper documenting and analyzing your observations of the location.
Observation Notes
Your observation notes should specifically include the following:
•Name and location of the establishment
•Dates and times you were there
•Place where you stood/sat and when you did your research
•Description of the physical characteristics of the inside and outside of the establishment (e.g. brick or concrete structure, paint color, seating arrangements)
•Number and types of people visiting the establishment while you were there (age, sex, type of clothing, probable occupations, ethnicity, etc.)
•Document interactions such as:
◦specific nature of the interactions that take place in the establishment among customers, between customers and staff, and among staff
◦types of languages used in the establishment and by whom
◦any strange or unusual behavior
Analysis Summary
Include the following in your analysis:
•Comparison of similarities and differences of this establishment and other similar establishments you know about
•Nature of the treatment of customers in the establishment
•Relationships between customers and workers
•Any behavior that surprised you or was contrary to your expectations
•How it felt to do the research
•Most difficult aspects of the research
•What you found most interesting about the research
In your analysis, be sure to draw upon your observations to support your conclusions.
Appendix
In the appendix of your paper, include the following:
•A sketch of the layout of the establishment (You can draw in a computer program, like Paint that comes preloaded on most PCs and insert it into your Word file.)
•Transcription of your notes
Write a 4–6-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M3_A2.doc.
By Wednesday, September 18, 2013, deliver your assignment to the M3: Assignment 2 Dropbox.
Grading Rubric
Assignment 2 Grading Criteria
Maximum Points
Documented observations for a total of two h.
Assignment 2 Midweek AssignmentResponsibilities for Offerings of .docx
The document outlines an assignment to discuss the responsibilities of managers/directors, investment bankers, and securities lawyers for ensuring accurate disclosures in securities offerings, and to consider whether an independent company should oversee offerings and who would pay for that. The managers/directors of the issuing company likely bear the most responsibility for securities offering accuracy and fairness.
Assignment 2 Menu SelectionDespite being a fairly old technol.docx
Assignment 2: Menu Selection
Despite being a fairly old technology, menu-driven interfaces are very common in user interface design. Menu-driven interfaces consist of a series of screens which are navigated by choosing options from lists.
Write a four to five (4-5) page paper in which you:
1. Evaluate the user dialog strategies used by a menu-driven interface.
2. Determine why menu-driven interfaces continue to be popular in the modern computing age.
3. Suggest at least three (3) strategies for making menu-driven interfaces visually appealing in the modern computing environment.
4. Suggest alternatives for menu-driven interface design and explain how these alternatives can be designed to eventually replace all menu-driven interfaces.
5. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality 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:
• Explain and describe the process of menu selection and organization.
• Analyze and evaluate interface design models.
• Use technology and information resources to research issues in human-computer interaction.
• Write clearly and concisely about HCI topics using proper writing mechanics and technical style conventions.
.
Assignment 2 Marketing of the Acquisition by EDUSIn this assign.docx
Assignment 2: Marketing of the Acquisition by EDUS
In this assignment, you will research information related to the marketing and promotion of the acquisition by EDUS and provide an assessment.
Click here to review the EDUS case
and consider the following:
Topics for Research and Analysis
Promotional Goals
: Identify specific objectives related to the promotion of EDUS's acquisition of the institution. In addition, identify specific objectives related to informing potential students of new capabilities and offerings resulting from the acquisition. (Promotional goals vary. Some organizations need to create awareness of their product's benefits compared to competitors. Other promotional goals may involve communicating new uses for an item, or informing customers or lower prices.)
Business Environment
: Identify cultural and legal factors that might influence promotional decisions – both in announcing the acquisition within the region and recruiting new students to the institution. (In some countries, certain information is required in television commercials selling products aimed at children.)
Media Plan
: Analyze media availability to determine cost-efficient methods of communicating with potential students within the country and within the geographic region. (While television, radio, newspapers, magazines, and the Internet may be common in industrialized countries, developing economies may require other different media. In some countries, advertising messages are broadcast through large speakers mounted on moving trucks.)
Promotional Strategy
: Compare the benefits of push-and-pull promotions for acquiring new students at the institution. Devise a promotional strategy that will help EDUS expand the student body and also inform potential students of increased capability of the institution resulting from this acquisition.
Economic, Cultural, and Political-Legal Environment
: Investigate the economic, cultural, and political-legal environment that might affect promotional messages and media relevant to this acquisition.
Recommended Actions
: Recommend EDUS actions related to promotional goals, needed adaptations due to cultural or legal factors, and a media plan. Provide evidence to support your recommendations.
Conclusions
: Draw conclusions about the material you have presented. The opinions or judgments you present should be supported by your research.
By the due date assigned
, submit a PowerPoint presentation (approximately 10 slides) providing your analysis and research findings on the topics indicated. You are expected to include statistical data when possible, including tables, graphs, and other visuals that support and enhance your study. Most importantly, all written assignments and responses should follow APA rules for attributing sources! Submit your document to the
Submissions Area
.
.
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Abstract and Bibliography Assignment Due June 19th .docx
- 1. Abstract and Bibliography Assignment Due June 19th Topic: examine the presidential contest of 2000 between George W. Bush and Albert Gore Jr. Examine that contested election in light of history and inter-branch politics including the Supreme Court case Bush v. Gore. Purpose: to analyze an event, a piece of legislation, or the implementation of a court decision through the lens of the American political system Required: An abstract is a one-paragraph summary
- 2. of the thesis (i.e. point to be argued) of the work, touching briefly on the methodology (historical, normative, quantitative, etc.), and the kinds of evidence to be adduced to support that thesis. It basically tells the reader at a glance where the work is going, and how the author is getting there. (See Turabian or other standard style guides for more detail.) A working bibliography lists , in proper citation method, the primary and secondary materials being consulted in the writing of the work. Optional: Your bibliography may be annotated , which will help you (the author) as you proceed in your research and writing. For an annotated bibliography, only one line per reference work is required; this line, at the bottom of each entry, simply summarizes the import and relative value you assign the source. For example: Gilbert, Felix. To the Farewell Address: Ideas of Early American Foreign Policy . Princeton: Princeton University Press, 1961.
- 3. Historical summary and analysis of foreign policy of the early republic; winner of the Bancroft Prize; excellent and useful as far as it goes chronologically.