Instructions in this assignment, conduct a case study of kent v.

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This document provides instructions for a case study assignment on three landmark Supreme Court cases - Kent v. United States, In re Gault, and In re Winship - that affected the due process rights of juveniles. Students are required to write a three paragraph overview of each case summarizing who, what, when, where, and why, as well as the lower court decisions. They must also write a three paragraph summary of how each case impacted juvenile rights. The case studies should be submitted together using a provided template and citing sources in APA style.

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Instructions
In this assignment, conduct a case study of Kent v. United
States, In re Gault, and In re Winship. These three landmark
Supreme Court of the United States (SCOTUS) cases
significantly affected the due process rights of juveniles.
The case study must include the following components:
1. You are required to use the sources of information listed in
the required readings section of the unit study guide. You may
also use other sources of information in support of your
analysis.
1. You are required to submit a separate case study for each of
the previously listed cases, submitted as one document.
1. For each case study, you are required to write at least a three
paragraph case overview of the case and a three paragraph
summary describing the effects on the rights of the juvenile.
You are required to use or follow the Unit V Case Study
Template format.
Adhere to APA Style when creating citations and references for
this assignment. APA formatting, however, is not necessary.
Template for
Juvenile Due Process
Case Overview
1. An overview of the case
a. Who, what, when, where, and why
b. The decision of the lower court(s)
2. How the case affected the rights of the juvenile
Kent v. United States

1)
2)
3)
References
The effect on the Rights of the Juvenile1)2)3)References
Case Overview
1)
2)
3)
References
The Effect on the Rights of the Juvenile
1)2)3)References
1. An overview of the case
a. Who, what, when, where, and why
b. The decision of the lower court(s)
2. How the case affected the rights of the juvenile
In re Gault
Case Overview
1. An overview of the case
a. Who, what, when, where, and why
b. The decision of the lower court(s)
2. How the case affected the rights of the juvenile
In re Winship
1)

2)
3)
References
The Effects on the Rights of the Juvenile
1)
2)
3)
References

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06/27/11: Response to DOJ Motion Opposing Amicus Brief

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Surname 4 Memorandum To: From: Date: Subject: Disclosure of Past Misconduct by Officers One of the dilemmas that face the courts today is what a prosecutor should do if he or she is aware of the past misconduct of a police officer involved in the case. In other words, is the prosecutor obliged to disclose such past misconducts or dishonesty by the officer who is involved in a pending case to the defendant? However, the answer to the question is that it is not an obligation and the prosecution may sometimes disclose such issues (Welty, 1). More importantly, the dishonesty or misconduct of the officer serves as a tool for impeachment in the ongoing case. The cases of Brady v. Maryland, 373 U.S. 83 (1963), Giglio v. United States, 405 U.S. 150 (1972) and the United States v. Agurs, 427 U. S. 97 (1976) are used here to analyze the subject. Noteworthy, a number of factors determine whether the misconduct or dishonesty by an officer is important in the pending case. First, the case must take into consideration how long ago the dishonesty or misconduct took place. For that matter, the more recent the misconduct the higher the chances that it will be considered valuable to the pending case. Furthermore, the case considers how serious the misconduct by the officer was. Therefore, more serious acts will obviously be considered material to the case. In addition, consideration must be given to how conclusively the case of the misconduct was established. The information will thus be material only if it is more likely that the officer engaged in the misconduct. In certain situations, the dishonesty may have resulted in a fact pattern similar to the current case. For instance, an officer may falsify a search warrant in both former case and current case and as such, the information is considered material. More importantly, it must be considered whether the role of the officer in question is key to the current case or just peripheral. In addition, the case must determine whether the defendant in the case is planning to present his/her case based on the dishonesty or misconduct of the officer. If an officer plays a key role in the case, the information concerning misconduct will be vital. Similarly, if the defendant plans to use the dishonesty or misconduct information by the officer to present the case, the information is regarded as important. Finally, the judges consider whether the misconduct evidence is found in personnel records or in some less private sources. Information from personnel records is more reliable as they are subject to privacy. In the Brady v. Maryland case, the Supreme Court ruled that for the defendant to have a fair trial, his/her attorney must be allowed access to exculpatory meant to demonstrate innocence. John Brady and Charles Boblit were accused of robbing and killing (Bass, 121). They were tried separately upon arrest and convicted for murder. However, Brady wanted to avoid death penalty and hence he admitted to have particip.

Surname 4MemorandumToFromDateSubject Disclosure of.docx

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06/27/11: Response to DOJ Motion Opposing Amicus Brief

Surname 4MemorandumToFromDateSubject Disclosure of.docx

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Part 1 Think an example speak up anything Part 2 example Intern at the accounting company, my manager was absence during her work time, but the partner didn’t know and manager didn’t report that she was going out. I didn’t speak up anything The Logic and Practice of Financial Management Ninth Edition Foundations of Finance The Pearson Series in Finance Berk/DeMarzo Corporate Finance* Corporate Finance: The Core* Berk/DeMarzo/Harford Fundamentals of Corporate Finance* Brooks Financial Management: Core Concepts* Copeland/Weston/Shastri Financial Theory and Corporate Policy Dorfman/Cather Introduction to Risk Management and Insurance Eakins/McNally Corporate Finance Online* Eiteman/Stonehill/Moffett Multinational Business Finance* Fabozzi Bond Markets: Analysis and Strategies Foerster Financial Management: Concepts and Applications* Frasca Personal Finance Gitman/Zutter Principles of Managerial Finance* Principles of Managerial Finance—Brief Edition* Haugen The Inefficient Stock Market: What Pays Off and Why Modern Investment Theory Holden Excel Modeling in Corporate Finance Excel Modeling in Investments Hughes/MacDonald International Banking: Text and Cases Hull Fundamentals of Futures and Options Markets Options, Futures, and Other Derivatives Keown Personal Finance: Turning Money into Wealth* Keown/Martin/Petty Foundations of Finance: The Logic and Practice of Financial Management* Madura Personal Finance* Marthinsen Risk Takers: Uses and Abuses of Financial Derivatives McDonald Derivatives Markets Fundamentals of Derivatives Markets Mishkin/Eakins Financial Markets and Institutions Moffett/Stonehill/Eiteman Fundamentals of Multinational Finance Nofsinger Psychology of Investing Pennacchi Theory of Asset Pricing Rejda/McNamara Principles of Risk Management and Insurance Smart/Gitman/Joehnk Fundamentals of Investing* Solnik/McLeavey Global Investments Titman/Keown/Martin Financial Management: Principles and Applications* Titman/Martin Valuation: The Art and Science of Corporate Investment Decisions Weston/Mitchel/Mulherin Takeovers, Restructuring, and Corporate Governance *Denotes MyFinanceLab titles. Log onto www.myfinancelab.com to learn more. http://www.myfinancelab.com The Logic and Practice of Financial Management Ninth Edition Boston Columbus Indianapolis New York San Francisco Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Foundations of Finance Arthur J. Keown Virginia Polytechnic Institute and State University R. B. Pamplin Professor of Finance John D. Martin Baylor University Professor of Finance Carr P. Collins Chair in Finance J. William Petty Baylor University Professor of Finance W. W. Caruth Chair in Entrepreneurship Vice President, Business Publishing: Donna Battista Editor-in-Chief: Adrienne D’Ambrosio Acquisitions Editor: Kate Fernandes Editorial Assis.

Part 1 Think an example speak up anythingPart 2 exampleInte.docx

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Part 1: Progress Note Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations): Treatment modality used and efficacy of approach Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals) Modification(s) of the treatment plan that were made based on progress/lack of progress Clinical impressions regarding diagnosis and/or symptoms Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.) Safety issues Clinical emergencies/actions taken Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them) Treatment compliance/lack of compliance Clinical consultations Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.) Therapist’s recommendations, including whether the client agreed to the recommendations Referrals made/reasons for making referrals Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions) Issues related to consent and/or informed consent for treatment Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported Information reflecting the therapist’s exercise of clinical judgment Part 2: Privileged Note Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment. The privileged note should include items that you would not typically include in a note as part of the clinical record. Explain why the items you included in the privileged note would not be included in the client’s progress note. Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why. .

Part 1 Progress NoteUsing the client from your Week 3 Assignmen.docx

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Part 1: Older Adult Interview Interview an older adult of your choice (they may be your parents, relatives, or friends) and have a discussion about the factors that influenced their development. Address the following as part of the interview: Cognitive, physical, and psychosocial development during the interviewee's Maturity Stage of Adulthood (age 65 or older). How peers influenced the interviewee during his or her adolescent/young adult stage. What people and/or events influenced the interviewee's development of morals such as faith, ethics, and culture? How the interviewee's experiences, positive or negative, have formulated who he or she is as a mature adult. Part 2: Reflection From the perspective of your specific discipline, write a paper of 750-1,000 words, discussing the Erik Erickson’s Integrity vs. Despair theory and how it relates to your interview. Include the following in your paper: A description of the selected theory. A description of your interviewee (gender, age, ethnicity, etc.). How the interviewee's responses illustrate the selected theory. Support your response with examples. Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults in general. Include at least three scholarly references in addition to a personal communication reference for the interviewee. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Please use APA Headings. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. .

Part 1 Older Adult InterviewInterview an older adult of you.docx

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PART 1 OVERVIEW In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade. Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics. To be successful on your project you must: · Read and follow instructions carefully. · Work according to the timeline provided and submit work on time. · 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late. · Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included. · Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar. · If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance. · Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology. · In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable. · Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices. · Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest. · For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words. · Getting Help: · For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work. · Submission guidelines: · You should submit your project via the Canvas link as a PDF or Word.

PART 1 OVERVIEWIn this project you are asked to conduct your own.docx

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Part 1: Financial Acumen Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet: 1. Review at least three (3) articles on financial acuity. Summarize the articles in 800 words. Use APA formatting throughout including in-text citations and references. 2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture. Part 2: Sarbanes-Oxley (SOX) Write a 400-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following: A. Rationale for SOX B. Provisions of SOX C. Enforcement of SOX .

Part 1 Financial AcumenKeeping abreast of the financial mea.docx

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Part 1: Legislation Grid Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following: Determine the legislative intent of the bill you have reviewed. Identify the proponents/opponents of the bill. Identify the target populations addressed by the bill. Where in the process is the bill currently? Is it in hearings or committees? Part 2: Legislation Testimony/Advocacy Statement Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following: .

Part 1 Legislation GridBased on the health-related bill (pr.docx

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Part 1: Financial Acumen 1. Review at least three (3) articles on `. Summarize the articles in 400 – 600 words. Use APA formatting throughout including in-text citations and references. 2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture. Part 2: Sarbanes-Oxley (SOX) Write a 200-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following: A. Rationale for SOX B. Provisions of SOX C. Enforcement of SOX .

Part 1 Financial Acumen1. Review at least three (3) articles on.docx

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Part 1: Parent Newsletter An article explaining the school’s policy for MTSS and the role of family–school partnerships within the MTSS At least two school-wide interventions in place at school along with strategies parents can use at home to support their children A list of the top five resources for families with respect to being involved and supporting MTSS along with explaining why the resources are the top five At least two strategies for addressing family–school partnership challenges across tiers Citations for specific research related to the topics and interventions mentioned in your newsletter Any additional information you would like to include that will assist in fostering and sustaining a positive relationship with all families Part 2: Behavior Contract Create a 1-page behavior contract that includes the following: An outline of your school’s behavior expectations and the consequences for students who do not follow these expectations A place at the bottom of the page on the contract for both the student and parent/guardian to sign to show that they have read and understand the school’s expectations References have to be between 2017-2021. .

Part 1 Parent NewsletterAn article explaining the school’s po.docx

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Part 1: Research Conduct some independent research. Using Rasmussen and other resources, locate an article that supports your personal values and professional communication style. Part 2: Reflect For this assignment, you will use your critical thinking skills and reflect upon your personal values and professional communication style. In a minimum of two-pages (not counting the title page and reference page) address the following: Discuss how you will show your personal values through the professional communication style you will use with clients. Identify concepts such as boundaries, respect, body language, the role of humor and support, and disclosure. Explain correlations between the student's personal values and their own professional communication style. Incorporate one (1) credible resource to support your communication style. Cite source used. Use professional language including complete sentences and proper grammar, spelling, and punctuation throughout your paper. Be sure to cite any research sources in APA format. .

Part 1 ResearchConduct some independent research. Using Rasmus.docx

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Part 1 What are some challenges with syndromic surveillance? Part 2 : Critique a team presentation topic SIMULATION TRAINING IN EDUCATION and include what the presentation taught you and what you see as far as its effect on patient safety and healthcare technology. What changes in the presentation would you recommend, and why? Please see attach Remember to include sources of literature in your posts to back up the statements you make. Remember, we are all about evidence-based practice! .

Part 1 What are some challenges with syndromic surveillance P.docx

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Part 1: Procedure and purpose 10.0 Procedures are well-developed, realistic for the identified grade, and expertly related to the purpose. Part 1: Procedure steps and activity 10.0 Procedure steps or activity are comprehensive and proficiently described Part 1: Procedure introduced, modeled, practiced, assessed 10.0 Explanation of how procedures will be introduced, modeled, practiced, assessed is thorough. Part 1: Rationale 10.0 Explanation of how procedures will minimize distractions and maximize instructional time is specific. Part 2: Rules and Consequences 10.0 Rules are skillfully crafted and consequences are creative. Part 2: Reward System 10.0 Reward system is effective and documentation is reasonable. Part 2: Rationale 10.0 Explanation of how the system will help create a safe and productive learning environment is proficient. Organization 10.0 The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 20.0 Writer is clearly in command of standard, written, academic English. ELM-250 Topic 4: Procedures, Rules, Rewards and Consequences Grade Level:___________ Part 1: Procedures Procedure Example: Entering the Classroom Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced To create a classroom environment that is conducive to learning the moment class begins. 1. Walk in quietly (entering a new zone). 2. Get organized before the bell (sharpen pencil, homework ready …). 3. Begin working quietly on the warm-up (in your notebook with paper labeled). Teacher will introduce the procedure on the first day of school. The teacher will model the procedure at the beginning of class for the first week of school. Teacher and students will repeat when reinforcement is needed or when new students join the class. Teacher will watch for students who follow the steps correctly and will positively reinforce the students. Procedure #1 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Procedure #2 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Procedure #3 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Procedure #4 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Procedure #5 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Rationale Write a 100-150 word .

Part 1 Procedure and purpose 10.0 Procedures are well-develop.docx

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Part 1: Post your own definition of school readiness (and offer support for your definition from the readings; Remember to use APA style citations to identify the sources of this support)? Be sure to discuss specific screening tools, instruments, or other tools/approaches to assess the preparedness of children entering Kindergarten. These should be directly related to your definition. Part 2: Given what you’ve learned about intellectual disability, discuss at least 3 challenges to school readiness young children with intellectual disabilities face when entering Kindergarten. .

Part 1 Post your own definition of school readiness (and offer .docx

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Part 1: Art selection Institute Part 1: Art selection · · These are the work of the arts from the ancients to modern art. The reason for the selection of this theme of the art is the association of the ideas behind the sculptures is the religion. Like in the first one is the sculpture of the Ares, who was the God of Greece, he was considered to be the God of war. This sculpture was made by the Scopas who was the ancient Greek sculpture. The second work of art is Moses which was for the Tomb of Pope II, which was made by Michelangelo who made this piece of art in the early 16th century (1506). The third piece of art is also related to the religion, in which the wall depicts the Biblical figures, this was made by Claus Sluter, who was the artist from the Dutch origin. The most engaging part of these arts is the religious depiction which evolved through the times. From Ares to Jesus in the arts. · The common theme is the religious personalities of the times in which they were made. · It is important to vary the themes through the times, as it describes the artistic preferences of the people, and how this had been addressed by the artists. · Ares: Vatican, Rome, Italy. Statue of Ares, Scopas's influence. Brooklyn Museum Archives, Goodyear Archival Collection (Rens Ottema, 2020) Moses: (wga.hu, 2020) The Well of Moses(onlineschoolscenter.com, 2020) .

Part 1 Art selectionInstitute Part 1 Art sel.docx

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Part 1: Post a Response Various reform groups with various causes developed in the US in the late 1800s and early 1900s; these are loosely called “Progressives” as they aimed to use government policies or science to improve and advance society. Also, this period was a time when the US started as a major player in international conflicts—first in the “Spanish American War and then in World War I. There were deep isolationist sentiments about such overseas entanglements, and President Wilson first has one position and then the other. Choose and discuss (in a full paragraph or two) one of the following two topics related to the late 1800s and early 1900s. In the Progressive Era (roughly 1890–1920), multiple groups advocated for reforms in various aspects of government, society, and the economy. Discuss here the “muckrakers” and Taylor’s “scientific management”. Explain briefly the approach and aim of the “muckrakers” and that of F. W. Taylor. Compare their approaches and describe your feelings about them, and relate some modern situation that reminds you of one of these approaches and reform causes. Identify the source(s) where you read about the reform cause. From the text, Wilson did not maintain his own campaign slogan (“He kept us out of war”). Explain with some specifics why Wilson became pro-war. Describe your own feelings on that issue when you look back at it, and whether he was right to change. Briefly, identify a similar international consideration today—or of the last 20 years, and what lesson might be drawn from the example in Wilson’s time. Identify the source(s) where you read about Wilson. Part 2: Respond to a Peer Read a post by one of your peers and respond, making sure to extend the conversation by asking questions, offering rich ideas, or sharing personal connections. .

Part 1 Post a ResponseVarious reform groups with various causes.docx

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Part 1: Assessment Summary In 500-750-words, summarize the following: What areas should an AAC assessment evaluate? What areas of communication do AAC assessments address? How do assessment results inform AAC strategies/techniques? Identify AAC assessments used within your school or district and explain when each assessment would most appropriately be used. Support your assessment summary with 1-3 scholarly resources. Part 2: Case Studies Read the following case studies to inform Part 2 of the assignment. Case Study 1: Mandy Mandy is a 3-year-old preschool student who has been diagnosed with ASD and is nonverbal. She is sensitive to loud noises and certain textures. She was recently referred to a child study team by the family physician. Her family doctor described her as having low muscle tone, delayed communication, and delayed motor skills. She uses her behavior and physicality for communicating needs. Mandy does point and reach for desired items, but she has not been able to reproduce any signs, despite her parents' attempts to teach her sign language for the past year. She often appears to be disengaged when playing or when her parents are encouraging her to sign. Her eye contact is minimal, tantrums are common, crying happens daily, and change is very difficult for her. Case Study 2: Wilson Wilson is an 11-year-old boy who was diagnosed with ASD as a toddler. He is physically healthy, but he is very sensitive to hot, cold, noises, and pain. He does not like crowds or lines and struggles with class assemblies, lunch time periods, and recesses. He is in a self-contained special education classroom on a public school campus and attends general education class for music only. He is capable of doing some general education class work, but his behavior is far too unpredictable to make further placement in a general education classroom feasible at this time. He can be impulsive and destructive when frustrated or overwhelmed. He is quite social and enjoys interacting with his peers in both settings; however, it can be difficult to discern when he will have a meltdown. He has tantrums and destroys property, and his participation in some aspects of school is limited. When changes in the schedule occur, such as school assemblies or fire drills, Wilson has a hard time adjusting and oftentimes tips over desks or kicks. He has not been able to attend the last two field trips due to his parents’ concerns for his safety. Case Study 3: Cole Cole is a 16-year-old boy with ASD and cognitive delays. He was born three weeks premature and required intensive neonatal care for six weeks after birth, but he is currently in good health. He passed all hearing and vision screenings. Cole uses gestures and a few verbal words to express his needs and wants; for example yes/no and hungry. He uses a few sign language gestures and some picture symbols, but mostly relies on a communication device in order to communicate with teachers, peers, and parents.

Part 1 Assessment SummaryIn 500-750-words, summarize the fo.docx

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Part 1: Post a Response During the Reconstruction Era, the Southern states created many laws and policies of their own. These “Black Codes” either tried to minimize federal laws and policies or were in retaliation to them. Suppose you were a former slave during this era, which one of the following restrictions would you find the most offensive? Restrictions or prohibitions on voting Restrictions such as those on job, land purchase, and mobility Inability to serve on juries or accuse a white person in court Then, in a full paragraph or two: Discuss the immediate and long-term consequences from your chosen restriction. Identify any lessons we can learn today from this restriction and its impact. Identify the source(s) where you read about the restriction. .

Part 1 Post a ResponseDuring the Reconstruction Era, the So.docx

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Part 1: Financial Acumen Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet: 1. Review at least three (3) articles on financial acuity. Summarize the articles in 300 words. Use APA formatting throughout including in-text citations and references. 2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture. Part 2: Sarbanes-Oxley (SOX) Write a 100-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following: A. Rationale for SOX B. Provisions of SOX C. Enforcement of SOX .

Part 1 Financial AcumenKeeping abreast of the financial measure.docx

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Part 1 : Do an independently guided tour of news and media coverage of the monolith found in Utah. Consult a range of news and social media sources to construct a timeline, but, more importantly, to track and analyze the different audiences and forms of interest in this object. Be sure to do a search on whatever social media you typically use, and, try to depart from major news media outlets in your search. Summarize your findings, highlighting details that you find especially telling or interesting. Part 2 : In a thoughtful way, compare the monolith to at least one other artwork from this class (or, learn about John McCracken and compare to his work). Think about materials, placement, time period, intent (for the work we discussed). Be as specific as you can. Part 3 : Finally, why do you think this work captured worldwide attention? What do you think people found interesting? What do you make of the current outcome of the work? If you had an opportunity to see the object would you? If you had the ability to remove it, would you? .

Part 1 Do an independently guided tour of news and media coverage.docx

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Part 1 Describe the scopescale of the problem. Problemado.docx

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Part 1: Art Creation Select one of the visual art pieces from Chapters 1-6 or the lessons from Weeks 1-3 to use as a point of inspiration. Create a painting, sculpture, drawing, or work of architecture inspired by your selected art piece. Part 2: Reflection Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper: Introduction Inspiration Piece Include image. Record the title, artist, year, and place of origin. Briefly explain the background of the inspiration piece. Your Art Piece Include image. Provide a title. Explain the background of your piece. Connection Explain the thematic connection between the two pieces. How are they similar and different? Are they the same medium? How does the medium impact what the viewer experiences? How do the formal elements of design compare to one another? Original Artwork Requirements Methods: paint, watercolor, pencil, crayon, marker, collage, clay, metal, or wood (Check with your instructor about other methods you have in mind.) No computer-generated pieces Writing Requirements (APA format) Length: 1.5-2 pages (not including title page, references page, or image of artwork) 1-inch margins Double spaced 12-point Times New Roman font Title page References page (minimum of 1 scholarly source) Grading This activity will be graded based on the W3 Art Creation & Reflection Grading Rubric. .

Part 1 Art CreationSelect one of the visual art pieces from Cha.docx

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