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As your text explains, Plato is considered the father of political science. Within The Republic, he presents his theories on the foundations of a perfect government. Rather than a theoretical examination of government, The Republic is written in story form, as the main character Socrates explores the ideal way to form a city. A largely studied portion of The Republic deals with Plato’s cave allegory. The story goes something like this: You, as a person, find yourself within a cave, chained to the ground, facing a stone wall. You cannot stand, and all you know are the images that play out before you, which are the shadows cast by a light source from behind you. You cannot see behind you, but you know that there are others in the cave with you. This is the only state you have ever known. It is your only reality of the world. Plato goes on to explain that then one day, people come and remove your chains, and take you out of the cave. As you can imagine, you are scared and frightful, and thus fight these individuals as they drag you into this new setting. However, over time you learn to accept the larger image of the world around you and come to understand life outside of the cave. You then attempt to go back into the cave to free others. This story was Plato’s attempt to explain the world around us. Just picture it: You are chained to the ground and all you can see in front of you is a cave wall. There is a light source behind you, which casts reflections on the wall. What do you think you would think of these reflections? Could they represent family members? Or friends? What about a god? REFERENCES: Roskin, R., Cord, R., Medeiros, J., Jones, W. (2014). Political Science: An Introduction. (13th Edition). NYC, NY | Pearson. .
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Ewrt 2 class 16 plato
This document provides an agenda for a class discussing Plato's "Allegory of the Cave" and introducing an upcoming in-class essay assignment. It includes a brief biography of Plato, an overview of the allegory, suggested questions for critical analysis, and instructions for the essay which will ask students to analyze Plato's allegory or Woolf's "Shakespeare's Sister." Students will complete a draft of the essay in class using provided prompts.
The Republic
Plato was a student of Socrates and wrote dialogues featuring Socrates, such as The Republic. The Republic is a dialogue where Socrates discusses justice with friends. He describes three virtues - wisdom, courage, and moderation - and how they relate to the ideal state and its citizens. Socrates believes wisdom should guide rulers, courage the soldiers, and moderation the masses. Plato also includes the Allegory of the Cave to represent how people perceive reality through limited experiences.
Allegory of the Cave and The Matrix
The document discusses Plato and his Allegory of the Cave, comparing it to themes in the 1999 film The Matrix. It provides biographical details on Plato, an overview of his Theory of Forms and Allegory of the Cave. It then analyzes similarities between the allegory and The Matrix, such as how both question the nature of reality and involve breaking free from an artificial or limited perspective. The document concludes that both works challenge views on reality and what is real.
Ewrt 2 class 16 variation
This document provides an agenda and background information for a class discussion on Plato's "Allegory of the Cave" from The Republic. It includes:
1. A brief biography of Plato and overview of his philosophical works and founding of the Academy.
2. Discussion questions about the allegory, Plato's rhetorical strategies, and themes of perception and reality.
3. An assignment for students to complete a group project drawing and labeling aspects of the cave.
4. An announcement of the upcoming Essay #4 assignment on privilege and perspective, prompting students to read selections from Cicero, Thoreau, Plato and Woolf to prepare.
Chapter 1The Allegory of the CaveAt the beginning of Book VII .docx
Chapter 1
The Allegory of the Cave
At the beginning of Book VII of Plato’s Republic, Socrates famously invokes an image of human nature with respect to education and the lack of it, likening our situation to that of prisoners in a cave. Imagine an underground cave-like dwelling, its entrance entirely out of sight. Inhabiting this cave are human beings whose feet and necks are chained so that they can neither get up nor turn their heads; they can only see straight ahead. Above and behind them burns a fire, and between them and the fire there is a raised path and a low wall, like the screen above which performers display their puppets. Behind this wall men pass to and fro carrying statues and figures of human beings, animals, and other objects in such a manner that the artifacts appear over the top of the screen, projecting onto the wall opposite the fire. The prisoners, unable to see neither the objects carried behind them nor one another, behold only the shadows of themselves and of the statues cast onto the wall in front of them.
The prisoners represent the vast majority of the human race: “they’re like us.” They live in a world in which images are mistaken for realities. What is a shadow, after all, but a mere image of something real (in this case a statue, which is itself an image of something even more real, namely a living human being or animal)? Moreover, the prisoners have not the faintest clue that throughout their entire lives they have been exposed to nothing but distortions of the truth—they are, in other words, unaware of their ignorance (just like Euthyphro, the fanatical young priest about whom you will read in the next chapter). The shadows represent the authoritative opinions that govern the hearts and minds of whole communities, and give a transcendent purpose and meaning to our particular existence.[1] These shadows are to be contrasted with the light of truth illuminating the world beyond the cave (but which also makes the shadows visible within it). The people carrying the statues are the lawgivers and poets who establish the cultural values and cosmic worldview that characterize and define a given society. In his excellent commentary on Plato’s Republic, Professor Allan Bloom explains: “We do not see men as they are but as they are represented to us by legislators and poets. A Greek sees things differently from the way a Persian sees them. One need only think of…the significance of cows to Hindus as opposed to other men to realize how powerful are the various horizons constituted by law or convention.”[2] These authoritative opinions are not accurate reflections of nature, but rather a curious amalgam of natureandconvention. To quote once again from Professor Bloom: “The first and most difficult of tasks is the separation of what exists by nature from what is merely made by man.”[3]
This, precisely, is the business of philosophy, which literally means “the love of wisdom,” coming from the ancient Greek words philein, me.
Ewrt 2 class 16 p lato
This document provides an agenda and background information for a class discussing Plato's "Allegory of the Cave" and introducing an essay assignment on privilege and perspective. It includes a biography of Plato detailing his life, influences, works and the Academy he founded. It also presents discussion questions for critical reading of "The Allegory of the Cave" and instructions for an upcoming in-class essay.
Ewrt 2 class 16 p lato
Plato's "Allegory of the Cave" will be discussed in class. Students will be introduced to a group project where they will draw and label a picture of Plato's Cave, and consider the rhetorical strategies and questions for critical reading of the allegory. Essay #4 on privilege and perspective will be introduced, prompting students to respond to questions on Plato or Virginia Woolf for a 500-750 word essay to be written in class.
Allegory+of+cave draft jan_2003
The document discusses Plato's Allegory of the Cave, which tells the story of prisoners chained in a cave who can only see shadows on the cave wall and mistake them for reality. It describes how one prisoner is freed and sees the true world outside, but would struggle to explain this reality to the other prisoners. The allegory represents Plato's view that true knowledge comes from understanding the form of good, rather than relying on the senses. It also illustrates how philosophy can lead to enlightenment and escaping ignorance. The document then analyzes different interpretations and applications of the allegory.
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This document provides an agenda for a class discussing Plato's "Allegory of the Cave" and introducing an upcoming in-class essay assignment. It includes a brief biography of Plato, an overview of the allegory, suggested questions for critical analysis, and instructions for the essay which will ask students to analyze Plato's allegory or Woolf's "Shakespeare's Sister." Students will complete a draft of the essay in class using provided prompts.
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Plato was a student of Socrates and wrote dialogues featuring Socrates, such as The Republic. The Republic is a dialogue where Socrates discusses justice with friends. He describes three virtues - wisdom, courage, and moderation - and how they relate to the ideal state and its citizens. Socrates believes wisdom should guide rulers, courage the soldiers, and moderation the masses. Plato also includes the Allegory of the Cave to represent how people perceive reality through limited experiences.
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The document discusses Plato and his Allegory of the Cave, comparing it to themes in the 1999 film The Matrix. It provides biographical details on Plato, an overview of his Theory of Forms and Allegory of the Cave. It then analyzes similarities between the allegory and The Matrix, such as how both question the nature of reality and involve breaking free from an artificial or limited perspective. The document concludes that both works challenge views on reality and what is real.
Ewrt 2 class 16 variation
This document provides an agenda and background information for a class discussion on Plato's "Allegory of the Cave" from The Republic. It includes:
1. A brief biography of Plato and overview of his philosophical works and founding of the Academy.
2. Discussion questions about the allegory, Plato's rhetorical strategies, and themes of perception and reality.
3. An assignment for students to complete a group project drawing and labeling aspects of the cave.
4. An announcement of the upcoming Essay #4 assignment on privilege and perspective, prompting students to read selections from Cicero, Thoreau, Plato and Woolf to prepare.
Chapter 1The Allegory of the CaveAt the beginning of Book VII .docx
Chapter 1
The Allegory of the Cave
At the beginning of Book VII of Plato’s Republic, Socrates famously invokes an image of human nature with respect to education and the lack of it, likening our situation to that of prisoners in a cave. Imagine an underground cave-like dwelling, its entrance entirely out of sight. Inhabiting this cave are human beings whose feet and necks are chained so that they can neither get up nor turn their heads; they can only see straight ahead. Above and behind them burns a fire, and between them and the fire there is a raised path and a low wall, like the screen above which performers display their puppets. Behind this wall men pass to and fro carrying statues and figures of human beings, animals, and other objects in such a manner that the artifacts appear over the top of the screen, projecting onto the wall opposite the fire. The prisoners, unable to see neither the objects carried behind them nor one another, behold only the shadows of themselves and of the statues cast onto the wall in front of them.
The prisoners represent the vast majority of the human race: “they’re like us.” They live in a world in which images are mistaken for realities. What is a shadow, after all, but a mere image of something real (in this case a statue, which is itself an image of something even more real, namely a living human being or animal)? Moreover, the prisoners have not the faintest clue that throughout their entire lives they have been exposed to nothing but distortions of the truth—they are, in other words, unaware of their ignorance (just like Euthyphro, the fanatical young priest about whom you will read in the next chapter). The shadows represent the authoritative opinions that govern the hearts and minds of whole communities, and give a transcendent purpose and meaning to our particular existence.[1] These shadows are to be contrasted with the light of truth illuminating the world beyond the cave (but which also makes the shadows visible within it). The people carrying the statues are the lawgivers and poets who establish the cultural values and cosmic worldview that characterize and define a given society. In his excellent commentary on Plato’s Republic, Professor Allan Bloom explains: “We do not see men as they are but as they are represented to us by legislators and poets. A Greek sees things differently from the way a Persian sees them. One need only think of…the significance of cows to Hindus as opposed to other men to realize how powerful are the various horizons constituted by law or convention.”[2] These authoritative opinions are not accurate reflections of nature, but rather a curious amalgam of natureandconvention. To quote once again from Professor Bloom: “The first and most difficult of tasks is the separation of what exists by nature from what is merely made by man.”[3]
This, precisely, is the business of philosophy, which literally means “the love of wisdom,” coming from the ancient Greek words philein, me.
Ewrt 2 class 16 p lato
This document provides an agenda and background information for a class discussing Plato's "Allegory of the Cave" and introducing an essay assignment on privilege and perspective. It includes a biography of Plato detailing his life, influences, works and the Academy he founded. It also presents discussion questions for critical reading of "The Allegory of the Cave" and instructions for an upcoming in-class essay.
Ewrt 2 class 16 p lato
Plato's "Allegory of the Cave" will be discussed in class. Students will be introduced to a group project where they will draw and label a picture of Plato's Cave, and consider the rhetorical strategies and questions for critical reading of the allegory. Essay #4 on privilege and perspective will be introduced, prompting students to respond to questions on Plato or Virginia Woolf for a 500-750 word essay to be written in class.
Allegory+of+cave draft jan_2003
The document discusses Plato's Allegory of the Cave, which tells the story of prisoners chained in a cave who can only see shadows on the cave wall and mistake them for reality. It describes how one prisoner is freed and sees the true world outside, but would struggle to explain this reality to the other prisoners. The allegory represents Plato's view that true knowledge comes from understanding the form of good, rather than relying on the senses. It also illustrates how philosophy can lead to enlightenment and escaping ignorance. The document then analyzes different interpretations and applications of the allegory.
Ewrt 2 class 16 p lato
Plato's "Allegory of the Cave" will be discussed in class. Students will be introduced to a biography of Plato and the rhetorical strategies he uses. They will consider questions for critically reading Plato's allegory and discuss it in groups. Finally, the class will be introduced to the topic of Essay #4 on privilege and perspective, which students will write in two hours using a blue book.
The Allegory of the CaveAt the beginning of Book VII of Plato’s .docx
The Allegory of the Cave
At the beginning of Book VII of Plato’s Republic, Socrates famously invokes an image of human nature with respect to education and the lack of it, likening our situation to that of prisoners in a cave. Imagine an underground cave-like dwelling, its entrance entirely out of sight. Inhabiting this cave are human beings whose feet and necks are chained so that they can neither get up nor turn their heads; they can only see straight ahead. Above and behind them burns a fire, and between them and the fire there is a raised path and a low wall, like the screen above which performers display their puppets. Behind this wall men pass to and fro carrying statues and figures of human beings, animals, and other objects in such a manner that the artifacts appear over the top of the screen, projecting onto the wall opposite the fire. The prisoners, unable to see neither the objects carried behind them nor one another, behold only the shadows of themselves and of the statues cast onto the wall in front of them.
The prisoners represent the vast majority of the human race: “they’re like us.” They live in a world in which images are mistaken for realities. What is a shadow, after all, but a mere image of something real (in this case a statue, which is itself an image of something even more real, namely a living human being or animal)? Moreover, the prisoners have not the faintest clue that throughout their entire lives they have been exposed to nothing but distortions of the truth—they are, in other words, unaware of their ignorance (just like Euthyphro, the fanatical young priest about whom you will read in the next chapter). The shadows represent the authoritative opinions that govern the hearts and minds of whole communities, and give a transcendent purpose and meaning to our particular existence.[1] These shadows are to be contrasted with the light of truth illuminating the world beyond the cave (but which also makes the shadows visible within it). The people carrying the statues are the lawgivers and poets who establish the cultural values and cosmic worldview that characterize and define a given society. In his excellent commentary on Plato’s Republic, Professor Allan Bloom explains: “We do not see men as they are but as they are represented to us by legislators and poets. A Greek sees things differently from the way a Persian sees them. One need only think of…the significance of cows to Hindus as opposed to other men to realize how powerful are the various horizons constituted by law or convention.”[2] These authoritative opinions are not accurate reflections of nature, but rather a curious amalgam of natureandconvention. To quote once again from Professor Bloom: “The first and most difficult of tasks is the separation of what exists by nature from what is merely made by man.”[3]
This, precisely, is the business of philosophy, which literally means “the love of wisdom,” coming from the ancient Greek words philein, meaning “to .
Research Paper
Plato was a famous Greek philosopher born in 427 BC. He founded the Academy in Athens, one of the earliest known institutions of higher learning. His most famous work is The Republic, which uses the allegory of the cave to discuss the relationship between perception and reality. The allegory imagines people chained in a cave their whole lives, seeing only shadows on the cave wall from objects passing behind them. It explores what would happen if one of the prisoners was freed and brought to the outside world. Both The Republic and the allegory of the cave had significant influence on Western philosophy and political thought.
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A brief profile of the great philosopher plato
Plato was an ancient Greek philosopher who founded the Academy in 387 BC, one of the earliest institutions of higher learning. He was inspired by his teacher Socrates and featured Socrates' teachings in his Dialogues. Plato believed that reality is comprised of ideal forms that are imperfectly represented in the physical world, as described in his Allegory of the Cave. He spent his later years writing, teaching at the Academy, and developing his theory of forms to understand concepts like justice, beauty, and equality through reason rather than the senses alone.
Ewrt 2 class 16 p lato
This document provides an agenda for an English class discussing Plato's "Allegory of the Cave" and introducing an upcoming in-class essay assignment. The agenda includes:
1. A brief biography of Plato and overview of his philosophical works and founding of the Academy of Athens.
2. A group assignment to illustrate the Allegory of the Cave and discuss its rhetorical strategies and themes.
3. Introduction of an in-class essay prompt asking students to analyze Plato's allegory or Virginia Woolf's "Shakespeare's Sister" in 500-750 words.
4. Homework directing students to read Woolf's essay and post discussion questions.
353Socrates, PlatoThus the soul, since it is immorta.docx
35
3
Socrates, Plato
Thus the soul, since it is immortal and has been born many times, and has
seen all things both here and in the other world, has learned everything
that is. —Plato, Meno
Love [is] between the mortal and the immortal. . . . [It is] a grand spirit which
brings together the sensible world and the eternal world and merges them
into one great whole. —Diotima in Plato’s Symposium, 202e
I [Socrates] affirm that the good is the beautiful. —Plato’s Lysis, 216d
f you have heard of only one philosopher, it is probably one of the big three:
Socrates, Plato, or Aristotle.These three were the most important philosophers
of ancient Greece and in some respects the most important, period. Plato was the
pupil of Socrates, and Aristotle was the pupil of Plato.This chapter covers Socrates
and Plato; the following chapter, Aristotle.
SOCRATES
In the fifth century B.C.E., the center of Western civilization was Athens, a city-state
and a democracy. This period of time was some three centuries after the first
Olympic Games and the start of alphabetic writing, and approximately one cen-
tury before Alexander the Great demonstrated that it is possible to conquer the
world or what passed for it then. Fifty thousand citizens of Athens governed the
city and the city’s empire. Athenians did not settle disputes by brawling but rather
I
36 Part One • Metaphysics and Epistemology: Existence and Knowledge
by discussion and debate. Power was not achieved through wealth or physical
strength or skill with weapons; it was achieved through words. Rhetoricians, men
and women with sublime skill in debate, created plausible arguments for almost
any assertion and, for a fee, taught others to do it too.
These rhetoricians, the Western world’s first professors, were the Sophists.
They were interested in practical things, and few had patience with metaphysical
speculation. They demonstrated their rhetorical abilities by “proving” the seem-
ingly unprovable—that is, by attacking commonly held views.The net effect was
an examination and a critique of accepted standards of behavior within Athenian
society. In this way, moral philosophy began. We will return to this topic in
Chapter 10.
At the same time in the fifth century B.C.E., there also lived a stonemason with
a muscular build and a keen mind, Socrates [SOK-ruh-teez] (470–399 B.C.E.).
He wrote nothing, but we know quite a bit about him from Plato’s famous dia-
logues, in which Socrates almost always stars. (Plato’s later dialogues reflect
Plato’s own views, even though “Socrates” is doing the speaking in them. But we
are able to extract a reasonably detailed picture of Socrates from the earlier
dialogues.)
Given the spirit of the times, it is not surprising that Socrates shared some of
the philosophical interests and practices of the Sophists. We must imagine him
wandering about the city, engaging citizens in discussion and argument. He was a
brilliant debater, and he was idolized by many youn.
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This document provides an agenda for a class discussing Plato's "Allegory of the Cave" from The Republic. It includes an introduction to Plato and the allegory, discusses rhetorical strategies used, and provides questions for critically analyzing the allegory. A group project involves drawing and labeling a picture of Plato's cave. The class will discuss the allegory in groups and consider its examination of perception versus reality and education's role in enlightenment. Essay #4 response options relating to the allegory or a Woolf piece are presented.
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Plato's Allegory of the Cave is a classic story that illustrates Plato's view of the human condition and our pursuit of knowledge. In the allegory, prisoners are chained in a cave and can only see shadows projected on a wall from objects passing behind them. This is their only reality. If one prisoner is freed and sees the true objects, it will be a shocking and painful experience. However, if he is then able to comprehend the higher form of knowledge outside the cave, he may be compelled to go back and help the other prisoners. The allegory represents Plato's belief that what we experience through our senses is not true reality and that higher, philosophical truth can be attained through reason. The prisoners represent ordinary
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Plato founded the first university, the Academy, in 386 BC in Athens to train philosopher-rulers. Plato was influenced by the death of his teacher Socrates and sought to establish philosophy over politics. At the Academy, Plato's most famous student, Aristotle, studied for 19 years. Plato is best known for his dialogues, including The Republic, in which Socrates discusses justice, politics, and an ideal state through allegories like the cave and the divided line. Plato developed the theory of forms, that true knowledge comes from comprehending eternal, unchanging forms like beauty, rather than perceiving the imperfect physical world.
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This document summarizes a presentation given at a conference on the life and work of Josiah Royce. The presenter, a longtime committed Jamesian, reconsiders his view that a Jamesian cannot also be a Roycean. He acknowledges his presentation is a first draft of examining this assumption. He looks to the seasoned Royceans in attendance for guidance. The presenter discusses how he originally viewed Royce's philosophy negatively compared to James's pragmatism. However, he notes being drawn to reexamining Royce after reading books that discussed Royce in a more positive light and caught his attention. The presenter aims to explore possible common ground between Royce and James.
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Assignment 1: Discussion—Relativistic Thinking: A New Perspective on the World
Children and adolescents tend to engage in so-called “black and white” thinking. In other words, they tend to judge people and situations in dualistic, rather than relativistic, terms. In early adulthood, individuals begin to reason about situations using a more flexible framework that helps them to resolve contradictions between different perspectives.
Describe a situation in which you or someone you know has had to move beyond “black and white” thinking and has been able to develop a more relativistic perspective. Answer the following:
What was it about the situation that challenged you or the other person to think more relativistically?
How do you think people begin to respond to others differently once they begin to use relativistic thinking?
Support your arguments with research, citing sources.
Write your initial response in 150–200 words. Apply APA standards to citation of sources.
By
Saturday, December 10, 2016
, post your response to the appropriate
Discussion Area
. Through
Wednesday, December 14, 2016
, review and comment on at least two peers’ responses. Ask a question, remark on an analysis presented, or suggest an alternative view. Be sure to formulate a thoughtful and substantive response.
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Assignment 1 Discussion—Social StratificationThe United State.docx
Assignment 1: Discussion—Social Stratification
The United States was founded on the ideals of individual rights and freedoms. It has taken many years to include diverse groups within these ideals, and many classes still fight for inclusion in these rights and freedoms
.
Respond to the following:
Explain the role that stratification has played in your life.
Examine how different your life would be if you lived in a caste-system instead of a class-system.
Evaluate the role of racial, ethnic, or gender stratification in your day-to-day life.
Support your statements with examples and scholarly references.
Write your initial response in 1–2 paragraphs. Apply APA standards to citation of sources.
By
Week 3, Day 3
, post your response to the appropriate
Discussion Area
. Through
Week 3, Day 7
, review and comment on at least two peers’ responses.
******
VERY IMPORTANT!!!!
Please provide 2 questions with answers in relating to the discussion. Please to make sure this is submitted with the assignment. ********
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Assignment 1: Discussion—Culture, Health, and Medicine
Not only do various societies have differing perspectives on health and healing, but they also vary extensively in their views on medicine, physicians, healthcare, and treatment options. In this assignment, you will explore the role that health and medicine play within your own family, and by extension, your cultural norms.
Discuss the following:
What role does medicine play in your family and for you as an individual?
What steps do you take to treat yourself when you are sick?
What do you do for a cold or for a headache?
If you take medicine, do you know what is in the medicine you take?
How do you feel about the nature of your culture’s healthcare overall?
Consider the theoretical approaches to understanding health. Which of these theoretical approaches do you think your responses would fall under?
Support your statements with examples and scholarly references where applicable.
Write your initial response in 1–2 paragraphs. Apply APA standards to citation of sources.
By
Week 2, Day 3
, post your response to the appropriate
Discussion Area
. Through
Week 2, Day 7
, review and comment on at least two peers’ responses.
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Assignment 1 Discussion—Cultural Differences Kayin’s CaseProfess.docx
Assignment 1: Discussion—Cultural Differences: Kayin’s Case
Professionals must work with families to understand cultural and linguistic characteristics specific to each child. This is critical in determining whether a child’s experiences are typical of someone coming from a different background as opposed to a true disability. These issues can be complex as exceptionalities are seen across cultures as well.
Review the following scenario:
Kayin is an eight-year-old boy in the third grade. His teacher, Mr. Bledsoe, has been very concerned about his problems with reading. He also has difficulty socially, and seems withdrawn, with few, if any, friends. Kayin avoids eye contact with most people, but this is more pronounced with adults. He also becomes very frustrated at times, crying and ripping up his work.
Kayin has been enrolled in the same school since kindergarten. However, Mr. Bledsoe knows that his family is originally from Nigeria and they return every summer to visit family. Although Kayin’s parents speak English fairly fluently, they have a pronounced African accent. Mr. Bledsoe remembers learning that it is an act of respect to avoid eye contact with adults in some cultures, but he cannot remember whether this is true of Nigerian culture.
Mr. Bledsoe has been hesitant to raise the possibility of a disability because he does not know how much of Kayin’s struggles can be attributed to growing up in a bicultural and bilingual home or to Kayin’s own personality.
Using the module readings, the Argosy University online library resources, and the Internet, research cultural differences related to children with exceptionalities. It may also be useful to consult CultureGrams in the online library for more information on cultures in Nigeria.
Reflect on your readings and respond to the following:
What steps should Mr. Bledsoe take to address Kayin’s challenges?
What professionals might he include to help Kayin?
What further information does Mr. Bledsoe and his colleagues need to best help Kayin? Where can he find this information?
How should Mr. Bledsoe approach the issue of cultural differences with Kayin’s parents?
What ethical dilemma(s) might Mr. Bledsoe face when considering the values, beliefs, and behaviors common in the culture of Kayin’s family within the context of the general American culture?
Write your initial response in 300–500 words. Apply APA standards to citation of sources.
.
Assignment 1 Discussion—A Life in ReviewIn late adulthood, most.docx
Assignment 1: Discussion—A Life in Review
In late adulthood, most people engage in a process of life review. They recall their life histories and recount them to others as well. As people review the important events from their lives, they create a picture of their lives as an integrated whole. The last stage of Erikson’s theory is called ego integrity versus despair. As people complete their life reviews, they may feel a sense of integrity. This means they look back upon their lives with a sense of fulfillment and satisfaction. Others may have a sense of despair. They often feel unfulfilled and have regret about choices they have made or events that have occurred.
Many people fear and dread the late adulthood stage of life because they believe what awaits them is ill health and cognitive decline. While that description fits some adults in later life, it certainly does not describe them all. Many older adults lead healthy, active lives and are closely connected to their families and communities.
Use your module readings and the Argosy University online library resources to research the process of life review.
Conduct your own life review and then respond to the following:
What do you look forward to about getting older?
What would you most like to look back on?
How do you view Erikson’s stage of integrity versus despair as it relates to your own life?
Support your arguments with research, citing sources.
Write your initial response in 150–200 words. Apply APA standards to citation of sources. By
Saturday, December 24, 2016
, post your response to the appropriate
Discussion Area
. Through
Wednesday, January 4, 2017
, review and comment on at least two peers’ responses. Ask a question, remark on an analysis presented, or suggest an alternative view. Be sure to formulate a thoughtful and substantive response.
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Assignment 1 Discussion QuestionYou have been asked to develop a .docx
Assignment 1: Discussion Question
You have been asked to develop a compensation package for the new CEO of the hospital, the new IT manager, and a new pediatric nurse. What components will you address in each of their packages? Will you offer the same type of compensation (variable, fixed, bonuses etc.) for each? Will performance play a part in your compensation package? Provide rationale to support your viewpoint.
.
Assignment 1 Discussion—Biomes, Development, Pollution, and YouEa.docx
Assignment 1: Discussion—Biomes, Development, Pollution, and You
Each part of the United States has at least one ecological crisis based on location, biome, and industrialization pattern. For example, the Midwest was once a prairie with very fertile soil. However, when people realized that with the right watering and drainage system this area could become productive farmland, there arose ecological problems. The conversion of the prairie to farmland is the root cause of many ecological problems in this region.
Regardless of what biome you consider, humans have likely had an impact on the ecology of that area.
For this assignment, identify the biome in which you live. The following are a few examples of biomes:
Tropical rainforests: This biome has high average temperatures, high moisture levels, and high species diversity.
Prairies: The prairies have grassland-variable temperatures, variable moisture levels—depending on proximity to mountain ranges—and are mainly dominated by grasses and ungulate herbivores.
Deserts: These biomes have hotter average temperatures, low moisture, lower species diversity, and a composition of species limited mainly to those that are adapted to hot temperatures.
Temperate forests: The temperate forests have variable temperatures, high moisture levels, and higher species diversity.
Taigas: These biomes have colder average temperatures, lower moisture levels, and lower species diversity.
Tundras: The tundras have cold average temperatures, low moisture levels, and low species diversity.
Coral reefs: These biomes have high average temperatures and high species diversity.
Open oceans: These biomes have a wide range of temperatures and species diversity varies.
Chaparrals: The chaparrals have higher average temperatures, lower moisture levels, and are dominated mainly by grasses and shrubs.
Alpines: These biomes have low average temperatures, low precipitation, and receive high ultraviolet (UV) rays due to high elevation.
Using the readings for this module, the Argosy University online library resources, and the Internet, respond to the following:
Explain how humans have impacted the biome in which you live. List the types of environmental damage that have been caused and the species that have been impacted.
Describe the major pollution issues for your biome, and elaborate on the sources of this pollution.
List any species that have become extinct in this biome.
Support your statements with appropriate examples and scholarly references.
.
Assignment 1 Discussion QuestionTo extend its international prese.docx
Assignment 1: Discussion Question
To extend its international presence, Martinetti International has formed an expansion strategy focused on acquiring other like enterprises outside the European region. Martinetti, a subsidiary of a publicly owned parent company, is based in Rome where it enjoys an established brand name and superb reputation. As part of Martinetti’s globalization strategy, it has acquired Sand Coast Resort Group located in the heart of Chinatown, Singapore. Both hotel enterprises share common business values and excellent reputations, and offer high-end luxury accommodations for the local businessman and international traveler. The acquisition offers Martinetti ownership of the Sand Coast brand, trademarks, and contracts for the 9 Sand Coast hotel holdings. With this acquisition, Martinetti gains a footprint in Southeast Asia and expands its holdings 27 percent. Sand Coast has strong brand recognition in the region and has a portfolio that includes both hospitality services and travel agencies. Martinetti, a cross-culture organization, is comprised of approximately 65 percent Italian employees with the remaining representing 7 other countries and languages. San Coast also has a cross-cultural workforce with 88 percent being Singaporean of Chinese, Malay, and Indian ethnicity. Chinese is the official language.
As a member of the Martinetti management team, you have been selected to meet with the Sand Coast Resort leadership team to discuss Martinetti’s approach to market the acquisition in both countries. Your task is to convince the Sand Coast team that Martinelli has a sound strategic communications plan. Please discuss the promotional goals and cultural factors you would discuss with Sand Coast and what aspects of the recommended promotional strategy you would address.
By
Saturday, May 28, 2016
, submit your response to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on your classmates' submissions and continue the discussion until
Wednesday, June 1, 2016.
Comment on how your classmates would address differing views.
.
Assignment 1 Discussion Question Objective vs ProjectiveRecall.docx
Assignment 1: Discussion Question: Objective vs Projective
Recall our consultant, Keith, from Module 1. Keith has been asked to conduct a psychological evaluation on an adolescent female. Her teachers and parents are concerned that her grades have been dropping and she has been acting out.
Keith is short on time and needs to complete his assessment quickly. He likes using the MMPI-A and decides to send a protocol home for the girl to complete. Once she returns it, he’ll score it and determine if the girl’s personality is somehow influencing her grades and behavior changes.
Refer to the
Ethical Principles of Psychologists and Code of Conduct Standard 9 on Assessment
(APA, 2010).
What ethical concerns does Keith need to consider?
As Keith’s colleague, what advice can you give him based on what you have learned about psychological assessment?
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Ewrt 2 class 16 p lato
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The Allegory of the CaveAt the beginning of Book VII of Plato’s .docx
The Allegory of the Cave
At the beginning of Book VII of Plato’s Republic, Socrates famously invokes an image of human nature with respect to education and the lack of it, likening our situation to that of prisoners in a cave. Imagine an underground cave-like dwelling, its entrance entirely out of sight. Inhabiting this cave are human beings whose feet and necks are chained so that they can neither get up nor turn their heads; they can only see straight ahead. Above and behind them burns a fire, and between them and the fire there is a raised path and a low wall, like the screen above which performers display their puppets. Behind this wall men pass to and fro carrying statues and figures of human beings, animals, and other objects in such a manner that the artifacts appear over the top of the screen, projecting onto the wall opposite the fire. The prisoners, unable to see neither the objects carried behind them nor one another, behold only the shadows of themselves and of the statues cast onto the wall in front of them.
The prisoners represent the vast majority of the human race: “they’re like us.” They live in a world in which images are mistaken for realities. What is a shadow, after all, but a mere image of something real (in this case a statue, which is itself an image of something even more real, namely a living human being or animal)? Moreover, the prisoners have not the faintest clue that throughout their entire lives they have been exposed to nothing but distortions of the truth—they are, in other words, unaware of their ignorance (just like Euthyphro, the fanatical young priest about whom you will read in the next chapter). The shadows represent the authoritative opinions that govern the hearts and minds of whole communities, and give a transcendent purpose and meaning to our particular existence.[1] These shadows are to be contrasted with the light of truth illuminating the world beyond the cave (but which also makes the shadows visible within it). The people carrying the statues are the lawgivers and poets who establish the cultural values and cosmic worldview that characterize and define a given society. In his excellent commentary on Plato’s Republic, Professor Allan Bloom explains: “We do not see men as they are but as they are represented to us by legislators and poets. A Greek sees things differently from the way a Persian sees them. One need only think of…the significance of cows to Hindus as opposed to other men to realize how powerful are the various horizons constituted by law or convention.”[2] These authoritative opinions are not accurate reflections of nature, but rather a curious amalgam of natureandconvention. To quote once again from Professor Bloom: “The first and most difficult of tasks is the separation of what exists by nature from what is merely made by man.”[3]
This, precisely, is the business of philosophy, which literally means “the love of wisdom,” coming from the ancient Greek words philein, meaning “to .
Research Paper
Plato was a famous Greek philosopher born in 427 BC. He founded the Academy in Athens, one of the earliest known institutions of higher learning. His most famous work is The Republic, which uses the allegory of the cave to discuss the relationship between perception and reality. The allegory imagines people chained in a cave their whole lives, seeing only shadows on the cave wall from objects passing behind them. It explores what would happen if one of the prisoners was freed and brought to the outside world. Both The Republic and the allegory of the cave had significant influence on Western philosophy and political thought.
3 53Socrates, PlatoThus the soul, since it is immort.docx
Socrates was an influential Athenian philosopher who lived in the 5th century BCE. He did not write anything himself but is known through Plato's dialogues. Socrates used the "Socratic method" of questioning beliefs and examining definitions to discover philosophical truths. Plato was Socrates' most famous student. He founded the Academy, one of the earliest institutions of higher education. Plato's "Theory of Forms" held that true reality exists in eternal, unchanging Forms like Beauty itself, not in the changing physical world. Forms are grasped intellectually and provide the standard against which physical objects are measured.
A brief profile of the great philosopher plato
Plato was an ancient Greek philosopher who founded the Academy in 387 BC, one of the earliest institutions of higher learning. He was inspired by his teacher Socrates and featured Socrates' teachings in his Dialogues. Plato believed that reality is comprised of ideal forms that are imperfectly represented in the physical world, as described in his Allegory of the Cave. He spent his later years writing, teaching at the Academy, and developing his theory of forms to understand concepts like justice, beauty, and equality through reason rather than the senses alone.
Ewrt 2 class 16 p lato
This document provides an agenda for an English class discussing Plato's "Allegory of the Cave" and introducing an upcoming in-class essay assignment. The agenda includes:
1. A brief biography of Plato and overview of his philosophical works and founding of the Academy of Athens.
2. A group assignment to illustrate the Allegory of the Cave and discuss its rhetorical strategies and themes.
3. Introduction of an in-class essay prompt asking students to analyze Plato's allegory or Virginia Woolf's "Shakespeare's Sister" in 500-750 words.
4. Homework directing students to read Woolf's essay and post discussion questions.
353Socrates, PlatoThus the soul, since it is immorta.docx
35
3
Socrates, Plato
Thus the soul, since it is immortal and has been born many times, and has
seen all things both here and in the other world, has learned everything
that is. —Plato, Meno
Love [is] between the mortal and the immortal. . . . [It is] a grand spirit which
brings together the sensible world and the eternal world and merges them
into one great whole. —Diotima in Plato’s Symposium, 202e
I [Socrates] affirm that the good is the beautiful. —Plato’s Lysis, 216d
f you have heard of only one philosopher, it is probably one of the big three:
Socrates, Plato, or Aristotle.These three were the most important philosophers
of ancient Greece and in some respects the most important, period. Plato was the
pupil of Socrates, and Aristotle was the pupil of Plato.This chapter covers Socrates
and Plato; the following chapter, Aristotle.
SOCRATES
In the fifth century B.C.E., the center of Western civilization was Athens, a city-state
and a democracy. This period of time was some three centuries after the first
Olympic Games and the start of alphabetic writing, and approximately one cen-
tury before Alexander the Great demonstrated that it is possible to conquer the
world or what passed for it then. Fifty thousand citizens of Athens governed the
city and the city’s empire. Athenians did not settle disputes by brawling but rather
I
36 Part One • Metaphysics and Epistemology: Existence and Knowledge
by discussion and debate. Power was not achieved through wealth or physical
strength or skill with weapons; it was achieved through words. Rhetoricians, men
and women with sublime skill in debate, created plausible arguments for almost
any assertion and, for a fee, taught others to do it too.
These rhetoricians, the Western world’s first professors, were the Sophists.
They were interested in practical things, and few had patience with metaphysical
speculation. They demonstrated their rhetorical abilities by “proving” the seem-
ingly unprovable—that is, by attacking commonly held views.The net effect was
an examination and a critique of accepted standards of behavior within Athenian
society. In this way, moral philosophy began. We will return to this topic in
Chapter 10.
At the same time in the fifth century B.C.E., there also lived a stonemason with
a muscular build and a keen mind, Socrates [SOK-ruh-teez] (470–399 B.C.E.).
He wrote nothing, but we know quite a bit about him from Plato’s famous dia-
logues, in which Socrates almost always stars. (Plato’s later dialogues reflect
Plato’s own views, even though “Socrates” is doing the speaking in them. But we
are able to extract a reasonably detailed picture of Socrates from the earlier
dialogues.)
Given the spirit of the times, it is not surprising that Socrates shared some of
the philosophical interests and practices of the Sophists. We must imagine him
wandering about the city, engaging citizens in discussion and argument. He was a
brilliant debater, and he was idolized by many youn.
Plato's Republic (Book I-II)
This document summarizes a lecture given by Professor Steven Smith on Plato's Republic. The professor provides context on Plato's life and times, and an overview of some of the key themes and discussions in the Republic. These include Plato using the Republic to envision an ideal "just city" ruled by philosopher-kings, debates around whether it advocates totalitarianism, and how it inspired the modern university system through Plato's founding of the Academy in Athens.
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Ewrt 2 class 16 p lato
This document provides an agenda for a class discussing Plato's "Allegory of the Cave" from The Republic. It includes an introduction to Plato and the allegory, discusses rhetorical strategies used, and provides questions for critically analyzing the allegory. A group project involves drawing and labeling a picture of Plato's cave. The class will discuss the allegory in groups and consider its examination of perception versus reality and education's role in enlightenment. Essay #4 response options relating to the allegory or a Woolf piece are presented.
1.2 PLATO’S ALLEGORY OF THE CAVEWe can follow some of Socrates’
Plato's Allegory of the Cave is a classic story that illustrates Plato's view of the human condition and our pursuit of knowledge. In the allegory, prisoners are chained in a cave and can only see shadows projected on a wall from objects passing behind them. This is their only reality. If one prisoner is freed and sees the true objects, it will be a shocking and painful experience. However, if he is then able to comprehend the higher form of knowledge outside the cave, he may be compelled to go back and help the other prisoners. The allegory represents Plato's belief that what we experience through our senses is not true reality and that higher, philosophical truth can be attained through reason. The prisoners represent ordinary
Week 4 Platos Metaphysics
Plato founded the first university, the Academy, in 386 BC in Athens to train philosopher-rulers. Plato was influenced by the death of his teacher Socrates and sought to establish philosophy over politics. At the Academy, Plato's most famous student, Aristotle, studied for 19 years. Plato is best known for his dialogues, including The Republic, in which Socrates discusses justice, politics, and an ideal state through allegories like the cave and the divided line. Plato developed the theory of forms, that true knowledge comes from comprehending eternal, unchanging forms like beauty, rather than perceiving the imperfect physical world.
Royce
This document summarizes a presentation given at a conference on the life and work of Josiah Royce. The presenter, a longtime committed Jamesian, reconsiders his view that a Jamesian cannot also be a Roycean. He acknowledges his presentation is a first draft of examining this assumption. He looks to the seasoned Royceans in attendance for guidance. The presenter discusses how he originally viewed Royce's philosophy negatively compared to James's pragmatism. However, he notes being drawn to reexamining Royce after reading books that discussed Royce in a more positive light and caught his attention. The presenter aims to explore possible common ground between Royce and James.
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Discussion Question
Earl Whitecloud is an American high-school student. He is constantly teased and bullied by his classmates because he occasionally wears clothing that represents his Native-American heritage. As a result, Earl spends most of his time at school alone, is absent far more than the average student, and performs poorly at school.
As Earl’s teacher, who acutely perceives the problem, you decide to devote a class period to talking about diversity and accepting cultural differences.
What three points will you emphasize the most and why?
Will you involve Earl in the discussion? Why or why not?
.
Assignment 1 Discussion Question Understanding Others’ Cultural Pr.docx
Assignment 1: Discussion Question: Understanding Others’ Cultural Practices
By
Saturday, June 18, 2016
, respond to the assigned discussion question. Submit your responses to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on at least two of your classmates' submissions by the end of the week. All written assignments and responses should follow APA rules for attributing sources.
To respond to an existing posting use the
Respond
link beneath it.
Discussion Question
Kesha has invited her friend Carrie to go home with her over the school’s short holiday break. Kesha, like many African Americans, has a rich spiritual tradition that permeates most areas of her life. In addition, Kesha is close to her immediate and extended family. Carrie, on the other hand, comes from a predominantly Caucasian Presbyterian background, is an only child, and rarely sees any of her extended family.
During her visit, Carrie is noticeably uncomfortable with the vastly different dynamics of Kesha’s family. Carrie is rethinking her friendship with Kesha and wants to withdraw from her.
How will you help Carrie understand the cultural values inherent in the African American culture and how these might be affecting her?
Suggest ways in which Kesha could build a bridge to help Carrie understand the African American culture.
.
Assignment 1 Discussion AssignmentThe discussion assignment p.docx
Assignment 1: Discussion Assignment
The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.
For this assignment, make sure you post your initial response to the Discussion Area by Week 5, Day 3.
To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Complete your participation for this assignment by Week 5, Day 7.
Telemedicine: Benefits and Challanges
Telemedicine can be extremely beneficial for people living in isolated regions and is currently being applied in virtually all medical domains. To address major health issues related to affordability, access, and quality of care, healthcare providers need to consider telemedicine as a reliable option when access to traditional medicine is difficult and out of reach. Healthcare providers, however, must consider legal and ethical issues when planning, designing, and implementing telemedicine. Key among these issues are those of patient confidentiality, privacy, data security, and transmission.
•How does telemedicine differ from the traditional medicine?
•What are other legal or ethical issues involved in telemedicine?
•Which of these issues, in your opinion, will be the most difficult to address?
•What technologies or infrastructure are necessary for the successful practice of telemedicine?
•What obstacles can prevent healthcare providers from seeing telemedicine as a reliable option, even when access to traditional medicine is difficult or out of reach?
Drawing on course readings or outside scholarly sources, support
.
Assignment 1 Designing FERPA Technical SafeguardsImagine you are .docx
Assignment 1: Designing FERPA Technical Safeguards
Imagine you are an Information Security consultant for a small college registrar’s office consisting of the registrar and two (2) assistant registrars, two (2) student workers, and one (1) receptionist. The office is physically located near several other office spaces. The assistant registrars utilize mobile devices over a wireless network to access student records, with the electronic student records being stored on a server located in the building. Additionally, each registrar’s office has a desktop computer that utilizes a wired network to access the server and electronic student records. The receptionist station has a desktop computer that is used to schedule appointments, but cannot access student records. In 1974, Congress enacted the Family Educational Rights and Privacy Act (FERPA) to help protect the integrity of student records. The college has hired you to ensure technical safeguards are appropriately designed to preserve the integrity of the student records maintained in the registrar’s office.
Write a three to five (3-5) page paper in which you:
Analyze proper physical access control safeguards and provide sound recommendations to be employed in the registrar’s office.
Recommend the proper audit controls to be employed in the registrar’s office.
Suggest three (3) logical access control methods to restrict unauthorized entities from accessing sensitive information, and explain why you suggested each method.
Analyze the means in which data moves within the organization and identify techniques that may be used to provide transmission security safeguards.
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:
Describe the role of information systems security (ISS) compliance and its relationship to U.S. compliance laws.
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.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 100
Assignment 1: Designing FERPA Technical Safeguards
Criteria
Unacceptable
Below 60% .
Assignment 1 Describing and Applying Victimization TheoryDue Week.docx
Assignment 1: Describing and Applying Victimization Theory
Due Week 4 and worth 150 points
Use the Internet and your textbook to research the criminological and victimization theories presented in the group lists below. Select two (2) criminological theories (Group 1), two (2) theories of victimization (Group 2), and fill in the chart below using the following instructions. You will be graded on four (4) theories in total (not including the pre-filled example):
Group 1 - Select two (2) of the following:
Bio-social Theory; Psychological Theory; Social Structure Theory; Social Process Theory; Social Conflict Theory; Labeling Theory; or Developmental Theory.
Group 2 - Select two (2) of the following:
Deviant Place Theory; Routine Activity Theory; Deviant Lifestyle Theory; or Victim Precipitation Theory.
Summarize the theory of victimization, describing its meaning and core concepts as it relates to the nature of crime.
Identify subcategories of the theory and describe each.
Apply the theory to one (1) real life example or scenario. Briefly explain why the theory applies to the example you identified.
Use at least three (3) quality academic resources as references, such as journal articles, newspapers, magazines, and publications from law enforcement associations.
Note
: Wikipedia, blogs and similar websites do not quality as quality academic resources.
Your assignment must follow these formatting requirements:
Use the chart template located
here
.
Be typed using Time New Roman font (size 12).
Include a reference page. References in APA 6th Edition formatting should be written in Times New Roman 12 point, in alphabetical order, double-spaced, subsequent lines indented, title / journals italicized appropriately, etc.
The specific course learning outcomes associated with this assignment are:
Summarize and describe various theories of victimization as they relate to the nature of crime in democratic societies.
Apply the core concepts understood in the theories of victimization to real life criminal cases and scenarios.
Use technology and information resources to research victimization theories and criminal cases.
Write clearly and concisely about criminal justice using proper writing mechanics and APA style conventions.
Note
: This chart is just an example. Please use the Chart Template
here
to complete your assignment.
Victimization Theory
Summarize the theory of victimization, describing its meaning and core concepts as it relates to the nature of crime.
Identify subcategories of the theory and describe each.
Apply the theory to one (1) real life example or scenario. Briefly explain why the theory applies to the example you identified.
Rational Choice Theory
(This theory is completed for you as an example of how to complete the remaining theories)
According to this theory, crime is a matter of personal choice and the criminal makes a rational decision to commit the crime.
This view is that If a person is motivated, considers th.
Assignment 1 Describing and Applying Victimization TheoryDue .docx
Assignment 1: Describing and Applying Victimization Theory
Due Week 4 and worth 150 points
Use the Internet and your textbook to research the criminological and victimization theories presented in the group lists below. Select two (2) criminological theories (Group 1), two (2) theories of victimization (Group 2), and fill in the chart below using the following instructions. You will be graded on four (4) theories in total (not including the pre-filled example):
Group 1 - Select two (2) of the following:
Bio-social Theory; Psychological Theory; Social Structure Theory; Social Process Theory; Social Conflict Theory; Labeling Theory; or Developmental Theory.
Group 2 - Select two (2) of the following:
Deviant Place Theory; Routine Activity Theory; Deviant Lifestyle Theory; or Victim Precipitation Theory.
Summarize the theory of victimization, describing its meaning and core concepts as it relates to the nature of crime.
Identify subcategories of the theory and describe each.
Apply the theory to one (1) real life example or scenario. Briefly explain why the theory applies to the example you identified.
Use at least three (3) quality academic resources as references, such as journal articles, newspapers, magazines, and publications from law enforcement associations.
Note
: Wikipedia, blogs and similar websites do not quality as quality academic resources.
Your assignment must follow these formatting requirements:
Use the chart template located
here
.
Be typed using Time New Roman font (size 12).
Include a reference page. References in APA 6th Edition formatting should be written in Times New Roman 12 point, in alphabetical order, double-spaced, subsequent lines indented, title / journals italicized appropriately, etc.
The specific course learning outcomes associated with this assignment are:
Summarize and describe various theories of victimization as they relate to the nature of crime in democratic societies.
Apply the core concepts understood in the theories of victimization to real life criminal cases and scenarios.
Use technology and information resources to research victimization theories and criminal cases.
Write clearly and concisely about criminal justice using proper writing mechanics and APA style conventions.
Note
: This chart is just an example. Please use the Chart Template
here
to complete your assignment.
Victimization Theory
Summarize the theory of victimization, describing its meaning and core concepts as it relates to the nature of crime.
Identify subcategories of the theory and describe each.
Apply the theory to one (1) real life example or scenario. Briefly explain why the theory applies to the example you identified.
Rational Choice Theory
(This theory is completed for you as an example of how to complete the remaining theories)
According to this theory, crime is a matter of personal choice and the criminal makes a rational decision to commit the crime.
This view is that If a person is motivated, considers t.
Assignment 1 Criminal Conduct and Criminal Law Due Week 4 and wor.docx
Assignment 1: Criminal Conduct and Criminal Law
Due Week 4 and worth 140 points
According to the text, crime has been part of the human condition since people began to live in groups. Ancient documents indicate that conduct we now call murder, theft, or robbery was identified as criminal by civilizations that existed thousands of years ago. Criminal laws regulate human conduct and tell people what they can and cannot do and, in some instances, what they must do under certain circumstances. In this assignment, you will explore different types of criminal conduct and the goals of criminal law.
Write a four page paper in which you:
1.
Determine whether or not a conviction is feasible when an alleged perpetrator does not have the required mens rea but has engaged in the actus rea. Provide a rationale to support your position.
2.
Explain the distinction between diplomatic immunity and legislative immunity. Next, support or criticize the premise that diplomatic immunity is vital for Americans abroad.
3.
Argue for or against the theory that the courts should not hold a defendant of questionable competency to the standard sentencing guidelines. Provide a rationale to support your response.
4.
Identify the four (4) goals of criminal law, and discuss the manner in which these four (4) goals effectuate the purpose of protecting the public and preventing the conviction of innocent persons.
5.
Use at least three (3) quality academic resources in this assignment.
Note:
Wikipedia and similar type Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
·
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
·
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
·
Describe the nature and history of American criminal law.
·
Explain the role of individuals and federal, state, and local government agencies in crime fighting and prosecution of criminal offenses.
·
Analyze the essential legal elements of criminal conduct.
·
Use technology and information resources to research issues in criminal law.
·
Write clearly and concisely about criminal law using proper writing mechanics.
.
Assignment 1 Clinical and Forensic EvaluationsA forensic mental h.docx
A forensic mental health professional must learn to distinguish between forensic psychological evaluations, which address legal questions, and traditional clinical evaluations, though there are some similarities. The assignment asks the student to identify and explain at least one difference between the two types of evaluations in each of the following areas: interviewing, informed consent, testing and assessment, writing reports, addressing the referral question, and providing opinions and recommendations. The response must be a minimum of 300 words, cite reputable sources, and follow APA format.
assignment 1 Do research on the web to find an example of a major .docx
assignment 1 : Do research on the web to find an example of a major IT-related project in which the actions of the business managers made a major difference(either favorable or unfavorable) in the outcome. Document what you think were the key actions taken by managers, and the key missed opportunities to take action.
Assignment 2 is documented below
.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Chapter 5
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Chapter 6
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