Community Politics Analysis.I. Define the Problem1.What is t.docx

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Community Politics Analysis. I. Define the Problem 1.What is the situation in which the problem is occurring? 2. What, in general, is the difficulty? 3.How did this difficulty arise? 4. What is the importance of the difficulty? 5.What limitations, if any, are there on the area of our concern? 6. What is the meaning of any term that needs clarifying? II. Analyze the Causes of the problem and its Limits A. Analysis of the difficulty 1. What, specifically, are the facts of the situation? 2. What, specifically, are the difficulties? B. Analysis of causes 1. What is causing the difficulties? 2. What is causing the causes? .

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Community Politics Analysis.I. Define the Problem1.What is t.docx

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Compare and contrast the culture in the U.S. with Mexico. Discus how you would take into account such differences in your international strategy. Your response should be at least 200 words in length. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. David, F. (2011). 1. Strategic management: concepts & cases (Custom Edition ed., pp. 335-338). New York: McGraw-Hill Irwin. No Wiki, Dictionary.com or Plagiarism .

Compare and contrast the culture in the U.S. with Mexico. Discus h.docx

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Compare and contrast the comments of Professor Kuhlman and Professor Woodworth-Ney. Do you find any similarities and/or any differences? Do the professors see any patterns or trends in the suffrage movements? What specific examples do they provide as factors in the enactment of women’s voting rights? Besides the right to vote, what other concerns are presented by Professors Kuhlman, Woodworth-Ney and Foner? Were these concerns answered with suffrage? Why, or why not? Given the professors' comments and Foner's text, do you think granting women the right to vote was evolutionary (a natural progression) or revolutionary (a radical change)? Why? ---------------------------- Podcast Questioning Freedom: What was the significance of the Seneca Falls convention of 1848? http://media.itrc.isu.edu/videos/?v=events/hist118/Give_Me_Liberty_Q69.flv&q=.dv Questioning Freedom: How were women's lives changing in the late nineteenth century, and which direction was the women's movement taking? http://media.itrc.isu.edu/videos/?v=events/hist118/Give_Me_Liberty_Q94.flv&q=.dv *+*+*+*+*+*+* Dr. Kuhlman's Questions Was there any pattern to the granting of women's suffrage? Suffrage Map How did voting rights relate to nationhood? Women and "nationhood" Women's suffrage brought new rights. Were there still shortcomings after suffrage? Any items not gained with voting rights? Gains for women Shortcomings of women's suffrage Did international events contribute to women's suffrage? Suffrage Map Dr. Woodworth-Ney's Questions Do you find any pattern to women's suffrage in the American West? U S Suffrage Map Did suffrage proponents argue women voting would protect the status quo? What arguments were made in the American West in which womens' suffrage would maintain the status quo? Texas Example Were there any other arguments presented? Other women's issues Wyoming Example .

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Compare and contrast the Church Shooting that occurred on June 17, 2015, in Charleston, South Carolina to the shooting that occurred on December 29, 2019, in White Settlement, TX. You must include: The right-to-carry and/or concealed firearm laws in both locations, and how restrictions or allowances may have affected each outcome. Your assignment is to be typed, single spaced, Verdana 12 font, and should be 4-5 pages in length. Margins’ top, bottom, left, and right should be set at one (1) inch. NOTE: I won’t accept your responses without multiple citations from your book, peer review resources and/or citations from periodicals, valid news agencies, and any other valid publications. Grading for these assignments will be based on the Written Communication Rubric (see Rubric for grading points). Your presentation is subject to review for text comparison by Turnitin, a plagiarism detection service (http://www.turnitin.com). Plagiarism will result in an automatic failure of the course, so if you quote something, give credit to the author. This assignment represents not only what you know, but the effort you put forth in understanding and presenting the material to others. NOTE: Want a good grade, refer to the Rubric (posted on line) for grade preparation. Want a great grade, give me your best, and put your heart into it…LEARN! LEARN for yourself, and your friends and family! LEARN for your future! Written Communication Rubric for Level of Achievement Evaluators assign a one (1) to any measure that does not meet benchmark level performance Benchmark 2 Milestones 3 4 Capstone 5 Content and Development Very limited development of content; (focus, relevance, purpose, explanations); little use/application of course concepts and terms to show knowledge of subject matter. Adequate development of content; (focus, relevance, purpose, explanations); some use of course concepts and terms to show knowledge of subject matter. Competent development of content (focus, relevance, purpose, explanations); appropriate use/application of course concepts & terms to show knowledge of subject matter. Masterful development of content (focus, relevance, purpose, explanations); shows comprehensive knowledge of subject matter through full use/application of course concepts and terms. Organization Paragraphs had little to no organization. Transitions were poor. Sequence of ideas is limited. Some paragraphs were organized around topic sentences with some development. Some transitions were awkward. Sequence of ideas is adequate. Most paragraphs were organized around topic sentences and were well developed. Most transitions were adequate. Sequence of ideas is competent. All paragraphs were organized around topic sentences and fully developed. All transitions were used effectively. Sequence of ideas is effective. Control of Syntax and Mechanics Language, word choice, and sentence variety Uses .

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Compare and contrast the case studies in an effort to describe highly effective organizations. Then, assess the behavior and structure of the organizations. Explain what is effective, what is not effective, and identify specific approaches to make organizations more effective. Use at least two credible sources This assignment should be 1300 to 1500 words (4–5 pages) when completed. CASE STUDY 1 At approximately 15:45 PM, Strike Team 2642 carefully navigated the one-lane gravel road that led to Rodgers Ridge, where they had been ordered to engage in some brush clearing and structural defense operations around three large vacation homes that were distributed across the ridge top. Captain Doug Chandler was leading a strike team for the first time, and he cautiously watched the two separate smoke columns that spouted from the 1600-acre Camp Creek Fire and the 2300-acre Jones Ranch Fire in the valley just beyond the ridge. For the moment, the wind was at their backs and would be pushing the fire away from the ridge. The five units that made up Captain Chandler’s strike team were all heavy brush (HB) units, each staffed with one officer and three fire fighters and carrying 500 gallons (1892.5 liters) of water, foam, and the normal complement of tools. As they reached the large turnaround near the ridge top, the captain noted that all three homes were built within 50 ft (15.2 m) of each other, with one being the closest to the lip of the canyon, and the other two set back along a single driveway that led off the main road. At 4:20 PM, Captain Chandler ordered two of his brush units, HB26 and HB27, to proceed all the way down the driveway to the house at the end and to “prepare the residence house for defensive operations.” He sent brush units HB28 and HB29 to the two remaining houses and ordered them to prep those structures, while he stayed in a “lookout” position in HB25 near the driveway entrance. At 4:27 PM, Captain Chandler received a call on his cell phone from the Operations Division. They informed him that the weather was due to change, and that he could expect temperatures to increase for another 30 minutes to a high of 94°F. Humidity was expected to stay extremely low, and the winds were to turn 180° by 7:00 PM. Captain Chandler in turn contacted his strike team by radio, telling them, “Strike Team 2642, all units, just be advised we’re due for a wind change.” He issued no further orders, and radio records showed that only HB26 acknowledged the message. Eighteen minutes later, at 4:45 PM, Captain Chandler in HB25 again communicated a message to his strike team: “ST 2642, all units, from my position it appears the wind has changed and may be pushing the fire toward the ridge.” This time, both HB26 and HB27 acknowledged, both with the single word “Copy.” Just 12 minutes later, at 4:57 PM, HB26 frantically radioed that they were in danger. “HB26 and 27 here, we’ve … we’ve got lots of fire rolling toward us and it appears it’ll cut be.

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Compare and contrast the artistic achievements of the Hellenistic period with those of the classical age. How were they different? Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Levack, B., Muir, E.,& Veldman, M. (2011). The west encounters & transformations . (3rd ed., Vol. 1, pp. 124-126, 128-130). Upper Saddle: Pearson. DOI: www.pearsonhighered.com (Levack, Muir & Veldman, 2011) No wiki, dictionary.com or plagarism .

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