Doctorate Level Questions No Plagiarism....Paraphrase the cont.docx
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***Doctorate Level Questions*** No Plagiarism....Paraphrase the content, and provide Citations and References for each source provided....Please provide a substantive response for EACH question. Each question should each have a word count of 150 words or more....Please provide appropriate foundational knowledge, be factual, and enhance the dialogue….Please do not recite the same words just to provide word count…. Question One How is sample size related to statistical tests and outcomes? Give a specific example. Why is it important to plan the sample size before collecting data? Question Two Fill in the following for a possible study with one independent variable (IV) with two conditions/treatments and a dependent variable (DV) that is measured on a continuous scale (interval or ratio): Independent variable = ______________ Condition A = ______________ Condition B = ______________ Dependent variable = _______________ How do you know this DV is measured on a continuous scale? How would you word the null hypothesis for your sample study? How would you word the alternative hypothesis for your sample study? What alpha level would you set to test your hypothesis? Why? .
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Rubric Name RC001 Rubric v.2This table lists criteria and crite.docx
Rubric Name: RC001 Rubric v.2
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
0 - Not Present
2000 points
1 - Needs Improvement
2000 points
2 - Meets Expectations
50 points
3 - Exceeds Expectations
1 point
Learning Objective 1.1: Define key principles and concepts.
Some or all definitions are not present.
Definitions are weak or illogical.
Definitions are succinct and accurate.
Demonstrates the same level as “2” plus the following:
Definitions provide context in the field of early childhood studies.
50 / 2000
Criterion Feedback
Just be more clear about generalizability - which is about being able to generalize your findings to a broader population.
Learning Objective 1.2: Explain the importance of the principles of high quality research.
Response is not present or is inaccurate.
Response lists fewer than three principles of high quality research.
Response provides weak or partial explanations of their importance.
Response clearly describes three principles of high quality research.
Response provides a thorough explanation of the importance of the identified principles.
Demonstrates the same level as “2” plus the following:
Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.
2000 / 2000
Criterion Feedback
You have ethical considerations here - it needs to be specific to what constitutes "high quality research" - it's in one of the readings provided (Mac Naughton, G., Rolfe, S. A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill)
Learning Objective 1.3: Define informed consent and its application to research with children.
Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.
Response partially defines informed consent and/or its application to children.
Response accurately defines informed consent and its application to research with children.
Demonstrates the same level of achievement as “2,” plus the following:
Response addresses the legal and ethical implications of informed consent.
50 / 2000
Learning Objective 1.4: Describe examples of ethical and unethical behaviors in research with children.
Response is not present or is inaccurate.
Response is incomplete or provides weak examples.
Response provides one relevant example of ethical and unethical behavior in research with children.
Demonstrates the same level of achievement as “2,” plus the following:
Response provides more than one example of both ethical and unethical behavior in research with children.
50 / 2000
Learning Objective 2.1 Describe the characteristics of different types of sources of early childhood research studies.
Response is not present.
Response is incomplete.
Response correctly defines the type of source and provides the c.
1. The two properties about a set of measurements of a dependent v
1. The two properties about a set of measurements of a dependent variable that we are most interested in describing are:
a.
frequency and average.
b.
average and correlation.
c.
central tendency and dispersion.
d.
histograms and polygons.
2. The ________________ is the sum of all the scores divided by the number of scores.
a.
median
b.
mean
c.
mode
d.
standard deviation
3. The generally preferred measure of central tendency is usually the
a.
range
b.
mean
c.
standard deviation
d.
Median
4. Which of the following is the most useful descriptive statistic for measuring dispersion?
a.
Range
b.
Variance
c.
mean deviation
d.
standard deviation
5. The standard deviation is
a.
the square of the variance.
b.
the square root of the variance.
c.
smaller than the mean.
d.
the difference between the highest and lowest scores.
6. If the mean I.Q. is 100 and the standard deviation of I.Q. scores is 15, then an I.Q. of 130 will have a z score (or standard score) of
a.
1.00
b.
0.00
c.
2.00
d.
-2.00
7. Inferential statistics allow you to decide whether a difference between the experimental and the control group is due to _______________ or ________________.
a.
manipulation; chance
b.
manipulation; experimental error
c.
sampling error; independent variable
d.
independent variable; experimental error
8. The null hypothesis suggests that the two samples come from ___________ distribution(s), and the experimental hypothesis suggests that the two samples come from _____________ distribution(s).
a.
different; different
b.
different; the same
c.
the same; different
d.
the same; the same
9. The power of a statistical test refers to its ability to
a.
reject false null hypotheses.
b.
reject false experimental hypotheses.
c.
reject true null hypotheses.
d.
reject true experimental hypotheses.
10. Simple analysis of variance is used in designs having
a.
one independent variable
b.
more than one independent variable
c.
more than one independent variable (IV) but less than four IVs
d.
more than one dependent variable
11. The number of participants in a study is denoted by
a.
s.
b.
n.
c.
z.
d.
r.
12. A _____________ is a complete set of measurements.
a.
sample
b.
population
c.
random sampling
d.
parameter
13. _____________ is one way of ensuring that a sample is representative of the population.
a.
The two-tailed test
b.
The between-subjects design
c.
The sign test
d.
Random sampling
14. If we conduct an experiment on average young, white, college males, inferential statistics allow us to generalize to the population of
a.
average young, white, college males.
b.
college male students.
c.
college students.
d.
young adults.
15. If we apply an alpha level of .05, and there really is no effect of the experimental manipulation, then one should make a Type I error
a.
5% of the time.
b.
10% of the time.
c.
15% of the time.
d.
95% of the time.
16. Which of the following would be considered the most conservative alpha level ...
1. The two properties about a set of measurements of a dependent v
1. The two properties about a set of measurements of a dependent variable that we are most interested in describing are:
a.
frequency and average.
b.
average and correlation.
c.
central tendency and dispersion.
d.
histograms and polygons.
2. The ________________ is the sum of all the scores divided by the number of scores.
a.
median
b.
mean
c.
mode
d.
standard deviation
3. The generally preferred measure of central tendency is usually the
a.
range
b.
mean
c.
standard deviation
d.
Median
4. Which of the following is the most useful descriptive statistic for measuring dispersion?
a.
Range
b.
Variance
c.
mean deviation
d.
standard deviation
5. The standard deviation is
a.
the square of the variance.
b.
the square root of the variance.
c.
smaller than the mean.
d.
the difference between the highest and lowest scores.
6. If the mean I.Q. is 100 and the standard deviation of I.Q. scores is 15, then an I.Q. of 130 will have a z score (or standard score) of
a.
1.00
b.
0.00
c.
2.00
d.
-2.00
7. Inferential statistics allow you to decide whether a difference between the experimental and the control group is due to _______________ or ________________.
a.
manipulation; chance
b.
manipulation; experimental error
c.
sampling error; independent variable
d.
independent variable; experimental error
8. The null hypothesis suggests that the two samples come from ___________ distribution(s), and the experimental hypothesis suggests that the two samples come from _____________ distribution(s).
a.
different; different
b.
different; the same
c.
the same; different
d.
the same; the same
9. The power of a statistical test refers to its ability to
a.
reject false null hypotheses.
b.
reject false experimental hypotheses.
c.
reject true null hypotheses.
d.
reject true experimental hypotheses.
10. Simple analysis of variance is used in designs having
a.
one independent variable
b.
more than one independent variable
c.
more than one independent variable (IV) but less than four IVs
d.
more than one dependent variable
11. The number of participants in a study is denoted by
a.
s.
b.
n.
c.
z.
d.
r.
12. A _____________ is a complete set of measurements.
a.
sample
b.
population
c.
random sampling
d.
parameter
13. _____________ is one way of ensuring that a sample is representative of the population.
a.
The two-tailed test
b.
The between-subjects design
c.
The sign test
d.
Random sampling
14. If we conduct an experiment on average young, white, college males, inferential statistics allow us to generalize to the population of
a.
average young, white, college males.
b.
college male students.
c.
college students.
d.
young adults.
15. If we apply an alpha level of .05, and there really is no effect of the experimental manipulation, then one should make a Type I error
a.
5% of the time.
b.
10% of the time.
c.
15% of the time.
d.
95% of the time.
16. Which of the following would be considered the most conservative alpha level ...
Quantitative Instrument Development - Questionnaire
Development of questionnaire for survey research. Understanding how research aims/goals, variable categories, variable types and measures inform the development of the questionnaire instrument. Content covers types of quantitative instruments and the step-by-step development process based on the research focus using a sample study.
Literature Review Summary TableNURS 5052NURS 6052Name .docx
Literature Review Summary Table
NURS 5052/NURS 6052
Name:
Literature Review Summary Table
NURS 6052
Citation
Type of Study
Design Type
Framework/Theory
Setting
Key Concepts/Variables
Findings
Hierarchy of Evidence Level
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Citation
Study
Design Type
Framework/Theory
Setting
Key Concepts/Variables
Findings
Hierarchy of Evidence Level
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
© 2016 Laureate Education Inc.
1
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically a ...
Does facial recognition violates our right to privacy Incl.docx
Does facial recognition violates our right to privacy ?
Include your own point of view in the research paper (be creative)
Your paper should include a summary of the topic (research question, method, findings and conclusions )
4-5 pages
2-4 references
APA style
.
Dont Blame the Eater By DAVID ZINCZENKO NOV. 23, 2002.docx
Don't Blame the Eater
By DAVID ZINCZENKO
NOV. 23, 2002
If ever there were a newspaper headline custom-made for Jay Leno's monologue, this
was it. Kids taking on McDonald's this week, suing the company for making them fat.
Isn't that like middle-aged men suing Porsche for making them get speeding tickets?
Whatever happened to personal responsibility?
I tend to sympathize with these portly fast-food patrons, though. Maybe that's because I
used to be one of them.
I grew up as a typical mid-1980's latchkey kid. My parents were split up, my dad off
trying to rebuild his life, my mom working long hours to make the monthly bills. Lunch
and dinner, for me, was a daily choice between McDonald's, Taco Bell, Kentucky Fried
Chicken or Pizza Hut. Then as now, these were the only available options for an
American kid to get an affordable meal. By age 15, I had packed 212 pounds of torpid
teenage tallow on my once lanky 5-foot-10 frame.
Then I got lucky. I went to college, joined the Navy Reserves and got involved with a
health magazine. I learned how to manage my diet. But most of the teenagers who live,
as I once did, on a fast-food diet won't turn their lives around: They've crossed under the
golden arches to a likely fate of lifetime obesity. And the problem isn't just theirs -- it's
all of ours.
Before 1994, diabetes in children was generally caused by a genetic disorder -- only
about 5 percent of childhood cases were obesity-related, or Type 2, diabetes. Today,
according to the National Institutes of Health, Type 2 diabetes accounts for at least 30
percent of all new childhood cases of diabetes in this country.
Not surprisingly, money spent to treat diabetes has skyrocketed, too. The Centers for
Disease Control and Prevention estimate that diabetes accounted for $2.6 billion in
health care costs in 1969. Today's number is an unbelievable $100 billion a year.
Shouldn't we know better than to eat two meals a day in fast-food restaurants? That's
one argument. But where, exactly, are consumers -- particularly teenagers -- supposed
to find alternatives? Drive down any thoroughfare in America, and I guarantee you'll see
one of our country's more than 13,000 McDonald's restaurants. Now, drive back up the
block and try to find someplace to buy a grapefruit.
Complicating the lack of alternatives is the lack of information about what, exactly, we're
consuming. There are no calorie information charts on fast-food packaging, the way
there are on grocery items. Advertisements don't carry warning labels the way tobacco
ads do. Prepared foods aren't covered under Food and Drug Administration labeling
laws. Some fast-food purveyors will provide calorie information on request, but even
that can be hard to understand.
For example, one company's Web site lists its chicken salad as containing 150 calories;
the almonds and noodles that come with it (an additional 190 calories) are listed
separately. Add a serving of t.
Recommended
Rubric Name RC001 Rubric v.2This table lists criteria and crite.docx
Rubric Name: RC001 Rubric v.2
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
0 - Not Present
2000 points
1 - Needs Improvement
2000 points
2 - Meets Expectations
50 points
3 - Exceeds Expectations
1 point
Learning Objective 1.1: Define key principles and concepts.
Some or all definitions are not present.
Definitions are weak or illogical.
Definitions are succinct and accurate.
Demonstrates the same level as “2” plus the following:
Definitions provide context in the field of early childhood studies.
50 / 2000
Criterion Feedback
Just be more clear about generalizability - which is about being able to generalize your findings to a broader population.
Learning Objective 1.2: Explain the importance of the principles of high quality research.
Response is not present or is inaccurate.
Response lists fewer than three principles of high quality research.
Response provides weak or partial explanations of their importance.
Response clearly describes three principles of high quality research.
Response provides a thorough explanation of the importance of the identified principles.
Demonstrates the same level as “2” plus the following:
Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.
2000 / 2000
Criterion Feedback
You have ethical considerations here - it needs to be specific to what constitutes "high quality research" - it's in one of the readings provided (Mac Naughton, G., Rolfe, S. A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill)
Learning Objective 1.3: Define informed consent and its application to research with children.
Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.
Response partially defines informed consent and/or its application to children.
Response accurately defines informed consent and its application to research with children.
Demonstrates the same level of achievement as “2,” plus the following:
Response addresses the legal and ethical implications of informed consent.
50 / 2000
Learning Objective 1.4: Describe examples of ethical and unethical behaviors in research with children.
Response is not present or is inaccurate.
Response is incomplete or provides weak examples.
Response provides one relevant example of ethical and unethical behavior in research with children.
Demonstrates the same level of achievement as “2,” plus the following:
Response provides more than one example of both ethical and unethical behavior in research with children.
50 / 2000
Learning Objective 2.1 Describe the characteristics of different types of sources of early childhood research studies.
Response is not present.
Response is incomplete.
Response correctly defines the type of source and provides the c.
1. The two properties about a set of measurements of a dependent v
1. The two properties about a set of measurements of a dependent variable that we are most interested in describing are:
a.
frequency and average.
b.
average and correlation.
c.
central tendency and dispersion.
d.
histograms and polygons.
2. The ________________ is the sum of all the scores divided by the number of scores.
a.
median
b.
mean
c.
mode
d.
standard deviation
3. The generally preferred measure of central tendency is usually the
a.
range
b.
mean
c.
standard deviation
d.
Median
4. Which of the following is the most useful descriptive statistic for measuring dispersion?
a.
Range
b.
Variance
c.
mean deviation
d.
standard deviation
5. The standard deviation is
a.
the square of the variance.
b.
the square root of the variance.
c.
smaller than the mean.
d.
the difference between the highest and lowest scores.
6. If the mean I.Q. is 100 and the standard deviation of I.Q. scores is 15, then an I.Q. of 130 will have a z score (or standard score) of
a.
1.00
b.
0.00
c.
2.00
d.
-2.00
7. Inferential statistics allow you to decide whether a difference between the experimental and the control group is due to _______________ or ________________.
a.
manipulation; chance
b.
manipulation; experimental error
c.
sampling error; independent variable
d.
independent variable; experimental error
8. The null hypothesis suggests that the two samples come from ___________ distribution(s), and the experimental hypothesis suggests that the two samples come from _____________ distribution(s).
a.
different; different
b.
different; the same
c.
the same; different
d.
the same; the same
9. The power of a statistical test refers to its ability to
a.
reject false null hypotheses.
b.
reject false experimental hypotheses.
c.
reject true null hypotheses.
d.
reject true experimental hypotheses.
10. Simple analysis of variance is used in designs having
a.
one independent variable
b.
more than one independent variable
c.
more than one independent variable (IV) but less than four IVs
d.
more than one dependent variable
11. The number of participants in a study is denoted by
a.
s.
b.
n.
c.
z.
d.
r.
12. A _____________ is a complete set of measurements.
a.
sample
b.
population
c.
random sampling
d.
parameter
13. _____________ is one way of ensuring that a sample is representative of the population.
a.
The two-tailed test
b.
The between-subjects design
c.
The sign test
d.
Random sampling
14. If we conduct an experiment on average young, white, college males, inferential statistics allow us to generalize to the population of
a.
average young, white, college males.
b.
college male students.
c.
college students.
d.
young adults.
15. If we apply an alpha level of .05, and there really is no effect of the experimental manipulation, then one should make a Type I error
a.
5% of the time.
b.
10% of the time.
c.
15% of the time.
d.
95% of the time.
16. Which of the following would be considered the most conservative alpha level ...
1. The two properties about a set of measurements of a dependent v
1. The two properties about a set of measurements of a dependent variable that we are most interested in describing are:
a.
frequency and average.
b.
average and correlation.
c.
central tendency and dispersion.
d.
histograms and polygons.
2. The ________________ is the sum of all the scores divided by the number of scores.
a.
median
b.
mean
c.
mode
d.
standard deviation
3. The generally preferred measure of central tendency is usually the
a.
range
b.
mean
c.
standard deviation
d.
Median
4. Which of the following is the most useful descriptive statistic for measuring dispersion?
a.
Range
b.
Variance
c.
mean deviation
d.
standard deviation
5. The standard deviation is
a.
the square of the variance.
b.
the square root of the variance.
c.
smaller than the mean.
d.
the difference between the highest and lowest scores.
6. If the mean I.Q. is 100 and the standard deviation of I.Q. scores is 15, then an I.Q. of 130 will have a z score (or standard score) of
a.
1.00
b.
0.00
c.
2.00
d.
-2.00
7. Inferential statistics allow you to decide whether a difference between the experimental and the control group is due to _______________ or ________________.
a.
manipulation; chance
b.
manipulation; experimental error
c.
sampling error; independent variable
d.
independent variable; experimental error
8. The null hypothesis suggests that the two samples come from ___________ distribution(s), and the experimental hypothesis suggests that the two samples come from _____________ distribution(s).
a.
different; different
b.
different; the same
c.
the same; different
d.
the same; the same
9. The power of a statistical test refers to its ability to
a.
reject false null hypotheses.
b.
reject false experimental hypotheses.
c.
reject true null hypotheses.
d.
reject true experimental hypotheses.
10. Simple analysis of variance is used in designs having
a.
one independent variable
b.
more than one independent variable
c.
more than one independent variable (IV) but less than four IVs
d.
more than one dependent variable
11. The number of participants in a study is denoted by
a.
s.
b.
n.
c.
z.
d.
r.
12. A _____________ is a complete set of measurements.
a.
sample
b.
population
c.
random sampling
d.
parameter
13. _____________ is one way of ensuring that a sample is representative of the population.
a.
The two-tailed test
b.
The between-subjects design
c.
The sign test
d.
Random sampling
14. If we conduct an experiment on average young, white, college males, inferential statistics allow us to generalize to the population of
a.
average young, white, college males.
b.
college male students.
c.
college students.
d.
young adults.
15. If we apply an alpha level of .05, and there really is no effect of the experimental manipulation, then one should make a Type I error
a.
5% of the time.
b.
10% of the time.
c.
15% of the time.
d.
95% of the time.
16. Which of the following would be considered the most conservative alpha level ...
Quantitative Instrument Development - Questionnaire
Development of questionnaire for survey research. Understanding how research aims/goals, variable categories, variable types and measures inform the development of the questionnaire instrument. Content covers types of quantitative instruments and the step-by-step development process based on the research focus using a sample study.
Literature Review Summary TableNURS 5052NURS 6052Name .docx
Literature Review Summary Table
NURS 5052/NURS 6052
Name:
Literature Review Summary Table
NURS 6052
Citation
Type of Study
Design Type
Framework/Theory
Setting
Key Concepts/Variables
Findings
Hierarchy of Evidence Level
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Citation
Study
Design Type
Framework/Theory
Setting
Key Concepts/Variables
Findings
Hierarchy of Evidence Level
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
© 2016 Laureate Education Inc.
1
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically a ...
Does facial recognition violates our right to privacy Incl.docx
Does facial recognition violates our right to privacy ?
Include your own point of view in the research paper (be creative)
Your paper should include a summary of the topic (research question, method, findings and conclusions )
4-5 pages
2-4 references
APA style
.
Dont Blame the Eater By DAVID ZINCZENKO NOV. 23, 2002.docx
Don't Blame the Eater
By DAVID ZINCZENKO
NOV. 23, 2002
If ever there were a newspaper headline custom-made for Jay Leno's monologue, this
was it. Kids taking on McDonald's this week, suing the company for making them fat.
Isn't that like middle-aged men suing Porsche for making them get speeding tickets?
Whatever happened to personal responsibility?
I tend to sympathize with these portly fast-food patrons, though. Maybe that's because I
used to be one of them.
I grew up as a typical mid-1980's latchkey kid. My parents were split up, my dad off
trying to rebuild his life, my mom working long hours to make the monthly bills. Lunch
and dinner, for me, was a daily choice between McDonald's, Taco Bell, Kentucky Fried
Chicken or Pizza Hut. Then as now, these were the only available options for an
American kid to get an affordable meal. By age 15, I had packed 212 pounds of torpid
teenage tallow on my once lanky 5-foot-10 frame.
Then I got lucky. I went to college, joined the Navy Reserves and got involved with a
health magazine. I learned how to manage my diet. But most of the teenagers who live,
as I once did, on a fast-food diet won't turn their lives around: They've crossed under the
golden arches to a likely fate of lifetime obesity. And the problem isn't just theirs -- it's
all of ours.
Before 1994, diabetes in children was generally caused by a genetic disorder -- only
about 5 percent of childhood cases were obesity-related, or Type 2, diabetes. Today,
according to the National Institutes of Health, Type 2 diabetes accounts for at least 30
percent of all new childhood cases of diabetes in this country.
Not surprisingly, money spent to treat diabetes has skyrocketed, too. The Centers for
Disease Control and Prevention estimate that diabetes accounted for $2.6 billion in
health care costs in 1969. Today's number is an unbelievable $100 billion a year.
Shouldn't we know better than to eat two meals a day in fast-food restaurants? That's
one argument. But where, exactly, are consumers -- particularly teenagers -- supposed
to find alternatives? Drive down any thoroughfare in America, and I guarantee you'll see
one of our country's more than 13,000 McDonald's restaurants. Now, drive back up the
block and try to find someplace to buy a grapefruit.
Complicating the lack of alternatives is the lack of information about what, exactly, we're
consuming. There are no calorie information charts on fast-food packaging, the way
there are on grocery items. Advertisements don't carry warning labels the way tobacco
ads do. Prepared foods aren't covered under Food and Drug Administration labeling
laws. Some fast-food purveyors will provide calorie information on request, but even
that can be hard to understand.
For example, one company's Web site lists its chicken salad as containing 150 calories;
the almonds and noodles that come with it (an additional 190 calories) are listed
separately. Add a serving of t.
Domestic TravelVisit the Travel Facts and Statistics website.docx
Domestic Travel
Visit the
Travel Facts and Statistics
website.
Why do people travel and what is the % of each category?
What are the top leisure travel activities of domestic travelers?
What are the criteria for a person's trip?
How much is the economic output generated by visitors?
International Travel
Visit the
World Tourism council
web page. Summarize your answers.
In the front, it tells you about what their purpose is, In your own words what do they stand for?
Describe the type of members
What is the economic impact of tourism?
Two pages and no references need it.
.
Don Marquis, in Why Abortion is Immoral,” champions an account of t.docx
Don Marquis, in “Why Abortion is Immoral,” champions an account of the wrongness of killing that he calls the ‘future-like-ours’ account. Marquis considers two alternative accounts of the wrongness of killing that have different implications for the ethics of abortion – the discontinuation account and the desire account. Explain the first “problem” that Marquis raises against the desire account. How does Tooley tentatively respond to a similar worry in “Abortion and Infanticide”?
.
Dollar General has been working to fashion itself into a one-stop sh.docx
Dollar General has been working to fashion itself into a one-stop shop that brings together the items typically found in a drugstore, grocery store and big-box store, which has proven savvy as consumers continue to stock up on essential items, like groceries, cleaning products and pet food, which account for the vast majority of its business.
Discussion Questions:
Do you think Dollar General is taking advantage of a situation or are they are trying to be helpful?
Why is it important for a business to be aware of the changes in the economic environment?
.
Dodge, M., Bosick, S., Antwerp, V., & Benson, M. (2013). Do Men an.docx
Dodge, M., Bosick, S., Antwerp, V., & Benson, M. (2013). Do Men and Women Perceive White-Collar and Street Crime Differently? Exploring Gender Differences in the Perception of Seriousness, Motives, and Punishment. Journal of Contemporary Criminal Justice, 29(3), 399-415.
In this journal it talks about the public’s perception on white-collar crime and its focus on gender. It talks about the relationship between crime type and the respondent’s perception of appropriate punishment and Its relation to gender. I do feel like a weakness to this survey would be location. They chose to talk to people that were coming from jury duty and I feel that puts a bias factor on keeping the data general. Most people coming from jury duty are most likely inclined to feel that the criminals deserve to be charged. Which is shown in the results because all respondents perceived the six crimes to be very serious offense. I also feel that the scenarios should not have been so vague as reported in the study because it does leave a lot of room of confusion and misunderstanding for the people filling out the survey. I do feel that this study is relative to my paper because they talk about how public views the punishment, attitudes and motivation which is going to interesting to do more research.
Leeper Piquero, N., Carmichael, S., & Piquero, A. (2008). Research Note: Assessing the Perceived Seriousness of White-Collar and Street Crimes. Crime & Delinquency, 54(2), 291-312.
In this journal it talks about the controversy surrounding the ranking of crime seriousness of white-collar crimes relative to street crimes. I do feel that a limitation in this study is that they did not include enough varieties in crimes which could alter the results possibly. I found this survey interesting because I feel that it was the most random survey done. I feel like the information on here would be the most accurate in getting a consensus on the public’s opinion. I also liked how they included the criminal justice system personnel’s perception in the study because no other study discussed that which gives a whole different perspective on my whole topic. This will help my paper because they used random, national probability samples that will help my theory that white-collar crime is as bad or even worse than street crime.
Michel, C. (2016). Violent Street Crime Versus Harmful White-Collar Crime: A Comparison of Perceived Seriousness and Punitiveness. Critical Criminology, 24(1), 127-143.
In this journal it talks about how studies have opposed old understandings of the publics feelings towards white-collar crime. They participants were asked to look at white-collar crimes and non-violent street crimes and then decided which of the two was more serious. Some strengths of this study is that they used Amazon Mechanical Turk which helped the analysis be less bias. I think a weakness of this study would be that the vagueness of the vignettes as described in the limitation's sections. “Verbiag.
Does Ex Parte Quirin justify the treatment of detainees at Guant.docx
Does Ex Parte Quirin justify the treatment of detainees at Guantanamo Bay? Can you see a distinction between Quirin and his fellow "enemy combatants" and those detained at Guantanamo Bay? How did the Second Circuit Court of Appeals distinguish them in Padilla v. Rumsfeld? Is the distinction significant enough to make a difference in the constitutional justification for the rights afforded those detained at Guantanamo Bay? Are there additional rights, besides trial by military tribunals, being denied detainees at Guantanamo Bay? What minimal rights did the Supreme Court give detainees in Hamdi v. Rumsfeld?
Instructions:
Address these questions in a paper of 8 pages, APA Format, place citations for work in the body and provide reference page
.
Documentation of at least four initial scholarly sources from the .docx
Documentation of at least four initial scholarly sources from the library.
Expanded introduction to the organization.
Expanded description of the chosen problem.
Preliminary solution options (can be bullet points).
Preliminary analysis of leadership and organizational behavior concepts addressed in the paper.
I have to go deeper into Expanded Description of the Problem
I have to send you the proper
.
Documents of United States Indian Policy (Third Edition) Fra.docx
Documents of United States Indian Policy (Third Edition)
Francis Paul Prucha
Published by University of Nebraska Press
Prucha, Paul.
Documents of United States Indian Policy (Third Edition).
Lincoln: University of Nebraska Press, 2000.
Project MUSE., https://muse.jhu.edu/.
For additional information about this book
Access provided at 25 Aug 2019 22:38 GMT from University of California @ Berkeley
https://muse.jhu.edu/book/11623
https://muse.jhu.edu
https://muse.jhu.edu/book/11623
57
the consent of the President of the U.S. but
should any prefer it, or omit to take a reser-
vation for the quantity he may be entitled
to, the U.S. will on his removing pay fifty
cents an acre, after reaching their new homes,
provided that before the first of January next
they shall adduce to the Agent, or some other
authorized person to be appointed, proof of
his claim and the quantity of it. Sixth; like-
wise children of the Choctaw Nation resid-
ing in the Nation, who have neither father
nor mother a list of which, with satisfactory
proof of Parentage and orphanage being filed
with Agent in six months to be forwarded to
the War Department, shall be entitled to a
quarter section of Land, to be located under
the direction of the President, and with his
consent the same may be sold and the pro-
ceeds applied to some beneficial purpose for
the benefit of said orphans.
Article XX. The U.S. agree and stipulate
as follows, that for the benefit and advantage
of the Choctaw people, and to improve their
condition, there shall be educated under the
direction of the President and at the expense
of the U.S. forty Choctaw youths for twenty
years. This number shall be kept at school,
and as they finish their education others, to
supply their places shall be received for the
period stated. The U.S. agree also to erect
a Council House for the Nation at some
convenient central point, after their people
shall be settled; and a House for each Chief,
also a Church for each of the three Districts,
to be used also as school houses, until the
Nation may conclude to build others; and for
these purposes ten thousand dollars shall be
appropriated; also fifty thousand dollars (viz.)
twenty-five hundred dollars annually shall be
given for the support of three teachers of
schools for twenty years. Likewise there shall
befurnishedtotheNation,threeBlacksmiths
one for each district for sixteen years, and
a qualified Mill Wright for five years; Also
thereshallbefurnishedthefollowingarticles,
twenty-one hundred blankets, to each war-
rior who emigrates a rifle, moulds, wipers and
ammunition. One thousand axes, ploughs,
hoes, wheels and cards each; and four hun-
dred looms. There shall also be furnished,
one ton of iron and two hundred weight of
steel annually to each District for sixteen
years.
Article XXI. A few Choctaw Warriors
yet survive who marched and fought in the
army with General Wayne, the whole num-
ber stated not to exceed twenty.
These it is agreed shall hereafter, wh.
Documentation Artifact 5Long Term Care Plan-Continuing to .docx
Documentation Artifact 5
Long Term Care Plan
-Continuing to work with your fictional consumer, do you feel he or she is a good candidate for in home care? Why or why not?
-Living in the community, what types of supports and services do you feel that your consumer may need to have a high quality of life, potential employment or day activities, and continued treatment (if needed)? (This will require knowing what typical services are for people with similar disabilities and situations)
-Where could your consumer get these supports and services in the local community? (This will require researching local agencies and services)
Assignment: Write a memo to me stating the above information in a clear and professional manner. This should build the case for in home care or highlight the infeasibility of it (approximate length should be 1 page)
Security Strategies in Windows Platforms and Applications
Lesson 11
Hardening the Microsoft Windows Operating System
© 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company
www.jblearning.com
All rights reserved.
Cover image © Sharpshot/Dreamstime.com
Page ‹#›
Security Strategies in Windows Platforms and Applications
© 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company
www.jblearning.com
All rights reserved.
1
Learning Objective(s)
Apply system hardening techniques in Microsoft Windows.
Page ‹#›
Security Strategies in Windows Platforms and Applications
© 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company
www.jblearning.com
All rights reserved.
Key Concepts
General hardening concepts and strategies
Hardening servers, clients, networks, and more
Security awareness
Page ‹#›
Security Strategies in Windows Platforms and Applications
© 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company
www.jblearning.com
All rights reserved.
Understanding the Hardening Process and Mind-set
Page ‹#›
Security Strategies in Windows Platforms and Applications
© 2015 Jones and Bartlett Learning, LLC, an Ascend Learning Company
www.jblearning.com
All rights reserved.
4
Employ strategies to secure Windows computers
Install only what you need
Use Security Compliance Toolkit (SCT)
Manually disable and remove programs/services
Strategies to Secure Windows Computers
Page ‹#›
Security Strategies in Windows Platforms and Applications
© 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company
www.jblearning.com
All rights reserved.
The process of making configuration changes and deploying controls to reduce the attack surface is called hardening.
5
Disable/remove programs with vulnerabilities
Establish controls on running programs
Install Only What You Need
When installing Windows Server, select which programs to install
Customize a server by defining one or more roles
Role is a predefined set of services, programs, and configuration settings that enables a computer to fulfill specific requirements
Page ‹#›
Security Strategies.
DOCUMENT-BASED QUESTION RUBRIC 5 4 3 2 1 · .docx
DOCUMENT-BASED QUESTION RUBRIC
5 4 3 2 1
· Thoroughly
addresses all
aspects of the task
by accurately
analyzing and
interpreting most
of the document
· Incorporates
relevant outside
information
· Richly supports
essay with relevant
facts, examples,
and details
· Writes a
well-developed
essay, consistently
demonstrating a
logical and clear
plan of organization
· Uses
information from
the documents in
the body of the
essay
· Includes a
strong introduction
and conclusion
· Addresses all
aspects of the task
by accurately
analyzing and
interpreting most
of the documents
· Incorporates
relevant outside
information
· Includes
relevant facts,
examples, and
details, but
discussion may be
more descriptive
than analytical
· Writes a
well-developed
essay,
demonstrating a
logical and clear
plan of organization
· Includes a
good introduction
and conclusion
· Addresses
most aspects of
the task or
addresses all
aspects in a limited
way; uses some of
the documents
· Incorporates
limited or no
relevant outside
information
· Uses some
facts, examples,
and details, but the
discussion is more
descriptive rather
than analytical
· Writes a
satisfactorily
developed essay,
demonstrating a
general plan of
organization
· Restates the
theme in the
introduction and
concludes with a
simple restatement
of the theme
· Attempts to
address some
aspects of the
task making
limited use of
the documents
· No relevant
outside
information is
presented
· Uses a few
facts, examples
and details and
discussion simply
restates
contents of the
documents
· Writes a
poorly organized
essay, lacking
focus
· Has vague or
missing
introduction
and/or conclusion
· Shows a
limited
understanding of
the task with
vague, unclear
references to the
documents
· No relevant
outside
information is
presented
· Attempts to
complete the task
but essay
demonstrates a
major weakness in
the organization
· Uses little or
no accurate or
relevant facts,
details, examples
· Has no
introduction or
conclusion
Name___________________________________________
Score___________________________________________
W. E. B. DuBois
WILLIAM EDWARD BURGHARDT DUBOIS was very angry with Booker T.
Washington. Although he admired Washington's intellect and
accomplishments, he strongly opposed the position set forth by Washington
in his Atlanta Exposition Address. He saw little future in agriculture as the
nation rapidly industrialized. DuBois felt that renouncing the goal of
complete integration and social equali.
DOCUMENT 4Dwight D. Eisenhower, Farewell Address to the Nation” (.docx
DOCUMENT 4
Dwight D. Eisenhower, “Farewell Address to the Nation” (1961)
Document Background: On January 17, 1961, President Dwight D. Eisenhower gave his farewell address to the nation. Over the previous two decades, the United States had undergone numerous significant changes, including World War II, the beginning of the Cold War, the Korean War, the emergence of nuclear weapons, a rapidly growing economy, and several substantial Civil Rights victories. Eisenhower, as a general and then as president, had been at the center of many of these. In his farewell address, Eisenhower focused on the Cold War with the Soviet Union and on the challenges facing the United States, including a warning about the growing power of the “military-industrial complex.”
Dwight D. Eisenhower:
I.
My fellow Americans:
Three days from now, after half a century in the service of our country, I shall lay down the responsibilities of office as, in traditional and solemn ceremony, the authority of the Presidency is vested in my successor.
This evening I come to you with a message of leave-taking and farewell, and to share a few final thoughts with you, my countrymen.
Like every other citizen, I wish the new President, and all who will labor with him, Godspeed. I pray that the coming years will be blessed with peace and prosperity for all.
Our people expect their President and the Congress to find essential agreement on issues of great moment, the wise resolution of which will better shape the future of the Nation.
My own relations with the Congress, which began on a remote and tenuous basis when, long ago, a member of the Senate appointed me to West Point, have since ranged to the intimate during the war and immediate post-war period, and, finally, to the mutually interdependent during these past eight years.
In this final relationship, the Congress and the Administration have, on most vital issues, cooperated well, to serve the national good rather than mere partisanship, and so have assured that the business of the Nation should go forward. So, my official relationship with the Congress ends in a feeling, on my part, of gratitude that we have been able to do so much together.
II.
We now stand ten years past the midpoint of a century that has witnessed four major wars among great nations. Three of these involved our own country. Despite these holocausts America is today the strongest, the most influential and most productive nation in the world. Understandably proud of this pre-eminence, we yet realize that America's leadership and prestige depend, not merely upon our unmatched material progress, riches and military strength, but on how we use our power in the interests of world peace and human betterment.
III.
Throughout America's adventure in free government, our basic purposes have been to keep the peace; to foster progress in human achievement, and to enhance liberty, dignity and integrity among people and among nations. To strive for less would be un.
docsch09.pptxManaging and Using Information Systems A St.docx
docs/ch09.pptx
Managing and Using Information Systems:
A Strategic Approach – Sixth Edition
Keri Pearlson, Carol Saunders,
and Dennis Galletta
© Copyright 2016
John Wiley & Sons, Inc.
Chapter 9
Governance of the Information Systems Organization
2
Learning Objectives
Understand how governance structures define how decisions are made
Describe governance based on organization structure, decision rights, and control
Discuss examples and strategies for implementation.
© 2016 John Wiley & Sons, Inc.
3
Intel’s Transformation
Huge performance improvements between 2013 and 2014
Was it due to a spending increase?
Intel’s evolution
1992: Centralized IT
2003: Protect Era – lockdown (SOX & virus)
2009: Protect to Enable Era (BYOD pressure)
© 2016 John Wiley & Sons, Inc.
4
No, it was due to a spending decrease, not an increase.
They focused on protecting to enable, not just locking down
4
Intel Reached Level 3:
Developing programs and delivering services
Contributing business value
Transforming the firm
Previously: categorized problems as “business” or “IT”
Now: Integrated solutions are the only way
© 2016 John Wiley & Sons, Inc.
5
IT Governance
Governance (in business) is all about making decisions that
Define expectations,
Grant authority, or
Ensure performance.
Empowerment and monitoring will help align behavior with business goals.
Empowerment: granting the right to make decisions.
Monitoring: evaluating performance.
© 2016 John Wiley & Sons, Inc.
6
A decision right is an important organizational design variable since it indicates who in the organization has the responsibility to initiate, supply
information for, approve, implement, and control various types of decisions.
6
IT Governance
IT governance focuses on how decision rights can be distributed differently to facilitate three possible modes of decision making:
centralized,
decentralized, or
hybrid
Organizational structure plays a major role.
© 2016 John Wiley & Sons, Inc.
7
Four Perspectives
Traditional – Centralized vs decentralized
Accountability and allocation of decision rights
Ecosystem
Control structures from legislation
© 2016 John Wiley & Sons, Inc.
8
Centralized vs. Decentralized Organizational Structures
Centralized – bring together all staff, hardware, software, data, and processing into a single location.
Decentralized – the components in the centralized structure are scattered in different locations to address local business needs.
Federalism – a hybrid of centralized and decentralized structures.
© 2016 John Wiley & Sons, Inc.
9
9
Organizational continuum
10
Federalism
Most companies would like to achieve the advantages of both centralization and decentralization.
Leads to federalism
Distributes, power, hardware, software, data and personnel
Between a central IS group and IS in business units
A hybrid approach
Some decisions centralized; some decentralized
© 2016 John Wiley & Sons, Inc.
11
1.
Doc with options for readings and films attached.Option 1 - .docx
Doc with options for readings and films attached.
Option 1
- Write a 10-page paper (Times New Roman, 12, double-spaced) on one of the films from the syllabus, articulating concepts (i.e. techno-pessimism; techno-optimism; nuclear winter; boiling frog; idealism; scientific materialism; etc) drawn from at least two of the readings. The paper must have a clear argument, coherent structure, and include proper footnotes and bibliography.
Option 2
- Write a 10-page paper (Times New Roman, 12, double-spaced) around one of the concepts (i.e. techno-pessimism; techno-optimism; nuclear winter; boiling frog; idealism; scientific materialism; etc) drawn from the bibliography in relation to two or more movies from the syllabus. The paper must have a clear argument, coherent structure, and include proper footnotes and bibliography.
.
Do you support or oppose the death penaltyRequirementsYo.docx
Do you support or oppose the death penalty?
Requirements:
Your paper must be at least
1500
words.
Please double space your paper and use standard 12- point font.
Using Times New Roman.
Make sure to proofread your paper before submitting.
Please follow APA format when referencing information from outside sources.
Please include your word count at the end of your assignment.
Please include a title page and a reference page
.
Do you think it is possible that this pandemic might end up working .docx
Do you think it is possible that this pandemic might end up working as a psychological trigger for increasing our moral self-awareness going forward, so that we might start behaving more conscientiously as consumers, workers, citizens, and investors after 18 months of dealing with this crisis on one level or another? If so, can you describe one context in which this could happen?
.
Do you think that mandating the construction of such IA-centric or.docx
Do you think that mandating the construction of such IA-centric organizations is wise? Why or why not?
What are the potential benefits for policymakers in determining IA structures and networks and outlining the ways these will be used? What are the potential problems with this tack?
Provide examples or illustrations (real or hypothetical) that highlight the positive and negative potential of such constructs.
300 words minimum, discussion board question , interagency and homeland security class
.
Do you think there is a victimless crime, if so, what is it and what.docx
Do you think there is a victimless crime, if so, what is it and what makes it victimless?
2. Should those that commit financial crimes where many folks are swindled, and excessive amounts of money are stolen, be eligible for the Death Penalty? Why or why not?
Explain thoroughly
.
Do you believe that people in South Florida have different sorts of .docx
Do you believe that people in South Florida have different sorts of experiences regarding how they are treated due to race or ethnicity in ways that might not be the case in other parts of the US? If so, does Miami offer any lessons from which the rest of the US might learn? Do you think that Miami is "post-racial" in the sense that there is a mixing together here that makes race and ethnicity matter less than in other parts of the US, and along those lines?
.
Do you agree that Immanuel Kant’s categorical imperative is the high.docx
Do you agree that Immanuel Kant’s categorical imperative is the highest moral principle? Think about the pros and the cons offered in the lecture notes and use these to assist with offering a written response of 250 words or more to explain why or why not. Remember to use supportive evidence to explain why you agree or disagree.
.
Do you belief that a judge can ever be purely impartial in a cas.docx
Do you belief that a judge can ever be purely impartial in a case? Do you remember Judge Ito from the OJ case? Think about the judge in the Anthony murder trial in Florida.
Would you want to meet with the person who murdered a loved one? What would you ask them? Why?
.
Do you agree with your classmates view of whether the concept of st.docx
Do you agree with your classmate's view of whether the concept of state of nature is compatible with biblical Christianity? Be sure to add an original thought to advance the discussion.
Both Hobbes and Locke significantly try to expose the nature of man before the emergence of social existence. I believe that Locke's view on the state of nature is more persuasive than that of Hobbes. Ideally, Hobbes has a negative concept of the state of nature as his opinion is a representation of a state of permanent war, and the threat to steer the existence of individuals. He argues that all human beings are equal; hence any of them can take dominance over others irrespective of whether they use cunning or strength, which he sees as the two most essential qualities of the state of nature. Locke, on the contrary, argues that the state of nature is characterized by equality because every person has similar powers as others, implying a state of non-subjection. Conclusively Locke outlines the laws of nature that demonstrate equality amongst human beings. In contrast to the arguments of Hobbes, Locke's natural laws exist in the reality of the state of nature and are considered crucial characteristics of human nature since they are against individual freedom.
The state of nature is much founded on biblical concepts. From the biblical perspectives, some people (such as Moses and David) dominated others since God placed them in positions of power. Similar to the biblical teachings, people have evolved some having power or dominance over the rest due to the legal codes imposed on them. Throughout the history of humankind, people have believed that societies need to be governed by moral laws ascribed to them by their Creator. Accordingly, the state of nature is highly compatible with the biblical teachings as the humanity related governance has since time immemorial been based on what the people believed to the laws of their Creator. Similar to the people accorded authority over others in the Bible, the state of nature gives power to leaders who govern the societies.
Bibliography
Kirby, W. J. T., & Robert S. "From ‘Generall Meditations’ to ‘Particular Decisions’: The Augustinian Coherence of Richard Hooker’s Political Theology."
Law and Sovereignty in the Middle Ages and the Renaissance. Turnhout: Brepols
, 2011, pp. 41-63.
Mouritz, T. "Comparing the social contracts of Hobbes and Locke."
The Western Australian Jurist
1(1), 2010: 123-127.
Rapaczynski, A. “
Nature and politics: Liberalism in the philosophies of Hobbes, Locke, and Rousseau.”
Cornell University Press, 2019., pp. 1-296
.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17
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Domestic TravelVisit the Travel Facts and Statistics website.docx
Domestic Travel
Visit the
Travel Facts and Statistics
website.
Why do people travel and what is the % of each category?
What are the top leisure travel activities of domestic travelers?
What are the criteria for a person's trip?
How much is the economic output generated by visitors?
International Travel
Visit the
World Tourism council
web page. Summarize your answers.
In the front, it tells you about what their purpose is, In your own words what do they stand for?
Describe the type of members
What is the economic impact of tourism?
Two pages and no references need it.
.
Don Marquis, in Why Abortion is Immoral,” champions an account of t.docx
Don Marquis, in “Why Abortion is Immoral,” champions an account of the wrongness of killing that he calls the ‘future-like-ours’ account. Marquis considers two alternative accounts of the wrongness of killing that have different implications for the ethics of abortion – the discontinuation account and the desire account. Explain the first “problem” that Marquis raises against the desire account. How does Tooley tentatively respond to a similar worry in “Abortion and Infanticide”?
.
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Dollar General has been working to fashion itself into a one-stop shop that brings together the items typically found in a drugstore, grocery store and big-box store, which has proven savvy as consumers continue to stock up on essential items, like groceries, cleaning products and pet food, which account for the vast majority of its business.
Discussion Questions:
Do you think Dollar General is taking advantage of a situation or are they are trying to be helpful?
Why is it important for a business to be aware of the changes in the economic environment?
.
Dodge, M., Bosick, S., Antwerp, V., & Benson, M. (2013). Do Men an.docx
Dodge, M., Bosick, S., Antwerp, V., & Benson, M. (2013). Do Men and Women Perceive White-Collar and Street Crime Differently? Exploring Gender Differences in the Perception of Seriousness, Motives, and Punishment. Journal of Contemporary Criminal Justice, 29(3), 399-415.
In this journal it talks about the public’s perception on white-collar crime and its focus on gender. It talks about the relationship between crime type and the respondent’s perception of appropriate punishment and Its relation to gender. I do feel like a weakness to this survey would be location. They chose to talk to people that were coming from jury duty and I feel that puts a bias factor on keeping the data general. Most people coming from jury duty are most likely inclined to feel that the criminals deserve to be charged. Which is shown in the results because all respondents perceived the six crimes to be very serious offense. I also feel that the scenarios should not have been so vague as reported in the study because it does leave a lot of room of confusion and misunderstanding for the people filling out the survey. I do feel that this study is relative to my paper because they talk about how public views the punishment, attitudes and motivation which is going to interesting to do more research.
Leeper Piquero, N., Carmichael, S., & Piquero, A. (2008). Research Note: Assessing the Perceived Seriousness of White-Collar and Street Crimes. Crime & Delinquency, 54(2), 291-312.
In this journal it talks about the controversy surrounding the ranking of crime seriousness of white-collar crimes relative to street crimes. I do feel that a limitation in this study is that they did not include enough varieties in crimes which could alter the results possibly. I found this survey interesting because I feel that it was the most random survey done. I feel like the information on here would be the most accurate in getting a consensus on the public’s opinion. I also liked how they included the criminal justice system personnel’s perception in the study because no other study discussed that which gives a whole different perspective on my whole topic. This will help my paper because they used random, national probability samples that will help my theory that white-collar crime is as bad or even worse than street crime.
Michel, C. (2016). Violent Street Crime Versus Harmful White-Collar Crime: A Comparison of Perceived Seriousness and Punitiveness. Critical Criminology, 24(1), 127-143.
In this journal it talks about how studies have opposed old understandings of the publics feelings towards white-collar crime. They participants were asked to look at white-collar crimes and non-violent street crimes and then decided which of the two was more serious. Some strengths of this study is that they used Amazon Mechanical Turk which helped the analysis be less bias. I think a weakness of this study would be that the vagueness of the vignettes as described in the limitation's sections. “Verbiag.
Does Ex Parte Quirin justify the treatment of detainees at Guant.docx
Does Ex Parte Quirin justify the treatment of detainees at Guantanamo Bay? Can you see a distinction between Quirin and his fellow "enemy combatants" and those detained at Guantanamo Bay? How did the Second Circuit Court of Appeals distinguish them in Padilla v. Rumsfeld? Is the distinction significant enough to make a difference in the constitutional justification for the rights afforded those detained at Guantanamo Bay? Are there additional rights, besides trial by military tribunals, being denied detainees at Guantanamo Bay? What minimal rights did the Supreme Court give detainees in Hamdi v. Rumsfeld?
Instructions:
Address these questions in a paper of 8 pages, APA Format, place citations for work in the body and provide reference page
.
Documentation of at least four initial scholarly sources from the .docx
Documentation of at least four initial scholarly sources from the library.
Expanded introduction to the organization.
Expanded description of the chosen problem.
Preliminary solution options (can be bullet points).
Preliminary analysis of leadership and organizational behavior concepts addressed in the paper.
I have to go deeper into Expanded Description of the Problem
I have to send you the proper
.
Documents of United States Indian Policy (Third Edition) Fra.docx
Documents of United States Indian Policy (Third Edition)
Francis Paul Prucha
Published by University of Nebraska Press
Prucha, Paul.
Documents of United States Indian Policy (Third Edition).
Lincoln: University of Nebraska Press, 2000.
Project MUSE., https://muse.jhu.edu/.
For additional information about this book
Access provided at 25 Aug 2019 22:38 GMT from University of California @ Berkeley
https://muse.jhu.edu/book/11623
https://muse.jhu.edu
https://muse.jhu.edu/book/11623
57
the consent of the President of the U.S. but
should any prefer it, or omit to take a reser-
vation for the quantity he may be entitled
to, the U.S. will on his removing pay fifty
cents an acre, after reaching their new homes,
provided that before the first of January next
they shall adduce to the Agent, or some other
authorized person to be appointed, proof of
his claim and the quantity of it. Sixth; like-
wise children of the Choctaw Nation resid-
ing in the Nation, who have neither father
nor mother a list of which, with satisfactory
proof of Parentage and orphanage being filed
with Agent in six months to be forwarded to
the War Department, shall be entitled to a
quarter section of Land, to be located under
the direction of the President, and with his
consent the same may be sold and the pro-
ceeds applied to some beneficial purpose for
the benefit of said orphans.
Article XX. The U.S. agree and stipulate
as follows, that for the benefit and advantage
of the Choctaw people, and to improve their
condition, there shall be educated under the
direction of the President and at the expense
of the U.S. forty Choctaw youths for twenty
years. This number shall be kept at school,
and as they finish their education others, to
supply their places shall be received for the
period stated. The U.S. agree also to erect
a Council House for the Nation at some
convenient central point, after their people
shall be settled; and a House for each Chief,
also a Church for each of the three Districts,
to be used also as school houses, until the
Nation may conclude to build others; and for
these purposes ten thousand dollars shall be
appropriated; also fifty thousand dollars (viz.)
twenty-five hundred dollars annually shall be
given for the support of three teachers of
schools for twenty years. Likewise there shall
befurnishedtotheNation,threeBlacksmiths
one for each district for sixteen years, and
a qualified Mill Wright for five years; Also
thereshallbefurnishedthefollowingarticles,
twenty-one hundred blankets, to each war-
rior who emigrates a rifle, moulds, wipers and
ammunition. One thousand axes, ploughs,
hoes, wheels and cards each; and four hun-
dred looms. There shall also be furnished,
one ton of iron and two hundred weight of
steel annually to each District for sixteen
years.
Article XXI. A few Choctaw Warriors
yet survive who marched and fought in the
army with General Wayne, the whole num-
ber stated not to exceed twenty.
These it is agreed shall hereafter, wh.
Documentation Artifact 5Long Term Care Plan-Continuing to .docx
Documentation Artifact 5
Long Term Care Plan
-Continuing to work with your fictional consumer, do you feel he or she is a good candidate for in home care? Why or why not?
-Living in the community, what types of supports and services do you feel that your consumer may need to have a high quality of life, potential employment or day activities, and continued treatment (if needed)? (This will require knowing what typical services are for people with similar disabilities and situations)
-Where could your consumer get these supports and services in the local community? (This will require researching local agencies and services)
Assignment: Write a memo to me stating the above information in a clear and professional manner. This should build the case for in home care or highlight the infeasibility of it (approximate length should be 1 page)
Security Strategies in Windows Platforms and Applications
Lesson 11
Hardening the Microsoft Windows Operating System
© 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company
www.jblearning.com
All rights reserved.
Cover image © Sharpshot/Dreamstime.com
Page ‹#›
Security Strategies in Windows Platforms and Applications
© 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company
www.jblearning.com
All rights reserved.
1
Learning Objective(s)
Apply system hardening techniques in Microsoft Windows.
Page ‹#›
Security Strategies in Windows Platforms and Applications
© 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company
www.jblearning.com
All rights reserved.
Key Concepts
General hardening concepts and strategies
Hardening servers, clients, networks, and more
Security awareness
Page ‹#›
Security Strategies in Windows Platforms and Applications
© 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company
www.jblearning.com
All rights reserved.
Understanding the Hardening Process and Mind-set
Page ‹#›
Security Strategies in Windows Platforms and Applications
© 2015 Jones and Bartlett Learning, LLC, an Ascend Learning Company
www.jblearning.com
All rights reserved.
4
Employ strategies to secure Windows computers
Install only what you need
Use Security Compliance Toolkit (SCT)
Manually disable and remove programs/services
Strategies to Secure Windows Computers
Page ‹#›
Security Strategies in Windows Platforms and Applications
© 2020 Jones and Bartlett Learning, LLC, an Ascend Learning Company
www.jblearning.com
All rights reserved.
The process of making configuration changes and deploying controls to reduce the attack surface is called hardening.
5
Disable/remove programs with vulnerabilities
Establish controls on running programs
Install Only What You Need
When installing Windows Server, select which programs to install
Customize a server by defining one or more roles
Role is a predefined set of services, programs, and configuration settings that enables a computer to fulfill specific requirements
Page ‹#›
Security Strategies.
DOCUMENT-BASED QUESTION RUBRIC 5 4 3 2 1 · .docx
DOCUMENT-BASED QUESTION RUBRIC
5 4 3 2 1
· Thoroughly
addresses all
aspects of the task
by accurately
analyzing and
interpreting most
of the document
· Incorporates
relevant outside
information
· Richly supports
essay with relevant
facts, examples,
and details
· Writes a
well-developed
essay, consistently
demonstrating a
logical and clear
plan of organization
· Uses
information from
the documents in
the body of the
essay
· Includes a
strong introduction
and conclusion
· Addresses all
aspects of the task
by accurately
analyzing and
interpreting most
of the documents
· Incorporates
relevant outside
information
· Includes
relevant facts,
examples, and
details, but
discussion may be
more descriptive
than analytical
· Writes a
well-developed
essay,
demonstrating a
logical and clear
plan of organization
· Includes a
good introduction
and conclusion
· Addresses
most aspects of
the task or
addresses all
aspects in a limited
way; uses some of
the documents
· Incorporates
limited or no
relevant outside
information
· Uses some
facts, examples,
and details, but the
discussion is more
descriptive rather
than analytical
· Writes a
satisfactorily
developed essay,
demonstrating a
general plan of
organization
· Restates the
theme in the
introduction and
concludes with a
simple restatement
of the theme
· Attempts to
address some
aspects of the
task making
limited use of
the documents
· No relevant
outside
information is
presented
· Uses a few
facts, examples
and details and
discussion simply
restates
contents of the
documents
· Writes a
poorly organized
essay, lacking
focus
· Has vague or
missing
introduction
and/or conclusion
· Shows a
limited
understanding of
the task with
vague, unclear
references to the
documents
· No relevant
outside
information is
presented
· Attempts to
complete the task
but essay
demonstrates a
major weakness in
the organization
· Uses little or
no accurate or
relevant facts,
details, examples
· Has no
introduction or
conclusion
Name___________________________________________
Score___________________________________________
W. E. B. DuBois
WILLIAM EDWARD BURGHARDT DUBOIS was very angry with Booker T.
Washington. Although he admired Washington's intellect and
accomplishments, he strongly opposed the position set forth by Washington
in his Atlanta Exposition Address. He saw little future in agriculture as the
nation rapidly industrialized. DuBois felt that renouncing the goal of
complete integration and social equali.
DOCUMENT 4Dwight D. Eisenhower, Farewell Address to the Nation” (.docx
DOCUMENT 4
Dwight D. Eisenhower, “Farewell Address to the Nation” (1961)
Document Background: On January 17, 1961, President Dwight D. Eisenhower gave his farewell address to the nation. Over the previous two decades, the United States had undergone numerous significant changes, including World War II, the beginning of the Cold War, the Korean War, the emergence of nuclear weapons, a rapidly growing economy, and several substantial Civil Rights victories. Eisenhower, as a general and then as president, had been at the center of many of these. In his farewell address, Eisenhower focused on the Cold War with the Soviet Union and on the challenges facing the United States, including a warning about the growing power of the “military-industrial complex.”
Dwight D. Eisenhower:
I.
My fellow Americans:
Three days from now, after half a century in the service of our country, I shall lay down the responsibilities of office as, in traditional and solemn ceremony, the authority of the Presidency is vested in my successor.
This evening I come to you with a message of leave-taking and farewell, and to share a few final thoughts with you, my countrymen.
Like every other citizen, I wish the new President, and all who will labor with him, Godspeed. I pray that the coming years will be blessed with peace and prosperity for all.
Our people expect their President and the Congress to find essential agreement on issues of great moment, the wise resolution of which will better shape the future of the Nation.
My own relations with the Congress, which began on a remote and tenuous basis when, long ago, a member of the Senate appointed me to West Point, have since ranged to the intimate during the war and immediate post-war period, and, finally, to the mutually interdependent during these past eight years.
In this final relationship, the Congress and the Administration have, on most vital issues, cooperated well, to serve the national good rather than mere partisanship, and so have assured that the business of the Nation should go forward. So, my official relationship with the Congress ends in a feeling, on my part, of gratitude that we have been able to do so much together.
II.
We now stand ten years past the midpoint of a century that has witnessed four major wars among great nations. Three of these involved our own country. Despite these holocausts America is today the strongest, the most influential and most productive nation in the world. Understandably proud of this pre-eminence, we yet realize that America's leadership and prestige depend, not merely upon our unmatched material progress, riches and military strength, but on how we use our power in the interests of world peace and human betterment.
III.
Throughout America's adventure in free government, our basic purposes have been to keep the peace; to foster progress in human achievement, and to enhance liberty, dignity and integrity among people and among nations. To strive for less would be un.
docsch09.pptxManaging and Using Information Systems A St.docx
docs/ch09.pptx
Managing and Using Information Systems:
A Strategic Approach – Sixth Edition
Keri Pearlson, Carol Saunders,
and Dennis Galletta
© Copyright 2016
John Wiley & Sons, Inc.
Chapter 9
Governance of the Information Systems Organization
2
Learning Objectives
Understand how governance structures define how decisions are made
Describe governance based on organization structure, decision rights, and control
Discuss examples and strategies for implementation.
© 2016 John Wiley & Sons, Inc.
3
Intel’s Transformation
Huge performance improvements between 2013 and 2014
Was it due to a spending increase?
Intel’s evolution
1992: Centralized IT
2003: Protect Era – lockdown (SOX & virus)
2009: Protect to Enable Era (BYOD pressure)
© 2016 John Wiley & Sons, Inc.
4
No, it was due to a spending decrease, not an increase.
They focused on protecting to enable, not just locking down
4
Intel Reached Level 3:
Developing programs and delivering services
Contributing business value
Transforming the firm
Previously: categorized problems as “business” or “IT”
Now: Integrated solutions are the only way
© 2016 John Wiley & Sons, Inc.
5
IT Governance
Governance (in business) is all about making decisions that
Define expectations,
Grant authority, or
Ensure performance.
Empowerment and monitoring will help align behavior with business goals.
Empowerment: granting the right to make decisions.
Monitoring: evaluating performance.
© 2016 John Wiley & Sons, Inc.
6
A decision right is an important organizational design variable since it indicates who in the organization has the responsibility to initiate, supply
information for, approve, implement, and control various types of decisions.
6
IT Governance
IT governance focuses on how decision rights can be distributed differently to facilitate three possible modes of decision making:
centralized,
decentralized, or
hybrid
Organizational structure plays a major role.
© 2016 John Wiley & Sons, Inc.
7
Four Perspectives
Traditional – Centralized vs decentralized
Accountability and allocation of decision rights
Ecosystem
Control structures from legislation
© 2016 John Wiley & Sons, Inc.
8
Centralized vs. Decentralized Organizational Structures
Centralized – bring together all staff, hardware, software, data, and processing into a single location.
Decentralized – the components in the centralized structure are scattered in different locations to address local business needs.
Federalism – a hybrid of centralized and decentralized structures.
© 2016 John Wiley & Sons, Inc.
9
9
Organizational continuum
10
Federalism
Most companies would like to achieve the advantages of both centralization and decentralization.
Leads to federalism
Distributes, power, hardware, software, data and personnel
Between a central IS group and IS in business units
A hybrid approach
Some decisions centralized; some decentralized
© 2016 John Wiley & Sons, Inc.
11
1.
Doc with options for readings and films attached.Option 1 - .docx
Doc with options for readings and films attached.
Option 1
- Write a 10-page paper (Times New Roman, 12, double-spaced) on one of the films from the syllabus, articulating concepts (i.e. techno-pessimism; techno-optimism; nuclear winter; boiling frog; idealism; scientific materialism; etc) drawn from at least two of the readings. The paper must have a clear argument, coherent structure, and include proper footnotes and bibliography.
Option 2
- Write a 10-page paper (Times New Roman, 12, double-spaced) around one of the concepts (i.e. techno-pessimism; techno-optimism; nuclear winter; boiling frog; idealism; scientific materialism; etc) drawn from the bibliography in relation to two or more movies from the syllabus. The paper must have a clear argument, coherent structure, and include proper footnotes and bibliography.
.
Do you support or oppose the death penaltyRequirementsYo.docx
Do you support or oppose the death penalty?
Requirements:
Your paper must be at least
1500
words.
Please double space your paper and use standard 12- point font.
Using Times New Roman.
Make sure to proofread your paper before submitting.
Please follow APA format when referencing information from outside sources.
Please include your word count at the end of your assignment.
Please include a title page and a reference page
.
Do you think it is possible that this pandemic might end up working .docx
Do you think it is possible that this pandemic might end up working as a psychological trigger for increasing our moral self-awareness going forward, so that we might start behaving more conscientiously as consumers, workers, citizens, and investors after 18 months of dealing with this crisis on one level or another? If so, can you describe one context in which this could happen?
.
Do you think that mandating the construction of such IA-centric or.docx
Do you think that mandating the construction of such IA-centric organizations is wise? Why or why not?
What are the potential benefits for policymakers in determining IA structures and networks and outlining the ways these will be used? What are the potential problems with this tack?
Provide examples or illustrations (real or hypothetical) that highlight the positive and negative potential of such constructs.
300 words minimum, discussion board question , interagency and homeland security class
.
Do you think there is a victimless crime, if so, what is it and what.docx
Do you think there is a victimless crime, if so, what is it and what makes it victimless?
2. Should those that commit financial crimes where many folks are swindled, and excessive amounts of money are stolen, be eligible for the Death Penalty? Why or why not?
Explain thoroughly
.
Do you believe that people in South Florida have different sorts of .docx
Do you believe that people in South Florida have different sorts of experiences regarding how they are treated due to race or ethnicity in ways that might not be the case in other parts of the US? If so, does Miami offer any lessons from which the rest of the US might learn? Do you think that Miami is "post-racial" in the sense that there is a mixing together here that makes race and ethnicity matter less than in other parts of the US, and along those lines?
.
Do you agree that Immanuel Kant’s categorical imperative is the high.docx
Do you agree that Immanuel Kant’s categorical imperative is the highest moral principle? Think about the pros and the cons offered in the lecture notes and use these to assist with offering a written response of 250 words or more to explain why or why not. Remember to use supportive evidence to explain why you agree or disagree.
.
Do you belief that a judge can ever be purely impartial in a cas.docx
Do you belief that a judge can ever be purely impartial in a case? Do you remember Judge Ito from the OJ case? Think about the judge in the Anthony murder trial in Florida.
Would you want to meet with the person who murdered a loved one? What would you ask them? Why?
.
Do you agree with your classmates view of whether the concept of st.docx
Do you agree with your classmate's view of whether the concept of state of nature is compatible with biblical Christianity? Be sure to add an original thought to advance the discussion.
Both Hobbes and Locke significantly try to expose the nature of man before the emergence of social existence. I believe that Locke's view on the state of nature is more persuasive than that of Hobbes. Ideally, Hobbes has a negative concept of the state of nature as his opinion is a representation of a state of permanent war, and the threat to steer the existence of individuals. He argues that all human beings are equal; hence any of them can take dominance over others irrespective of whether they use cunning or strength, which he sees as the two most essential qualities of the state of nature. Locke, on the contrary, argues that the state of nature is characterized by equality because every person has similar powers as others, implying a state of non-subjection. Conclusively Locke outlines the laws of nature that demonstrate equality amongst human beings. In contrast to the arguments of Hobbes, Locke's natural laws exist in the reality of the state of nature and are considered crucial characteristics of human nature since they are against individual freedom.
The state of nature is much founded on biblical concepts. From the biblical perspectives, some people (such as Moses and David) dominated others since God placed them in positions of power. Similar to the biblical teachings, people have evolved some having power or dominance over the rest due to the legal codes imposed on them. Throughout the history of humankind, people have believed that societies need to be governed by moral laws ascribed to them by their Creator. Accordingly, the state of nature is highly compatible with the biblical teachings as the humanity related governance has since time immemorial been based on what the people believed to the laws of their Creator. Similar to the people accorded authority over others in the Bible, the state of nature gives power to leaders who govern the societies.
Bibliography
Kirby, W. J. T., & Robert S. "From ‘Generall Meditations’ to ‘Particular Decisions’: The Augustinian Coherence of Richard Hooker’s Political Theology."
Law and Sovereignty in the Middle Ages and the Renaissance. Turnhout: Brepols
, 2011, pp. 41-63.
Mouritz, T. "Comparing the social contracts of Hobbes and Locke."
The Western Australian Jurist
1(1), 2010: 123-127.
Rapaczynski, A. “
Nature and politics: Liberalism in the philosophies of Hobbes, Locke, and Rousseau.”
Cornell University Press, 2019., pp. 1-296
.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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