PS 1010, American Government 1 Course Description .docx
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PS 1010, American Government 1 Course Description In-depth study of American government and politics focusing on a balanced, unbiased, and up-to-date introduction to constitutional, governmental, political, social, and economic structures and processes. Prerequisites None Course Textbook Patterson, T. E. (2008). The American democracy (8th ed.). Boston, MA: McGraw-Hill. Course Learning Objectives Upon completion of this course, students should be able to: 1. Describe the different forms of government (totalitarian regime, oligarchy, aristocracy, democracy, and anarchy). 2. Identify the patterns in early American colonization that influenced later governmental structure and operation. 3. Describe the historical context surrounding the drafting and ratification of the Constitution. 4. Identify and explain the classification of powers between the national and state governments in the U.S. federal system. 5. Describe the expansion of civil rights through legislation and amendments to the Constitution in the post-Civil War period, including the Emancipation Proclamation, the Thirteenth, Fourteenth and Fifteenth Amendments, the Civil Rights Acts of 1865 – 1877, and the Civil Rights cases of 1883 (especially Plessey v. Ferguson). 6. Explain the nature of the problem of gender-based discrimination in the workplace and the importance of Title VII, definitional problems associated with regulations, the problems of wage discrimination, pay equity, and the glass ceiling. 7. Explain how public opinion is formed in the U.S., including political socialization by families, education, and peers and the influence of religion, economic status, political events, and opinion leaders. 8. Describe the impact of the media on political socialization. 9. Define an interest group and describe its function. 10. Identify and analyze the direct tactics used by interest groups, including lobbying, rating systems, campaign assistance, and the formations of political action committees. 11. Describe the presidential election process from primaries to the general election. 12. Identify the major functions performed by the mass media in our society, including entertainment, reporting news, identifying public problems, socializing a new generation, and providing a political forum. 13. Explain the major functions of Congress, including lawmaking, constituent service, and oversight and conflict resolution. 14. Compare the basic differences between the House of Representatives and the Senate. 15. Identify and explain the roles of the President (including Chief of State, Chief Executive, Commander in Chief, Chief Diplomat, and Chief Legislator). 16. Explain the major concepts of the American legal system that were developed in the English common law system, including the common law tradition, precedent, jurisdiction, and stare decisis. 17. Identify the principal agencies t ...
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PS 1010, American Government 1 Course Description .docx
PS 1010, American Government 1
Course Description
In-depth study of American government and politics focusing on a balanced, unbiased, and up-to-date introduction to
constitutional, governmental, political, social, and economic structures and processes.
Prerequisites
None
Course Textbook
Patterson, T. (2013). The American democracy (11th ed.). New York, NY: McGraw-Hill, Inc.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Analyze and compare how the U. S. government functions on the federal, state, local, and global levels.
2. Identify and contrast the meanings of civil liberties and civil rights, and explain the impact each has had on U. S.
politics.
3. Evaluate and identify the roles public opinion plays in American politics, from the local level to political parties.
4. Discuss the impact interest groups and the media have on political socialization.
5. Identify the three branches of government and explain their role in the checks and balances system of the U. S.
government.
6. Examine the role bureaucracy plays and how it maintains rules and order in the federal government.
7. Research, analyze, and explain issues that impact the local, state, and federal economy.
8. Identify and discuss the defense and foreign policies followed by the U. S. government.
9. Assess and characterize how politics directly impacts business, safety, or health requirements.
10. Engage in open discussion with perspective from leaders in the field.
11. Describe the evolution of political and party structure from the 1800's to today.
12. Evaluate the difference between intended and actual government.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Chapter presentations are provided in each unit study guide as Supplemental Reading to aid students their
course of study. Supplemental Readings are provided in the unit study guides to aid students in their course of
study.
PS 1010, American Government
Course Syllabus
PS 1010, American Government 2
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study in Units I, III, and VI.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specificatio ...
BCJ 3950, Constitutional Law for Criminal Justice 1 Cour.docx
BCJ 3950, Constitutional Law for Criminal Justice 1
Course Description
An overview of the principles and practical analysis of significant case law applicable to the U.S. Constitution,
emphasizing search and seizure, arrest, civil rights, related amendments, due process, and the judicial system.
Prerequisites
None
Course Textbook
Harr, J. S., Hess, M. H., & Orthmann, C. H. (2012). Constitutional law and the criminal justice system (5th ed.). Belmont,
CA: Wadsworth.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Summarize and analyze the historical context that led to the creation of the U.S. Constitution.
2. Analyze the reasons for the establishment of the Bill of Rights and the need to guarantee freedoms.
3. Explain and analyze the provisions of constitutional law and its relationship to enacting state laws.
4. Explain the process of legislation and creation of law.
5. Explain the guidelines on how to read a Supreme Court case.
6. Distinguish and give examples of the differences between judicial, legislative and executive powers.
7. Summarize and explain the protection of civil rights and liberties and due process.
8. Explain the processes of freedom of individual expression and property rights.
9. Describe and apply the use of the constitution to the criminal justice system and to contemporary society.
10. Explain the authority and protections of arrest, search and seizure and right to counsel.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Unit Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided in the Unit I, II, IV, and V study guides to aid students in their course of
study
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in each unit to aid
students in their course of study.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BCJ 3950, Constitutional Law
for Criminal Justice
Course Syllabus
BCJ 3950, Constitutional Law for Criminal Justice 2
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of written response questions.
8. Unit ...
Political Science 100 Introduction to American GovernmentCOURSE DES.docx
Political Science 100: Introduction to American GovernmentCOURSE DESCRIPTION AND LEARNING GOALS:
100 American Government (3)
People, their politics, and power; contemporary issues, changing political styles and processes, institution and underlying values of the American political system. Satisfies state requirements in U.S. Constitution and California State and local government. One or more sections offered online.
This course is a college level introduction to American government. Students will begin to develop the body of knowledge necessary for informed civic participation. More specifically, students will learn about democratic principles, the structure and institutions of government, the role that ethnicity, race, gender, class, culture and the economy play in shaping the political landscape in America.
By the end of the course students will have learned:
· what the fundamental characteristics of American government are and how the U.S. Constitution affects the organization of government, the relationship between national and state governments, and the relationship between government and citizens.
· understand human political behavior as it is expressed individually, collectively, and in groups.
· how the executive, legislative and judicial branches are organized and the role they play in the policymaking process.
· the institutions and politics of California.
· how to effectively use this knowledge as thoughtful citizens participating in civil society.
COURSE ASSIGNMENTS/REQUIREMENTS:
Exams. There will be three exams in this class. The two midterm exams are worth 100 points each and will cover distinct units identified on the course schedule below. The final exam will be comprehensive. All exams will include multiple choice and essay questions. Students must bring a blank Scantron form #882-E and a blank Bluebook to each exam (both can be purchased at the bookstore).
Quizzes. There will be weekly quizzes in multiple choice format. Scantron form 882E is required for each of the quizzes.
Students will also be graded on a short newspaper report. The objective of the report is to take something you learned in class and apply it to current events. As such, students will be required to write a 5 page paper on a newspaper article, where students analyze the article and discuss how it applies to or incorporates a key concept covered in the course. A more detailed description of this assignment will be passed out to students later on in the semester.
Attendance and Participation. Learning is an active exercise. Students at all levels of learning and accomplishment benefit when they become actively engaged in class. Therefore, weekly quizzes will be given in order to ensure attendance and to make sure students keep abreast of the readings,
Grading:
Midterm One: 20% of course grade
Midterm Two: 20% of course grade
Weekly Quizzes 20% of course grade
Writing Assignment: 20% of course grade
Final Exam: 20% of course grade
Grading Stand.
AMERICANS WITH DISABILITY ACT .docx
AMERICANS WITH DISABILITY ACT 5
Americans with Disability Act
Deanna Buchanan
Southern New Hampshire University
Americans with Disability Act was enacted in 1990 and prohibited the discrimination of individuals based on disabilities in all areas of life, whether private or public, in schools, transportation, and jobs. The main aim of the act is to ensure that all people who have disabilities are treated fairly and given similar opportunities as people without disabilities, in this case in higher education schooling institutions. In schools, the act requires the school administration, board of governors, teachers, subordinate staff, and the students who are not physically challenged to give the physically challenged students equal opportunities in extra-curricular activities such as clubs and bands and in academics (Francis & Silvers, 2015).
The stakeholders in the high school institution, are required to ensure that all the buildings can be accessed by any student who is physically challenged. For instance, all the buildings constructed after the act was enacted should be fully accessible by the physically challenged, ramps and wheelchair parking space, for example should be taken care of during constructions (Zazove et al. 2016) The club matrons and patrons, with permission from the school principal should move the extracurricular activities’, for example band classes to other rooms that are more accessible by the physically challenged. An interpreter should also be supplied in school events in case there are students who are hearing impaired.
The act has been effective after it was enacted. The managerial stakeholders have made an effort by modifying the way experiments and tests in laboratories are done and the class schedules to accommodate students with disabilities. They have allocated extra time for classes for the blind, who use the braille and note-takers, for example. The high school institutions have also helped the deaf and the blind get note-takers and readers in the library. Also, some high school institutions that offer computer classes have purchased special computer equipment for the visually and hearing impaired.
Most institutions, however, have insufficient funds to take care of the Act’s requirement. It is recommendable that they partner with welfare institutions such as USAID, private hospitals and the government to meet the stipulated requirements and to accommodate all the students equally.
References
Francis, L., & Silvers, A. (Eds.). (2015). Americans with disabilities. Routledge.
Zazove, P., Case, B., Moreland, C., Plegue, M. A., Hoekstra, A., Ouellette, A., ... & Fetters, M. D. (2016). US medical schools’ compliance with the Americans with Disabilities Act: findings from a national study. Academic Medicine, 91(7), 979-986.
Discu ...
· Avoiding Unauthorized Practice of LawIt is widely known that u.docx
· Avoiding Unauthorized Practice of Law
It is widely known that utilizing paralegals is a frequent concern for practicing attorneys, especially when a paralegal’s actions may leave them performing tasks (e.g., advising on legal rights, negotiation or settlement, management of a law practice, etc.) which could result in the unauthorized practice of law. Per the American Bar Association, one must possess a law license in order to perform such tasks.
Write a five to six (5-6) page paper in which you:
1. Determine three (3) most important characteristics of an effective paralegal. Justify your response.
2. Develop at least three (3) general guidelines for conducting legal research that a new paralegal should follow on in order to ensure that the attorney for whom the paralegal works is referencing valid laws within his / her legal documents.
3. Propose two (2) strategies that a paralegal could take in order to avoid the unauthorized practice of law. Provide a rationale to support your response.
4. Compare and contrast the key differences between the activities of paralegals versus those of attorneys in preparing a case for trial.
5. Use at least two (2) quality references. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Analyze what paralegals do, the career choices available to paralegals, their role in the legal profession, and the need for continuing education and training.
. Examine the paralegal workplace, tasks, and functions of a paralegal and accounting procedures in the law office.
. Use technology and information resources to research issues in paralegal studies.
. Write clearly and concisely about paralegal studies using proper writing mechanics.
BCJ 2001, Theory and Practices of Law Enforcement 1
Course Description
Presents the historical development of law enforcement, organization, administration, and systems of local, state, and
federal policing with an emphasis on theories as they relate to practices.
Course Textbook
Dempsey, J. S., & Forst, L. S. (2011). Police. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze and discuss conventional crimes, as well as economic crimes, from historic and contemporary
viewpoints.
2. Assess and describe the growing menace of syndicated crime and the changes t.
Final Research Paper Topic and Plan The first step in the rese.docx
Final Research Paper Topic and Plan
The first step in the research process is selecting a topic that is both interesting and manageable. For this discussion, complete the following:
Review the Final Research Paper instructions in Week Five, and identify three potential research topics.
Describe methods that may be helpful in identifying and narrowing your research paper topic.
Examine two scholarly sources that may prove valuable as you seek to defend your claims.
Address why scholarly sources should be used to support your writing on the selected topic.
Social Media
The introduction of new technologies has significantly affected the social lives of many. These changes, which reflect how people use technology to interact, provide an example of trends that you might examine in your Final Research Paper. For this discussion, identify a significant change that has occurred in the way people communicate and share information, and reflect on the impact this change has had on individuals and society in general today (local and global). Keep in mind that not all social trends affect all groups in society to the same degree. In addition, examine the influence of social media on an individual’s personal and professional pursuits.
3.
Professional Resume and Cover Letter
Create a professional resume and cover letter for a position within your selected industry, and attach a copy to this discussion forum.
Respond to at least three of your classmates’ posts by Day 7, providing both positive and constructive feedback.
If you do not have a resume or cover letter, you may access helpful resources by logging into your Ashford University Student Portal. From the
Student Portal
homepage, locate
Career and Alumni Services
(look for the blue “Career” word cluster image) and click on the link to
My Career: Career and Professional Development Center
to
review resume and cover letter resources
.
4.
Social Capital
Read the articles,
Bowling Alone: America’s Declining Social Capital
and
Still Bowling Alone? The Post-9/11 Split
from the Project Muse database in the Ashford University Library. For this discussion, complete the following:
In your own words, describe what is meant by the term “social capital.”
Examine the influences of social connections and technology and civic engagement in academic and professional pursuits.
Evaluate the significance of social capital in the context of global citizenship and multicultural understanding.
Federal Policy
In recent years, immigration, health care reform, and fiscal policy have emerged as key issues in U.S. federal policy. There are many sides to each debate, and research is proliferating.
Using the Ashford Online Library, identify a scholarly article that answers research questions associated with the debate over immigration, health care reform, or fiscal policy (select one). Apply the principles of critical thinking to the selected issue. Cite the article or website that co.
Recommended
PS 1010, American Government 1 Course Description .docx
PS 1010, American Government 1
Course Description
In-depth study of American government and politics focusing on a balanced, unbiased, and up-to-date introduction to
constitutional, governmental, political, social, and economic structures and processes.
Prerequisites
None
Course Textbook
Patterson, T. (2013). The American democracy (11th ed.). New York, NY: McGraw-Hill, Inc.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Analyze and compare how the U. S. government functions on the federal, state, local, and global levels.
2. Identify and contrast the meanings of civil liberties and civil rights, and explain the impact each has had on U. S.
politics.
3. Evaluate and identify the roles public opinion plays in American politics, from the local level to political parties.
4. Discuss the impact interest groups and the media have on political socialization.
5. Identify the three branches of government and explain their role in the checks and balances system of the U. S.
government.
6. Examine the role bureaucracy plays and how it maintains rules and order in the federal government.
7. Research, analyze, and explain issues that impact the local, state, and federal economy.
8. Identify and discuss the defense and foreign policies followed by the U. S. government.
9. Assess and characterize how politics directly impacts business, safety, or health requirements.
10. Engage in open discussion with perspective from leaders in the field.
11. Describe the evolution of political and party structure from the 1800's to today.
12. Evaluate the difference between intended and actual government.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Chapter presentations are provided in each unit study guide as Supplemental Reading to aid students their
course of study. Supplemental Readings are provided in the unit study guides to aid students in their course of
study.
PS 1010, American Government
Course Syllabus
PS 1010, American Government 2
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study in Units I, III, and VI.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specificatio ...
BCJ 3950, Constitutional Law for Criminal Justice 1 Cour.docx
BCJ 3950, Constitutional Law for Criminal Justice 1
Course Description
An overview of the principles and practical analysis of significant case law applicable to the U.S. Constitution,
emphasizing search and seizure, arrest, civil rights, related amendments, due process, and the judicial system.
Prerequisites
None
Course Textbook
Harr, J. S., Hess, M. H., & Orthmann, C. H. (2012). Constitutional law and the criminal justice system (5th ed.). Belmont,
CA: Wadsworth.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Summarize and analyze the historical context that led to the creation of the U.S. Constitution.
2. Analyze the reasons for the establishment of the Bill of Rights and the need to guarantee freedoms.
3. Explain and analyze the provisions of constitutional law and its relationship to enacting state laws.
4. Explain the process of legislation and creation of law.
5. Explain the guidelines on how to read a Supreme Court case.
6. Distinguish and give examples of the differences between judicial, legislative and executive powers.
7. Summarize and explain the protection of civil rights and liberties and due process.
8. Explain the processes of freedom of individual expression and property rights.
9. Describe and apply the use of the constitution to the criminal justice system and to contemporary society.
10. Explain the authority and protections of arrest, search and seizure and right to counsel.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Unit Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided in the Unit I, II, IV, and V study guides to aid students in their course of
study
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in each unit to aid
students in their course of study.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BCJ 3950, Constitutional Law
for Criminal Justice
Course Syllabus
BCJ 3950, Constitutional Law for Criminal Justice 2
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of written response questions.
8. Unit ...
Political Science 100 Introduction to American GovernmentCOURSE DES.docx
Political Science 100: Introduction to American GovernmentCOURSE DESCRIPTION AND LEARNING GOALS:
100 American Government (3)
People, their politics, and power; contemporary issues, changing political styles and processes, institution and underlying values of the American political system. Satisfies state requirements in U.S. Constitution and California State and local government. One or more sections offered online.
This course is a college level introduction to American government. Students will begin to develop the body of knowledge necessary for informed civic participation. More specifically, students will learn about democratic principles, the structure and institutions of government, the role that ethnicity, race, gender, class, culture and the economy play in shaping the political landscape in America.
By the end of the course students will have learned:
· what the fundamental characteristics of American government are and how the U.S. Constitution affects the organization of government, the relationship between national and state governments, and the relationship between government and citizens.
· understand human political behavior as it is expressed individually, collectively, and in groups.
· how the executive, legislative and judicial branches are organized and the role they play in the policymaking process.
· the institutions and politics of California.
· how to effectively use this knowledge as thoughtful citizens participating in civil society.
COURSE ASSIGNMENTS/REQUIREMENTS:
Exams. There will be three exams in this class. The two midterm exams are worth 100 points each and will cover distinct units identified on the course schedule below. The final exam will be comprehensive. All exams will include multiple choice and essay questions. Students must bring a blank Scantron form #882-E and a blank Bluebook to each exam (both can be purchased at the bookstore).
Quizzes. There will be weekly quizzes in multiple choice format. Scantron form 882E is required for each of the quizzes.
Students will also be graded on a short newspaper report. The objective of the report is to take something you learned in class and apply it to current events. As such, students will be required to write a 5 page paper on a newspaper article, where students analyze the article and discuss how it applies to or incorporates a key concept covered in the course. A more detailed description of this assignment will be passed out to students later on in the semester.
Attendance and Participation. Learning is an active exercise. Students at all levels of learning and accomplishment benefit when they become actively engaged in class. Therefore, weekly quizzes will be given in order to ensure attendance and to make sure students keep abreast of the readings,
Grading:
Midterm One: 20% of course grade
Midterm Two: 20% of course grade
Weekly Quizzes 20% of course grade
Writing Assignment: 20% of course grade
Final Exam: 20% of course grade
Grading Stand.
AMERICANS WITH DISABILITY ACT .docx
AMERICANS WITH DISABILITY ACT 5
Americans with Disability Act
Deanna Buchanan
Southern New Hampshire University
Americans with Disability Act was enacted in 1990 and prohibited the discrimination of individuals based on disabilities in all areas of life, whether private or public, in schools, transportation, and jobs. The main aim of the act is to ensure that all people who have disabilities are treated fairly and given similar opportunities as people without disabilities, in this case in higher education schooling institutions. In schools, the act requires the school administration, board of governors, teachers, subordinate staff, and the students who are not physically challenged to give the physically challenged students equal opportunities in extra-curricular activities such as clubs and bands and in academics (Francis & Silvers, 2015).
The stakeholders in the high school institution, are required to ensure that all the buildings can be accessed by any student who is physically challenged. For instance, all the buildings constructed after the act was enacted should be fully accessible by the physically challenged, ramps and wheelchair parking space, for example should be taken care of during constructions (Zazove et al. 2016) The club matrons and patrons, with permission from the school principal should move the extracurricular activities’, for example band classes to other rooms that are more accessible by the physically challenged. An interpreter should also be supplied in school events in case there are students who are hearing impaired.
The act has been effective after it was enacted. The managerial stakeholders have made an effort by modifying the way experiments and tests in laboratories are done and the class schedules to accommodate students with disabilities. They have allocated extra time for classes for the blind, who use the braille and note-takers, for example. The high school institutions have also helped the deaf and the blind get note-takers and readers in the library. Also, some high school institutions that offer computer classes have purchased special computer equipment for the visually and hearing impaired.
Most institutions, however, have insufficient funds to take care of the Act’s requirement. It is recommendable that they partner with welfare institutions such as USAID, private hospitals and the government to meet the stipulated requirements and to accommodate all the students equally.
References
Francis, L., & Silvers, A. (Eds.). (2015). Americans with disabilities. Routledge.
Zazove, P., Case, B., Moreland, C., Plegue, M. A., Hoekstra, A., Ouellette, A., ... & Fetters, M. D. (2016). US medical schools’ compliance with the Americans with Disabilities Act: findings from a national study. Academic Medicine, 91(7), 979-986.
Discu ...
· Avoiding Unauthorized Practice of LawIt is widely known that u.docx
· Avoiding Unauthorized Practice of Law
It is widely known that utilizing paralegals is a frequent concern for practicing attorneys, especially when a paralegal’s actions may leave them performing tasks (e.g., advising on legal rights, negotiation or settlement, management of a law practice, etc.) which could result in the unauthorized practice of law. Per the American Bar Association, one must possess a law license in order to perform such tasks.
Write a five to six (5-6) page paper in which you:
1. Determine three (3) most important characteristics of an effective paralegal. Justify your response.
2. Develop at least three (3) general guidelines for conducting legal research that a new paralegal should follow on in order to ensure that the attorney for whom the paralegal works is referencing valid laws within his / her legal documents.
3. Propose two (2) strategies that a paralegal could take in order to avoid the unauthorized practice of law. Provide a rationale to support your response.
4. Compare and contrast the key differences between the activities of paralegals versus those of attorneys in preparing a case for trial.
5. Use at least two (2) quality references. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Analyze what paralegals do, the career choices available to paralegals, their role in the legal profession, and the need for continuing education and training.
. Examine the paralegal workplace, tasks, and functions of a paralegal and accounting procedures in the law office.
. Use technology and information resources to research issues in paralegal studies.
. Write clearly and concisely about paralegal studies using proper writing mechanics.
BCJ 2001, Theory and Practices of Law Enforcement 1
Course Description
Presents the historical development of law enforcement, organization, administration, and systems of local, state, and
federal policing with an emphasis on theories as they relate to practices.
Course Textbook
Dempsey, J. S., & Forst, L. S. (2011). Police. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze and discuss conventional crimes, as well as economic crimes, from historic and contemporary
viewpoints.
2. Assess and describe the growing menace of syndicated crime and the changes t.
Final Research Paper Topic and Plan The first step in the rese.docx
Final Research Paper Topic and Plan
The first step in the research process is selecting a topic that is both interesting and manageable. For this discussion, complete the following:
Review the Final Research Paper instructions in Week Five, and identify three potential research topics.
Describe methods that may be helpful in identifying and narrowing your research paper topic.
Examine two scholarly sources that may prove valuable as you seek to defend your claims.
Address why scholarly sources should be used to support your writing on the selected topic.
Social Media
The introduction of new technologies has significantly affected the social lives of many. These changes, which reflect how people use technology to interact, provide an example of trends that you might examine in your Final Research Paper. For this discussion, identify a significant change that has occurred in the way people communicate and share information, and reflect on the impact this change has had on individuals and society in general today (local and global). Keep in mind that not all social trends affect all groups in society to the same degree. In addition, examine the influence of social media on an individual’s personal and professional pursuits.
3.
Professional Resume and Cover Letter
Create a professional resume and cover letter for a position within your selected industry, and attach a copy to this discussion forum.
Respond to at least three of your classmates’ posts by Day 7, providing both positive and constructive feedback.
If you do not have a resume or cover letter, you may access helpful resources by logging into your Ashford University Student Portal. From the
Student Portal
homepage, locate
Career and Alumni Services
(look for the blue “Career” word cluster image) and click on the link to
My Career: Career and Professional Development Center
to
review resume and cover letter resources
.
4.
Social Capital
Read the articles,
Bowling Alone: America’s Declining Social Capital
and
Still Bowling Alone? The Post-9/11 Split
from the Project Muse database in the Ashford University Library. For this discussion, complete the following:
In your own words, describe what is meant by the term “social capital.”
Examine the influences of social connections and technology and civic engagement in academic and professional pursuits.
Evaluate the significance of social capital in the context of global citizenship and multicultural understanding.
Federal Policy
In recent years, immigration, health care reform, and fiscal policy have emerged as key issues in U.S. federal policy. There are many sides to each debate, and research is proliferating.
Using the Ashford Online Library, identify a scholarly article that answers research questions associated with the debate over immigration, health care reform, or fiscal policy (select one). Apply the principles of critical thinking to the selected issue. Cite the article or website that co.
Running Head HIGHER EDUCATIION CHALLENGES FACING AMERICAN INDIANS.docx
Running Head: HIGHER EDUCATIION CHALLENGES FACING AMERICAN INDIANS 1
HIGHER EDUCATION CHALLENGES FACING AMERICAN INDIANS 2
Ali El Samad
Paragraph Proposal
11/15/15
This project aims to address the challenges facing American Indians or Native Americans especially the reasons for low higher education intake, retention and graduation of the Native Americans. Research has shown that many American Indians graduate from high school but few enroll to post-secondary education and retention until graduation is also affected. According to the National Education Association in 2000, 71% of American Indians Alaska Natives had a high school diploma but only 11% had bachelor’s degree compared to 27% of Whites (nea.org).
The number one goal of the project is to find out the barriers that contribute to the lower higher education intake, retention and graduation. Secondly to find out solutions to the barriers or problems. This will also sensitize education policy makers and the federal and state governments to initiate appropriate programs that would effectively address the higher education challenges faced by American Indians. And in turn the number of Native Americans graduating from college would increase and the living standards of the general population of Native Americans would be upgraded.
The information in the project report was research from internet sources that focused on looking for literature and findings from various articles. The research was based on the main challenges that affect American Indians’ chances of getting into college and completion of bachelor’s degree. One such article was by Harrington, C. and Harrington, B. (2012) titled “Fighting a Difference Battle: Challenges Facing American Indians in Higher Education. In the article they have given various recommendations to education advocates and the government. The second article was by Hunt and Harrington (2010) titled “The Impending Educational Crisis for American Indians: Higher Education at the Crossroads.” They focused on the various barriers that affect the America Indians higher education enrollment and graduation including lack of administrative support from college institutions and stereotyping of the minority group.
References
Harrington, C. F., & Harrington, B. G. (2012). Fighting a different battle: Challenges facing American Indians in higher education. Journal of Indigenous Research, 1(1), 4.
Hunt, B., & Harrington, C. F. (2010). The impending educational crisis for American Indians: Higher education at the crossroads. Indigenous Policy Journal, 21(3).
National Education Association. (2015). AAmerican Indians Alaske Natives:Education Crisis. Retrieved November 14th, 2015 from http://www.nea.org/home/15596.htm
MBA 6601, International Business 1
Course Description
Examines current patterns of international business and social, economic, political, and cultural .
Individual Rights and the Obligations of GovernmentPrepare Prio.docx
Individual Rights and the Obligations of Government
Prepare:
Prior to beginning work on this discussion, read chapters 8, 9, and 10 in
American Government
and watch the video,
Episode II - It’s a Free Country
.
Reflect:
Our political system is characterized by certain fundamental features to include a system of laws, rights, and liberties. The laws, created and supported by the Constitutional framework, are designed to protect and secure the rights and liberties of individuals and groups throughout the U.S. However, the government also has an obligation to provide for the security of its citizens from serious internal and external threats that could cause grave or severe damage to our country. The need for homeland and national security can create a dilemma where conflicts emerge between these security needs and the demands for civil rights and liberties.
Write:
In your initial post, explain what obligations the U.S. government has towards its citizens and how can these obligations impact individual and group rights? Provide real-world examples to support your explanation. Fully respond to all parts of the prompt and write your response in your own words. Your initial response must be 200 to 250 words. Support your position with APA citations to two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
Respond to Peers:
By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should be 75 to 100 words each. As your reply to your classmates, attempt to take the conversation further by examining their claims or arguments in more depth or responding to the posts that they make to you. Keep the discussion on target and try to analyze things in as much detail as you can. For instance, you might consider if your classmate’s arguments are well supported with valid sources and logically argued.
Week Four Reflection
Prepare:
Prior to beginning work on this discussion, read chapters 8, 9, and 10 in
American Government
, watch the video,
Episode II - It’s a Free Country
, and review your results from the Political Typology Quiz.
Reflect:
Political parties mobilize voters to win elections and implement policy goals. Parties use their stated policy goals (i.e., their platforms) as a way to mobilize voter support. Generally, in order to be successful in a two-party system, parties must have policy goals across a broad range of issue areas to appeal to a broad range of voters.
Write:
Identify oneissue area that you want investigate. Use the assigned resources required for this discussion to gather information about the goals and proposals, in that issue area, of
three
U.S. political parties – the Democratic and Republican parties and a third party. Summarize each of the three parties’ policy goals in your issue area. Evaluate each party's goals from
two
perspectives:
Accord.
Question Please answer the question presented below in at.docx
Question:
Please answer the question presented below in at least 500 ORIGINAL words. Answers should be
submitted as WORD DOCUMENTS to the appropriate and corresponding 'Critical Engagement Exercise 3'
drop box on this e-Learn course site no later than 11:59PM on this Monday, June 20.
NOTE: please read and understand the warning I posted in the News Item below about assignment
submissions. You have each and all been warned. If you need clarification about this assignment, then
please contact me before Friday at 12PM or visit my regularly scheduled office hours (Tues/Thurs 3:00-
4:30PM).
The question for this week is as follows:
What were some of the key problems facing the United States and the Early Republic following
independence? Use specific examples.
Warning:
For the most part, the assignments I received for Critical Engagement Exercise 1 were of decent quality--
-though I expect to see gradual improvements in each of your academic writing skills as we progress
through the semester based on my feedback regarding your work.
There were, however, enough violations of course policies to warrant this intervention on my part
before issuing the instructions for Critical Engagement Exercise 2.
Firstly, if you plagiarize anything in any of your assignments then you will automatically receive a "0-F"
grade for the assignment. If you plagiarize a second time on any of your assignments, then you will
automatically fail the entire course and be referred to the Dean of Students.
If you are not clear on what exactly plagiarism is or what constitutes it, then you should have read the
syllabus more thoroughly----as well as the Student Handbook here at TSU before becoming a student
here. Plagiarism violates international intellectual property and copyright laws---enforced by the
Executive Branch of the Federal Government of the United States, participating member countries of the
World Trade Organization (formerly GATT), and Interpol.
Secondly, some of you submitted a different assignment than the one announced for Critical
Engagement Exercise 1 under 'News' on the right side of the course homepage here on e-Learn. What
some of you decided to do was to get help from other students I have taught in past semesters; those of
you who did this, did the wrong assignment.
You will receive 0 credit for this assignment, and the Instructor is insulted and offended that you are
utilizing the e-Learn sites of former students rather than following the course content on your own e-
Learn course page for THIS SEMESTER. You should not be accessing other students' e-Learn pages, and
doing so will do you no good in this class. Simply put, it is a path to failure in and of itself.
Thirdly, you must submit all of your written assignments for this course as WORD DOCUMENTS and to
the appropriate dropbox as WORD DOCUMENTS. No exceptions will be allowed going forward. This is
not my r ...
3 pagesAPASOURCES 4MUST HAVE INTRODUCTION, SUBHEADINGS AN.docx
3 pages
APA
SOURCES: 4
MUST HAVE INTRODUCTION, SUBHEADINGS AND CONCLUSION
Assignment
• Continue to build your plan based on the introduction you created in your last assignment. (See Below).
• Tell the audience your reasons for using an instructional plan.
• Be sure to describe what types of instructional resources you are creating.
• Align the chosen ID model to your organization (for example, if you are working in a K-12 school environment, student learning needs and learning objectives may be driven by state or federal performance standards; versus, if you are working in a non-profit organization and training adults, the learning needs of your adult learners may be driven by a “gap analysis” or “business objectives” identified by the organization).
• This section should be 3 pages.
• Include a reference page.
Additional Information
Begin with an outline of your project. Tell the audience your reasons for using an instructional plan.
Description of your Instructional Event or Course - The instructional plan being presented is a college-level Political Science course
Also, be sure to describe what types of instructional resources you are creating. Include an explanation of who has authorized or funded the instructional event or course you propose, and what they expect.
Finally, once you have introduced the instructional event or course, you will align it to an ID model of your choice.
Assignment Expectations
To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below).
Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style include a strong introduction, subheaders and conclusion.
***Last Assignment Introduction**
Student Population & Needs Assessment
The instructional plan being presented is a college-level political science course. The political science course targets college students in other areas of specialization. The introductory course will provide the students with the fundamental knowledge on the key aspects of political science. The student population is not expected to have extensive knowledge of political science.
The training program will begin by assessing the current beliefs and attitudes of the students towards the position and value of political science. The objective of the learning needs assessment is to establish the knowledge gaps that can be addressed through the training program (Spooner et al., 2007; Edwards et al., 2014).
Learning Objectives
The specific learning objectives are:
• To introduce the students to the key concepts in political science
• To introduce the students to some of the major political ideologies and philosophies
• To introduce the studen.
BCJ 2001, Theory and Practices of Law Enforcement 1 C.docx
BCJ 2001, Theory and Practices of Law Enforcement 1
Course Description
Presents the historical development of law enforcement, organization, administration, and systems of local, state, and
federal policing with an emphasis on theories as they relate to practices.
Course Textbook
Dempsey, J. S., & Forst, L. S. (2011). Police. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze and discuss conventional crimes, as well as economic crimes, from historic and contemporary
viewpoints.
2. Assess and describe the growing menace of syndicated crime and the changes that are currently taking
place in these organizations. Explain the social process from which the definition is derived and why the
definition of crime is relative.
3. Explain why the study of criminal procedure requires the balancing of society’s need for law and order
against the individual’s right to due process.
4. Evaluate typical selection process and training received by local police and sheriff recruits.
5. Explain the evolution of policing in the United States and how this affects patrol operations.
6. Explain professionalism, education, employment of minorities, the use of deadly force, and the
partnership of private security and law enforcement agencies.
7. Explain pretrial procedures such as bail, pretrial hearings, and plea bargaining, and their importance to
the criminal justice system as a whole.
8. Analyze and discuss the adversary process of the criminal trial and why there is a need to follow a set of
formal rules. List examples of these rules.
9. Compare and contrast the theories of punishment in the American criminal justice system.
10. Assess sentencing, traditional sentencing disparities, and the appeal process.
11. Explain the death penalty and describe the appeals process and debate that surround the death penalty.
12. Summarize maximum, medium, and minimum security prisons and the institutional programs associated
with each.
13. Explain the special problems of correctional institutions in relation to women, gangs, sexuality, and elderly
male inmates.
14. Assess probation, parole, and community based corrections and how they relate to the criminal justice
system.
15. Analyze the juvenile justice system in the United States and the various programs that relate to juvenile
justice.
16. Analyze and describe the emerging drug trends and how this affects crime and the criminal justice
system.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
BCJ 2001, Theory and Practices of
Law Enforcement
Course Syllabus
BCJ 2001, Theory and Practices of Law Enforcement 2
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills
and knowledge students should gain upon completion of t ...
ECH430 v4Integrated Lesson Plan TemplateECH430 v4Page 2 of
ECH/430 v4
Integrated Lesson Plan Template
ECH/430 v4
Page 2 of 2
Integrated Lesson Plan Template
Element
Details
Lesson Title
Grade Level
Social Studies Content Standard(s)
What state social studies standards are being addressed?
Other Subject and Content Standard(s)
What other subject and related content standard(s) are being addressed?
ISTE Standards for Students
What technology standards are being addressed and how will technology be used in this lesson (i.e., research, instruction, practice, assessment, or any adaptive or interactive devices)?
Goals/Objectives
What are the goals/objectives that are aligned with the standards for the lesson?
Materials
What materials and instructional resources are needed for the teacher and students?
Instructional Approach (I do)
What are the step-by-step procedures that you will model in the instructional portion of this lesson?
Guided Practice (We do)
What learning activity will the students do in a group setting that allows them to practice and apply what they have learned?
Independent Practice (You do)
What learning activity will the students doindividually that allows them to practice and apply what they have learned?
Supports
What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (i.e., IEPs or 504 plans and gifted/talented).
Closing
How will you end the lesson (e.g., culminating activity or task)?
Assessment
What formal and informal assessments will you use to evaluate students? How will you know if the students attained what you expected?
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
Assessment 4
Create a 15-20-slide presentation or a 15-20-minute speech on either same-sex marriage or immigration policy.
Note: You must complete this assessment before starting on Assessment 5.
Many of the current political, legal, and social debates in U.S. society concern diversity and its related issues. Two of those debates have centered on immigration policy and same-sex marriage. These debates involve not only arguments regarding discriminatory treatment of particular ethnic groups or sexual minorities but also legal, economic, and religious questions and concerns.
In this assessment, you apply the sociological perspective to one of these debates. You research the political players and key arguments on the different sides of your chosen controversy, and you place them in historical and contemporary context to gain a deeper understanding of the causes and consequences of the debate, and current and proposed policy solutions. Understanding the key developments and policy changes that pertain to your debate puts you in a position in which you can more accurately evaluate the merits of arguments made by politicians, leaders, and others with a stake in shaping future po ...
MHR 6751, Labor Relations and Collective Bargaining 1 .docx
MHR 6751, Labor Relations and Collective Bargaining 1
Course Description
Explores labor relations, contract negotiation and administration, and bargaining unit decision making processes.
Examines social, political, and economic impact of collective bargaining and challenges to administration of a collectively
established relationship.
Course Textbook
Carrell, M. R., & Heavrin, C. (2010). Labor relations and collective bargaining: Cases, practice, and law (9th ed.).
Upper Saddle River, NJ: Prentice Hall.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe the roots of the American labor movement and its transition to the present.
2. Differentiate the challenges for unions and employers in the workplace of today.
3. Discuss the concept of collective bargaining.
4. Discuss the concept of unfair labor practices and union avoidance strategies.
5. Construct a labor agreement.
6. Distinguish among negotiation models, strategies, and tactics.
7. Judge the market factors, including wage, salary, and benefits, impact labor negotiations.
8. Compare and contrast unions' and employers' concerns with job seniority and security.
9. Distinguish among the grievance and disciplinary procedures, mediation, and arbitration.
10. Examine the future of the labor movement in the 21st century.
11. Interpret the laws impacting unions and equal employment.
12. Discuss the worldwide labor movement.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
6. Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of written response questions.
7. Unit Assignment: Students are required to submit for grading a Unit Assignment in Unit VIII. Specific information
and instructions regarding this assignment are provided below. A grading rubric is included with the assignment.
Specific information about accessing this rubric is provided below.
MHR 6751, Labor Relations and
Collective Bargaining
Course Syllabus
MHR 6751, Labor Relations and Collective Bargaining 2
...
Final Paper AssignmentThe primary goal of your final assignment
Final Paper Assignment
The primary goal of your final assignment is to critically analyze the specific topic (
The Affordable Care Act 2010
) regarding American national government.
You have been preparing for this final assignment each week by constructing an Annotated Bibliography (Week 2) and a detailed outline of the Final Paper’s main points (Week 3) in which you focused on the following:
Historical and constitutional basis for the American Government’s structure
The system of checks and balances
The various roles (e., public opinion, media, special interest groups, etc.) concerning public policy and elections
The voting system and election process.
In addition, you have read the course text and course readings, reviewed videos, and researched additional material for each week’s assignments and this paper. This week, you will put all of those outlines, readings, reviews, and research together to evaluate policymaking and government program administration into one Final Paper.
Reflect on what you have learned about the key structures, systems, roles, and processes that embody our national government. Think about the strengths and weaknesses, advantages and disadvantages, and positive and negative impacts of these aspects of our democracy. Use what you have learned so far to evaluate a specific policy of our national government and recommend ways to enhance what works and repair what is not working well. It is important that your Final Paper utilizes your previous research and assignments, including the feedback that you received from the Ashford Writing Center in Week 4. The assignment should also showcase what you have learned in the course. While your previous assignments will serve as a strong base for this assignment, it is very important that you implement feedback from your instructor and the Ashford Writing Center, as well as further expand on the material. Appropriate transitions and headings are needed to ensure a cohesive Final Paper.
The Final Paper should utilize the
POL201 Final Paper template
which will be attached and should be at least six pages in length (not including title page and references) and based on your previously submitted assignments. It is important to utilize
APA Style Elements (Links to an external site.)Links to an external site.
headings for major sections of your paper in order to ensure that the paper is easy to follow.
Scaffold your paper around the following outline:
Title page (see
Introduction to APA (Links to an external site.)Links to an external site.
)
Introduction (half page) (see
Introductions & Conclusions (Links to an external site.)Links to an external site.
)
Describe the paper’s overall thesis.
Provide an overview of main points.
First Main Point (one to one and a half pages) describes the historical and Constitutional basis of American government’s structure and how this relates to the policy.
Describe the main point.
Support the main point with resea ...
The U.S. ConstitutionPrepare Prior to writing your initial post.docx
The U.S. Constitution
Prepare:
Prior to writing your initial post, read Chapters 1 and 2 of
American Government
. In addition, watch the video provided on the U.S. Constitution,
Episode IV - Built to Last
.
Reflect:
The U.S. Constitution is the cornerstone of our federal government. The Constitution establishes a basic operational framework that enables the three branches of government – executive, legislative, and judicial – to interact and function as a unit. Embedded in this operational framework are two key principles: separation of powers and a system of checks and balances.
Write:
In your initial post, explain why the separation of powers and the system of checks and balances are important for our democracy. Provide recent, real-world examples of the separation of powers and checks/balances in action (one example each). Also, discuss how the Constitution protects individual and group rights. Again, provide a recent real-world example of these Constitutional protections being applied here in the U.S. You must fully respond to all parts of the prompt and write your response in your own words.
Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly. Your initial post should be 200 to 250 words and be written in complete sentences.
Respond to Peers:
By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should be 75 to 100 words each. Demonstrate your understanding of the topic by respectfully asking questions, raising new points for consideration, or requesting clarification from your fellow students. For example, you may want to compare your real-world examples to those of your classmates and see how they are similar or different and discuss why.
Week One Reflection
Prepare:
Prior to beginning your reflection this week, complete all course readings, your introduction, and the Discussion, “The U.S. Constitution.”
Reflect:
Once you have completed these assignments think about how American politics have and could affect your career aspirations. The Founding Fathers created an amazing governmental structure that affects almost every aspect of our lives even today. For instance, if you are a criminal justice major, what parts of the U.S. Constitution are applicable to what you are learning in your major? If you are a business major, which branch of government – executive, legislative, or judicial – has, or will have, the greatest influence on your business ambitions? If you are a political science major, how does separation of powers in the U.S. government affect the operations of most economic, social, and political processes throughout the United States?
Write:
In your initial post, based on your current academic major (declared or not), complete
one
of the following:
Describe which actions of the Founding Fathers .
Team Progress Report II @ ADMGIT 374 PMQuality Assurance Metr.docx
Team Progress Report II @ ADMG/IT 374 PM
Quality Assurance Metrics
Prepared by:
Date:
Quality Metrics
Priority
Guidelines/Approaches
General Quality Assurance and Control Procedures/Methods:
Assignment 1: Politics - Yesterday, Today, and Tomorrow
Write a three to four (3-4) page paper in which the student answers the following three (3) items using headers to separate each item:
Discuss either two (2) civil liberties or two (2) civil rights events (past or current) that have influenced a sense of social responsibility in the American government today. Provide examples to support your answer. Note: In your response, consider how the events influenced the way state, local or national political leaders or agencies responded in a socially responsible or ethical manner toward the community.
Discuss two (2) media events (past or present) that have positively and or negatively influenced the public’s opinion of a government agency. Provide examples to support your answer. Note: Consider how a news story or media coverage of an event positively or negatively changed the public’s opinion (or perception) regarding how responsible a government agency should be towards meeting the needs of its customers; i.e. the American people.
Discuss two (2) differences between the Republican and Democratic parties that may have an ethical impact (positively or negatively) on the American people. Provide examples to support your answer. Note: Consider the different ideals, values, morals, and/or goals held by the Republican and Democratic parties, and their different views on the ethically or morally right way to govern and make the best policies for the people they serve. Determine if your example presents any type of ethical concerns for or against the public interest of the American people.
In your research, you cannot use Wikipedia, online dictionaries, SparkNotes, Cliff notes, or any other Website do that does not qualify as an academic resource.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are to:
Identify informed opinions on issues and questions involving the U.S. government, national political processes, policy making, and the notion of democracy.
Employ terminology used to study political science and American government.
Distinguish between civil rights and civil liberties in the context of Supreme Court protection of freedom of expression.
Develop reasoned written and spoken presentations on issues and ...
Strayer pol 110 week 6 assignment politics yesterday
pol 110 week 6 assignment politics yesterday,today,and tomorrow new,pol 110 week 6 discussion voting and the role of interest groups new,strayer pol 110,pol 110,strayer pol 110 week 6 tutorial,pol 110 week 6 assignment,strayer pol 110 week 6 help
1. PART 2 Answer the Medical App Critical Appraisal.docx
1.
PART 2: Answer the Medical App Critical Appraisal questions thoughtfully and comprehensively.
Use the criteria headings on this outline as the headings on your properly APA- formatted paper.
·
NAME: What is the name of the app? MEDSCAPE
·
AUTHOR: Who created, developed, or maintains the app? Explain.
·
ENDORSEMENT: Is the app licensed by the Food and Drug Administration, other government agency, or endorsed by an academic institution or medical professional organization? Explain.
·
OPERATION: Which platform (mobile or web-based) is suitable for the app and why?
·
AESTHETICS: Is the information displayed in a way that is easy to navigate? Is it easy to use? Can you use it without instructions? Explain.
·
PURPOSE: What is the intended purpose or use of the app?
·
CLINICAL DECISION MAKING: What influence does the app have on clinical decision making? Explain.
·
SAFETY: Is there potential for patient harm? Explain.
·
PRIVACY/SECURITY: Does the app have privacy statement or setting? Is there a clear privacy policy stating information will be encrypted and not shared with third parties? Does the app share information on social networks? Are users notified in the event of a breach of privacy and health information? Explain.
·
USER: For whom is the app intended (providers, patients, or others)? Explain.
·
DISTRIBUTION: Is it designed for local use or wider distribution? Explain.
·
CREDIBILITY: How credible are the sources of information? How do you know? Explain.
·
RELEVANCE: How current is the information in the app? When was the last update? Is the content consistent with evidence-based literature or best practices/standards of care? Explain.
3.
PART 3: Provide
oneexample of an appropriate patient or clinical scenario for this app. The example should include the following details:
· Patient Age-population (Pediatric, Adult, Geriatric)
· Clinical Setting (Hospital, Private Practice, Extended Living Facility)
· History of Present Illness and Diagnosis or Condition
· Provide a detailed description of the app in your example. When will the app be implemented (at the Point-of-care or elsewhere)? Who will use the app? What potential impact will it have on the scenario? Incorporate the critical appraisal information from Part 2.
Provide one evidence-based scholarly article as a reference to support clinical decision making.
4. This assignment will be graded on the quality of the information, inclusion of one evidence-based scholarly resource, use of citations, use of Standard English grammar, and organization based on the required components (see the paper headings and content deta.
BOS 3401, Construction Safety 1 Course Description .docx
BOS 3401, Construction Safety 1
Course Description
Exploration of the OSHA regulations and related safety practices governing the construction industry. Provides an
analysis of the high incident/accident rates in the construction industry and how it contributed to the passage of the OSH
Act in 1970. Presents practical examples of how to apply “on the job” construction safety and health programs and
policies.
Prerequisites
None
Course Textbook
Goetsch, D. L. (2010). Construction safety and the OSHA standards. Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Examine and explain the theories and concepts of construction safety and health.
2. Discuss, evaluate, and interpret OSHA's construction standards and related safety practices.
3. Describe how to apply construction safety and health programs and policies while on the job.
4. Identify and discuss safety and health issues and practices in the workplace.
5. Explain how to estimate the costs of work accidents and rates.
6. Describe contractors and safety and health teams.
7. Discuss ethics and safety, including how ethics is an important part in the construction safety profession.
8. Explain the Workers' Compensation Program.
9. Discuss hazard analysis and risk assessment.
10. Define and discuss stress, workplace violence, and conflict resolution.
11. Explain the emergency response system and its importance to the construction safety professional.
12. Discuss ISO 14000 and its importance to the construction professional.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills
and knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the
textbook. Supplemental Readings are provided in Units III and V to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Unit VI to aid
students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay
particular attention to Key Terms as they represent important concepts within the unit material and reading.
BOS 3401, Construction Safety
Course Syllabus
BOS 3401, Construction Safety 2
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each ...
Course Syllabus CJS200 Foundations of the Criminal Jus.docx
Course Syllabus
CJS200
Foundations of the Criminal Justice System
Course Start Date: 02/15/2010
Course End Date: 04/18/2010
Please print a copy of this syllabus for handy reference.
Whenever there is a question about what assignments are due, please remember this syllabus is
considered the ruling document.
Copyright
Copyright ©2009 by University of Phoenix. All rights reserved.
University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.
Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other
countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of
these marks is not intended to imply endorsement, sponsorship, or affiliation.
Edited in accordance with University of Phoenix© editorial standards and practices.
Facilitator Information
John Scott
[email protected] (University of Phoenix)
[email protected] (Personal)
772-216-6013 (EST)
Facilitator Availability
I am available from 9 a.m. - 2 p.m. Eastern Time on most days, but I attempt to reserve Sunday for my
family. During the week, I am online most of the time during that 9 a.m. - 2 p.m. and 11 p.m. - 12 a.m.
time frame.
On Saturdays, I tend to be online in the morning only. If these times are not convenient for you, please let
me know. I will be happy to accommodate your schedule, if possible. I provide you with these times to
make it easier to communicate with me, and not to limit our contact.
I want you to know that, should you need to contact me outside these time frames, you should not
hesitate to do so.
For emergencies, when you are not able to gain access to messages on the Online Learning System
(OLS), please send a message to my personal email address. In the event a third party needs to contact
me, please direct them to my contact information listed under "facilitator information." No third party
should use your login credentials to gain access to the classroom.
Where to Go to Class
Main: This is the main forum for the class and is where discussion is conducted. It has read-and-write
access for everyone.
Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues not related
to the course content. This is the forum to which we will send our bios.
Course-Materials: This is a read-only forum, which means you can read messages here but cannot send
any. This is where I will post the course syllabus and materials.
Individual Forum: You will see one forum with your name on it. This is a private forum, shared only by
you and me, the facilitator. Your classmates will not.
St. Thomas Aquinas College West Point Campus Histo.docx
St. Thomas Aquinas College
West Point Campus
History of The United States II
HIS 102 Spring Online March 28-May 6, 2016
Adjunct Professor : Susan J. Rucano
Email: [email protected]
I can be reached through email and Moodle. I frequently sign in to email and Moodle, and I will
generally answer student questions within 24-36 hours.
No textbook is required for this course. Readings from both primary and secondary sources will be
provided on Moodle.
Course Description
This course will examine major political, economic, social, cultural, and intellectual forces and
events from 1865 to the present; emphasis on selected topics to comprehend both their historical
and contemporary significance on American life and culture.
Course Objectives:
Understand the factors of Reconstruction & their impact on American politics
Understand the political, economic & technical changes & examine their impact on U.S.
history
Examine American political & intellectual developments and their long-term influence
Examine the rise of cities and their contributions to economic and social history
Analyze the ideas that influence U.S. politics and culture
Examine U.S. participation in world events of the 20
th
century
Examine primary sources to examine major events
College Core Objectives: Upon successful completion of this course, well prepared, engaged &
successful students will be able to:
Identify the ideas and politics that have influenced U.S. history since 1865
Analyze the processes of political, social & economic change in the U.S. since 1865
Determine how science and technological change have impacted U.S. development
Examine primary sources to understand major historical problems & debates
“The Social Science Division cultivates the student’s ability to reach logical conclusions, make
reasoned arguments, and communicate observations through speech and writing. It is essential to
the education of our students as citizens who are informed and therefore, valuable to their
communities.”
The Social Science Division Mission Statement
mailto:[email protected]
Course Methodology
This course is taught online via Moodle, and includes the presentation of an assortment of media.
Students are required to participate in all discussions and assignments for the successful completion of
this course. This course is divided into six modules, each with a discussion, videos, PowerPoints, and
assignments.
The grade breakdown will be as follows:
Discussion 25%
Discussion includes reading the assigned sources and making significant contributions to the
online discussion as it relates to the topic. Successful students are expected to have read the
assigned readings and to have viewed the required course materials. Students will be evaluated
on the following: how thoroughly they contribute to the discussion, the relevance of the
c ...
Formal Assessment Guidelines – POTUS Foreign Policy Memo Introd.docx
*Formal Assessment Guidelines – POTUS Foreign Policy Memo
Introduction
This project is an opportunity to discuss what you think should be the highest priority (national interest) in the future of American foreign policy. Completing this activity is a mandatory component of this course. It serves as the standard course assessment for all GOVT 2305 students. Failure to submit this project in its entirety will result in a failing grade for the course. There are three steps to completing this project.
Step 1: Identify the issue and how the US government is currently addressing it. Then, identify strategies that could be used to improve those efforts.
Step 2: Gather three scholarly research articles that address the issue you selected and offer suggestions for improvement.
Step 3: Prepare a formal policy memo for the President of the United States (POTUS). This is the only part of the project you will turn in.
The grading standards used to assess the quality of your work for this project will be detailed in a grading rubric, which will be provided during the semester.
It is strongly suggested that student read ahead and use the library database during the first week of the course to begin researching a topic. This project requires carefully planning throughout the semester. Refer to the course calendar for the specific due date. The final product is to be submitted as a single file via the submission guidelines identified by the instructor.
Step 1 – Identifying the Issue
A. Throughout chapter 14 of the textbook, you will find traditional methods and core issues used to create the foreign policy agenda. Use this information as a starting point for identifying the subject of your own research.
B. Next, identify a single issue that you feel should be the highest priority in American foreign policy and specifically how the nation should go about pursuing that policy.
Step 2 - Gathering Sources
A. Find three high-quality reference materials (articles published in an academic journal) using the following criteria:
· The article must be no more than ten years old, a minimum of five pages in length, and should meet the standards of college level material.
· Carefully choose those works that provide a variety of perspectives on your topic.
· Newspaper articles, magazine articles, textbooks and items of the like are considered "supplemental sources" on the collegiate level and are not quality research materials.
· Dictionaries, Encyclopedias (including Wikipedia), Almanacs, or an Atlas are reference materials and should not be listed in any works cited page on the collegiate level.
· Properly document your sources in your memo and on a works cited page.
Step 3 – The Memo
A. Your paper should quickly explain how the President can take your advice and put it into action. He is a busy man, so keep it short and to the point.
B. This document should quickly articulate (in 2-3 paragraphs) the relevance of the issue, your policy position (citing the support.
The primary goal of your final assignment is to critically analyze t.docx
The primary goal of your final assignment is to critically analyze the specific topic you have chosen regarding American national government.
You have been preparing for this final assignment each week by constructing an Annotated Bibliography (Week 2) and a detailed outline of the Final Paper’s main points (Week 3) in which you focused on the following:
Historical and constitutional basis for the American Government’s structure
The system of checks and balances
The various roles (e., public opinion, media, special interest groups, etc.) concerning public policy and elections
The voting system and election process.
In addition, you have read the course text and course readings, reviewed videos, and researched additional material for each week’s assignments and this paper. This week, you will put all of those outlines, readings, reviews, and research together to evaluate policymaking and government program administration into one Final Paper.
As we wrap up our course, reflect on what you have learned about the key structures, systems, roles, and processes that embody our national government. Think about the strengths and weaknesses, advantages and disadvantages, and positive and negative impacts of these aspects of our democracy. Use what you have learned so far to evaluate a specific policy of our national government and recommend ways to enhance what works and repair what is not working well. It is important that your Final Paper utilizes your previous research and assignments, including the feedback that you received from the =Writing Center in Week 4. The assignment should also showcase what you have learned in the course. While your previous assignments will serve as a strong base for this assignment, it is very important that you implement feedback from your instructor and the =Writing Center, as well as further expand on the material. Appropriate transitions and headings are needed to ensure a cohesive Final Paper.
The Final Paper should utilize the
POL201 Final Paper template
and be at least six pages in length (not including title page and references) and based on your previously submitted assignments. It is important to utilize
APA Style Elements (Links to an external site.)
headings for major sections of your paper in order to ensure that the paper is easy to follow.
Scaffold your paper around the following outline:
Title page (see
Introduction to APA (Links to an external site.)
)
Introduction (half page) (see
Introductions & Conclusions (Links to an external site.)
)
Describe the paper’s overall thesis.
Provide an overview of main points.
First Main Point (one to one and a half pages) describes the historical and Constitutional basis of American government’s structure and how this relates to the policy.
Describe the main point.
Support the main point with research.
Second Main Point (one to one and a half pages) explains how the policy is involved within the process of checks and balances.
.
APA, The assignment require a contemporary approach addressing Race,.docx
APA, The assignment require a contemporary approach addressing Race, Gender, and Crime. All work will include an introduction and a cogent thesis. The literature review will include a body of knowledge inclusive of in text citations, and supporting relevant references. The paper should end with discussions that highlight the future of the CJS. A conclusion of the literature review will end the written assignment. The assignment will consist of 2000 words. Reference page along with 6 peer reviewed references and course textbook.
.
APA style and all questions answered ( no min page requirements) .docx
APA style and all questions answered ( no min page requirements)
Diagnostic Techniques -
Pick any two diseases that require diagnostic tests to identify them from the body system. Use one of the body systems: cardiovascular, respiratory, renal, hepatobiliary, lymphatic, reproductive or nervous systems. For each of the diseases, explain:
Why is a particular test recommended?
How does the test work?
What information is obtained from the diagnostic test regarding the disease?
Does the diagnosis need confirmation with another diagnostic test?
.
More Related Content
Similar to PS 1010, American Government 1 Course Description .docx
Running Head HIGHER EDUCATIION CHALLENGES FACING AMERICAN INDIANS.docx
Running Head: HIGHER EDUCATIION CHALLENGES FACING AMERICAN INDIANS 1
HIGHER EDUCATION CHALLENGES FACING AMERICAN INDIANS 2
Ali El Samad
Paragraph Proposal
11/15/15
This project aims to address the challenges facing American Indians or Native Americans especially the reasons for low higher education intake, retention and graduation of the Native Americans. Research has shown that many American Indians graduate from high school but few enroll to post-secondary education and retention until graduation is also affected. According to the National Education Association in 2000, 71% of American Indians Alaska Natives had a high school diploma but only 11% had bachelor’s degree compared to 27% of Whites (nea.org).
The number one goal of the project is to find out the barriers that contribute to the lower higher education intake, retention and graduation. Secondly to find out solutions to the barriers or problems. This will also sensitize education policy makers and the federal and state governments to initiate appropriate programs that would effectively address the higher education challenges faced by American Indians. And in turn the number of Native Americans graduating from college would increase and the living standards of the general population of Native Americans would be upgraded.
The information in the project report was research from internet sources that focused on looking for literature and findings from various articles. The research was based on the main challenges that affect American Indians’ chances of getting into college and completion of bachelor’s degree. One such article was by Harrington, C. and Harrington, B. (2012) titled “Fighting a Difference Battle: Challenges Facing American Indians in Higher Education. In the article they have given various recommendations to education advocates and the government. The second article was by Hunt and Harrington (2010) titled “The Impending Educational Crisis for American Indians: Higher Education at the Crossroads.” They focused on the various barriers that affect the America Indians higher education enrollment and graduation including lack of administrative support from college institutions and stereotyping of the minority group.
References
Harrington, C. F., & Harrington, B. G. (2012). Fighting a different battle: Challenges facing American Indians in higher education. Journal of Indigenous Research, 1(1), 4.
Hunt, B., & Harrington, C. F. (2010). The impending educational crisis for American Indians: Higher education at the crossroads. Indigenous Policy Journal, 21(3).
National Education Association. (2015). AAmerican Indians Alaske Natives:Education Crisis. Retrieved November 14th, 2015 from http://www.nea.org/home/15596.htm
MBA 6601, International Business 1
Course Description
Examines current patterns of international business and social, economic, political, and cultural .
Individual Rights and the Obligations of GovernmentPrepare Prio.docx
Individual Rights and the Obligations of Government
Prepare:
Prior to beginning work on this discussion, read chapters 8, 9, and 10 in
American Government
and watch the video,
Episode II - It’s a Free Country
.
Reflect:
Our political system is characterized by certain fundamental features to include a system of laws, rights, and liberties. The laws, created and supported by the Constitutional framework, are designed to protect and secure the rights and liberties of individuals and groups throughout the U.S. However, the government also has an obligation to provide for the security of its citizens from serious internal and external threats that could cause grave or severe damage to our country. The need for homeland and national security can create a dilemma where conflicts emerge between these security needs and the demands for civil rights and liberties.
Write:
In your initial post, explain what obligations the U.S. government has towards its citizens and how can these obligations impact individual and group rights? Provide real-world examples to support your explanation. Fully respond to all parts of the prompt and write your response in your own words. Your initial response must be 200 to 250 words. Support your position with APA citations to two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
Respond to Peers:
By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should be 75 to 100 words each. As your reply to your classmates, attempt to take the conversation further by examining their claims or arguments in more depth or responding to the posts that they make to you. Keep the discussion on target and try to analyze things in as much detail as you can. For instance, you might consider if your classmate’s arguments are well supported with valid sources and logically argued.
Week Four Reflection
Prepare:
Prior to beginning work on this discussion, read chapters 8, 9, and 10 in
American Government
, watch the video,
Episode II - It’s a Free Country
, and review your results from the Political Typology Quiz.
Reflect:
Political parties mobilize voters to win elections and implement policy goals. Parties use their stated policy goals (i.e., their platforms) as a way to mobilize voter support. Generally, in order to be successful in a two-party system, parties must have policy goals across a broad range of issue areas to appeal to a broad range of voters.
Write:
Identify oneissue area that you want investigate. Use the assigned resources required for this discussion to gather information about the goals and proposals, in that issue area, of
three
U.S. political parties – the Democratic and Republican parties and a third party. Summarize each of the three parties’ policy goals in your issue area. Evaluate each party's goals from
two
perspectives:
Accord.
Question Please answer the question presented below in at.docx
Question:
Please answer the question presented below in at least 500 ORIGINAL words. Answers should be
submitted as WORD DOCUMENTS to the appropriate and corresponding 'Critical Engagement Exercise 3'
drop box on this e-Learn course site no later than 11:59PM on this Monday, June 20.
NOTE: please read and understand the warning I posted in the News Item below about assignment
submissions. You have each and all been warned. If you need clarification about this assignment, then
please contact me before Friday at 12PM or visit my regularly scheduled office hours (Tues/Thurs 3:00-
4:30PM).
The question for this week is as follows:
What were some of the key problems facing the United States and the Early Republic following
independence? Use specific examples.
Warning:
For the most part, the assignments I received for Critical Engagement Exercise 1 were of decent quality--
-though I expect to see gradual improvements in each of your academic writing skills as we progress
through the semester based on my feedback regarding your work.
There were, however, enough violations of course policies to warrant this intervention on my part
before issuing the instructions for Critical Engagement Exercise 2.
Firstly, if you plagiarize anything in any of your assignments then you will automatically receive a "0-F"
grade for the assignment. If you plagiarize a second time on any of your assignments, then you will
automatically fail the entire course and be referred to the Dean of Students.
If you are not clear on what exactly plagiarism is or what constitutes it, then you should have read the
syllabus more thoroughly----as well as the Student Handbook here at TSU before becoming a student
here. Plagiarism violates international intellectual property and copyright laws---enforced by the
Executive Branch of the Federal Government of the United States, participating member countries of the
World Trade Organization (formerly GATT), and Interpol.
Secondly, some of you submitted a different assignment than the one announced for Critical
Engagement Exercise 1 under 'News' on the right side of the course homepage here on e-Learn. What
some of you decided to do was to get help from other students I have taught in past semesters; those of
you who did this, did the wrong assignment.
You will receive 0 credit for this assignment, and the Instructor is insulted and offended that you are
utilizing the e-Learn sites of former students rather than following the course content on your own e-
Learn course page for THIS SEMESTER. You should not be accessing other students' e-Learn pages, and
doing so will do you no good in this class. Simply put, it is a path to failure in and of itself.
Thirdly, you must submit all of your written assignments for this course as WORD DOCUMENTS and to
the appropriate dropbox as WORD DOCUMENTS. No exceptions will be allowed going forward. This is
not my r ...
3 pagesAPASOURCES 4MUST HAVE INTRODUCTION, SUBHEADINGS AN.docx
3 pages
APA
SOURCES: 4
MUST HAVE INTRODUCTION, SUBHEADINGS AND CONCLUSION
Assignment
• Continue to build your plan based on the introduction you created in your last assignment. (See Below).
• Tell the audience your reasons for using an instructional plan.
• Be sure to describe what types of instructional resources you are creating.
• Align the chosen ID model to your organization (for example, if you are working in a K-12 school environment, student learning needs and learning objectives may be driven by state or federal performance standards; versus, if you are working in a non-profit organization and training adults, the learning needs of your adult learners may be driven by a “gap analysis” or “business objectives” identified by the organization).
• This section should be 3 pages.
• Include a reference page.
Additional Information
Begin with an outline of your project. Tell the audience your reasons for using an instructional plan.
Description of your Instructional Event or Course - The instructional plan being presented is a college-level Political Science course
Also, be sure to describe what types of instructional resources you are creating. Include an explanation of who has authorized or funded the instructional event or course you propose, and what they expect.
Finally, once you have introduced the instructional event or course, you will align it to an ID model of your choice.
Assignment Expectations
To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below).
Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style include a strong introduction, subheaders and conclusion.
***Last Assignment Introduction**
Student Population & Needs Assessment
The instructional plan being presented is a college-level political science course. The political science course targets college students in other areas of specialization. The introductory course will provide the students with the fundamental knowledge on the key aspects of political science. The student population is not expected to have extensive knowledge of political science.
The training program will begin by assessing the current beliefs and attitudes of the students towards the position and value of political science. The objective of the learning needs assessment is to establish the knowledge gaps that can be addressed through the training program (Spooner et al., 2007; Edwards et al., 2014).
Learning Objectives
The specific learning objectives are:
• To introduce the students to the key concepts in political science
• To introduce the students to some of the major political ideologies and philosophies
• To introduce the studen.
BCJ 2001, Theory and Practices of Law Enforcement 1 C.docx
BCJ 2001, Theory and Practices of Law Enforcement 1
Course Description
Presents the historical development of law enforcement, organization, administration, and systems of local, state, and
federal policing with an emphasis on theories as they relate to practices.
Course Textbook
Dempsey, J. S., & Forst, L. S. (2011). Police. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze and discuss conventional crimes, as well as economic crimes, from historic and contemporary
viewpoints.
2. Assess and describe the growing menace of syndicated crime and the changes that are currently taking
place in these organizations. Explain the social process from which the definition is derived and why the
definition of crime is relative.
3. Explain why the study of criminal procedure requires the balancing of society’s need for law and order
against the individual’s right to due process.
4. Evaluate typical selection process and training received by local police and sheriff recruits.
5. Explain the evolution of policing in the United States and how this affects patrol operations.
6. Explain professionalism, education, employment of minorities, the use of deadly force, and the
partnership of private security and law enforcement agencies.
7. Explain pretrial procedures such as bail, pretrial hearings, and plea bargaining, and their importance to
the criminal justice system as a whole.
8. Analyze and discuss the adversary process of the criminal trial and why there is a need to follow a set of
formal rules. List examples of these rules.
9. Compare and contrast the theories of punishment in the American criminal justice system.
10. Assess sentencing, traditional sentencing disparities, and the appeal process.
11. Explain the death penalty and describe the appeals process and debate that surround the death penalty.
12. Summarize maximum, medium, and minimum security prisons and the institutional programs associated
with each.
13. Explain the special problems of correctional institutions in relation to women, gangs, sexuality, and elderly
male inmates.
14. Assess probation, parole, and community based corrections and how they relate to the criminal justice
system.
15. Analyze the juvenile justice system in the United States and the various programs that relate to juvenile
justice.
16. Analyze and describe the emerging drug trends and how this affects crime and the criminal justice
system.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
BCJ 2001, Theory and Practices of
Law Enforcement
Course Syllabus
BCJ 2001, Theory and Practices of Law Enforcement 2
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills
and knowledge students should gain upon completion of t ...
ECH430 v4Integrated Lesson Plan TemplateECH430 v4Page 2 of
ECH/430 v4
Integrated Lesson Plan Template
ECH/430 v4
Page 2 of 2
Integrated Lesson Plan Template
Element
Details
Lesson Title
Grade Level
Social Studies Content Standard(s)
What state social studies standards are being addressed?
Other Subject and Content Standard(s)
What other subject and related content standard(s) are being addressed?
ISTE Standards for Students
What technology standards are being addressed and how will technology be used in this lesson (i.e., research, instruction, practice, assessment, or any adaptive or interactive devices)?
Goals/Objectives
What are the goals/objectives that are aligned with the standards for the lesson?
Materials
What materials and instructional resources are needed for the teacher and students?
Instructional Approach (I do)
What are the step-by-step procedures that you will model in the instructional portion of this lesson?
Guided Practice (We do)
What learning activity will the students do in a group setting that allows them to practice and apply what they have learned?
Independent Practice (You do)
What learning activity will the students doindividually that allows them to practice and apply what they have learned?
Supports
What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (i.e., IEPs or 504 plans and gifted/talented).
Closing
How will you end the lesson (e.g., culminating activity or task)?
Assessment
What formal and informal assessments will you use to evaluate students? How will you know if the students attained what you expected?
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
Assessment 4
Create a 15-20-slide presentation or a 15-20-minute speech on either same-sex marriage or immigration policy.
Note: You must complete this assessment before starting on Assessment 5.
Many of the current political, legal, and social debates in U.S. society concern diversity and its related issues. Two of those debates have centered on immigration policy and same-sex marriage. These debates involve not only arguments regarding discriminatory treatment of particular ethnic groups or sexual minorities but also legal, economic, and religious questions and concerns.
In this assessment, you apply the sociological perspective to one of these debates. You research the political players and key arguments on the different sides of your chosen controversy, and you place them in historical and contemporary context to gain a deeper understanding of the causes and consequences of the debate, and current and proposed policy solutions. Understanding the key developments and policy changes that pertain to your debate puts you in a position in which you can more accurately evaluate the merits of arguments made by politicians, leaders, and others with a stake in shaping future po ...
MHR 6751, Labor Relations and Collective Bargaining 1 .docx
MHR 6751, Labor Relations and Collective Bargaining 1
Course Description
Explores labor relations, contract negotiation and administration, and bargaining unit decision making processes.
Examines social, political, and economic impact of collective bargaining and challenges to administration of a collectively
established relationship.
Course Textbook
Carrell, M. R., & Heavrin, C. (2010). Labor relations and collective bargaining: Cases, practice, and law (9th ed.).
Upper Saddle River, NJ: Prentice Hall.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe the roots of the American labor movement and its transition to the present.
2. Differentiate the challenges for unions and employers in the workplace of today.
3. Discuss the concept of collective bargaining.
4. Discuss the concept of unfair labor practices and union avoidance strategies.
5. Construct a labor agreement.
6. Distinguish among negotiation models, strategies, and tactics.
7. Judge the market factors, including wage, salary, and benefits, impact labor negotiations.
8. Compare and contrast unions' and employers' concerns with job seniority and security.
9. Distinguish among the grievance and disciplinary procedures, mediation, and arbitration.
10. Examine the future of the labor movement in the 21st century.
11. Interpret the laws impacting unions and equal employment.
12. Discuss the worldwide labor movement.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
6. Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of written response questions.
7. Unit Assignment: Students are required to submit for grading a Unit Assignment in Unit VIII. Specific information
and instructions regarding this assignment are provided below. A grading rubric is included with the assignment.
Specific information about accessing this rubric is provided below.
MHR 6751, Labor Relations and
Collective Bargaining
Course Syllabus
MHR 6751, Labor Relations and Collective Bargaining 2
...
Final Paper AssignmentThe primary goal of your final assignment
Final Paper Assignment
The primary goal of your final assignment is to critically analyze the specific topic (
The Affordable Care Act 2010
) regarding American national government.
You have been preparing for this final assignment each week by constructing an Annotated Bibliography (Week 2) and a detailed outline of the Final Paper’s main points (Week 3) in which you focused on the following:
Historical and constitutional basis for the American Government’s structure
The system of checks and balances
The various roles (e., public opinion, media, special interest groups, etc.) concerning public policy and elections
The voting system and election process.
In addition, you have read the course text and course readings, reviewed videos, and researched additional material for each week’s assignments and this paper. This week, you will put all of those outlines, readings, reviews, and research together to evaluate policymaking and government program administration into one Final Paper.
Reflect on what you have learned about the key structures, systems, roles, and processes that embody our national government. Think about the strengths and weaknesses, advantages and disadvantages, and positive and negative impacts of these aspects of our democracy. Use what you have learned so far to evaluate a specific policy of our national government and recommend ways to enhance what works and repair what is not working well. It is important that your Final Paper utilizes your previous research and assignments, including the feedback that you received from the Ashford Writing Center in Week 4. The assignment should also showcase what you have learned in the course. While your previous assignments will serve as a strong base for this assignment, it is very important that you implement feedback from your instructor and the Ashford Writing Center, as well as further expand on the material. Appropriate transitions and headings are needed to ensure a cohesive Final Paper.
The Final Paper should utilize the
POL201 Final Paper template
which will be attached and should be at least six pages in length (not including title page and references) and based on your previously submitted assignments. It is important to utilize
APA Style Elements (Links to an external site.)Links to an external site.
headings for major sections of your paper in order to ensure that the paper is easy to follow.
Scaffold your paper around the following outline:
Title page (see
Introduction to APA (Links to an external site.)Links to an external site.
)
Introduction (half page) (see
Introductions & Conclusions (Links to an external site.)Links to an external site.
)
Describe the paper’s overall thesis.
Provide an overview of main points.
First Main Point (one to one and a half pages) describes the historical and Constitutional basis of American government’s structure and how this relates to the policy.
Describe the main point.
Support the main point with resea ...
The U.S. ConstitutionPrepare Prior to writing your initial post.docx
The U.S. Constitution
Prepare:
Prior to writing your initial post, read Chapters 1 and 2 of
American Government
. In addition, watch the video provided on the U.S. Constitution,
Episode IV - Built to Last
.
Reflect:
The U.S. Constitution is the cornerstone of our federal government. The Constitution establishes a basic operational framework that enables the three branches of government – executive, legislative, and judicial – to interact and function as a unit. Embedded in this operational framework are two key principles: separation of powers and a system of checks and balances.
Write:
In your initial post, explain why the separation of powers and the system of checks and balances are important for our democracy. Provide recent, real-world examples of the separation of powers and checks/balances in action (one example each). Also, discuss how the Constitution protects individual and group rights. Again, provide a recent real-world example of these Constitutional protections being applied here in the U.S. You must fully respond to all parts of the prompt and write your response in your own words.
Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly. Your initial post should be 200 to 250 words and be written in complete sentences.
Respond to Peers:
By Day 7, respond to at least two of your classmates' initial posts. Your peer responses should be 75 to 100 words each. Demonstrate your understanding of the topic by respectfully asking questions, raising new points for consideration, or requesting clarification from your fellow students. For example, you may want to compare your real-world examples to those of your classmates and see how they are similar or different and discuss why.
Week One Reflection
Prepare:
Prior to beginning your reflection this week, complete all course readings, your introduction, and the Discussion, “The U.S. Constitution.”
Reflect:
Once you have completed these assignments think about how American politics have and could affect your career aspirations. The Founding Fathers created an amazing governmental structure that affects almost every aspect of our lives even today. For instance, if you are a criminal justice major, what parts of the U.S. Constitution are applicable to what you are learning in your major? If you are a business major, which branch of government – executive, legislative, or judicial – has, or will have, the greatest influence on your business ambitions? If you are a political science major, how does separation of powers in the U.S. government affect the operations of most economic, social, and political processes throughout the United States?
Write:
In your initial post, based on your current academic major (declared or not), complete
one
of the following:
Describe which actions of the Founding Fathers .
Team Progress Report II @ ADMGIT 374 PMQuality Assurance Metr.docx
Team Progress Report II @ ADMG/IT 374 PM
Quality Assurance Metrics
Prepared by:
Date:
Quality Metrics
Priority
Guidelines/Approaches
General Quality Assurance and Control Procedures/Methods:
Assignment 1: Politics - Yesterday, Today, and Tomorrow
Write a three to four (3-4) page paper in which the student answers the following three (3) items using headers to separate each item:
Discuss either two (2) civil liberties or two (2) civil rights events (past or current) that have influenced a sense of social responsibility in the American government today. Provide examples to support your answer. Note: In your response, consider how the events influenced the way state, local or national political leaders or agencies responded in a socially responsible or ethical manner toward the community.
Discuss two (2) media events (past or present) that have positively and or negatively influenced the public’s opinion of a government agency. Provide examples to support your answer. Note: Consider how a news story or media coverage of an event positively or negatively changed the public’s opinion (or perception) regarding how responsible a government agency should be towards meeting the needs of its customers; i.e. the American people.
Discuss two (2) differences between the Republican and Democratic parties that may have an ethical impact (positively or negatively) on the American people. Provide examples to support your answer. Note: Consider the different ideals, values, morals, and/or goals held by the Republican and Democratic parties, and their different views on the ethically or morally right way to govern and make the best policies for the people they serve. Determine if your example presents any type of ethical concerns for or against the public interest of the American people.
In your research, you cannot use Wikipedia, online dictionaries, SparkNotes, Cliff notes, or any other Website do that does not qualify as an academic resource.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are to:
Identify informed opinions on issues and questions involving the U.S. government, national political processes, policy making, and the notion of democracy.
Employ terminology used to study political science and American government.
Distinguish between civil rights and civil liberties in the context of Supreme Court protection of freedom of expression.
Develop reasoned written and spoken presentations on issues and ...
Strayer pol 110 week 6 assignment politics yesterday
pol 110 week 6 assignment politics yesterday,today,and tomorrow new,pol 110 week 6 discussion voting and the role of interest groups new,strayer pol 110,pol 110,strayer pol 110 week 6 tutorial,pol 110 week 6 assignment,strayer pol 110 week 6 help
1. PART 2 Answer the Medical App Critical Appraisal.docx
1.
PART 2: Answer the Medical App Critical Appraisal questions thoughtfully and comprehensively.
Use the criteria headings on this outline as the headings on your properly APA- formatted paper.
·
NAME: What is the name of the app? MEDSCAPE
·
AUTHOR: Who created, developed, or maintains the app? Explain.
·
ENDORSEMENT: Is the app licensed by the Food and Drug Administration, other government agency, or endorsed by an academic institution or medical professional organization? Explain.
·
OPERATION: Which platform (mobile or web-based) is suitable for the app and why?
·
AESTHETICS: Is the information displayed in a way that is easy to navigate? Is it easy to use? Can you use it without instructions? Explain.
·
PURPOSE: What is the intended purpose or use of the app?
·
CLINICAL DECISION MAKING: What influence does the app have on clinical decision making? Explain.
·
SAFETY: Is there potential for patient harm? Explain.
·
PRIVACY/SECURITY: Does the app have privacy statement or setting? Is there a clear privacy policy stating information will be encrypted and not shared with third parties? Does the app share information on social networks? Are users notified in the event of a breach of privacy and health information? Explain.
·
USER: For whom is the app intended (providers, patients, or others)? Explain.
·
DISTRIBUTION: Is it designed for local use or wider distribution? Explain.
·
CREDIBILITY: How credible are the sources of information? How do you know? Explain.
·
RELEVANCE: How current is the information in the app? When was the last update? Is the content consistent with evidence-based literature or best practices/standards of care? Explain.
3.
PART 3: Provide
oneexample of an appropriate patient or clinical scenario for this app. The example should include the following details:
· Patient Age-population (Pediatric, Adult, Geriatric)
· Clinical Setting (Hospital, Private Practice, Extended Living Facility)
· History of Present Illness and Diagnosis or Condition
· Provide a detailed description of the app in your example. When will the app be implemented (at the Point-of-care or elsewhere)? Who will use the app? What potential impact will it have on the scenario? Incorporate the critical appraisal information from Part 2.
Provide one evidence-based scholarly article as a reference to support clinical decision making.
4. This assignment will be graded on the quality of the information, inclusion of one evidence-based scholarly resource, use of citations, use of Standard English grammar, and organization based on the required components (see the paper headings and content deta.
BOS 3401, Construction Safety 1 Course Description .docx
BOS 3401, Construction Safety 1
Course Description
Exploration of the OSHA regulations and related safety practices governing the construction industry. Provides an
analysis of the high incident/accident rates in the construction industry and how it contributed to the passage of the OSH
Act in 1970. Presents practical examples of how to apply “on the job” construction safety and health programs and
policies.
Prerequisites
None
Course Textbook
Goetsch, D. L. (2010). Construction safety and the OSHA standards. Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Examine and explain the theories and concepts of construction safety and health.
2. Discuss, evaluate, and interpret OSHA's construction standards and related safety practices.
3. Describe how to apply construction safety and health programs and policies while on the job.
4. Identify and discuss safety and health issues and practices in the workplace.
5. Explain how to estimate the costs of work accidents and rates.
6. Describe contractors and safety and health teams.
7. Discuss ethics and safety, including how ethics is an important part in the construction safety profession.
8. Explain the Workers' Compensation Program.
9. Discuss hazard analysis and risk assessment.
10. Define and discuss stress, workplace violence, and conflict resolution.
11. Explain the emergency response system and its importance to the construction safety professional.
12. Discuss ISO 14000 and its importance to the construction professional.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills
and knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the
textbook. Supplemental Readings are provided in Units III and V to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Unit VI to aid
students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay
particular attention to Key Terms as they represent important concepts within the unit material and reading.
BOS 3401, Construction Safety
Course Syllabus
BOS 3401, Construction Safety 2
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each ...
Course Syllabus CJS200 Foundations of the Criminal Jus.docx
Course Syllabus
CJS200
Foundations of the Criminal Justice System
Course Start Date: 02/15/2010
Course End Date: 04/18/2010
Please print a copy of this syllabus for handy reference.
Whenever there is a question about what assignments are due, please remember this syllabus is
considered the ruling document.
Copyright
Copyright ©2009 by University of Phoenix. All rights reserved.
University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.
Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other
countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of
these marks is not intended to imply endorsement, sponsorship, or affiliation.
Edited in accordance with University of Phoenix© editorial standards and practices.
Facilitator Information
John Scott
[email protected] (University of Phoenix)
[email protected] (Personal)
772-216-6013 (EST)
Facilitator Availability
I am available from 9 a.m. - 2 p.m. Eastern Time on most days, but I attempt to reserve Sunday for my
family. During the week, I am online most of the time during that 9 a.m. - 2 p.m. and 11 p.m. - 12 a.m.
time frame.
On Saturdays, I tend to be online in the morning only. If these times are not convenient for you, please let
me know. I will be happy to accommodate your schedule, if possible. I provide you with these times to
make it easier to communicate with me, and not to limit our contact.
I want you to know that, should you need to contact me outside these time frames, you should not
hesitate to do so.
For emergencies, when you are not able to gain access to messages on the Online Learning System
(OLS), please send a message to my personal email address. In the event a third party needs to contact
me, please direct them to my contact information listed under "facilitator information." No third party
should use your login credentials to gain access to the classroom.
Where to Go to Class
Main: This is the main forum for the class and is where discussion is conducted. It has read-and-write
access for everyone.
Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues not related
to the course content. This is the forum to which we will send our bios.
Course-Materials: This is a read-only forum, which means you can read messages here but cannot send
any. This is where I will post the course syllabus and materials.
Individual Forum: You will see one forum with your name on it. This is a private forum, shared only by
you and me, the facilitator. Your classmates will not.
St. Thomas Aquinas College West Point Campus Histo.docx
St. Thomas Aquinas College
West Point Campus
History of The United States II
HIS 102 Spring Online March 28-May 6, 2016
Adjunct Professor : Susan J. Rucano
Email: [email protected]
I can be reached through email and Moodle. I frequently sign in to email and Moodle, and I will
generally answer student questions within 24-36 hours.
No textbook is required for this course. Readings from both primary and secondary sources will be
provided on Moodle.
Course Description
This course will examine major political, economic, social, cultural, and intellectual forces and
events from 1865 to the present; emphasis on selected topics to comprehend both their historical
and contemporary significance on American life and culture.
Course Objectives:
Understand the factors of Reconstruction & their impact on American politics
Understand the political, economic & technical changes & examine their impact on U.S.
history
Examine American political & intellectual developments and their long-term influence
Examine the rise of cities and their contributions to economic and social history
Analyze the ideas that influence U.S. politics and culture
Examine U.S. participation in world events of the 20
th
century
Examine primary sources to examine major events
College Core Objectives: Upon successful completion of this course, well prepared, engaged &
successful students will be able to:
Identify the ideas and politics that have influenced U.S. history since 1865
Analyze the processes of political, social & economic change in the U.S. since 1865
Determine how science and technological change have impacted U.S. development
Examine primary sources to understand major historical problems & debates
“The Social Science Division cultivates the student’s ability to reach logical conclusions, make
reasoned arguments, and communicate observations through speech and writing. It is essential to
the education of our students as citizens who are informed and therefore, valuable to their
communities.”
The Social Science Division Mission Statement
mailto:[email protected]
Course Methodology
This course is taught online via Moodle, and includes the presentation of an assortment of media.
Students are required to participate in all discussions and assignments for the successful completion of
this course. This course is divided into six modules, each with a discussion, videos, PowerPoints, and
assignments.
The grade breakdown will be as follows:
Discussion 25%
Discussion includes reading the assigned sources and making significant contributions to the
online discussion as it relates to the topic. Successful students are expected to have read the
assigned readings and to have viewed the required course materials. Students will be evaluated
on the following: how thoroughly they contribute to the discussion, the relevance of the
c ...
Formal Assessment Guidelines – POTUS Foreign Policy Memo Introd.docx
*Formal Assessment Guidelines – POTUS Foreign Policy Memo
Introduction
This project is an opportunity to discuss what you think should be the highest priority (national interest) in the future of American foreign policy. Completing this activity is a mandatory component of this course. It serves as the standard course assessment for all GOVT 2305 students. Failure to submit this project in its entirety will result in a failing grade for the course. There are three steps to completing this project.
Step 1: Identify the issue and how the US government is currently addressing it. Then, identify strategies that could be used to improve those efforts.
Step 2: Gather three scholarly research articles that address the issue you selected and offer suggestions for improvement.
Step 3: Prepare a formal policy memo for the President of the United States (POTUS). This is the only part of the project you will turn in.
The grading standards used to assess the quality of your work for this project will be detailed in a grading rubric, which will be provided during the semester.
It is strongly suggested that student read ahead and use the library database during the first week of the course to begin researching a topic. This project requires carefully planning throughout the semester. Refer to the course calendar for the specific due date. The final product is to be submitted as a single file via the submission guidelines identified by the instructor.
Step 1 – Identifying the Issue
A. Throughout chapter 14 of the textbook, you will find traditional methods and core issues used to create the foreign policy agenda. Use this information as a starting point for identifying the subject of your own research.
B. Next, identify a single issue that you feel should be the highest priority in American foreign policy and specifically how the nation should go about pursuing that policy.
Step 2 - Gathering Sources
A. Find three high-quality reference materials (articles published in an academic journal) using the following criteria:
· The article must be no more than ten years old, a minimum of five pages in length, and should meet the standards of college level material.
· Carefully choose those works that provide a variety of perspectives on your topic.
· Newspaper articles, magazine articles, textbooks and items of the like are considered "supplemental sources" on the collegiate level and are not quality research materials.
· Dictionaries, Encyclopedias (including Wikipedia), Almanacs, or an Atlas are reference materials and should not be listed in any works cited page on the collegiate level.
· Properly document your sources in your memo and on a works cited page.
Step 3 – The Memo
A. Your paper should quickly explain how the President can take your advice and put it into action. He is a busy man, so keep it short and to the point.
B. This document should quickly articulate (in 2-3 paragraphs) the relevance of the issue, your policy position (citing the support.
The primary goal of your final assignment is to critically analyze t.docx
The primary goal of your final assignment is to critically analyze the specific topic you have chosen regarding American national government.
You have been preparing for this final assignment each week by constructing an Annotated Bibliography (Week 2) and a detailed outline of the Final Paper’s main points (Week 3) in which you focused on the following:
Historical and constitutional basis for the American Government’s structure
The system of checks and balances
The various roles (e., public opinion, media, special interest groups, etc.) concerning public policy and elections
The voting system and election process.
In addition, you have read the course text and course readings, reviewed videos, and researched additional material for each week’s assignments and this paper. This week, you will put all of those outlines, readings, reviews, and research together to evaluate policymaking and government program administration into one Final Paper.
As we wrap up our course, reflect on what you have learned about the key structures, systems, roles, and processes that embody our national government. Think about the strengths and weaknesses, advantages and disadvantages, and positive and negative impacts of these aspects of our democracy. Use what you have learned so far to evaluate a specific policy of our national government and recommend ways to enhance what works and repair what is not working well. It is important that your Final Paper utilizes your previous research and assignments, including the feedback that you received from the =Writing Center in Week 4. The assignment should also showcase what you have learned in the course. While your previous assignments will serve as a strong base for this assignment, it is very important that you implement feedback from your instructor and the =Writing Center, as well as further expand on the material. Appropriate transitions and headings are needed to ensure a cohesive Final Paper.
The Final Paper should utilize the
POL201 Final Paper template
and be at least six pages in length (not including title page and references) and based on your previously submitted assignments. It is important to utilize
APA Style Elements (Links to an external site.)
headings for major sections of your paper in order to ensure that the paper is easy to follow.
Scaffold your paper around the following outline:
Title page (see
Introduction to APA (Links to an external site.)
)
Introduction (half page) (see
Introductions & Conclusions (Links to an external site.)
)
Describe the paper’s overall thesis.
Provide an overview of main points.
First Main Point (one to one and a half pages) describes the historical and Constitutional basis of American government’s structure and how this relates to the policy.
Describe the main point.
Support the main point with research.
Second Main Point (one to one and a half pages) explains how the policy is involved within the process of checks and balances.
.
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300 words
10% maximum plagiarism
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the qualit.
APA format1. What are the three most important takeawayslessons.docx
APA FORMAT
1. What are the three most important takeaways/lessons from the material provided in this module? (150 words or more)
2. Drawing on the material that was provided what else would like to know? What other related questions/ideas/topics would you like to explore in the future? (100 words or more)
3. What is lobbying? What role does it play in the relationship between government and business? (100 words or more)
.
APA General Format Summary APA (American Psychological.docx
APA General Format
Summary
APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6th edition, second printing of the
APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page. For more information, please consult the Publication
Manual of the American Psychological Association, (6th ed., 2nd printing).
Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
To see a side-by-side comparison of the three most widely used citation styles, including a chart
of all APA citation guidelines, see the Citation Style Chart.
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.
General APA Guidelines
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins
on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt.
Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create
a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR
PAPER" in the header flush left using all capital letters. The running head is a shortened
version of your paper's title and cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: The Title Page, Abstract, Main Body,
and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional
affiliation. Include the page header (described above) flush left with the page number flush right
at the top of the page. Please note that on the title page, your page header/running head should
look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D&feature=edit_ok
http://www.youtube.com/user/OWLPurdue
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
edition, first printing sample papers have incorrect examples of Running heads on pages after
the title page. This link will take you to the APA site where you can find a complete list of all the
errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA
recommends that your title be no more than 12 words in length and that it should not contain
abbreviations or words that serve no purpose. Your title may take up one or two l.
Appearance When I watched the video of myself, I felt that my b.docx
Appearance
When I watched the video of myself, I felt that my black straight skirt, closed toed shoes and white collared shirt gave a professional appearance and more credibility with the audience. My hair was a little too casual. I wished I had that one strand tacked back so it would have stayed out of my eyes. This made it hard for the audience to see my face and was distracting when I had to keep tucking it back. My earrings were small so the audience would watch me and not my jewelry. I wasn’t standing up straight and it made me look less confident. I need to remember to have better posture when speaking.Organizational Pattern
My introduction was slow and clear and the story was suspenseful enough to grab their attention. It was a little confusing at the beginning because I didn’t preview the main points but because I transitioned well between the steps by saying, “Now that you have completed step 1, selecting the pattern, you are ready to move to step two, preparing the wood” the audience was able to follow. I remembered to state my research source for two of the steps but forgot the third. It made the third step seem shallower and I think I lost credibility. My word choice was good. I made sure to use a variety of descriptive words for the types of wood, explained new vocabulary and repeated phrases to help the audience remember the steps. For some reason the ending was weak. I didn’t tie it to the introduction or have a good ending sentence. It would have been a good idea to remind them of the beginning story and how woodworking affects their everyday life.Vocal Qualities
During my speech I had such a dry mouth that I messed up on the pronunciation of some of the words like saying “exspecially” instead of “especially.” This sounded less professional to the audience. I had good projection so that even the back row could hear without straining. My pitch variation is getting better but I still keep using the same rhythm with my pauses. This make me sound more monotone, like I’m reading the speech rather than just having a conversation. I’ll need to practice changing my rate and pauses. I also noticed many of my sentences end in an up-pitch, like I’m asking a question. If I bring some of those down it will make me appear more confident rather than questioning. It is hard to get rid of those filler words. “Like” and “so” are two of my favorites but it does make me sound like a teenager. I had no idea I said them so much.Delivery
There weren’t many gestures, which made me look stiff and nervous. I just held my note cards and stood in one spot the whole time. I need to do more with my hands and maybe move a little more in the space. I really admire the people in class who have such a good flow with their delivery from gestures to using the space around them purposefully. I felt I held my note cards too close to my face and had my head down most of the time. While watching the video, I noticed I looked at my cards and the poster a l.
apa format1-2 paragraphsreferencesFor this week’s .docx
apa format
1-2 paragraphs
references
For this week’s discussion, choose a current social movement from anywhere in the world. Then, using the required readings, videos, and your own research, discuss the “role these leaders” play in your chosen social movement. In addition, describe any group or collective processes that you discovered. Use specific examples to make major points.
Support your writing with at least two scholarly sources that are
in addition
to required reading.
.
APA Format, with 2 references for each question and an assignment..docx
APA Format, with 2 references for each question and an assignment.
1. Some say that analytics in general dehumanize managerial
activities, and others say they do not. Discuss arguments
for both points of view.
3. What are some of the major privacy concerns in employing
intelligent systems on mobile data?
4. Identify some cases of violations of user privacy from
current literature and their impact on data science as a
profession.
Ex.2. Search the Internet to find examples of how intelligent
systems can facilitate activities such as empowerment,
mass customization, and teamwork.
Reflective Assignment:
What has been significant about this course that will help you perform data science tasks in the future.
.
APA-formatted 8-10 page research paper which examines the potential .docx
APA-formatted 8-10 page research paper which examines the potential psychological impact of long-term exposure to mass media messages on the major issues surrounding political advertising and political campaigns in the United States and why it is currently relevant and impacts society.
12 Point Times New Roman Font
Double Spaced
Please include research that supports ideas and topics related to political advertising and political campaigns in the United States.
.
APA STYLE 1.Define the terms multiple disabilities and .docx
APA STYLE
1.Define the terms
multiple disabilities
and
deaf-blindness
as described in the Individuals with Disabilities Act (IDEA)
2.Identify three types of educational assessments for students with severe and multiple disabilities.
3.Identify the features of effective services and supports for children with severe and multiple disabilities during a) early childhood years and b) elementary school years.
4. Distinguish between the term
deaf
and
hard of hearing
5.
Identify 4 approaches to teaching communication skills to people with a hearing loss.
6.
What are the distinctive features of refractive eye problems, muscle disorders of the eye and receptive eye problems?
7.Describe two content areas that should be included in educational programs for students with vision loss.
8. Identify several disabilities that may accompany cerebral palsy.
9.What is spina bifida myelomeningocele?
10.Describe the physical limitations associated with muscular distrophy
11.Describe the AIDS disease stages through which individuals with the syndrome move
12.Identify present and future interventions for the treatment of children and youth with cystic fibrosis.
.
APA STYLE follow this textbook answer should be summarize for t.docx
APA STYLE
follow this textbook answer should be summarize for this below text
Study all types of Distributive Justice (6 or 7 total)
Summarize each in
one sentence
. Produce examples for each.
Don't use
any other text or article except this one.
There are different theories of how to make the basic distribution. Among them are:
1. Scope and Role of Distributive Principles
2. Strict Egalitarianism
3. The Difference Principle
4. Equality of Opportunity and Luck Egalitarianism
5. Welfare-Based Principles
6. Desert-Based Principles
7. Libertarian Principles
8. Feminist Principles
There are different theories of how to make the basic distribution. Among them are:
Strict Egalitarianism
One of the simplest principles of distributive justice is that of strict, or radical, equality. The principle says that every person should have the same level of material goods and services. The principle is most commonly justified on the grounds that people are morally equal and that equality in material goods and services is the best way to give effect to this moral ideal.
The Difference Principle
The most widely discussed theory of distributive justice in the past four decades has been that proposed by John Rawls in
A Theory of Justice
, (Rawls 1971), and
Political Liberalism
, (Rawls 1993). Rawls proposes the following two principles of justice:
· 1. Each person has an equal claim to a fully adequate scheme of equal basic rights and liberties, which scheme is compatible with the same scheme for all; and in this scheme the equal political liberties, and only those liberties, are to be guaranteed their fair value.
· 2. Social and economic inequalities are to satisfy two conditions: (a) They are to be attached to positions and offices open to all under conditions of fair equality of opportunity; and (b), they are to be to the greatest benefit of the least advantaged members of society. (Rawls 1993, pp. 5–6. The principles are numbered as they were in Rawls' original
A Theory of Justice
.)
Equality of Opportunity and Luck Egalitarianism
Dworkin proposed that people begin with equal resources but be allowed to end up with unequal economic benefits as a result of their own choices. What constitutes a just material distribution is to be determined by the result of a thought experiment designed to model fair distribution. Suppose that everyone is given the same purchasing power and each uses that purchasing power to bid, in a fair auction, for resources best suited to their life plans. They are then permitted to use those resources as they see fit. Although people may end up with different economic benefits, none of them is given less consideration than another in the sense that if they wanted somebody else's resource bundle they could have bid for it instead.
In Dworkin's proposal we see his attitudes to ‘ambitions’ and ‘endowments’ which have become a central feature of luck egalitarianism (though under a wide variety of al.
APA7Page length 3-4, including Title Page and Reference Pag.docx
APA7
Page length: 3-4, including Title Page and Reference Page.
Discuss and explore the synergy that RFID technology & Time Based Competition has had on the grocery retail industry. Are the two concepts compatible? And then explain. Provide real-world scenarios, which reflect Time Base Competition.
video on
RFID in Logistics
.
APA format, 2 pagesThree general sections 1. an article s.docx
APA format, 2 pages
Three general sections:
1. an article summary,
2. how the article is relevant to psychology and human behavior (what do the results mean)
3. reaction to the article (was it interesting , were the results surprising, did it seem like common sense, etc.)
.
APA Style with minimum of 450 words, with annotations, quotation.docx
APA Style with minimum of 450 words, with annotations, quotations and 3 references.
. Mass vaccination after a disaster:
There was a natural disaster that occurred and has led to an infectious disease outbreak (your choice of one that is vaccine-preventable). Those affected by the disaster are settled in temporary locations with high population densities, inadequate food and shelter, unsafe water, poor sanitation and infrastructure that has been compromised or destroyed. There is a vaccine available for the infectious disease but there are not enough doses to give to all who are at-risk due to the natural disaster.
You are the public health official in charge of infectious disease prevention. Devise a plan to administer the vaccine to the population. Will you use a lottery system or target specific sub-populations? How will you track and monitor those who are vaccinated? Use the attributes of the infectious disease to provide reasoning behind your plan. What other prevention techniques that can be used to supplement the vaccination plan?
.
APA FORMAT1. What are the three most important takeawayslesson.docx
APA FORMAT
1. What are the three most important takeaways/lessons from the material provided in this online course (the entire quarter) and why? (150 words or more)
2. How did the material provided in this course assist your growth as a student and as an individual, in general? (150 words or more).
.
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- 5. course content related questions. 9. Student Break Room: This communication forum allows for casual conversation with your classmates. Unit IV Article Critique Access the CSU Online Library. Within the database “Academic OneFile,” locate and read the following articles: Underhill, Wendy. "Changing up the electoral college?" State Legislatures 38.1 (2012) Gregg, Gary L. "Unpopular vote: enemies of the Electoral College aim to scrap the Founders' design." The American Conservative 10.12 (2011) Upon reading the two articles, write a response essay of at least 500 words. Your essay should address the Electoral College as it currently functions, as well as the proposed changes discussed in the two articles. Are you in support of the current Electoral College? Do you agree or disagree with the proposed changes? Is it right for states to circumvent the Constitution on this matter? Your essay should be well thought out and include direct references to the articles. Limited direct quotes are permitted. All references (paraphrased or quoted) should be correctly cited using APA format. APA Guidelines CSU requires that students use the APA style for papers and projects. Therefore, the APA rules for formatting, quoting,
- 6. paraphrasing, citing, and listing of sources are to be followed. A document titled “APA Guidelines Summary” is available for you to download from the APA Guide Link, found in the Learning Resources area of the myCSU Student Portal. It may also be accessed from the Student Resources link on the Course Menu. This document provides links to several internet sites that provide comprehensive information on APA formatting, including examples and sample papers. CSU Grading Rubric for Papers/Projects The course papers will be graded based on the CSU Grading Rubric for all types of papers. In addition, all papers will be submitted for electronic evaluation to rule out plagiarism. Course projects will contain project specific grading criteria defined in the project directions. To view the rubric, click the Academic Policies link on the Course Menu, or by accessing the CSU Grading Rubric link, found in the Learning Resources area of the myCSU Student Portal. PS 1010, American Government 3 Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to
- 7. these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information. Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.
- 8. Grading Discussion Board (8 @ 2%) = 16% Unit Assessments (8 @ 9%) = 72% Unit IV Article Critique = 12% Total = 100% Course Schedule/Checklist (PLEASE PRINT) The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted. https://online.columbiasouthern.edu/CSU_Content/common_file s/instructions/DB/Create_New_Thread_Subscribe.pdf PS 1010, American Government 4 PS 1010, American Government Course Schedule By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course. Unit I Foundations of American Government
- 9. Read: Perfect Union Self-Government Discuss: to the Discussion Board question by Saturday, Midnight (Central Time) Notes/Goals: Unit II Civil Liberties and Equal Rights Read: ivil Liberties: Protecting Individual Rights Discuss:
- 10. Discussion Board question by Saturday, Midnight (Central Time) Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time) Notes/Goals: Unit III Public Opinion and Political Participation Unit Lesson Guide Read: Shaping People’s Voice Popular Will Defining the Voters’ Choice Discuss: Discussion Board question by
- 11. Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Notes/Goals: PS 1010, American Government 5 PS 1010, American Government Course Schedule Unit IV Citizen Roles in Interest Groups and the Media Revie Read: Images Discuss: Discussion Board question by
- 12. Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Submit: entral Time) Notes/Goals: Unit V Congress and The President Read: Interests Discuss: ssion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by
- 13. Tuesday, Midnight (Central Time) ment by Tuesday, Midnight (Central Time) Notes/Goals: Unit VI Bureaucracy and Judiciary Read: Government Applying the Law Discuss: Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Notes/Goals:
- 14. PS 1010, American Government 6 PS 1010, American Government Course Schedule Unit VII Economic, Environmental, and Education Policies Re Read: Contributing to Prosperity Personal Security and Need Discuss: onse to the Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) e)
- 15. Notes/Goals: Unit VIII Foreign Policy and Local Politics Read: American Way Differences Discuss: Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Notes/Goals:
- 16. · As activity level increases, body temperature: Answer · · A. · Stays the same · · B. · Increases · · C. · Decreases · · D. · None of the above · 0.5 points Question 2 · Essential minerals lost to do hot temperatures and humidity are: Answer · · A. · electrolytes, potassium, sodium · · B. · electrolytes, potassium, sugar · · C. · electrolytes, trans fat, sugar · · D.
- 17. · Trans fat, potassium, sodium · 0.5 points Question 3 · Which of the following is NOT a heat injury? Answer · · A. · Heat exhaustion · · B. · Heat stroke · · C. · Heat pains · · D. · Heat cramp · 0.5 points Question 4 · Which of the following is the most severe heat injury? Answer · · A. · Heat pains · · B. · Heat cramps · · C. · Heat exhaustion · · D. · Heat stroke · 0.5 points
- 18. Question 5 · Lack of sweating despite the heat and confusion are symptoms of which heat injury? Answer · · A. · Heat stroke · · B. · Heat exhaustion · · C. · Heat cramps · · D. · both A and B. · 0.5 points Question 6 · A person is at greatest risk for hypothermia when it is rainy and the temperature is: Answer · · A. · 35-40 · · B. · 40-45 · · C. · below freezing · · D. · below zero · 0.5 points Question 7 · When exercising in hot temperatures, it is best to wear which
- 19. color clothing? Answer · · a. · multi colored · · b. · Indianapolis Colts blue · · c. · dark colored · · d. · light colored · 0.5 points Question 8 · (Blank) is used in metabolism and other processes in the body and are obtained through what we ingest. Answer · · A. · Fats · · B. · Nutrients · · C. · Protein · · D. · Nutrition · 0.5 points Question 9 · How many essential nutrients does the body need to fuction properly? Answer ·
- 20. · A. · 35 c/45 · · · · B. · 40 · · C. · 45 · · D. · 50 · 0.5 points Question 10 · Which of the following is the MOST important essential nutrient? Answer · · A. · Fat · · B. · Vitamins · · C. · Carbohydrate · · D. · Water · 0.5 points Question 11 · (Blank) is the measurement of the amount of energy produced when a food is digested. Answer
- 21. · · A. · Fat · · B. · Carbohydrates · · C. · Calories · · D. · Proteins · 0.5 points Question 12 · 10-20% of an average person's diet should come from which of the following? Answer · · A. · Ice cream · · B. · Carbs · · C. · Protein · · D. · Fat · 0.5 points Question 13 · Which of the following is 9 cal/g? Answer · · A. · There is no way to know
- 22. · · B. · Protein · · C. · Carbs · · D. · Fat · 0.5 points Question 14 · An average person should have a diet consisting of 55% carbohydrates, but what percentage should be complex carbohydrates? Answer · · A. · 10% · · B. · 20% · · C. · 40% · · D. · 30% · 0.5 points Question 15 · Which of the following is an example of a great source of fiber? Answer · · A. · milk ·
- 23. · B. · candy · · C. · fruit · · D. · beans · 0.5 points Question 16 · Which of the following means "prime importance"? Answer · · A. · None of the above · · B. · Protein · · C. · Fat · · D. · Carbohydrate · 0.5 points Question 17 · Which of the following is the MOST harmful kind of fat? Answer · · A. · Unsaturated Fat · · B. · All of the above
- 24. · · C. · Saturated Fat · · D. · Trans Fat · 0.5 points Question 18 · Approximately which percentage of the brain is water? Answer · · A. · 70% · · B. · 75% · · C. · 80% · · D. · 85% · 0.5 points Question 19 · How much of our body is made up of water? Answer · · A. · 45% · · B. · 50% · · C. · 55%
- 25. · · D. · 60% · 0.5 points Question 20 · Approximately how much water should an average person take in every day? Answer · · A. · 64oz. · · B. · 84oz. · · C. · 46oz. · · D. · 48oz. · 0.5 points Question 21 · To lose weight, a person must: Answer · · A. · Only eat healthy food · · B. · Only eat carbohydrates · · C. · Take in more calories than they expend · · D. · Take in less calories than they expend
- 26. · 0.5 points Question 22 · Eating right and being physically active helps to: Answer · · A. · Increase your risk of chronic diseases · · B. · Decrease your risk of chronic disease · · C. · Both A and B · · D. · None of the above · 0.5 points Question 23 · Which of the following statements is TRUE? Answer · · A. · Only individuals who are fit benefit from regular physical activity · · B. · Individuals of certain ages benefit from regular physical activity · · C. · Individuals of all ages benefit from regular physical activity · · D. · Only individuals who are overweight benefit from regular physical activity
- 27. · 0.5 points Question 24 · (Blank) is the ability of the body to adapt to the demands and stresses of physical effort. Answer · · A. · None of the above · · B. · Health · · C. · Physical activity · · D. · Physical fitness · 0.5 points Question 25 · (Blank) is any movement of the body carried out by the muscles requiring the expenditure of energy. Answer · · A. · Health · · B. · Exercise · · C. · Physical fitness · · D. · Physical activity · 0.5 points
- 28. Question 26 · Progressive overload is asking the body to do a little more than normal. Answer True False 0.5 points Question 27 · Which of the following is an example of a light-intensity activity? Answer · · A. · Swimming, slow tread · · B. · Swimming, recreational · · C. · Swimming laps · · D. · All of the above. · 0.5 points Question 28 · The greater the amount of activity... Answer · · A. · doesn't matter · · B. · there is no way to know · · C. · the less the benefits · · D. · the greater the benefits ·
- 29. 0.5 points Question 29 · What does RMR stand for? Answer · · A. · resting maintenance rate · · B. · renew metabolism rate · · C. · resting metabolic result · · D. · resting metabolic rate · 0.5 points Question 30 · As we get older, our RMR Answer · · A. · increases · · B. · decreases · · C. · stays the same · · D. · none of the above · 0.5 points Question 31 · Compared to the 1970's and pounds of food consumed/year... Answer
- 30. · · A. · there is no way to know · · B. · our portions haven't changed · · C. · we eat less · · D. · we eat more · 0.5 points Question 32 · A person's body weight is NOT a factor on their calorie intake. Answer True False 0.5 points Question 33 · Children of overweight parents are twice as likely to be overweight. Answer True False 0.5 points Question 34 · Alcohol contains around 4 calories per gram. Answer True False 0.5 points Question 35 · In order to maintain a healthy weight, "calories in" should be less than "calories out." Answer True False 0.5 points Question 36 · You must participate in sports in order to be active. Answer True False 0.5 points Question 37 · When exercising in cold temperatures, individuals should be
- 31. concerned about their lungs freezing. Answer True False 0.5 points Question 38 · R.I.C.E. stands for rest, ice, compress, elevate. Answer True False 0.5 points Question 39 · Genetics does NOT play a role in contributing to weight gain. Answer True False 0.5 points Question 40 · Based on the Maximum Heart Rate equation discussed in class, a 20 year old male would have a max heart rate of _________ . Answer · · A. · 155 · · B. · 220 · · C. · 180 · · D. · 200 · · © 2013 Microsoft · Terms · Privacy · Developers · English (United States)
- 32. · © 2013 Microsoft · Terms · Privacy · Developers · English (United States)