The Eighties, Part OneFrom the following list, choos.docx
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The Eighties, P art One From the following list, choose five events during the 1980s. I dentify the basic facts, dates, and purpose of the event in 2 to 3 sentences in the Identify column. Include why the event is significant in the Significance column, and add a reference for your material in the Reference column. .
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The following pairs of co-morbid disorders and a write 700 words .docx
The following pairs of co-morbid disorders and a write 700 words
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Depression and substance abuse
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Discuss the general concept of co-morbidity.
Format
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The following is an access verification technique, listing several f.docx
The following is an access verification technique, listing several files and the access allowed for a single use.
Identify the control technique used here and for each,
explain the type of access allowed
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a. File_1 R-E-
b. File_12 RWE
c. File_13 RW--
d. File_14 --E-
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Identify the control technique used here and for each and
explain the type of access allowed.
Finally, describe who is included in the WORLD category.
a. User_10 --E-
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The following discussion board post has to have a response. Please r.docx
The following discussion board post has to have a response. Please read the post and respond back according to the instructions attached below. Make sure to respond as instructed. Check attachment for response instruction and respond accordingly.
The instructions for the response to post is attached and highlighted.
The due date is Tuesday 5/10/2021 by 11:59 a.m. NO LATE WORK WILL BE ACCEPTED!
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The following information has been taken from the ledger accounts of Isaac Stern Corporation
Total Income since incorporation$317,000
Total Cash Dividends pai d60,000
Total value of stock dividends distributed30,000
Gains on treasury stock transactions18,000
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The following attach files are my History Homewrok and Lecture Power.docx
The following attach files are my History Homewrok and Lecture Power Point. Please answer those questions by your own words and read the instructions carefully beofer you start writing.
Course Information:
In this course we will survey the history of technological developments from the Renaissance to the current day. We will focus on a series of technological objects—machines, tools, and systems—considering them in their broader historical (social, cultural, and political) contexts. Organized chronologically we will trace this history beginning with Leonardo Da Vinci and ending with the International Space Station. This is not, however, a teleological assessment, which assumes a progressive improvement of technology—each age has merits in its own rights.
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The following is adapted from the work of Paul Martin Lester.In .docx
The following is adapted from the work of Paul Martin Lester.
In order to find meaning from a visual message, you need to learn a systematic way for studying images.
1.
Make an inventory list of every element in the image,
2.
Note the lighting used in the image,
3.
Note any eye contact by subjects in the image,
4.
Note the visual cues of color, form, depth, and movement,
5.
Note how the gestalt laws apply toward the composition of picture,
6.
Note any semiotic signs that are a part of the image's content, and
When you've gone through the six steps noted above, it's time to apply the six perspectives for visual analysis to the piece. Each perspective is noted below.
Personal Perspective - Gut Reaction
Rick Williams' Omniphasism (all in balance) or Personal Impact Analysis
1.
What is the picture's story?
2.
List primary words.
3.
List associative words.
4.
Select most significant associative words.
5.
Pair up primary & most significant associative words.
6.
Relate word pairs with your own feelings.
7.
Relate any inner symbolism.
8.
Write a brief story concerning personal insights.
Historical Perspective - The image's place in history
When do you think the image was made?
Is there a specific style that the image imitates?
Technical Perspective - Consider the process decisions
How was the image produced?
What techniques were employed?
Is the image of good quality?
Ethical Perspective - Moral Responsibility
Was the image maker socially responsible?
Has any person's rights been violated?
Are the needs of viewers met?
Is the picture aesthetically appealing?
Do the picture choices reflect moderation?
Is the image maker empathetic with the subject?
Can all the image choices be justified?
Does the visual message cause unjustified harm?
Cultural Perspective - Societal Impact
What is the story and the symbolism involved with the elements in the visual message?
What do they say about current cultural values?
Critical Perspective - Reasoned Opinion
What do I think of this image now that I've spent so much time looking and studying it?
Project Overview:
This week, you were introduced to six analytical perspectives for analyzing media. These perspectives form the foundation for your Media Analysis Project (MAP). Over the next three weeks, you will analyze a visual work from any media (print, film, television, Internet), of your own choosing.
Due Date:
June 5
Time Line:
·
Topic Assignment (Listed under Paper Topic)
·
June 5 Thesis and Outline (Listed in appropriate headings below)
·
June 5 Final Paper
NOTE: Thesis and Outline, and Final Paper are two separate documents.
Requirements:
Your analysis must encompass all six perspectives. This will be a detailed analysis consisting of 6-8 written pages. You must also use four credible academic sources in addition to the media itself. All sources must be cited in-text as well as on a reference page using standard APA format. Information on using .
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The Five stages of Change
By Thursday, June 25, 2015, respond to the discussion.
Discussion Question
Anthony is a 27 year old heterosexual Caucasian male. He was arrested 2 weeks ago for his second DWI and is facing a license suspension. He works as a delivery driver for a local store and after disclosing the arrest to his employer, as well as the consequences including loss of his license, he was terminated.
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Discuss the general concept of co-morbidity.
Format
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a. File_1 R-E-
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c. File_13 RW--
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explain the type of access allowed.
Finally, describe who is included in the WORLD category.
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The following discussion board post has to have a response. Please read the post and respond back according to the instructions attached below. Make sure to respond as instructed. Check attachment for response instruction and respond accordingly.
The instructions for the response to post is attached and highlighted.
The due date is Tuesday 5/10/2021 by 11:59 a.m. NO LATE WORK WILL BE ACCEPTED!
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The following attach files are my History Homewrok and Lecture Power Point. Please answer those questions by your own words and read the instructions carefully beofer you start writing.
Course Information:
In this course we will survey the history of technological developments from the Renaissance to the current day. We will focus on a series of technological objects—machines, tools, and systems—considering them in their broader historical (social, cultural, and political) contexts. Organized chronologically we will trace this history beginning with Leonardo Da Vinci and ending with the International Space Station. This is not, however, a teleological assessment, which assumes a progressive improvement of technology—each age has merits in its own rights.
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The following is adapted from the work of Paul Martin Lester.
In order to find meaning from a visual message, you need to learn a systematic way for studying images.
1.
Make an inventory list of every element in the image,
2.
Note the lighting used in the image,
3.
Note any eye contact by subjects in the image,
4.
Note the visual cues of color, form, depth, and movement,
5.
Note how the gestalt laws apply toward the composition of picture,
6.
Note any semiotic signs that are a part of the image's content, and
When you've gone through the six steps noted above, it's time to apply the six perspectives for visual analysis to the piece. Each perspective is noted below.
Personal Perspective - Gut Reaction
Rick Williams' Omniphasism (all in balance) or Personal Impact Analysis
1.
What is the picture's story?
2.
List primary words.
3.
List associative words.
4.
Select most significant associative words.
5.
Pair up primary & most significant associative words.
6.
Relate word pairs with your own feelings.
7.
Relate any inner symbolism.
8.
Write a brief story concerning personal insights.
Historical Perspective - The image's place in history
When do you think the image was made?
Is there a specific style that the image imitates?
Technical Perspective - Consider the process decisions
How was the image produced?
What techniques were employed?
Is the image of good quality?
Ethical Perspective - Moral Responsibility
Was the image maker socially responsible?
Has any person's rights been violated?
Are the needs of viewers met?
Is the picture aesthetically appealing?
Do the picture choices reflect moderation?
Is the image maker empathetic with the subject?
Can all the image choices be justified?
Does the visual message cause unjustified harm?
Cultural Perspective - Societal Impact
What is the story and the symbolism involved with the elements in the visual message?
What do they say about current cultural values?
Critical Perspective - Reasoned Opinion
What do I think of this image now that I've spent so much time looking and studying it?
Project Overview:
This week, you were introduced to six analytical perspectives for analyzing media. These perspectives form the foundation for your Media Analysis Project (MAP). Over the next three weeks, you will analyze a visual work from any media (print, film, television, Internet), of your own choosing.
Due Date:
June 5
Time Line:
·
Topic Assignment (Listed under Paper Topic)
·
June 5 Thesis and Outline (Listed in appropriate headings below)
·
June 5 Final Paper
NOTE: Thesis and Outline, and Final Paper are two separate documents.
Requirements:
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Discussion Question
Anthony is a 27 year old heterosexual Caucasian male. He was arrested 2 weeks ago for his second DWI and is facing a license suspension. He works as a delivery driver for a local store and after disclosing the arrest to his employer, as well as the consequences including loss of his license, he was terminated.
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Case Study 1:
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Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
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On September 25th, fiction writer and poet Matt Bell will read from and discuss his work at ASU. Extra credit can be received by attending the full event and submitting a 250-word report and 500-word personal reflection on what was learned, anything surprising, and how something related to the student's personal experiences or writing.
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first part
is a
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The
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The first one
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The second one
Description: Go to a busy café or diner, or some other eatery, where you can sit near TWO other people, engaged in a conversation, a dynamic interesting conversation with tenstion… where something is happening between the two people… EAVES DROP on conversations – without being obvious. Find one that has something interesting going on. Anticipate spending at least 20-30 minutes listening in to this conversation.
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At a later time (when you get back home)
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Main Elements
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Program Foundation:
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·
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·
Consider the critical tasks of development as laid out by the chosen theory that may help organize the approaches utilized for each age group.
2.
Program Description
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·
In what setting will this program be offered, for example, school setting, community center, treatment center, or a faith-based organization?
·
How will your topic differ across each developmental level?
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How will you describe the activities, materials, and tasks that will take place in the program for each age range?
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Are the age ranges consistent with at least one of the classic theories employed to guide this.
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For this final essay exam you are required to answer all five (5) of the questions. Although there is no set word limit for these essay questions, you will be graded on your knowledge of the material and the detail with which you write your answers. You should take care to cite your sources in APA format and provide full references in a Works Cited list.
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The food chain is a valuable concept in biogeography. Give an example of a specific food chain, labeling the various levels of the food chain. After looking at characteristics of food chains, explain how a geographer’s approach to the study of organisms might be different than biologist’s study of organisms; what would each try to emphasize more than the other? What exactly is a biome? Compare/contrast the concept of the biome with that of the zoogeographic region. Compare/contrast the floral characteristics of 2 of the following biomes: Desert, Tundra, Midlatitude Grassland and Boreal Forest.
Theorize the difference in soil development in adjoining soils developed on forested, sloped area versus a grassed flat area. What are the soil-forming factors? Explain the importance of the nature of the parent material to soil formation and type. Then, cite at least 2 examples in which the influence of parent materials might be outweighed by other soil-forming factors. Explain the “struggle” between the internal and external processes in shaping the Earth’s surface. What are the different ways that the surface of the Earth is changed over time?
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Micozzi, M. S. (2010). Fundamentals of complementary and alternative medicine. (4th ed.). St. Louis, MO: Saunders Elsevier.
At least four must be from the ProQuest, EBSCOhost, or PubMed Central databases in the University Library, and the remaining sources must be from other scholarly or professional Internet resources.
For the Final Paper,
Complementary and alternative medicines >> (
Natural Products)
Provide a brief discussion of the protocols, and provide details of historical events that shaped the practice.
Chronic Pain
Describe the disease or condition from the CAM perspective
Include potential cultural challenges faced by the afflicted patient population as well as the practitioner.
Describe how the CAM (Natural Products) practitioner diagnoses and treats the condition.
Identify potential questions or skepticisms other health care providers and potential clientele may have regarding the CAM selected, and address the questions, supporting your responses with a minimum of two sources of research for the health condition and system chosen.
Identify and substantively describe a minimum of two other CAM practice interventions that could be suggested to assist in minimizing the impact of the illness/condition. Justify implementation of the two interventions you are recommending.
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a restatement of the thesis and a conclusion paragraph.
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Must document all sources in APA style.
Must include a separate reference page that is formatted according to APA style.
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The final course deliverable, the Personal Leadership Portfolio, is created by incorporating targeted leadership knowledge development, self-assessment assignments, and homeland security or public safety leadership analysis. The portfolio represents a personal understanding and plan of public safety leadership based on the course research, textbooks, module content, conferences, reports, simulation, and your leadership performance.
The process requires weekly demonstration of leadership knowledge development through conference discussion opportunities and leadership self-assessment assignments. The submissions are assessed for accuracy and completeness against project requirements and ensure that the development of leadership knowledge, assessment, and analysis provides a maximum foundation for the sequential portfolio development. The completed personal leadership portfolio correlates with professional homeland security and public safety leadership best practices, resulting in a tangible product that can become a base for future leadership development.
Assessment Sequence
The project is made up of sequential steps that constitute the required actions of semester-long portfolio development. The process assessment utilizes a recommended portfolio document structure.
1.
Gather
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2.
Research
—narrowing the focus of academic and anecdotal leadership topics to professional homeland security or public safety leadership topics.
3.
Organize
—establish an information-handling process in order to coordinate resources, sources, and gathered data. Monitor for policy topic research completeness through use of an information-handling and organization process.
4.
Analyze and evaluate
—compare, contrast, and judge resource material to develop cogent documentation.
5.
Assess
—assimilate personal leadership history report results with cogent documentation, demonstrating the nexus between personal leadership history and data with academic and anecdotal resources. This step may also include assessing past leadership opportunities for lessons learned.
6.
Apply
—based on steps 1-5, determine personal leadership styles and traits and how the determination can be applied in a professional homeland security or public safety setting. This step will also include personal leadership strengths and challenges for future development.
7.
Create
a personal leadership development plan for your future in public safety.
Personal Leadership Portfolio Document Structure and Content Topics
The personal leadership portfolio will be a paper of at
least 12 pages
(not including the cover and reference page, and attachments), presented in APA (6
th
edition) format, and structured so as to cover all of the following topics:
presentation and discussion of academic and anecdotal resource materials
deconstruction of current homeland security or public safety leadership
identi.
The family is a fundamental social unit and one of the main agents o.docx
The family is a fundamental social unit and one of the main agents of socialization.
Summarize three different family forms (
extended family, nuclear family, gay and lesbian family)
. In what ways do social forces (outside influences), make it easier or more challenging for each family form to function in society? Support your answer with detailed examples.
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references
.
The feelings, associations, connotations, and nuances of language b.docx
“The feelings, associations, connotations, and nuances of language both influence and are influenced by the culture” (Matsumoto & Juang, 2008, p. 227). Cultural differences exist in how people communicate with each other. You may be familiar with lexicons (what people call themselves and others), pragmatics (how language is used and understood), verbal and non-verbal communication styles; encoding; and decoding. Understanding how cultures communicate is important to effectively communicate within a multicultural environment. For example, imagine if you moved to a state or territory of the Middle East. You knew the language, but you were not aware of the cultural influence on nonverbal behaviors, such as hand gestures and interpersonal space. Would you be able to fit in?
For this Discussion, Consider cross-cultural communication.
With these thoughts in mind:
Write
a brief explanation of the influence of culture on communication. Then explain two ways misunderstandings might occur among cultures with different communication styles. Finally, propose two solutions to enhance cross-cultural communication. Provide specific examples and justify your responses with references from current literature.
APA format. No more than 4 paragraphs. Stay on Topic.
.
The Film Analysis should include 1 Theory, 1 Film, 2 Characters from.docx
The Film Analysis should include 1 Theory, 1 Film, 2 Characters from film and 2 Scenes.
1,000 Word Count
There is also a second part of this which I have to give a Oral presentation in front of the class and professor which should be about 7-10 mins long.
Choose a theory that you wish to educate the class on from the following chapters in the text
* Anything in the Groups and Organizations chapters EXCEPT Groupthink
* Cultural Studies, Cultivation Analysis, Spiral of Silence and Media Ecology but NOT Uses and Gratifications in the Media chapters
* Anything in the Culture and Diversity chapters
* Anything in the Relationship Development chapters
Your presentation can be dramatize, illustrate, and/or explain more than one theory in the same presentation, especially if the principles are closely related.
Presentations will be evaluated for substance and creativity. You must participate in the development of and be present and participating in the face-to-face classroom presentation to be eligible to receive credit for this project.
.
The Ethnic History paper is to describe your perceptions of your eth.docx
The Ethnic History paper is to describe your perceptions of your ethnic/ racial
Identity. For example, what kind of jokes does your family tell or spurn? What kind
of foods do you eat, especially at certain times of the year? What are your families
expectations about education? Who lives with your family or whom do you visit
Often? What is the role of language within your family? Do you have an accent? How
does the religion of the country you are from affect you? Does religion play a role in
your family life? What other things have shaped your identity and who you are today?
What important things have influenced your life, your beliefs, your thoughts and
actions? Plan to write four or five completed typed pages in size 12 fonts only- double
spaced paragraphs with standard one inch margins.
12 hours maximum
4 pages
double space
.
The final assignment for this course is a Final Paper. The purpose o.docx
The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participat.
THE EXAM will start tomorrow (30th sept) at 11AM to 1pm Its onl.docx
THE EXAM will start tomorrow (30th sept) at 11AM to 1pm It's online exam in a website. Multiple choice exam about :
GENDER & WOMEN’S STUDIES
TOPIC ONE
:
MAKING THE DISTINCTION BETWEEN SEX AND GENDER.
Course Reader:
The Five Sexes: Why Male and Female are not Enough by Ann Fausto-Sterling
The Berdache Tradition by Walter Williams
The Sociological Imagination by C. Wright Mills
Text:
What is Women’s Studies p.7-15
TOPIC TWO:
CULTURE AND THE SOCIAL CONSTRUCTION OF GENDER.
Course Reader:
Culture and Meaning – pp 1-9 & 17-21
Harriet Beecher Stowe
The Grimke’ Sisters
Betty Friedan
Sojourner Truth
Text:
Dominant Ideas about Women p. 49
The Problem that Has no Name p. 50 -53
The Seneca Falls Women's Rights Convention, 1848 p.561-565
.
The essay instruction , I want basic English level Suf.docx
The essay instruction , I want """basic English level """"
Suf
fering: A Human Experience:
Throughout this semester, we have discussed several leaders and workers, as well as people contemplating life and death. Most of these people/characters had to come to terms with suffering, calculating both the cost and the value of it in life.
a.
Using 1 text from each unit (no more than 1 movie), and
b.
Reflecting on what you have learned this semester,
c.
Develop a well-written essay that argues suffering as a painful, yet necessary part of the human experience. What can one learn from suffering (either their own or someone else’s)? Would “hope” exist without suffering
.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
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For the Final Paper,
Complementary and alternative medicines >> (
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1.
Gather
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2.
Research
—narrowing the focus of academic and anecdotal leadership topics to professional homeland security or public safety leadership topics.
3.
Organize
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4.
Analyze and evaluate
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Assess
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6.
Apply
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7.
Create
a personal leadership development plan for your future in public safety.
Personal Leadership Portfolio Document Structure and Content Topics
The personal leadership portfolio will be a paper of at
least 12 pages
(not including the cover and reference page, and attachments), presented in APA (6
th
edition) format, and structured so as to cover all of the following topics:
presentation and discussion of academic and anecdotal resource materials
deconstruction of current homeland security or public safety leadership
identi.
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APA format. No more than 4 paragraphs. Stay on Topic.
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1,000 Word Count
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* Anything in the Groups and Organizations chapters EXCEPT Groupthink
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* Anything in the Culture and Diversity chapters
* Anything in the Relationship Development chapters
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expectations about education? Who lives with your family or whom do you visit
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spaced paragraphs with standard one inch margins.
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The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade.
Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012).
An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution.
Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court.
Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in
Boumediene v. Bush
offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important questions will continue. Writing the Final Paper in this course will prepare you to participat.
THE EXAM will start tomorrow (30th sept) at 11AM to 1pm Its onl.docx
THE EXAM will start tomorrow (30th sept) at 11AM to 1pm It's online exam in a website. Multiple choice exam about :
GENDER & WOMEN’S STUDIES
TOPIC ONE
:
MAKING THE DISTINCTION BETWEEN SEX AND GENDER.
Course Reader:
The Five Sexes: Why Male and Female are not Enough by Ann Fausto-Sterling
The Berdache Tradition by Walter Williams
The Sociological Imagination by C. Wright Mills
Text:
What is Women’s Studies p.7-15
TOPIC TWO:
CULTURE AND THE SOCIAL CONSTRUCTION OF GENDER.
Course Reader:
Culture and Meaning – pp 1-9 & 17-21
Harriet Beecher Stowe
The Grimke’ Sisters
Betty Friedan
Sojourner Truth
Text:
Dominant Ideas about Women p. 49
The Problem that Has no Name p. 50 -53
The Seneca Falls Women's Rights Convention, 1848 p.561-565
.
The essay instruction , I want basic English level Suf.docx
The essay instruction , I want """basic English level """"
Suf
fering: A Human Experience:
Throughout this semester, we have discussed several leaders and workers, as well as people contemplating life and death. Most of these people/characters had to come to terms with suffering, calculating both the cost and the value of it in life.
a.
Using 1 text from each unit (no more than 1 movie), and
b.
Reflecting on what you have learned this semester,
c.
Develop a well-written essay that argues suffering as a painful, yet necessary part of the human experience. What can one learn from suffering (either their own or someone else’s)? Would “hope” exist without suffering
.
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