Please write about each point below from the reading in one short paragraph. In other words, after "PURPOSE" thetre should be one paragraph explaining same and so on for each point. The format to remain the same for each chapter.

PURPOSE: Central aim central aspect Authors intent
QUESTION: What question is addressed? Hypothesis
INFORMATION: Data used to improve point
INFERENCES: What are the main conclusions to be gained from data?
CONCEPT: What should we know in order to understand authors reasoning?
ASSUMPTIONS: What is the author taking for granted? What is missing?
IMPLICATIONS: What if we were to accept authors reasoning?
POINT OF VIEW: What do I think about authors points based on previous seven points.

One page should be enough for each chapter. Thank you in advance.

Hello, I'd like a bid on what a 10 page paper would cost utilizing this outline, and research questions (not all of them, of course, but at least a half to a majority of them)...and the annotated bibliography is also attached. I can actually fax the papers themselves or email them I guess...but I can't send the books. Or, the writers can access their own sources and I will supplement with my research of those sources. I'd like to get this done tonight. Thanks, Oliver at 415-244-1856. P.s. I'm a member of your service.


A CONTRAST IN SOCIAL CONTRACTS:
MEDIA ARTICULATION OF THE RITES OF
HETEROSEXUAL VERSUS HOMOSEXUAL MARRIAGE RIGHTS

All adult bonding unions, marriages and consecrations; as well as divorces should be publically regarded within the same parameters of respect, hopefulness and, if dissolved, regret ? and without prejudicial notice of the configuration of the genders of the partners.
It is therefore systemically unfair that the mainstream media ? religious, political, entertainment, and educational -- extol the values of marriage and all its activities differently, dependent upon whether the consenting adult role models share sexual category or not.


Outline Statement: A CONTRAST IN SOCIAL CONTRACTS: MEDIA ARTICULATION OF THE RITES OF HETEROSEXUAL VERSUS HOMOSEXUAL MARRIAGE RIGHTS
A. Current Empirical Facts: (2 pgs.)
a. State Constitutions and The States of marriage:
1. The Vermont Model
2. The Massachusetts model
3. The California Model
4. Major Laws Pending: In and Out of Court
5. One or Two, International equivalents

b. Federal Laws and Founding Documents: (1 pgs.)
1. Declaration of Independence
2. Federal Constitution
3. DOMA
4. After DADT, as it applies to a spousal dependent

B. Major Representatives of the Public Page, Broadcast and Internet (2 pgs.)
C. Media Methodology: (4 pgs.)
a. Common methods of portrayal of Heterosexual Marriage
b. Contrasted methods of portrayal of Homosexual Marriage
c. Civil Unions.
d. The Learning Curve: Educational Institutions

D. Major Organizations, Pro vs. Con: (4 pgs.)
a. Subjectively Review:
1. Psychological and Medical
2. Religious
b. Objectively Review:
1. Legal
2. Economic

E. Summation: Conflicts and Solutions: (2 pgs.)
a. Alternatives
b. Consequences




Annotated Bibliography
Campbell, D. E., & Monson, J. (2008). The religion card. Public Opinion Quarterly, 72(3), 399-419.
The authors Campbell and Monson (2008) depict, sometimes by state, a contradictory array of public responses to ballot initiatives and/or a candidate interpretation. They correlate non-related world view identity issues with a voter?s political awareness of basic gay marriage issues. A racial cross-over is given as an example of these attitudes becoming a candidate-defining factor. Factors are discussed as linked to the success or failure of hypothetical and actual candidates -- as well as to the pre-election-indicators of the composition of their constituency bases. It becomes therefore important to understand the applicability of presumed religious bias vs. presumed secular outlook upon the mobilization or demobilization of political participants. Apparently, one might surmise, it is important not only to emphasize the American tradition of separation of church and state, but also to identify the hailing of the values of one or the other; or both.
Chauncey, G. (2005). Why Marriage? : The history shaping today's debate over gay equality. New York: Basic Books.
Following the 2004 American presidential election, a series of local ballot initiatives, hills of public advertising, and heaps of television, and radio, and Internet traffic emerged as the naysayers of political or organizational affiliation with the human equivalent of gay marriage i.e. gay people. Public sentiment in large portions of the country, taking corporeal form, divided into winning legions efficiently changing State Constitutions; while the losing legions -- seeking sympathetic alliances with human rights organizations ? managed to change the image of gay people ? from feverishly seeking sex, to fervently committed to love. Parenting by same-gender couples increased very dramatically, as did the controversy and isolated prohibitions against it ? in spite of glowing and growing reports of its benefits, especially to children in need. Aligning gay marriage with abortion, child abuse and the end of civilization ? strange bed fellows indeed ? the religious right reigned supreme as the bully pulpit. A reasonable question evolves from this volume, as to the depth of this segregation and to what extent it betokens further violence and victimization vs. respect and cooperation. ?The Present as History? (Chauncey, Contents page, 2004) has been quoted on both sides as undoubtedly this could supersede even the struggles for choice under the doctrine of ?Separate, But Equal? ? since the losers could be adjudicated unequal and legally separate.
Crowley, S. (2007). Tolerance and the christian right. Communication & Critical/Cultural Studies, 4(1), 102-105. doi:10.1080/14791420601138427
Inerrancy, as a social norm, knows no boundaries. Neither logic, love, nor the laws of the land may limit its vision, so concludes Crowley (2007) in this terse testament of the values and taboos common to certain sections of the American religious right. Additional links are given to relevant websites that should be explored in terms of their portrayal of gay marriage and non-gay intimacy, within the constellation of legal and ethical co-habitation. By studying these sites and the unseen operators, a logical assessment of how it is possible for mutually seeking, sexually mature, and pair bonded sexually active persons who are living together under their roof of any sexual orientation(s) and genital configuration(s) to be socially accepted within the context of this branding by conservative Christianity. A small sampling of radio responses could initiate a larger survey.
Films Media Group. (2003). Homosexuality: A religious perspective. Films On Demand. Retrieved from Flash, http://digital.films.com/PortalPlaylists.aspx?aid=12280&xtid=33675. (Accessed March 04, 2011) by permission.
By viewing a series of short films or DVD?s, I was able to see and to hear the testimony of over one-hundred and fifty individuals commenting on their general opinion or their official opinion of homosexuality and/or gay marriage. The series was made by visiting an equal number of sites in England and abroad. The makers have made every effort to include all faiths, genders, racial and national groups, ages, and sexual orientations. Care has been taken when possible, to ?knit? together testimony that ?tags? or connects to the other. The name and affiliation is often imposed as are footnotes. Actual locations of historical sites relevant to the discussion are used to setup some scenes prior to dialogue about a targeted time or subject area. In all ways this is a neutral and professional audio video document which requires no script or action line, other than the introductions to parts, and the brief final presentations that accurately summarize the speaker?s points of view. Its usefulness lies primarily in the emotional context of official dogma or passionate personal opinions, and the occasional conflict between that same dogmatic position and a personal conversion.

Liebler, C. M., Schwartz, J., & Harper, T. (2009). Queer tales of morality: The press, same-sex marriage, and hegemonic framing. Journal of Communication, 59(4), 653-675. doi:10.1111/j.1460-2466.2009.01451.x
Framing, as an interpersonal theory, is a technique of forming consensus utilized by journalists and social communitarians with a pragmatic tool. This technique will be described and utilized to examine the journalist?s own manner of preparing for mass communication and for establishing the balance(s) for which this trade is known. Liebler (2009) questions whether the daily papers and wire services are ? contrary to the examination put upon other minority-marriage news belonging in the venue of power and cultural context ? sufficiently likely to challenge hegemonic hetero-normative definitions of marriage. Specifically, I will deploy the relevant framing which references the dryads of comparison between civil rights, moral choices and political expediency. I will examine the larger question as to whether the apparent impact is neutral and has existed so for centuries, without posing any diminishing effect upon the dominate hegemony, which has been designed, after all, as a means of enforcing property rights.
Lipton, M. (2006, October). Commentary: Queer comes the bride. Canadian Journal of Communication. pp. 937-945.
This witty journal paper is concerned with several genre films. The author proceeds with a scholarly examination of the coherence of the contractual differences, inherent between heterogeneous marriage and marriages between human beings who do not or cannot fulfill the macroscopic standards very well, but who can fulfill or exceed the microcosmic extensions exceedingly well ? at least on film. Initially the paper appeals to the lust of our young country. The poetic tensions of a young girl for a similar lady titillates without the effort of either. In another, there is the telling of the civil wedding of a rather young (consenting adult) male with another. The tabloid film introduces the exchanges of pasties, labyrises, cock rings and leather. This lubricates the imagination and reminds us of the inexorable free will celebration of choice. Unfortunately this also postulates a non-ancillary playground of guilt in which all must suffer. Thereafter the pangs of two mature want-to-be married women who commit snow angels on the church lawn of one of their fathers ? who is also the reverend minister there -- is a lament for the inevitable rejection by the Grace United Methodist Church. The conclusion concerns a different young man whose wedding attire conceals all that is legal, and reveals all that is lethal to the desire incarnate that could lead to the burning of faggots at the stake. It?s a fashion ?stake-ment.? While obviously assimilation will bring on many changes, it is likely to be an exotic parade. There are those who seek marriage to emulate a nuclear family; and those who seek to unify and to explode blissfully, but differently.
Moats, D. (2004). Civil wars: A battle for gay marriage. Orlando: Harcourt Press, Inc.
A personal war, with seemingly the aid or the opposition of every person in Vermont, USA, is cataloged on these pages by the Pulitzer Prize champion. According to the political opponents that day, the day and the vote for civil unions passed ? because so many of the nays became yeahs! According to the public opponents, the speech given that day was the greatest heard in the State house for decades ? giving Vermonters, a pause to ponder and to reflect upon their love for their daughters and sons. This loving account details the struggle of two women in love, no matter who liked it, and who taught all who would listen how to respect their desires for public inclusion. Our obvious quest is to contrast marriage, by name, with de facto civil unions. Is this the big picture for any and all couples who care not about religious solemnities?
Moscowitz, L. M. (2010). Gay marriage in television news: Voice and visual representation in the same-sex marriage debate. Journal of Broadcasting & Electronic Media, 54(1), 24-39. doi:10.1080/08838150903550360
During the 90?s, during the Military vs. Clinton era of debate about ?Don?t Ask, Don?t Tell,? a public stage was set up on the Mall and all comers could apply to be cable televised during the daylight hours that hot Washington weekend. Radical and more than radical GLBT and supportive groups used the rotating microphones as much as possible to discuss Civil Rights, AIDS, re-assigned gender, cross dressing, public sex, and, occasionally, the freedom to serve the country in various ways. The panorama was weakly met in the polls, perhaps, because so many viewers left this TV caf? as quickly as possible. But, from the GLBT community as in the past, it was the radicals who came forward in colorful numbers to protest injustices. During the 2000?s, during the re-invention by the gay community of the postcard to itself, and by the re-visitation and re-discovery of GLBT Community Centers, mini-malls, gymnasiums, etc. -- the media reconfigured a visual miasma of the gay style of life. Today?s same-gender, safe-culture woman and man scape is analyzed, cataloged and coded differently by the in and out press, and documented in this journal essay. The resonant issues today are very different. I will discuss what appears to have been a conscious effort on the part of television journalists to decide how to show the product.
Phy-Olsen, A. (2006). Same-sex marriage. Westport, Conn: Greenwood Press.
Regarding gay marriage, the author patiently moves from religion to religion and nation by nation, to compare social conditions that are favorable vs. those that are hostile to the principles. Thus a global perspective is developed with an emphasis on public policy. Using this international cosmology of what has been implemented and whether any circumstances have proved prohibitive ? the author concludes with a lengthy discourse of possible means to inform and to educate the segment of the population leaning to learn. Furthermore, to assist those resistant, a case is made as to the ?Precarious State of Matrimony,? (Phy-Olsen, p.131, 2006) if the current heterogeneous practices remain extant. A contrasting discourse on the use of the entertainment industry, which has helped and healed the nation during periods of change (slavery, civil rights, prohibition, depression, war and women?s rights) is offered. Because the author offers such a broad viewpoint and suggests a contemporaneous social media to refocus the public view, the research will consider the efficacy of this approach.
Pinello, D. R. (2006). America's struggle for same-sex marriage. Cambridge: Cambridge University Press.
Written as a chronicle and full of emotion, the author holds forth his hope and joy for this movement for all to consider, regardless of the outcomes. Although initiated into the fray during the Massachusetts decision, the writer became so involved that duty mandated following the progress across the nation all the way to, and up to the time of the irrevocable marriages of 2008 in California. The author has committed to remain a movement documentarian -- connecting, in the process, directly with the formative leaders of nations and national institutions. As a serving professor of John Jay College of Criminal Justice of the City University of New York, the researcher has gone forth to impartially interview thousands of people whose involvement is substantive, and to record their contributions. The index within the volume is comprehensive, brief and interactive with the on-line resource. The website at www.danpinello.com has been an invaluable source of professional and balanced coverage during the research for this treatise. I will wish to continue to make good use of it in this paper to update my sources and information.
Pories, K., & Leavitt, D. (2004). The m word: Writers on same-sex marriage. Chapel Hill, N.C: Algonquin Books of Chapel Hill.
What use are the public sentiments, common sense statements and emotions that have been either spoken or penned by professional writers in current same gender relationships? Although what they say and express in daily living about their choice has hitherto fore largely been ignored in the ?media,? some community sharing has occurred. Some open their pages to discuss ?homo-domesticus.? Others are somewhat bitter by exclusion from membership in what some call ?the couple?s club.? All are at risk of exclusion from the body of laws that protect those legally united with a certificate from ?I do? to post-mortem; and, which provides thousands of social and economic benefits to almost everyone else. Therefore we may employ some parts of this volume to question to what extent members on either side of the issues are harmed and ? specifically ? to what extent are American civil rights diminished and/or human rights increased by the legal prohibition of same-sex unions.
Roleff, T. L., & Williams, M. E. (1997). Marriage and divorce. San Diego, CA: Greenhaven Press.
I will use only the relevant last chapter of this remarkable book. Our part is a contrasting collection of the pronouncements regarding same-sex marriage of publicly identified individuals who are well known in America society and who represent moderate to very large constituencies. Half do not agree, with the other. They are therefore pendulums of public attitudes in a pluralist society. They represent, in effect, the electorate, the university, the private or public press and the church. While it is substantively true that free speech, public assembly and the unfettered press, is guaranteed in the First Amendment; there are also laws, conventions and powerful interests that frequently overrule controversial statements. The conglomerate of the ten articles within the book, coupled with the single over-view, will compress the prevailing sense and sentiments of an eon. I will listen and balance our debate.
Sandel, M. J. (2009). Justice: What's the right thing to do?. New York: Farrar, Straus and Giroux.
What are the relevant political philosophies within the Justice community regarding this issue or issues? Within are the core arguments and basically the conundrum of problems; the problems, of course, for the opposition i.e. those who continue to reframe a distaste for lesbians and homosexuals, and doubly so for any measure which consolidates their voices or justifies their participation as equals under Constitutional Law. This slim and succinct work, created by Dr. Sandel of Harvard University provides insight into compromises necessitated by forestalling implementation of the Constitution and the Bill of Rights ? especially the liabilities of continuously granting special rights and conditions to evade implementing equal rights. Therefore, I intend to utilize the perspective of Dr. Sandel to: 1) introduce the benefit of Aristotelian logic as it, or if it applies, 2) briefly contrast the issues with those facing Thurgood Marshal and others during the fight and foregone conclusions against Plessey vs. Ferguson, (1896) and 3) the disestablishment proposal of opinion writer, Michael Kinsley as we contemplate the relevant decision of Chief Justice Marshall of the Massachusetts Supreme Court (2003).
Strasser, M. P. (1997). Legally wed: Same-sex marriage and the constitution. Ithaca, N.Y: Cornell University Press.
The Constitution, the Bill of Rights, and The Declaration of Independence are clearly core documents. The author challenges whether the current revisionist positions before the Supreme Court will weaken or reinforce traditional marriage and other decisions in place that are designed to safeguard racial, religious and gender minority interests. A simple compendium of these analysis offered to conservative, radical right or religious right organizations could, but should not, be used to demand exceptions and compensation for loss of Constitutional freedoms ? especially if second class citizenship is allowed to be codified in or near Constitutional law. A strong, but brief case, for resolving this controversial, but constitutionally simple conflict will be offered.
Sullivan, A. (2004). Same-sex marriage, pro and con: A reader. New York: Vintage Books.
Beginning with the oratory of Plato and progressing with either literary or cautionary observations through ancient history, the author has given us an anthology with a very long view. This canon seeks to be a cogent and comprehensive collection, and provides insightful interviews, comments and articles from elevated personages, highly literate and influential religious leaders quoting and explaining the fundamental Old Testament and Quran passages, as well as editors or writers from almost every credible publication. As such it is a reference rock of ages, and will be employed as such.


A Partial List of Research Questions
1. What is the logic or intent of the language used by elected officials when supporting or opposing gay marriage?
2. What are some of the substantive positions by elected officials or by the spokesperson(s) of any worldly government regarding gay marriage?
3. What, if any, political or related financial consequences are current or potential?
4. Can you state a point of view, accepting or opposing any of the salient points?

5. What is the language or the intent of the logic used by the media when framing the dimensions, effects or repercussions of gay marriage?
6. What, if possible, are the contrasting attitudes of various media sources about gay marriage?
7. What are the significant bench marks of the media coverage of gay marriage?
8. To what extent does the Internet have to do with the issues, the participants, the potential for change one way or the other?
9. Can you state a point of view, accepting or opposing any of the media stances of which you are aware?

10. What court actions, adjudications, decisions and so on have been presented and what, if any, has been the impact within their jurisdiction?
11. Are there any significant issues that you can address, recognize, or question yet to be resolved?
12. Can you state a point of view, accepting or opposing any of the salient points either to be heard or concluded?

13. Briefly, how many gay marriages approximately have been registered in the United States and other countries? What is the breakdown by State? How does this contrast numerically with civil unions?

14. What is the logic and relevant substantial issues regarding the conclusions, preachments and choice of authority by the various churches that have spoken out about gay marriage?
15. What are some of obvious moral arguments, if any, regarding gay marriage and ? if related ? to any sexual activity or orientation?
16. What are some of the polarities of opinion within the various religious communities?
17. Have there been any dynamic changes within the religious community regarding gay marriage?

18. What, if any, are the variety of beliefs and attitudes about gay marriage within the GLBT community?

This is the final paper for a counterterrorism law class.

The topic of the paper is the following:

How the Fourth Amendment and FISA (the Foreign Intelligence Surveillance Act) should be interpreted when considering the bounds of electronic surveillance of social media sites; whether a reasonable expectation of privacy actually exists on these platforms; whether the introduction of public communication mediums (social media platforms) creates a new category of electronic communication that should be interpreted differently by FISA based on its nature as a public rather than a private medium. Thesis is in the affirmative.

In order to frame the overall analysis, fourth amendment analysis is necessary. Paper must review the scope of fourth amendment protection (including Smith v Maryland, US Supreme Court, 1979, 442 US 735) In addition, outlining the evolution of FISA will be necessary.

There should be substantive legal resources to support the paper, not light internet sources ie: wikipedia. The following cases must be incorporated into the analysis and cited, along with actual language from the act itself:

US v. Rosen: 447 F. Supp. 2d 538 (US district court, eastern district of virginia, 2006)

In Re: Sealed Case Nos. 02-001, 02-002, 310 F.3d 717 Foreign Intelligence Surveillance Court of Review, 2002

Other cases must be researched and cited to support the thesis. Additional sources to explain the nature of social media as a public medium are necessary.

This paper must include thoughtful analysis in supporting the overall thesis, not just research and regurgitation. A strong argument must be crafted as the core of this paper.

THIS PAPER CANNOT BE EVEN FIVE MINUTES LATE. I must receive it on 5/3 at 1am or earlier.

Please follow the instructions below to completion:
The below paper needs further research and should follow the below five steps to completion.

ONLY Acceptable References:
Acceptable references include peer-reviewed journals and conference proceedings as well
as published theses and dissertations. Genuine textbooks are acceptable as scientific
sources. ACM/IEEE publications with the word transactions in their title are normally
acceptable.
RFCs, ISO standards, ACM and IEEE standards, and ECM standards may be cited for the areas they discuss.

Overall, the research MUST detail the following:

Research Paper:

I. Problem Statement:
Document that details the problem you wish to address. MUST include acceptable references (see above) that justify your assertion that this is indeed a problem that is recognized in the field.


II. Project Proposal:
Draft the project proposal that clearly describes the research project that you will be conducting. The proposal should include a brief:

i. description of the problem being investigated
ii. the solution/approach that will be applied to addressing the problem
iii. and the expected results of their project.

III. Final Report:

1. Introduction
Provide the necessary background and discuss the relevant literature to
motivate the research problem that your paper addresses.

2. The Problem
Discuss the problem in detail and formulate it a manner that makes it
tractable.

3. The Method
Describe the method used to address the problem. Justify the approach that
you have adopted.

4. Results
Present the significant results of your study and relate it to the existing literature.

5. Conclusion
Summarize and highlight the significant contributions of your work. Identify
potential limitations of the study and suggest areas of research that can
address these limitations.

A. An additional 18 pages is required to be added to the existing document below
B. An additional 25 references is required.
C. Therefore, there should be 25 pages and 40 references in total when completed


PROJECT PROPOSAL: INFORMATION SECURITY IN CLOUD COMPUTING PLATFORMS

Problem Statement
Cloud computing manipulates and alters our way of understanding of how current computing systems are aligned. The economics of cloud computing are re-ordering the enterprise software industry globally, bringing greater value at a lower price to companies needing to stay in step with customers (Ambust, et al., 2009). The continued growth of cloud computing is also driving more digital content and information into data centers and the cloud than has ever been the case in the past, completely redefining the development methodologies of applications as well (Rajkumar, Yeo, Venugopal, 2008). Information and data are banished to a hypothetical land of bits and bytes that really exist nowhere but the cloud. All digital information in cloud computing relinquishes its presence on specific sets of computer, hard drives, and other storage components (Durkee, 2010). Cloud computing changes the locality of digital information which can be universally distributed to any geographic location. As a result, the command and control of this data is significantly diffused. This technological diffusement gives rise to new problems as well, including the need for managing security more effectively than has been the case in the past with enterprise applications (Kaufman, 2009). The most impactful concern dealing with cloud computing services is the customers' concerns dealing with the potential limitations that this trend leans towards including confidentiality of data and the need for greater fidelity of data platforms and their underlying technologies (Lin, Fu, Zhu, Dasmalchi, 2009).
In order to understand these limitations it is important to investigate the finer points and details that give cloud computing its definition. Many differing expectations and opinions must be explored to fully grasp the relative perspectives that arise from this idea. The thesis of this exploration deals with the legal, technical and economic viewpoints of cloud computing (RN Calheiros, et al., 2010). Specifically, this problem requires an identification process that potential customers should propose to cloud computing service providers before agreeing to their specific terms of contracts. This area specifically is focused on the area of Service Level Agreements (SLA) and their relative value for enterprise customers including their potential to re-order the economics of enterprise cloud computing in the enterprise (Balachandra, et al., 2010). The continual evolution of cloud computing from a technology standpoint continues to show significant potential for reduction of Total Cost of Ownership (TCO) while also reducing the incremental costs of aligning a specific application to the needs of a segment or larger audience of enterprise computing users (Ambust, et al., 2009). The lowered costs that cloud computing platforms are enabling and accelerating today are being further strengthened by how quickly applications on these platforms can be aligned to the specific, very precise needs of customers. Also what unified all of these strategies together is the continual reliance on Service Level Agreements (SLAs) and their role in stabilizing the nascent yet very fast moving aspects of cloud computing in the enterprise. The goal of this pursuit addresses the problems that might arise related to the capabilities and performance of software applications that are executed in cloud computing scenarios. The argument focuses upon previous research and personal experimentation in designated cloud computing scenarios. Ultimately, the goal is to distinguish the specific contributions affecting performance and, simultaneously provide some possible recommendations or solutions or to potential cloud users that might affect performance problems that are all initially defined through SLA benchmarks and continually monitored through real-time analytics of service performance including reliability and security metrics of performance (McQueen, M. (2008).

Problem Description
As was defined in the problem description, the legal, technical and economic viewpoints of cloud computing form the foundation of this thesis, with specific focus on the issues that enterprise customers are facing in the context of extended service agreements including Service Level Agreements (SLAs). The cloud computing industry has however found that SLAs are often not enforceable with cloud computing services providers, as many of them do not allow for their contracts to be binding from a legal standpoint (Rajkumar, Yeo, Venugopal, 2008). This is because the performance of their back-end systems defy a purely scientific level of management; there is no clear cause-and-effect of how to manage a highly integrated and complex cloud computing architecture with the same level of precision as a desktop operating system for example (Balachandra, et al., 2010). Even the most well-known enterprise software companies who have cloud computing applications running on the Software as a Service (SaaS) platform are not offering legally binding SLA contracts, and this includes Salesforce.com (Stolfo, et al, 2012). For these very large, rapidly growing cloud computing and SaaS-based enterprise software companies, SLAs are more for marketing and less for actually managing the overall performance levels of the applications they deliver (Stolfo, et al, 2012). In many instances the SLA commitments made are not enforceable legally and are meant to be offered as miles per gallon (MPG) ratings for new cars; as in each buyers and companys mileage may vary (Durkee, 2010).
In addition to the lack of enforceability of SLAs often cloud computing and SaaS-based enterprise software companies rely extensively on maintenance fees and annual maintenance contracts to generate the case they need to operate on a daily basis. The reliance on maintenance fees within enterprise software is commonplace and often doesnt lead to greater innovaton in new product development, instead making the enterprise software companies even more complacent over time due to the lack of urgency of generating revenue (Leavitt, 2009). For the typical enterprise software customer, this is often the case. They pay often up to 22% of the purchase price of their applications on a yearly basis, only to be given periodic, small updates that only incrementally deliver value (Rajkumar, Yeo, Venugopal, 2008). Cloud computing vendors including Salesforce.com, and others have created a strong business model by concentrating their efforts on selling against the maintenance fee model of on-premise software vendors, promising to deliver a continual stream of new product updates in exchange for the maintenance fees they charge, which ironically are in the same range as their on-premise counterparts (Balachandra, et al., 2010). The cloud computing enterprise software vendors also claim that their maintenance fees are also delivering more value because they refresh their entire application suite online every 30 days or less; which is significantly faster than any on-premise application can (Kaufman, 2009). Even with all these commitments to deliver a continual stream of new product and feature updates seamlessly over the Web via their cloud platforms, many cloud computing software companies still are not keeping the majority of commitments to their customers. Also, the SLAs they promise are not legally binding given the complexity of wording and lack of accountability and traceability of results (Pronto, JP (2008).
These factors taken together leave the enterprise software buyer with little protection from cloud computing-based software vendors from delivering on their commitments to increased levels of application performance and greater availability of enterprise-grade applications over the Internet. Today the economics of cloud computing are compensating for the lack of accountability of long-term performance (Stoddard, M. (2005). Yet from a legal, technical, and economic standpoint, the broader implications of cloud computing growth are at stake with how these enterprise software vendors choose to manage the distance and dichotomy of their promises and what they deliver. The SLA as a legal instrument needs to continually improve and gain a strong legal precedent to ensure it will be able to protect customers over time and ensure they get the value they are promised. This extends to their reliance on security, scalability of the cloud computing platforms as well, in addition to the development of more effective accounting and performance monitoring systems as well. Salesforce.com has been a leader in this area, as the value proposition of moving CRM systems off of on-premise; highly expensive to maintain systems to cloud computing has been a very profitable selling strategy. The creation of trust of salesforce.com is an example of how cloud computing vendors are working to create a more effective approach to quantifying and verifying their performance over time.

Solution or Approach to Solving the Problem
What is needed to alleviate the obfuscation and confusion that enterprise software vendors are propagating on this issue is an independent entity such as a standards organization to benchmark the SLAs of enterprise cloud computing vendors and report the results publically. This index needs to also take into account customer satisfaction levels and show how cloud computing, when properly implemented, can lead to significant gains in enterprise performance from a profitability and workflow perspective as well (OBryan, 2006). The indexing of corporate performance also needs to include a TCO (total cost of ownership) component to evaluate the real value of cloud computing in the enterprise.

Expected Results of the Project
By creating an index of cloud computing performance and defining its attributes from a TCO standpoint, the industry will have a truer measure of the real value of cloud-based applications. This approach to defining a performance-based taxonomy will also allow for a more effective comparison within industries as well. All of these factors taken together will provide enterprise computing buyers with more effective foundations of arguing for more thorough measures of application performance. The net result will be much greater visibility into how cloud computing is actually changing the global economics of the enterprise computing industry.
























References
Ambust, M. et al. (2009). Above the Clouds: A Berkeley View of Cloud Computing. UC Berkeley Reliable Adaptive Distributed Labratory, 10 Feb 2009. Retrieved from http://x- integrate.de/x-in- cms.nsf/id/DE_Von_Regenmachern_und_Wolkenbruechen_-_Impact_2009_Nachlese/$file/abovetheclouds.pdf

Balachandra, R. et al. (2010). Cloud Security Issues. 2009 IEEE International Conference on Services Computing. Retrieved from http://xml.csie.ntnu.edu.tw/JSPWiki/attach/Supergud/Cloud%20Security%20Issues.pdf

Durkee, D. (2010). Why Cloud Computing Will Never Be Free. Communications of the ACM, May,2010,53, 5. Retrieved from http://www.san.uri.br/~ober/arquivos/orientacoes/artigos_referencia/communications201 005.pdf

Kaufman, L. (2009). Data Security in the World of Cloud Computing. IEEE Security & Privacy, July/Aug 2009. Retrieved from http://xml.csie.ntnu.edu.tw/JSPWiki/attach/supergud/Data%20Security%20in%20the%20 World%20of%20Cloud%20Computing.pdf

King, R. (2009). Cloud computing: Small companies take flight. Business Week. http://
www.businessweek.com/technology/content/aug2008/tc2008083 619516.htm

Leavitt, N. (2009). Is Cloud Computing Really Ready for Prime Time? Computer, 42(1), 15-20. Retrieved from https://www.hh.se/download/18.70cf2e49129168da0158000123279/8+Is+Cloud+Compu ting+Ready.pdf

Lin, G., Fu, D., Zhu, J., & Dasmalchi, G. (2009). Cloud computing: IT as a service. IT Professional, 11(2), 10,13.

McQueen, M. (2008) System Security Through Ideal Driven Technical Metrics. Idaho national laboratory. Jan. 2008. Retrieved from: http://www.inl.gov/technicalpublications/Documents/3881671.pdf

(OBryan, 2006). Critical elements of information security program success. Retrieved from http://www.isaca.org/Journal/Past-Issues/2006/Volume-3/Pages/Critical-Elements-of-Information-Security-Program-Success1.aspx

Pronto, JP (2008) Developing Metrics for Effective Information Security Governance. Getronics. Retrieved from: http://www.interop.com/newyork/2008/presentations/conference/rc10-pironti.pdf

Rajkumar, B. Yeo, C., Venugopal, S. (2008). High Perfomance Computing and Commuications. HPCC 08, 10th International Conference on Computing. Retrieved from http://ieeexplore.ieee.org/xpl/login.jsp?tp=&arnumber=4637675&url=http%3A% F%2Fi eeexplore.ieee.org%2Fxpls%2Fabs_all.jsp%3Farnumber%3D4637675

RN Calheiros, R. Ranjan, A. Beloglazov, C. Rose, and R. Buyya. Cloudsim (2010) a toolkit for modeling and simulation of cloud computing environments and evaluation of resource provisioning algorithms. Software: Practice and Experience, Wiley Press, New York, USA, 2010

Stoddard, M. (2005) Process Control System Security Metrics ??" State of Practice. I3P. Retrieved from: http://stuweb.ee.mtu.edu/~ssmoily/section_4.pdf

Stolfo, S. et al. (2012). Fog Computing: Mitigating Insider Data Theft Attacks in the Cloud. Security and Privacy, 2012 IEEE Symposiom, p 125-128, 2012. Retrieved from http://ieeexplore.ieee.org/xpl/login.jsp?tp=&arnumber=6227695&url=http%3A%2F%2Fi eeexplore.ieee.org%2Fxpls%2Fabs_all.jsp%3Farnumber%3D6227695

4. Develop a business management plan for a primary care setting.
a. Promote an APN practice to the public.
b. Develop a plan to start a practice.
c. Conduct a business evaluation of an APN practice.

5. Negotiate essential elements of an employment contract for an advanced practice nurse in a selected care setting.
d. Compare and contrast the legal and contractual considerations for APN as an employee and as a contractor.
e. Propose an employment contract.
f. Outline ethical issues that may impact the APN.
g. Examine insurance issues.

Assignment Description:

1. Write a brief business plan for a Nurse Practitioner owned clinic.
Length ? 2500 to 3000 words

2. Propose an employment contract.
Length ? no minimum requirement, cover what is needed.

Parameters:

Follow the APA 6th edition for references and citations

As this Unit is business oriented do not need to include scholarly references - you still need to properly cite all sources that you use

Demonstrate analysis, evaluation and synthesis of information.

Select one of these leading ethical issues to explore using the decision-making framework. Please be specific about the issue that you are focusing on in your narrative. Prepare a minimum 3- 5 page, double-spaced paper and submit it to your Assignments Folder as an Here are some suggested issues-
1. Privacy on the Web. What is happening now in terms of privacy on the Web? Think about recent abuses and improvements. Describe and evaluate Web site policies, technical and privacy policy protections, and current proposals for government regulations.
2. Personal Data Privacy Regulations in Other Countries. Report on personal data privacy regulations, Web site privacy policies, and governmental/law enforcement about access to personal data in one or more countries; e.g., the European Union. This is especially relevant as our global economic community expands and we are more dependent on non-US clients for e-business over the Internet.
3. Spam. Describe new technical solutions and the current state of regulation. Consider the relevance of freedom of speech. Discuss the roles of technical and legislative solutions.
4. Computer-Based Crimes. Discuss the most prevalent types of computer crimes, such as Phishing. Analyze why and how these can occur. Describe protective measures that might assist in preventing or mitigating these types of crimes.
5. Government surveillance of the Internet. The 9/11 attacks on the US in 2001 brought many new laws and permits more government surveillance of the Internet. Is this a good idea?
6. The Digital Divide. Does it exist; what does it look like; and, what are the ethical considerations and impact?
7. Privacy in the Workplace: Monitoring Employee Web and E-Mail Use. What are current opinions concerning monitoring employee computer use. What policies are employers using? Should this be authorized or not?
8. Medical Privacy. Who owns your medical history? What is the state of current legislation to protect your health information? Is it sufficient? There are new incentives with federal stimulus financing for health care organizations to develop and implement digital health records.
9. Software piracy. How many of you have ever made an unauthorized copy of software, downloaded software or music (free or for a fee), or used copyrighted information without giving proper credit or asking permission? Was this illegal or just wrong? How is this being addressed?
10. Predictions for Ethical IT Dilemma in 2020. What is your biggest worry or your prediction for ethical concerns of the future related to information technology?
11. Consumer Profiling. With every purchase you make, every Web site you visit, your preferences are being profiled. What is your opinion regarding the legal authority of these organizations to collect and aggregate this data?
12. Biometrics & Ethics. Your fingerprint, retinal-vessel image, and DNA map can exist entirely as a digital image in a computer, on a network, or in the infosphere. What new and old ethical problems must we address?
13. Ethical Corporations. Can corporations be ethical? Why or why not?
14. Social Networking. What are some of the ethical issues surrounding using new social networks? How are these now considered for business use? What are business social communities? Are new/different protections and security needed for these networks?
15. Gambling in Cyberspace. Is it legal? Are there national regulations and/or licensing? What are the oversight and enforcement requirements? Are there international implications? What are the social and public health issues?
16. Pornography in Cyberspace For example, the U.S. Supreme Court ruling protecting as free speech computer-generated child pornography
17. Medicine and Psychiatry in Cyberspace. Some considerations include: privacy issues; security; third-party record-keeping; electronic medical records; access to information, even by the patient (patient rights); access to information by outsiders without patient knowledge; authority to transfer and/or share information. Are there any policies proposed by professional organizations?
18. Counterterrorism and Information Systems Your protection versus your rights
19. Open-source Software versus Closed-source Software Ethical ramifications and impact on intellectual property law
20. Creative Commons Licenses How do they work and what are the legal and ethical impacts and concerns?
21. Universal ID Card. What is the general position of the U.S. government about issuing each individual a unique ID Card? Which individual U.S. government agencies have already provided a unique ID Card? What steps have been taken to include individual ID information electronically in passports? How is privacy and security provided?
22. Federal and State Law Enforcement?s Role to enforce computer-based crime.













attached Microsoft Word file. Remember to select one of the four common approaches to ethical decision making [elaborated in your textbook (Chapter 1, Table 1-5; see also Appendix A)] and explain why you chose that approach?how it fits with the issue?to help decision makers find the right balance concerning the acceptability of their actions.
Indicate appropriate American Psychological Association (APA) reference citations for all sources you use. In addition to critical thinking and analysis skills, your paper should reflect appropriate grammar and spelling, good organization, and proper business-writing style.

? Describe a current IT-related ethical issue; and define a problem statement
? Apply the decision-making process?see especially the Framework in Reynolds, pp. 16 ? 20. Note: A framework provides a methodical approach for developing a problem statement, identifying alternatives, evaluating and choosing alternatives, and implementing the decision, and evaluating results.
? Consider the impact of the decision on you, your organization, stakeholders, your customers and suppliers, and he environment
? State the approach that comes closest to your ethical decision an dprovide your rationale using one of the four common approaches.

This process may be applied to real-world situations. First, apply the model; then use one of the four common approaches in implementing your decision.
Here are some suggested issues-
1. Privacy on the Web. What is happening now in terms of privacy on the Web? Think about recent abuses and improvements. Describe and evaluate Web site policies, technical and privacy policy protections, and current proposals for government regulations.
2. Personal Data Privacy Regulations in Other Countries. Report on personal data privacy regulations, Web site privacy policies, and governmental/law enforcement about access to personal data in one or more countries; e.g., the European Union. This is especially relevant as our global economic community expands and we are more dependent on non-US clients for e-business over the Internet.
3. Spam. Describe new technical solutions and the current state of regulation. Consider the relevance of freedom of speech. Discuss the roles of technical and legislative solutions.
4. Computer-Based Crimes. Discuss the most prevalent types of computer crimes, such as Phishing. Analyze why and how these can occur. Describe protective measures that might assist in preventing or mitigating these types of crimes.
5. Government surveillance of the Internet. The 9/11 attacks on the US in 2001 brought many new laws and permits more government surveillance of the Internet. Is this a good idea?
6. The Digital Divide. Does it exist; what does it look like; and, what are the ethical considerations and impact?
7. Privacy in the Workplace: Monitoring Employee Web and E-Mail Use. What are current opinions concerning monitoring employee computer use. What policies are employers using? Should this be authorized or not?
8. Medical Privacy. Who owns your medical history? What is the state of current legislation to protect your health information? Is it sufficient? There are new incentives with federal stimulus financing for health care organizations to develop and implement digital health records.
9. Software piracy. How many of you have ever made an unauthorized copy of software, downloaded software or music (free or for a fee), or used copyrighted information without giving proper credit or asking permission? Was this illegal or just wrong? How is this being addressed?
10. Predictions for Ethical IT Dilemma in 2020. What is your biggest worry or your prediction for ethical concerns of the future related to information technology?
11. Consumer Profiling. With every purchase you make, every Web site you visit, your preferences are being profiled. What is your opinion regarding the legal authority of these organizations to collect and aggregate this data?
12. Biometrics & Ethics. Your fingerprint, retinal-vessel image, and DNA map can exist entirely as a digital image in a computer, on a network, or in the infosphere. What new and old ethical problems must we address?
13. Ethical Corporations. Can corporations be ethical? Why or why not?
14. Social Networking. What are some of the ethical issues surrounding using new social networks? How are these now considered for business use? What are business social communities? Are new/different protections and security needed for these networks?
15. Gambling in Cyberspace. Is it legal? Are there national regulations and/or licensing? What are the oversight and enforcement requirements? Are there international implications? What are the social and public health issues?
16. Pornography in Cyberspace For example, the U.S. Supreme Court ruling protecting as free speech computer-generated child pornography
17. Medicine and Psychiatry in Cyberspace. Some considerations include: privacy issues; security; third-party record-keeping; electronic medical records; access to information, even by the patient (patient rights); access to information by outsiders without patient knowledge; authority to transfer and/or share information. Are there any policies proposed by professional organizations?
18. Counterterrorism and Information Systems Your protection versus your rights
19. Open-source Software versus Closed-source Software Ethical ramifications and impact on intellectual property law
20. Creative Commons Licenses How do they work and what are the legal and ethical impacts and concerns?
21. Universal ID Card. What is the general position of the U.S. government about issuing each individual a unique ID Card? Which individual U.S. government agencies have already provided a unique ID Card? What steps have been taken to include individual ID information electronically in passports? How is privacy and security provided?
22. Federal and State Law Enforcement?s Role to enforce computer-based crime.

Research Title :-

Assessing the implications of Capital Requirements on Risk Behavior of Banks : AAIB Case study.

The Research aim :-
The research aims to identify and analyze the relationship between Capital Requirements and the Risk Behavior : Arab African International Bank ( AAIB ) Case Study Thus, this paper investigates the impact of the capital regulation on the banking behaviors and particularly on the levels of risk ( i.e credit risk, liquidity risk, interest rate risk, capital risk )

Our research Question :-
Does the regulatory pressure imposed by minimum capital requirements is efficient in reducing risk behavior of (AAIB)?
Does a Capital requirement matter for Risk Behavior of AAIB ?

Independent Variables Dependent Variables
Capital Requirements Banks' risk
( i.e Credit Risk, Liquidity Risk, Interest Rate Risk, Capital Risk )

Hypothesis :-

H0 : there is no relationship between Capital Requirements and Banks' risk behavior?
H1 : capital requirements have a positive effects on Banks' risk behavior?
H2 : capital requirements have a negative effects on Banks' risk behavior?

The methodology :-
SPSS program for both:

Financial statement analysis (secondary data) ? www.aaib.com
In addition to, a survey (primary data) for AAIB to support or reject secondary data findings.

thesis general criteria :-
1- Title must be written in capital letter and short (not more than 12 words).
2- Abstract must not contain any citation and short (from 120 to 150 words).
3- Abstract should contain scope, purpose and result of the research.
4- Literature review should be written from your own words (plagiarism free) with proper citation of what you have been red.
5- The university will screen the research with advanced plagiarism ??" detection software. (It must be not more than 30% Copy and Paste otherwise, it will be rejected).
6- In case of mentioning to a theory in Literature review you should not need to stipulate the whole theory just cite it and write comments from your own words.
7- Research Methodology to be Quantitative and / or Qualitative depending upon the nature of the topic.
8- Research not to be based on financial model.
9- APA for Bibliography Format or Citation Style.
10- If there is any internet citation a date and time must be quoted.
11- Any graphs, charts and tables to be included in the appendix only (not in the body o the research).
12- Font 12 for Text , 14 for Heading , 16 for chapters Times New Roman / Double space Text / 1 ??" inch margin.
13- Research should be From 40 to 50 pages (each page should include approximately 300 words).
14- The research consists of 5 chapters.
15- Each chapter must be not less than 4 pages.
16- Title should be written on upper left hand on each page.
17- Page no. should be written in the middle of each page.
18- Research to be conducted in simple English language.

19- Research design :-
Table of Contents
Abstract (Half of a page)
Chapter 1 - Introduction to Research
2.1 Introduction (not less than one page)
2.2 Problem Statement
2.3 Research Objectives
2.4 Research Questions (Qualitative)/Research Hypotheses (Quantitative)
2.5 Conceptual Framework

Chapter 2 - Literature Review
2.1 Introduction
2.2 Definitions
2.3 The normal flow of your literature
2.4 Conclusion
Chapter 3 - Research Design
3.1 Introduction
3.2 Research Methodology (Based on the Topic i.e Qualitative/Quantitative)
3.3 Research Method (Based on the Methodology i.e Survey/Case-Study/ Hypotheses Test etc).
3.4 Research Instruments (Based on the Method Questionnaires/Interviews/ Secondary data etc).
3.5 Sampling Method
3.6 Data Collection Plan
3.7 Data Analysis
3.8 Research Ethical Considerations
3.9 Research Limitations
3.10 Conclusion

Chapter 4 - Research Findings

Chapter 5 - Conclusion and recommendations

Bibliography ??" Its that part of the research report in which you will write the names of those sources which were used during the process of preparation of report & completion of the projects.

Appendix ??" This must be the last part of the research repot & will include the format & the types of the documents & forms which were used for the collection of the data or some of the methodology.

*if you have any comments about any of the above kindly let me know

There are faxes for this order.

INSTRUCTIONS FOR THE WRITER: NURSING PROFESSIONAL BOUNDARIES
1. TITLE: NURSING PROFESSIONAL BOUNDARIES.
2. 2000 WORDS ASSIGNMENT
3. CONTENT:
? Changing role of the nurse today and why this had happened (in context; uk and Malaysia
Today
? Examples from my own practice to describe and explain its relevance to practice boundaries: egs; speciality nursing, clinical nurse practitioner, nurse manager role
? Ultilize relevant theories and concepts in context (nursing:
Professional boundaries
Role development and role boundaries
Dynamic professional boundaries
Interprofessional relationships between nurse and docter
Implementation of new roles in practice
Interprofessional working and blurred boundaries
MALAYSIA NURSING CODE OF CONDUCT
NMC NURSING CODE OF CONDUCT.
4. Summarize the main issues and consider implications that the changing roles has for my role (ward sister) and medical profession and impact on patients.
5. References: 18-20, Harvard style

Individual Research: OverviewAssignment 3: Individual Research Task

Individual Research: Overview

As a forensic psychology professional, you need to critically analyze the legal statutory and case laws related to psycho legal issues and correctly apply the knowledge from your analysis in your work. The individual research course project will provide you with the opportunity to analyze the landmark cases related to psycho legal issues.

In Module 1, identify at least one case for each of the following legal areas and critically analyze the essence of the selected cases:

Competency to stand trial (CST)
Criminal responsibility
Right to treatment
Right to refuse treatment
Coercion
Participation in treatment and civil commitment of sex offenders
Through Module 2, conduct research of professional literature to find additional information regarding the selected cases to create a case report. Please note that professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).

You may refer to the following links for additional information:

Landmark Cases of the US Supreme Court
Supreme Court of the U.S.
FindLaw
Google
US Supreme Court Center
In Module 4, you will create and submit a case report for each case related to competency and criminal responsibility right to treatment, right to refuse treatment, coercion, and participation in treatment and civil commitment of sex offenders. You are highly encouraged to work on these case reports on a weekly basis and not wait until Module 4 to complete. Write each case report in 1??"2 pages, providing your analysis and interpretation of the case. In addition, analyze the roles and responsibilities of a forensic psychology professional in the circumstances presented in each case.

Each case report should contain the following headings:

Title and Citation: Provide the title of the case and in which court the case is involved.
Type of Action: Describe the type of the case.
Facts of the Case: Describe the key facts in the case with roles and responsibilities of forensic psychology professionals.
Contentions of the Parties: Explain the relevant points in the contentions of the parties.
Issue: Describe the issue from the viewpoint of psycho legal question at hand.
Decision: Explain the decision in the case with the implications, present and future, for the practice of forensic psychology.
Reasoning: Explain the reasoning provided by the trial judges or justices to arrive at the decision and dissenting opinions, if any.
Rule of Law: Describe the rule of law with regard to the practice of forensic psychology.
Click here to view a sample case report, which you can also use as a template to write your case reports.

Landmark Case Selection

In this assignment, you will research specific cases, describe the essence of each case, and critically analyze how each relates to the practice of forensic psychology.

Click here to view a list of landmark cases.

Tasks:

Select one case for each of the following six legal areas:
CST
Criminal responsibility
Right to treatment
Right to refuse treatment
Coercion
Participation in treatment and civil commitment of sex offenders
Conduct individual research from professional literature to critically analyze the essence of the selected cases in forensic psychology. Please note that professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Present your choices, as well as your critical analysis of the essence and issues of each case, in a 1- to 2-page Microsoft Word document.

All written assignments and responses should follow APA rules for attributing sources.

Submission Details:

By Wednesday, January 8, 2014, save your documents as M1_A3_Lastname_Firstname.doc and submit it to the M1 Assignment 3 Dropbox.
Assignment 3 Grading Criteria
Maximum Points
Articulated the essence of each selected case related to the six legal areas.
80
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Assignment 3: Individual Research Task

Individual Research: Overview

As a forensic psychology professional, you need to critically analyze the legal statutory and case laws related to psycholegal issues and correctly apply the knowledge from your analysis in your work. The individual research course project will provide you with the opportunity to analyze the landmark cases related to psycholegal issues.

In Module 1, identify at least one case for each of the following legal areas and critically analyze the essence of the selected cases:

Competency to stand trial (CST)
Criminal responsibility
Right to treatment
Right to refuse treatment
Coercion
Participation in treatment and civil commitment of sex offenders
Through Module 2, conduct research of professional literature to find additional information regarding the selected cases to create a case report. Please note that professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).

You may refer to the following links for additional information:

Landmark Cases of the US Supreme Court
Supreme Court of the U.S.
FindLaw
Google
US Supreme Court Center
In Module 4, you will create and submit a case report for each case related to competency and criminal responsibility right to treatment, right to refuse treatment, coercion, and participation in treatment and civil commitment of sex offenders. You are highly encouraged to work on these case reports on a weekly basis and not wait until Module 4 to complete. Write each case report in 1??"2 pages, providing your analysis and interpretation of the case. In addition, analyze the roles and responsibilities of a forensic psychology professional in the circumstances presented in each case.

Each case report should contain the following headings:

Title and Citation: Provide the title of the case and in which court the case is involved.
Type of Action: Describe the type of the case.
Facts of the Case: Describe the key facts in the case with roles and responsibilities of forensic psychology professionals.
Contentions of the Parties: Explain the relevant points in the contentions of the parties.
Issue: Describe the issue from the viewpoint of psycholegal question at hand.
Decision: Explain the decision in the case with the implications, present and future, for the practice of forensic psychology.
Reasoning: Explain the reasoning provided by the trial judges or justices to arrive at the decision and dissenting opinions, if any.
Rule of Law: Describe the rule of law with regard to the practice of forensic psychology.
Click here to view a sample case report, which you can also use as a template to write your case reports.

Landmark Case Selection

In this assignment, you will research specific cases, describe the essence of each case, and critically analyze how each relates to the practice of forensic psychology.

Click here to view a list of landmark cases.

Tasks:

Select one case for each of the following six legal areas:
CST
Criminal responsibility
Right to treatment
Right to refuse treatment
Coercion
Participation in treatment and civil commitment of sex offenders
Conduct individual research from professional literature to critically analyze the essence of the selected cases in forensic psychology. Please note that professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Present your choices, as well as your critical analysis of the essence and issues of each case, in a 1- to 2-page Microsoft Word document.

All written assignments and responses should follow APA rules for attributing sources.

Submission Details:

By Wednesday, January 13, save your documents as
M1_A3_Last name_Firstname.doc and submit it to the M1
Assignment 3 Grading Criteria
Maximum Points
Articulated the essence of each selected case related to the six legal areas.
80
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
http://www.streetlaw.org/en/landmark/homeMarbury v. Madison (1803)
Judicial Review, Federalism
At the end of President John Adams term, his Secretary of State failed to deliver documents commissioning William Marbury as Justice of the Peace in the District of Columbia. Once President Thomas Jefferson was sworn in, in order to keep members of the opposing political party from taking office, he told... Read more

Roe v. Wade (1973)
Abortion, Right to Privacy
Jane Roe was an unmarried and pregnant Texas resident in 1970. Texas law made it a felony to abort a fetus unless on medical advice for the purpose of saving the life of the mother. Roe filed suit against Wade, the district attorney of Dallas County, contesting the statue on... Read more

Miranda v. Arizona (1966)
Self-Incrimination, Due Process
Ernesto Miranda was arrested after a crime victim identified him, but police officers questioning him did not inform him of his Fifth Amendment right against self-incrimination, or of his Sixth Amendment right to the assistance of an attorney. While he confessed to the crime, his attorney later argued that his... Read more

Tinker v. Des Moines (1969)
Student Speech, Symbolic Speech
John and Mary Beth Tinker of Des Moines, Iowa, wore black armbands to their public school as a symbol of protest against American involvement in the Vietnam War. When school authorities asked that the Tinkers remove their armbands, they refused and were subsequently suspended. The Supreme Court decided that the... Read more

TOPIC: CORPORATE GOVERNANCE AND SOCIAL RESPONSIBILITY

- BUSINESS SUBJECT : CORPORATE GOVERNANCE AND SOCIAL RESPONSIBILITY


REPORT.



WORD COUNT: MINIMUM 4800 WORDS.


- DUE DATE FOR THIS ORDER IS WED 21 JULY 2010 AT 11PM .


LATE ORDER DELIVERY WILL NOT BE ACCEPTED.

LATE DELIVERY WILL NOT BE PAID. THERE IS TO BE STRICTLY NO LATE DELIVERY.

PLEASE .THANK YOU VERY MUCH.

NO PLAGARISM, NO CUT AND PASTE , NO COPYING ALLOWED. THIS ORDER WILL NOT BE PAID IF THERE IS PLAGARISM. ORIGINAL WRITING ONLY.


REPORT.



WORD COUNT: MINIMUM 4800 WORDS.



TOPIC: CORPORATE GOVERNANCE AND SOCIAL RESPONSIBILITY

- BUSINESS SUBJECT : CORPORATE GOVERNANCE AND SOCIAL RESPONSIBILITY




PLEASE KINDLY WRITE a Critical and Detailed Report on the following:

Address the following questions under the main focus of the report
and PLEASE USE an international organisation of your choice to illustrate your arguments.

The main focus of the report:


Identify why International firms are showing increasing interests in corporate social responsibility and corporate governance. Present an in-depth analysis of all possible factors (economic, social, cultural, legal and technological and so on).


Identify what strategic issues in particular are involved in addressing corporate social responsibility issues, and evaluate them from various theoretical perspectives. The analysis must be detailed.


Substantiate your arguments with supporting data, tables, graphs and quotations from books, magazines, journal articles and other published sources. The main focus must be on academic journals. You may also use raw data from your own research.

Conclude your report with the most important findings of your research and show the implications of the findings for the growth of international business if organisations face the challenges of corporate social responsibility


Show your own contribution to the development and refinement of the topic. We would like to see your originality, analysis and interpretation of information you have used in THIS REPORT. NO PLAGARISM FOR THIS REPORT.

Referencing must be EXTENSIVE and MUST STRICTLY mainly articles from recognized and refereed scholarly journals.







FULL HARVARD STYLE REFERENCING MUST BE FULLY PROVIDED.

IN-TEXT HARVARD REFERENCING MUST BE 100% FULLY PROVIDED.

BIBLIOGRAPHY MUST BE FULLY PROVIDED IN HARVARD REFERENCING STYLE.

Referencing must be EXTENSIVE and MUST STRICTLY mainly articles from recognized and refereed scholarly journals.

STRICTLY NO PLAGARISM OTHERWISE THIS ORDER DELIVERY WILL NOT BE ACCEPTED AND WILL NOT BE PAID.


DUE DATE FOR THIS ORDER IS WED 21 JULY 2010 AT 11PM . LATE ORDER DELIVERY WILL NOT BE ACCEPTED.

LATE DELIVERY OF THIS ORDER WILL NOT BE PAID.

THERE IS TO BE NO LATE DELIVERY. PLEASE .THANK YOU VERY MUCH.



PLEASE .THANK YOU VERY MUCH.



Report weightage Criteria:

Critical Evaluation of the Literature

The literature has been presented and evaluated clearly and objectively.

Authors conflicting and complementary ideas are presented and discussed.

There is sufficient evaluation of research design and methodological issues within research literature.

The amount of detail included on an issue relates to its apparent importance.

The literature includes current contributions and seminal contributions where required.

Argumentation

Relationships between specific points/issues are made clear.

The paper is interpretative and analytical rather than descriptive.

Overall arguments supported by the literature

Appropriate evidence is used to support statements.

Direct quotations, if used at all, are used effectively.

Content
A controversy within the scholarly literature is clearly identified
Literature selection has direct relevance to the controversy

Structure
The introduction provides context, purpose and clearly signals the structure of the paper.
The body of the paper is cohesive and built on a logical sequence of relevant paragraph based points.
The material is organized according to issues
The conclusion follows logically and consistently from the introduction and the body of the paper.

Writing Requirements
The writing is clear, concise and smooth-flowing.
Each paragraph introduces and develops a specific point.
Sentences are properly constructed and the prose is grammatically correct and well punctuated.
Word choice is appropriate and words are correctly spelt.


Referencing -HARVARD REFERENCING
Sources used are adequately and accurately referenced throughout the paper
References are drawn from an adequate range of scholarly and relevant sources.
The reference list is presented consistently and accurately.

STRICTLY NO PLAGARISM OTHERWISE THIS ORDER DELIVERY WILL NOT BE ACCEPTED AND WILL NOT BE PAID.


PLEASE .THANK YOU VERY MUCH.






REPORT SAMPLE ONLY - TEMPLATE:



TABLE OF CONTENTS

LIST OF TABLES. ii
LIST OF FIGURES ii
EXECUTIVE SUMMARY. iii
1. INTRODUCTION 1
2. NAME OF SECTION TWO 1
3. NAME OF SECTION THREE 1
3.1 LIST ALL THE SUBSECTIONS.. 1
3.2 REMEMBER TO REPLACE THE PAGE NAMES. 1
4. DELETE ANY UNNECESSARY LINES.. 2
5. CONTINUE TO ADD IN THE SECTION NUMBER AND NAME. 2
6. CONCLUSION 2
APPENDIXES ... 2
REFERENCE LIST 2





LIST OF TABLES

Table 1 Title of Table 1 1
Table 2 Title of Table 2 1
Table 3 Title of Table 3 1


LIST OF FIGURES

Figure 1 Title of Figure 1.. 2
Figure 2 Title of Figure 2.. 2


If you only have one or two graphics list them on the table of contents page.



EXECUTIVE SUMMARY

Begin your text here. If you place your curser over this text you will notice that the Styles box on the toolbar will change to Body Text No Indent automatically. If you place the curser back on the title you will notice the Styles box will change to Title. Type over these paragraphs to keep these settings and keep your summary in a consistent style. Using templates will save you time and ensure that you have all the components for the report. This file is only the preliminary part of the report and you will need to use the file Report Template 1 for the body of the report.

The point of an executive summary is to summarize the main points of the report. The executive summary is always on a separate page. Keep your points concise and give an overview of the entire report.

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Write a 1,050- to 1,400-word paper in which you compare and contrast Mergers and Acquisition failures.

Discuss reasons why an Merger and Acquisition fails, such as technical and legal insolvency, and bankruptcy.

Consider what happens to the stakeholders, company image, price per share, market share, company assets, industry position, goodwill, and service capability. Once the failure of an Merger and Acquisition occurs, what happens to assets of both companies?

Compare and contrast two to three forms of corporate restructuring. Would you recommend any of the following?

o Spin-offs
o Divestitures
o Liquidation
o Carve-out

Defend your position

Christian Ethics - Religion 224

Reflection Paper Guidelines

Essay Town,
My topic is Capital Punishment.I am normally Pro Death Penalty, but there are always circumstances which could lead me to be against it. The Reflection Paper is due on 5 May 2010. Please follow the professors instructions below. The professor wants our own opinions in the paper.so feel free to write I feel that.. Please add two "Block Quotes" and 8 "Short Quotes" properly cited. I thank you in advance for a well written paper, I am currently strapped for time and this will take a huge burden off my chest. I have never utilized any system like this. Your product was highly recommended from a fellow student. If all goes well and the paper passes turnitin.com, I will definitely utilize you in the future. Thank you, Mike

NOTE: My comments, within the professors guidance, are "italicized"!
My cell # is 910-551-1432 if you have any questions, Mike

From the Professor;

A reflection paper is a critical analysis of an ethical issue that leads to a decision on the appropriate response to that issue. It is not a research paper, per se, but research is required as a part of the critical analysis of the issue.
Part of the reflection included in the paper is constructing an argument that supports your decision. The paper should present a well thought out, and well developed, rationale for the decision. The decision should be your decision, based on your analysis of the information available from a variety of sources. This is different from merely giving your opinion, or confessing your personal experiences.
The method used to analyze the issue should be based on your own approach to making ethical decisions developed throughout the course. The methodology should be clear and concise, with the following sections:

Issue. The issue you are addressing should be clearly stated. Be concise and to the point. Too broad an issue will be difficult to adequately address in an adequate manner. Framing the issue as a question helps to focus your reflection. The issue should be one you feel important and worth the effort required to do the paper.
Reflection. Your approach to reflecting on the issue may vary depending on the methodology you use. You should cover all the sources of information or guidance presented in the text and in class. This section is where you analyze the information and determine how that bears on your decision.
This is also the section that will require the most research. The information considered in the decision making process comes from some source. Be sure to use reliable sources and give the appropriate credit to those sources (I normally use the Gale Research sitebut I am sure you have many other reliable sources, Mike).
Even if you discount information from some source, there should be evidence within your reflection that the information was considered. There also should be some rationale as to why that information was discounted.
Research also should be a part of the use of the Bible and Christian tradition. For example, there may be more than one translation of passages. There certainly will be more than one interpretation. You will want to compare the options in making your decision. Scripture should be supported with chapter and verse references. (Essay Town, Please include/reference portions of the bible referencing Capital Punishmentnote the attached document from my text book An Introduction to Christian Ethics, 5th Edition, by Roger H. Crook which contains several references to verses in the Bible..please use some of them in the paper. Mike)
Regardless of your methodology, you should strive to identify your feelings and preconceived biases (I am Pro death Penalty, I believe in an Eye for an Eye like the Old Testament, Mike). The goal is to identify these things early in the reflection process, so that the reflection can be based on an honest evaluation of the information available. You do not want to prove your point.


Decision. Your decision should be logically and clearly spelled out. Some sort of a decision making process should be evident. Be sure to challenge yourself in this process. Do not just "parrot" someone else's view. Make it your own.
Your decision may or may not reinforce your preconceived idea. If you change a preconceived idea on the issue chosen, you have accomplished something significant.
The paper should be Time New Roman, Double spaced, 12 font type. The paper should have one inch margins and should be at least 8 pages in length. (The paper needs to be written in MLA format with citations throughout the paper and a Works Cited page, Mike)
References should reflect a balanced perspective on the issue. Given the length of the paper and the need to consider information from a variety of sources, six references is probably the minimum number. References should be reputable, so I encourage you to use caution if accessing materials from unknown sources on the internet.



Below is one of my own short essays on Capital Punishment, you could use some of the topics in the thesis paragraph for ideas.


Saving Lives of the Convicted
The United States legal system should abolish capital punishment. First, the Supreme Court ruled that it was unconstitutional to execute a mentally ill person in 2002. Several organizations estimate ten percent of inmates suffer from mental illness (qtd. in Fields). Secondly, technological advances are proving the innocence of convicted offenders. DNA testing is liberating numerous inmates previously sentenced to death (Death-Row Inmates Decline). Finally, attorneys assigned to defend capital punishment offenders must be competent. All too often, poorly qualified lawyers represent death row offenders (Keilen and Levin). The United States legal system must reconsider their previous mandates and abolish the death penalty.
Scott Panetti, an individual diagnosed with Paranoid Schizophrenia, murdered his wifes family in 1992. The Supreme Court barred Texas from executing a mentally ill inmate for murder, ruling that competency standards used in his case were too restrictive (qtd. in Fields). Anthony Kennedy, a Supreme Court Justice, stated that the court failed to account for Mr. Panettis condition. Due to Mr. Panettis disease, Kennedy questioned the defendants ability to understand why the court sentenced him to death:
An expansive pronouncement on mental illness and the death penalty would have implications for hundreds of inmates. There are more than 3,300 people awaiting execution in the U.S. according to the Death Penalty Information Center, a nonprofit group critical of how the death penalty is administered. Various organizations conservatively estimate that at least 10% of them suffer from serious mental illness. In all, about 17% of the nation's prisoners have a diagnosis of serious mental illness. (qtd. in Fields)
Justice Kennedy declared, "Gross delusions stemming from a severe mental disorder may put an awareness of a link between a crime and its punishment in a context so far removed from reality that the punishment can serve no proper purpose (qtd. in Fields). The Supreme Courts ban on cruel and unusual punishment for the mentally handicap can be applied to juvenile offenders as well. Legal experts state that juvenile offenders, like the mentally impaired, are not able to comprehend their crimes due to an under developed mind (Greenberger).
The criminal justice systems advancement in forensics technological is providing evidence, which is liberating many previously convicted individuals. Deoxyribonucleic acid, commonly referred to as DNA, is the key of freedom for the innocent. The number of inmates sentenced to death has dropped because of DNA testing and questions the effectiveness of public offenders and whether the death penalty is being applied fairly (Death-Row Inmates Decline). In numerous cases the use of DNA testing proved that capital punishment offenders, who ere sentenced to die, were innocent. Unfortunately, these wrongly accused individuals served multiple years behind bars prior to their liberation. Today, the new technology of DNA testing is assisting the condemned prove their innocence (Keilen and Levin).
The legal representation of many convicted offenders, both past and present, is pitiable. The United States legal system needs to ensure that every convicted inmate is presented a professional and competent counselor. When our government seeks to exercise the ultimate power of life and death over one of its citizens, it has the highest responsibility to ensure fairness, accuracy, and integrity at every step of the process (Keilen and Levin). The lawyer for Johnny Ray Johnson, a man charged with murder, failed to discover that his client sustained a troubled childhood and suffered from mental retardation. In numerous situations the lawyer fails to act as counsel, never meets the client, or fails to properly advise him on developments regarding the case. There is evidence that some attorneys copy old petitions and utilize the information for new cases. Furthermore, these attorneys forgot to change the names of the trial exhibits, lawyers, and even the judge (Greenberger).
The United States legal system has executed 1,099 inmates from 1976 through 2007 (Keilen and Levin). Numerous mentally ill or retarded individuals were denied the right to a fair trial (Satel). The advancements in DNA testing are proving the innocence of numerous previously convicted offenders (Death-Row Inmates Decline). Every person facing trial has the right to a competent legal counsel. The condemned on death row contain a one-in-three chance that their case is presented by a competent attorney. As of April 1, 2008, 128 death row prisoners nationwide were cleared of charges and freed from imprisonment (Keilen and Levin). The legal system in the United States must evolve and abolish capital punishment.






Works Cited

Death-Row Inmates Decline. Corrections Today 1 Feb. 2007: 12. Criminal Justice
Periodicals. ProQuest. 24 Jun 2009 .
Fields, Gary. Supreme Court Bars a Texas Execution. Wall Street Journal [New York,
N.Y.] 29 Jun 2007, Eastern edition: A.4. Wall Street Journal. ProQuest. 23 Jun 2009 .
Greenberger, Robert S. The Economy: Supreme Court Narrowly Refuses To Consider
Death-Penalty Plea. Wall Street Journal [New York, N.Y.] 22 Oct 2002, Eastern edition: A.2. Wall Street Journal. ProQuest. 23 Jun 2009
.
Keilen, Andrea, and Maurie Levin. Moving Forward: A Map for Meaningful Habeas
Reform in Texas Capital Cases. American Journal of Criminal Law 34.2 (2007): 207-275. Criminal Justice Periodicals. ProQuest. 24 Jun 2009
.
Satel, Sally. It's Crazy to Execute the Insane. Wall Street Journal [New York,
N.Y.] 14 Mar. 2002, Eastern edition: A18. Wall Street Journal. ProQuest. 23 Jun 2009 .


Below is the example paper the professor gave us to review. I just wanted you to see how the writers opinion was included in the paper....I'm not used to writing papers with opinions...but I guess that would make it easier to write.


A Christian's Response to the Debate Over Mandated Prayer in Public Schools
By
Religion 224 Christian Ethics 22 July 2004

What stance should a Christian take on the issue of prayer in the public school
system? The debate over mandated prayer in public schools has been in existence since the mid-nineteenth century. Opinions on the matter vary from person to person instead of religion to religion due to the fact that there are often disagreements between members of the same denomination. A number of different aspects will be analyzed while trying to arrive at a decision on this matter that will be ethical in the eyes of the Christian community. First, a look into my personal experience on this issue will reveal any biases that I may have regarding this subject. Second, a look at culture will evaluate the social implications of mandated prayer in the public school system, any cultural biases, and any religious traditions that might be pertinent. Lastly, a look at Christian tradition, including scripture and any additional thoughts by members of the Christian community will be evaluated. These three areas make up the Relational Tri-polar Methodology and will be used to work through a variety of viewpoints on this matter and ultimately anive at a well thought out decision on this issue.
Before I begin with any historical information or debate, I feel that it would be wise to let you, the reader, know where I stand on this issue. I was raised in a variety of different settings, from a "regular family" type horne to a few state-sponsored group homes, none of which had any foundation in religion. During one of my short stays at my mother's house, she found that I had befriended a girl whose family were selfproclaimed Born Again Christians. From the moment that she found out; she forbid me to play at her house or accompany the family to church. Then the group homes in which I resided were state-sponsored and were not allowed to encourage any type of religious activity to include any spiritual guidance or daily prayer. None of the many, many public

schools that I have attended were religious based and none participated in any type of teacher led prayer. I can always remember being interested in religion and have always prayed in the way in which I felt was right. I have never officially been indoctrinated into a specific denomination but have always felt as though I had and continue to have a relationship with God. As my previous religious back round, or lack there of, shows, I have not been influenced in any way, either for or against mandating prayer in the public school system.
The argument regarding religion and public education is an issue that has stirred up controversy within the American public since the mid-1800's. This topic has often been clouded by confusion and misinformation by people both for and opposed statesponsored prayer in public schools. This issue has been brought before the Supreme Court many times with the wording of the first Amendment of the United States Constitution in constant question. For one hundred and eighty five years prayer was allowed in public settings and was even the first order of business at the Constitution Convention. In 1961, the Supreme Court removed prayer from the public schools in the case Engel Vs. Vitale. They found that because the Constitution prohibits any law respecting the establishment of religion, officials of public schools could not compose public prayer even ifthe prayer was considered denominationally neutral. The parents that brought this case before the court included multiple denominations such as Christian, Jewish, Unitarian and not one of them wanted their children subjected to state-sponsored devotions. The court agreed that this scenario equated to the government promotion of religion, which is forbidden by the 151 Amendment of the U.S. Constitution (The Myth, I). In 1963, the Supreme Court ruled on another case dealing with school prayer. In

Abington Township School District Vs. Schempp, the comi proclaimed bible reading and the reciting of the Lord's Prayer to be unconstitutional (American's United, 1).
The cloud of misinfonnation and confusion comes about from individual or groups interpretation of the phrase "separation of church and state". People that are in favor of prayer with in the school system stress that the words separation, church, and state do not even appear in the 1 sl Amendment, and indeed they are correct. For the record, the 1 sl Amendment of the Constitution reads as follows:
"Congress shall make no law respecting an establshment of religion, or prohibiting the free exercise there of.. ." (The Myth, 1).
The whole notion of separation of church and state was created by Thomas Jefferson in January of 1802 in a letter addressed to the Danbury Baptist Association of Connecticut. The portion of the letter that applies is as follows:
"1 contemplate with solemn reverence that act of the whole American people which declared that their legislature should 'make no law respecting an establishment of religion, or prohibiting free exercise there of, thus building a wall of separation between church and state." (Jefferson, 1)
Jefferson borrowed those words from Roger Williams, a prominent Baptist preacher, because he was not a member of that denomination and was trying to establish some common ground. Roger Williams stated,
"When they have opened a gap in the hedge or wall of separation between the church and the wildemess of the world, God hath ever broke down the wall itself, removed the candlestick, and made his garden a wildemess, as at this day. And that therefore if He will eel' please to restore His garden and paradise again, it

must if necessity be walled in peculiarity into Himself from the world ... " (Erdsmore, 243)
The "wall" in the previous quote was understood as one-directional; its purpose was to protect the church from the state. Early American people had in their recent memories what happened in England when the government established the church. England forbid worship in private homes, and the people were forced to go to a "state" established church. No other denominations were allowed to exist and attendance at church was
mandatory. Violators were either imprisoned or tortured. A large majority of people in England were tired of the mandated religion and were in search of a place that provided freedom of religion not freedomFom religion. Not long after the migration to America occurred or fore fathers created the Constitution on biblical principles. An example would be found in Isaiah 33 :22, which states that "the Lord is our judge, the Lord is our lawgiver, the Lord is our King ... " (Isaiah 33 :22) The fore fathers used this scripture and created the three major branches of our government to include judicial, legislative, and executive. It was felt that due to man's corrupt nature that there needed to be separate powers, a system of checks and balances within the government.
People that are for prayer within the public schools raise issues such as if the fore fathers were so against prayer in a public forum, then why did many of their meetings
and conventions begin with a prayer. In the court system, we swear on the bible in the courtroom prior to testifying and that means that by doing that we acknowledge that God will judge us eventually if we do not tell the whole truth and nothing but the truth, so help us God. Even on our currency, on all dollar bills and coins, it proudly emblems the trademark slogan "In God We Trust", and all Americans of all denominations use that

money without complaining or protesting. People that support prayer in schools also say that our fore fathers advocated the use of God in our lives. The only reference made between the two being separate is that no ONE religion would take precedent over another. That was why the people of England originally came to America; not to rid themselves of God but instead, be able to worship Him in their own individual ways. The constitution was written for our government to be morally and ethically correct in the eyes of God, not to abolish him from our laws and practices.
The Southern Baptist Christian Life Commission (CLC) provided its aid in support of a proposed amendment to the Constitution to permit voluntary school prayer created by former speaker Newt Gingrich. This raised a lot of controversy that hasn't been addresses since the 1962/1963 Supreme Court rulings that forbid government sponsored prayer and bible readings in public schools. The initial draft of the proposal read:
"Nothing in the Constitution shall be construed to prohibit individual or group prayer in public schools or other public institutions. No person shall be required by the United States or by any individual state to participate in prayer. Neither the United States government nor any state shall compose the words of any prayer to be said in public schools." (To alston, 1)
In fact, most Southern Baptists favored a "carefully crafted prayer amendment".
There was an article in the December 1991 issue of Time magazine called One Nation Under God: Has the Separation of Church and State Gone Too Far. The best paragraph in support of prayer within our public school system is as follows:

"For God to be kept out of the classroom or out of America's public debate by nervous school administrators or over-cautious politicians serves no-ones interest. That restriction prevents people from drawing on the country's rich and diverse religious heritage for guidance, and it degrades the nation's moral discourse by placing a whole realm of theological reasoning out of bounds. The price of that sort of quarantine, at a time of moral dislocation, is and has been, far too high. The courts need to find a better balance between separation and accommodation, and Americans need to respect the new religious freedom they would gain as a result." (Gibbs, 1)
A group called the Baptist Joint Committee (BJC), which is part oflarger group called the Interfaith Coalition, disagreed with this article stating that an amendment to the Constitution would actually threaten religious freedom. This group is actually opposed to any new amendment and wrote a letter to former President Clinton expressing their vIews. The BJC lists four of their major oppositional viewpoints as follows:
1.) Students already have the right to pray in public schools. The can pray privately anytime they want to (in class, lunchroom, playground) as long as it is not disrupting others. They can even pray aloud in groups as long as it is not during a time of instruction.
2.) It is dangerous to mess with the First Amendment because for over two centuries it has been the pillar ensuring religious liberty.
3.) It "politicizes, governmentalizes, and secularizes prayer", and it "trivializes prayer" by reducing it to a brief and hollow ritual.

4.) The BJC is not opposed to prayer, it believes in it so much that they don't want the government meddling in it. The belief by this group is that prayer should be lifted to the houses of "worship, family, and the students themselves." (Toalston, 2-3)
SuppOliers of the amendment counter the above arguments by stating that:
"V oluntary school prayer will not be a cure all for society's misdeeds but prayer can be a good first-aid for what public schools need. American's can do a lot after we have prayed, but cannot do more until we have prayed. An acknowledgement that God is creator, and that students are moral creatures with the capacity to choose right and wrong, is a critical first ingredient for restoring
public morality." (Toalston, 4)
I recently spoke with a Christian friend of mine, one with a very strong foundation within her denomination, and read to her the arguments that support and oppose this issue. 1 thought she would be for school prayer but her strong response in favor of opposition surprised me. She had stated that starting the school day with a moment of silence is all right, but was strongly opposed to starting the day with what she called a "generic prayer". In her belief, the moment of silence could be used for her child to gather himself for the upcoming school day. She also stated that she would never support the idea of an added amendment to the Constitution that reintroduced prayer into public schools. She would not allow her child to be led in prayer by someone whose religious beliefs she did not know. In her thoughts, it would just be empty words with little religious meaning. There are many faith groups that join in my friend's beliefs and oppose any amendment to support the introduction of government-sponsored prayer

within the schools. Some of those groups that are opposed include: American Baptist Churches-USA, Americans Jewish Congress, Anti-Defamation League, Central Conference of American Rabbis, Christian Church (Disciples of Christ), Evangelical Lutheran Church in America, Friends Committee on National Legislation (Quakers), General Conference of Seventh Day Adventists, National Council ofJewish Women, Presbyterian Church-USA, The Church of Christ (Scientist), Unitarian Universalist Association, United Methodist Church, and many, many others. (Americans United ... ) There was no shortage of viewpoints from those opposed the amendment but finding names of groups that were in favor was a bit more difficult.
Statistics show that over ninety percent of this nation's children attend public school. These children come from homes that practice a wide array of religious beliefs and practices. It seems as though the hardest past of this debate is coming up with a solution that respects the rights and beliefs of everyone involved. The Supreme Court cases discussed earlier in this paper are prime examples of the government's viewpoint
on this issue, they have been continuously vigilant in forbidding schools interference with citizens rights to practice their own religious beliefs and that mandated school prayer had no place in the public school system. These court rulings are where a lot of the confusion and misunderstanding began and still lies. The court did not rule that students are forbidden to pray on their own; they only ruled that the state or school could not formulate a generic prayer for the students to recite. Additionally, they cannot sponsor bible readings or force students to recite the Lord's Prayer. These acts would equate to a violation of the first amendment because a mandated school prayer would prohibit the free exercise ofreligion. Therefore it is unconstitutional.

Everyone is this country is not a Christian. Yes, this country was founded upon Christian beliefs, but one of its most basic core beliefs is liberty. Liberty gives people the freedom to practice whichever religion they choose. The Supreme Court did not remove prayer from public schools, only government-sponsored worship. Public School students could and can always pray on their own; schedule permitting. Actually in 1990, the high court ruled that public school students could form religious type clubs that meet in noninstructional time to pray, read religious topics, as long as all denominations are given an equal chance to form the same type of club. (Americans United ... ) Overall, the belief is that the Llse of religious material used in school, such as materials for a History course, must be one of education not devotion. Public schools cannot preach to students; this would be seen as a strong persuasion by the state for students to adopt certain religious beliefs. It is believed by most parents polled that parents, not schools, should be ultimately responsible for a child's religious upbringing. (Gibbs, 1) Since the 1990 mling, there have been guidelines sent to every school in the nation by the Department of Education that stresses that students have the right to pray or discuss religion with their peers as long as they are not disruptive.
Those in favor of prayer continue to press for religious majority rule in the schools but this allows for government intmsion, and in a way uses public school as a means to evangelism. The belief by those opposed is that the religious neutrality of public education must be preserved. This allows schools to grant free religious expression to all denominations without the focus being on one single faith. Any mandated school prayer would be seen as evidence that the state sponsors the beliefs and

practices of a single faith group. The right of an individual to practice a religious faith stops when it interferes with the right of another person to practice theirs.
The biblical scripture does not conclusively promote one viewpoint or the other.
One could make some presumptions on the scripture, but it definitely is not a blatant issue. In many of the pieces of scripture I found that discuss the subject of prayer, it seems to support a more private, intimate picture of prayer. It seems as though the relationship that Jesus had with God was intimate and private, without public display. One ofthe most vivid examples that would support a more private prayer session as opposed to a public setting came straight from the mouth of Jesus. "And when you pray, do not be like the hypocrites, for they love to pray standing in Synagogues and on the street corners to be seen by men ... But when you pray, go into your room, close the door, and pray to your Father who is unseen." (Matthew, 6:5-6) Additional pieces of scripture that have been taken from the time of Jesus' ministries that supports an intimate view of prayer are as follows: "After he dismissed them, he went up on a mountainside by himself to pray ... " (Matthew, 14:23), "Then Jesus went with his disciples to a place called Gethsernane, and He said to them 'sit here wi]] I go over there and pray'" (Matthew, 26:36), and "Very early in the morning, while it was still dark, Jesus got up, left the house and went offto a solitary place, where he prayed". (Mark, 1 :35)
In each of these instances, Jesus' prayers were a private event, one that existed between God and Himself. Jesus does state that prayer should be done alone, in the privacy of your room, with the door closed. There are many examples of Jesus preaching and ministering in public but his prayers were always accomplished in private.

In opposition to the previous belief, there is some scripture that could be used, if interpreted that way, to support prayer in the public schools. Some examples include:
"And pray in the Spirit on all occasions with all kinds of prayers and requests ... " (Ephesians, 6: 18), and "I want men everywhere to lift up holy hands in prayer, without IIlIger or dispufing" (1 Timothy. 2: 18). Other than the scripture at one point in Ephesians that advocates prayer on "all occasions", I was unable to find any scripture that promoted public prayer. Actually, as I mentioned previously, the words spoken by Jesus promoted solitary prayer.
From my research, most people or groups are either strongly in favor or opposed to this subject. I only found one exert that walked the middle line and that piece of literature came from the college text An Introduction to Christian Ethics. The author Crook states that "A major function of the church, and of the individuals who make up the church, is worship ... We can do these things both in the company of fellow believers in a planned service of worship and in solitary and intensely private experiences.
Worship does not depend on a mood, although a spirit of expectancy is conducive to it. It does not require our presence in any particular place or use of any particular symbols ... "
(Crook, 101).
At the beginning of this decision making process, I really could not see the harm in beginning a child's day with a small prayer. Through research and by working through this process, I have formed an opinion on the matter. My opinion reflects what I believe to be the appropriate Christian response on the issue of mandated school prayer. This decision was based on the different key areas to include personal experience, Christian culture, and biblical supported scripture. These three categories and their respective sub-

categories make up the methodology that helped me to arrive at my decision. My decision sides with the large number of groups that are opposed to mandated prayer in the public school system. At first, I thought that I might be swayed in the direction of those in favor, but in agreeing with them I feel as though that is imposing one faith on children of many denominations. Any attempts by the state or government to come up with a standardized prayer would end up being verses of empty words that have meaning for only a few students that migh have the same type of beliefs that the prayer represents. The religious life of any child should be initiated and fostered within the home and the church of that family's choice. That way, the teachings and the practices are geared toward their own denomination, which is more beneficial in fostering a child's development of beliefs. As for the legality of the issue, our government is not against prayer in the school system. The government has to look out for the interests of all citizens, not just the interests of one religious group. The Supreme Court enforced what was already a part of the First Amendment. They ensured that all people have the right to believe and practice whatever religion they believe without being forced to recite a prayer that has been created by someone whose beliefs aren't even known. Students are allowed to pray in school, as long as the time is appropriate. Students are allowed to participate in religious-based clubs and read scripture and pray in groups aloud, as long as all religions are allowed to come together as a group as well. This country was founded on Christian beliefs but part of being Christian is being accepting of other people and their beliefs. So in goes to prove that a good Christian should respect the fact that there are a lot of students of different denominations that would not benefit from mandated statesponsored school prayer. The proper Christian response to the question, "Should there be

an amendment to support the recitation of a pre-scripted school prayer?" is simply no. The encouragement of a moment of silence so that children can pray to whom ever they consider "God" and maybe take a few minutes to gather their thoughts in our over-paced society; I vote "yes".
We must all remember that this country was founded on principles of freedom of religion, not from religion. We are a society with a very diverse society and we must respect that. We cannot force our beliefs on others; that would make us no better than the original Church of England, the very church in which people came to America to escape. They wanted the freedom to worship as they chose, as most Americans do now. Our forefather's could never of foreseen America as it is today, but the declination in morals within our society cannot be blamed on the fact that there is not a 3-5 minute generic prayer recited by school students each morning. The blame for our society's downward spiral falls mostly on the parents. The parents today want to always find someone else to blame for their children's misdeeds, but the responsibility must fall on the parents ... Not the public schools, not the state or the government, and definitely not on the lack of a morning state-scripted prayer.

References
Crook, Roger H. "Faith Working Through Love" An Introduction to Christian Ethics, Prentice Hall, NJ, 2002.
Erdsmore, John. Christianity and the Constitution, MI: Baker Book House, 1987, pg. 243.
Gibbs, Nancy. "America's Holy War" Time Magazine, 9 December 1991.
Jefferson, Thomas. Jefferson Writings, Merrill D. Peter, ed. NY: Literary Classics of the United States, Inc., 1984, January 1, 1802.
Toalston, Art. Http://www.holysmoke.org/sdhok/sch7.htm December 12, 1994, Baptist Press, Southem Baptist Convention
Http://www .noapath y.org/tracts/mytho fseparation.html "The Myth of Separation of Church and State"







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I. Describe the organization of Munger, Tolles & Olson LLP (www.mto.com) in terms of its purpose or mission and principal activities. Describe its organizational structure. [one page or less]

II. Identify and describe an organizational issue or problem, or cluster or related issues or problems, that prevents this organization from fully achieving its mission or purpose. You may use an issue identified in the Concepts paper, or select another. [one page or less].

III. Draw upon concepts from at least two of Bolman & Deals organizational frames in offering your interpretation of the problem or issue. Build upon Exhibit 15.2 (p. 317) of the Bolman & Deal text in suggesting what frames might be most effective in thinking about how to resolve the problem or issue. Provide examples. [two or more pages]

IV. Draw upon Weick & Sutcliffes ideas on expectations and mindfulness in offering another interpretation of the problem or issue. Consider the implication of at least one Principle of Anticipation, one Principle of Containment, in this analysis. Briefly characterize the organizations culture, and consider how that culture contributes to mindfulness and/or mindlessness within that organization. Consider how it is, or is not an informed culture (p. 129 ff.). Provide examples. [four or more pages]

V. Assume that you are a leader in this organization. Draw upon the readings and discussions in this class to propose specific ways of changing this organization so that it can be more successful in achieving its purposes. Here you must draw upon relevant theories and concepts from both of the textbooks used in the course. [three or more pages]

V. Be creative. You need not limit yourself to just one set of changes.

Additional sources will be provided/uploaded by 12/1/10
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Customer is requesting that (cathii) completes this order.

Open to all writers!! We will pay $800.00 for this order. I have writtent the first four chapters of my thesis. I need the writer to help me with the last two chapters. Chapter 5 (number of pages = 40) should cover the analaysis of the case study findings and results, and link those results to my theoretical model to answer the two main research questions indicated in chapter 1. Chapter 6 (number of pages = 15) should include the conclusions and implications of the whole thesis.

I will send the first four chapters, the transcripts of all the interviews that have been conducted so far along with my supervisor's specific notes on what should be included in chapters 5 and 6 to help the writer. I will be very happy to answer the writer with any questions he/she needs. The writer does have to come up with a new list of bibliography for the analysis. I have already done the bibliography. All he/she needs to do is to read the first three chapter to determine the sources/works that will be cited and relevant to the analysis, and write the citation in the body of the thesis itself. There is no need to write a full citation. If the writer chooses another source that is not mentioned in my bibliography, it will be great if he/she could provide the full citation separately, so I can add it to the existing bibliography.

It will be great if you could inform me as soon as possible if the writer has any problem with the time needed to finish the two chapters. I totally understand that the writer should read the first three chapters to know what he/she is supposed to do, so if the writer needs an extra time, please let me know as soon as possible. Please, do not leave this decision until the last minute, as timing is crucial here for you and me as well.
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Request for Bolavans!

Subject: International Marketing
Words: 4500 maximum
References: use textbooks and Online academic journal articles

Task:

On your first day at work in a new job as an international marketing manager your boss asks you to prepare a report. Your company has been expending rapidly but has now saturated the domestic market with its cosmetic products. Choose one of the following countries to which you wish to market the product (you may consider only one country).

1. Germany
2. France
3. Italy
4. Spain

Please identify the each of the following (state each point when you write your essay):

Write an Executive Summary based on the overall findings (around 300-400words)

1.0 Introduction
- Objectives of this assignment
- Company / Product / Market selected

2.0 Situation analysis
- PESTILE analysis
- Market analysis Include an estimate of the market size
- Industry analysis
- Competitor analysis
- Company analysis
- Implications of situation analysis

3.0 SWOT analysis
- Opportunities and Threats
- Strengths and Weaknesses
- Implications of SWOT analysis

4.0 Objectives
- Mission statement
Generic Business Strategy

4.0 Marketing strategies
- Market selected
- Market entry mode
- Consumer behaviour
- Market positioning

5.0 Marketing mix
- Product/Service
- Price
- Distribution
- Pormotion

6.0 Economic ( Financial) evaluation
- Planning assumptions
- Forecast sales (and market shares) and costs
- Forecast profitability (break-even analysis)
- Sensitivity analysis (and any contingency plans)

7.0 Implementation & Control
- Action plan for implementation
- Monitoring of action plan

8.0 Conclusion
- Summarize the main points (issues) discussed in the body of your report and conclude it.


9.0 References

2. A curriculum development project. The project would be curriculum you have developed to teach one particular topic or content area. Some examples of areas to focus on include study skills, social skills, affective training, self-advocacy training, functional skills, career exploration, fractions, phonological awareness, and so on. Note that the curriculum components do not have to all be original documents created by you, but can be a compilation of resources you have put together in a systematic lesson format. The project would include a list of references for sources that you include that are not your own creation.

3. An in-service or workshop on a particular topic. This project would include both developing the in-service or workshop and presenting it at least once. The written part would include a description of the in-service/workshop and a summary of the presentation of the in-service/workshop (e.g., your perceptions of how it went, what you learned).

Project requirements..I've agreed to do a literature review and include a powerpoint....it's listed here

Note that for any of the scholarly project options you must complete a literature review. A literature review is an examination of the journal articles, ERIC documents, books, and other sources related to your topic. The purpose of this is to set your project in a theoretical context, making the connection between theory and practice. The number of sources for a literature review for a scholarly project are typically between three and fifteen. The literature review should be either embedded in the project or attached to the project. See the attachment regarding sources for a literature review.

The scholarly project needs to include a Literature review and a powerpoint based on the research. Lesson plans for incorporating the self determination lessons into the curriculum or classroom ideas for teachers. An example or two from the primary years to secondary and exiting school.

The title: Steps to Successful Transition through self advocacy towards self-determination.

Is it possible for me to add to the paper after you've returned it to me as I wanted to incorporate other information into a power point project that can assist teachers with utilizing the information. I wanted to personalize the curriculum standards and benchmarks and tie them to lessons students can more readily relate to...making lessons more meaningful...

The research shows that teachers believe it is important to teach self advocacy and self determination skills yet dont seem to know where to incorporate that information into their classroom curriculum.

A paradym shift may need to occur for some educators to allow students to advocate for themselves. It means letting go and encouraging students to think and act for themselves, which may not always be in line with what educators desire. Self Advocacy skills will encourage students to ask questions and learn to find answers to those questions.

Teaching self determination skills will encourage students not only to understand their disabilities but to also state what accommodations and modifications they need to learn. Focusing on the needs and desires of the students will empower and engage

I have some scholarly journal articles and have some ideas about the paper...
Using differentiated instruction, universal backward design, and meta cognition techniques tied to standards and benchmarks to write the goals and objectives in the IEP are essential for students to find self determination success. Not just academic success but satisfaction as they transition in the adult world.

Some ideas I have been generating include explaining what the IEP is.
What is the IEP?
What is the purpose of the IEP?
What are the responsibilities of the IEP team members?

As students attend schools, parents and guardians are legally responsible for their children. The IEP is in place to help the student learn to make progress successfully towards the goals identified by the team and to show adequate yearly progress.


Of course, at early primary ages children will be dependent upon their parents or guardians and teachers. At the young age of two toddlers begin to strike out on their journey of independence labeled the terrible twos. Adults attempt to direct and help them learn appropriate behaviors according to the norms, mores, and laws of the societies in which they live. According to Maslows Heirarchy of Need students individuals strive to meet certain biological and belonging needs. As they age those needs change. They need to gain more independence as they age. My stance is such that, students including special needs students need help identifying what they stand for at earlier ages. They need to understand who they are, where they come from, and where they want to go. Educators, parents, and those in close proximity to them help guide and foster their growth towards those needs.

Curriculum based measurements through progress monitoring and graphing will encourage students to self monitor through the use of graphing techniques.

I believe that without promoting self advocacy the student is dependent upon the parents, guardians, educators, etc. I believe there is a serious need for the student to begin to learn transition skills at an early age. It is the responsibility of the IEP team to shift more of the responsibility to the student. What is the worst that can happen when adults allow the student to identify their wants and needs. Working together collaboratively in an authoritative manner can allow students to take ownership of their education. When educators personalize the educational experience through differentiated instruction students may better understand how, math or reading, for example relate to their lives.

The title of this paper is Steps to Successful Transition through Self Advocacy towards Self determination.

Writing goals and objectives from the standpoint of self advocacy towards empowerment through self determination will foster successful outcomes based upon student interests and goals.

Yes this will involve a paradgm shift on the part of educators, administrators, parents, and students.

educators and parents Tying self-determination and self advocacy together to personalize the educational experience i

Some of the resources I have written are here. I have more I will send tomorrow.
Sources should be more current than 2002

The Journal of Special Education Volume 32/No. 1/1998 pp 55-61
Transition Services-Systems Change for youth with Disabilities
A Review of State Practices.
Antonis Katsiyannis University of Nebraska
Sharon de Fur Virginia Dept of Ed
Gregory Conderman-University of Wisconson-Eau Clair

Information Brief January 2007 volume 6 Issue 1
Addressing Trends and Developments in Secondary Education and Transition
Models of Collaboration and Cost Sharing in Transition Programming.
By Joe Timmons

Information Brief February 2006 volume 5 Issue 1
Addressing Trends and Developments in Secondary Education and Transition
Choices in Transition: A Model for Career Development
By Fabricio E. Balcazar, R. Noam Ostrander, and Teresa Garate www.ncset.org


Education and Training in Mental Retardation and Developmental Disabilities, 2000, 35 (4) 351-364
Promoting Transition Goals and Self-Determination Through Sudents Self Directed Learning: The Self-Determined Learning Model of Instruction.
Martin Agran University of Northern Iowa Utah State University
Michael L. Weheymeyer
Schiefelbusch Institute for Life Span Studies

Transition and Self Advocacy
By: Lynda L. West, Stephanie Corbey, Arden Boyer-Stephens, and Bonnie Jones. Et al. (1999)

Article Transition Planning Its the Law! By Celeste Johnson
Summer 2001

A Conceptual Framework of Self Advocacy for Students with Disabilities
Journal article by David W. Test, Catherine H. Fowler, Wendy M. Wood, Denise M. Brewer, Steven Eddy, Remedial and Special Education, Vol. 26, 2005. Journal article excerpt

Self Determination Lesson Plan starters
http://sdsp.ucc.edu/sd_lesson_plans.asp

Some of the articles from your site looked like they could be compatible and are listed here...Paper # 52257

Self-Advocacy, 2004.
This paper discusses self-advocacy as a survival tool for ?normal? children and, especially, ?special needs? children.
7,690 words (approx. 30.8 pages), 20 sources, APA, $ 167.95
Click here to show/hide summary

Abstract
This paper explains that self-advocacy is the state of knowing what one wants, what one is entitled to, and how one can effectively craft a path that will lead one to accomplish one?s own goals within the limitations of those entitlements. The author points out that the key to determining how well a student is serving as an advocate for himself or herself is first to understand the key dimensions that make up a person?s ability to speak up for himself or herself and then to determine how to measure progress along each one of these vectors. The paper recommends that students who are learning to be an active part of the educational process and to serve as their own advocates should be able to demonstrate an increasing level of skill in areas such as communicating with others, identifying needed accommodations and supports, and expressing hopes and wants. Long quotes.

Table of Contents
Introduction
Literature Review
Importance and Limitations of IEPs
Parents as Advocates
Unity in the Face of a Common Enemy
Operationalizing Self-Advocacy
And a Child Shall Lead

From the Paper
"This is one of the key issues that must be addressed: How does one serve as the most effective advocate for oneself without infringing the rights of others? This is one of the most difficult tasks that those working with special needs children ? and especially teachers ? face. School districts are designed (both in terms of culture as well as in terms of their ability to serve children with a range of abilities on a limited budget) to force parents to become aggressive to secure rights for their children. And once they become so aggressive, they are unable to find their footing on the very narrow line between advocacy and belligerence."


Paper # 54757

Special Education, 2004.
A look at special education programs in the United States and how they have evolved.
3,956 words (approx. 15.8 pages), 15 sources, MLA, $ 107.95
Click here to show/hide summary

Abstract
This paper first gives a thorough definition of special education and what type of student requires special education and then takes a look at how special education has changed in the United States, what has affected its evolution, and federal and state legislation that has passed concerning special education. The paper also discusses the legal frameworks that have been enacted by the United States Congress and state legislatures with regards to special education as well as some of the acts enacted, which were intended to provide additional support to children with learning disabilities.

Definitions
Legal Definition of Special Education
Impact of Changing Demographics on Educational Service Delivery in the
United States
Creating Classroom Environments that Address the Linguistic and
Cultural Backgrounds of Students with Disabilities
Minority Students in Special and Gifted Education
Comparison of the California State and Federal Methods of Student
Classification
Legal Basis for Educational Services for Special Education Students

From the Paper
"According to the Federal Laws of the United States of America, ?Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability [IDEA 97 300.26(a)].? The revised statutes of Arizona defines a child with disability as ?a child who is at least three but less than twenty-two years of age, who has been evaluated and found to have a disability and who, because of the disability, needs special education and related services [ARS 15-761(2)].? Under federal law, a student can qualify for special education services under the disability categories of mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities [IDEA 97 602(3)(a)]. (Special Education ? Definition), (Learning Disability Resources) & (Legal Definition of Special Education) "


Paper # 57986

Special Education, 2004.
A review of the "Journal of Special Education" article, "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," written by L.M. Stough and D.J. Palmer.
720 words (approx. 2.9 pages), 2 sources, MLA, $ 25.95
Click here to show/hide summary

Abstract
This paper discusses the "Journal of Special Education" article, "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," written by Stough and Palmer. The paper illustrates that the identified expert teachers were fundamentally concerned about their students' performance in school, and this concern permeated how teachers perceived and responded to their students. The paper contends that concerns with student performance motivated the teachers to closely monitor student behavior and attention and to develop a hypothesis about students' states of mind. The paper explains that strategic actions the teachers took in the classroom were the product of the teachers' hypotheses, combined with frequent reflection upon their extensive knowledge of student characteristics and educational practice.

From the Paper
"Special Education is a type of education that gives hope to people with disabilities, most especially the children. There are lots of children all over the world, most especially in developing countries who are in need of Special Education. Yet, Detterman and Thompson (1997) states that effective special educational methods have yet to be developed. Further, they stressed that effective special educational methods will not be developed until; individual differences in student characteristics beyond IQ scores are recognized and understood; and educators focus on specific and realistic goals for outcome. Regarding Detterman and Thompson's opinion on how educators should be, the journal article by Laura M. Stough and Douglas J. Palmer entitled "Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators," could provide an insightful discussion on the topic."

Paper # 59537 Remove from Cart

Special Education High Schools, 2002.
Does high school prepare special education students for life after graduation?
9,058 words (approx. 36.2 pages), 17 sources, APA, $ 188.95
Click here to show/hide summary

Abstract
This paper shows that current methods of preparing teachers for the classroom do not adequately address the needs of students with learning disabilities and those with special needs. Children with learning disabilities present unique challenges to educators at all levels. The trend in the United States in the recent past has been to integrate children with learning disabilities into the "mainstream" of the educational system; teaching them, in other words, along with non-disabled children in a standard learning environment to the maximum extent possible. Thus, this approach to educating children with learning disabilities has been termed "mainstreaming," and it involves the use of both special and general education techniques to provide the maximum learning opportunities for learning disabled children. The research question addressed in this project is, "Does high school prepare special education students for life after graduation?" A careful review of possible research methodologies shows that the most appropriate methodology for this research is a causal-comparative analysis of existing studies by educators and other researchers into the efficacy of a high school education for special needs students in preparing them for life in the real world after graduation. This paper provides a reviw of the relevant literature, an analysis of secondary sources, followed by findings and a summary of the research in the conclusion.

Outline
Introduction
Literature Review
Legislative and Litigation History of Special Education
What Is Mainstreaming?
Benefits of Mainstreaming
Collaborative Education Techniques for Children With Learning Disabilities
Benefits of Inclusive Educational Settings
Challenges and Drawbacks Associated with Mainstreaming
Methodology
Findings
Discussion
Summary and Conclusion

From the Paper
"Approximately 5 percent of all public school students are identified as having a learning disability. This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). According to Horn and Tynan's assessment, "Revamping special education," prior to the 1950s, the federal government was not routinely involved in the education of children with special needs. "A few federal laws had been passed to provide direct educational benefits to persons with disabilities, mostly in the form of grants to states for residential asylums for the 'deaf and dumb, and to promote education of the blind.' These laws, however, were in the tradition of providing residential arrangements for persons with serious disabilities, services that had existed since colonial times" (Horn & Tynan, 2001, p. 36). These researchers point out that absent federal law, how -- and even whether -- children with disabilities were to be educated within the public schools was left to the discretion of the states and their local school districts. "Although some public schools undoubtedly provided exceptional services to children with disabilities, others did not. Indeed, as recently as 1973, perhaps as many as one million students were denied enrollment in public schools solely on the basis of their disability" (Horn & Tynan, 2001, p. 36). This state of affairs changed dramatically in 1975 with the passage of the Education of All Handicapped Children Act (PL 94-142). Renamed the Individuals with Disabilities Education Act (IDEA) in 1990, this landmark legislation mandated that children with disabilities receive a free and appropriate public education in the least restrictive environment."


Metacognition, 2005.
A paper on metacognition and the role it plays in a person's beliefs and attitude about learning and behavior.
5,015 words (approx. 20.1 pages), 40 sources, APA, $ 126.95
Click here to show/hide summary

Abstract
This paper explains that metacognition is defined, essentially, as what we think about thinking and that this process impacts our beliefs and attitudes about learning, which in turn, affect our behavior. The paper explains the differences between metacognitive knowledge and metacognitive experiences and emphasizes that knowledge of the metacognitive process is a valuable tool for designing curricula and establishing effective learning environments.

Metacognition Defined and Illustrated
Metacognitive Knowledge
Metacognitive Experiences, Strategies, and Processes
Development of Metacognition and Its Traits
Metacognition and Learning
Beliefs and Its Impact on Learning
Learners' Beliefs and Language Learning
Identifying Learners' Beliefs about Language
Metacognition Training in Formal Education
Metacognitive Research and Teacher Practices
Conclusion

From the Paper
"The common and therefore more simplified definition of metacognition is thinking about thinking. Metacognition falls under the umbrella of cognition, which consists of all the mental activities connected with thinking, knowing, and remembering. The two concepts differ in that cognitive skills are those required to complete certain tasks while metacognitive skills are those that determine how the tasks were executed. Researchers assert that 'metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning' (Livingston, 1). In other words, it's an individual's awareness and manipulation of his or her thinking and learning processes."

Paper # 30152 Add to Cart (You can always remove it later)

Special Education, 2002.
Looks at the growth in special education students in the American system.
10,577 words (approx. 42.3 pages), 17 sources, APA, $ 211.95
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Abstract
Since the introduction of PL-142 (Education of All Handicapped Children Act) in America, the Special Education system has received both praise and criticism. Special Education Programs are an essential component to our educational system. The current special education system has aided many people but improvements are desperately needed as rates of enrollment increase and the number of special education teachers decrease. This paper discusses the increase in the American special education population. It discusses the factors that have contributed to the increase, including the effect of PL-142 on the growth of the special education population, early identification of special needs, the additional conditions that qualify students for special education, the placement of low achieving students in special education programs, accountability reforms and pressure from parents. Other areas investigated are the disproportionate amount of minorities that are placed in special education programs and the disproportionate amount of males that are placed in special education. The paper includes a table.

Table of Contents:

Introduction
Increases in the Special Education Population
The Effect of PL-142 on Increases in the Special Education Population
Early Identification of Special Needs
Conditions that Qualify Students for Special Education
Placement of Low Achieving Students in Special Education Programs
Education Reforms
Pressure from Parents
Disproportionate Amount of Minorities in Special Education Programs
Disproportionate Amount of Males in the Special Education Population
Results
Discussions
Recommendations
Conclusion

From the Paper
"Horn and Tynan (2001) believe that the best way to educate this group is through direct instruction, individualized attention and feedback. They contend that these students learn best when they have access to classrooms that provide consistent instruction at a slow pace. The authors also assert that if teachers would teach these children effectively there would be a marked improvement in their performance. Horn and Tynan suggest that teachers should focus on figuring out the specific reading problem that a child may have so that they can aid the child in overcoming the problem. In addition, the authors suggest that children with attention deficit disorder should be taught not to rely on medication alone."
Paper # 106467 Add to Cart (You can always remove it later)

Metacognitive Techniques in Education, 2008.
A comprehensive study proposal that aims to explore strategies for the implementation of metacognition in standardized testing.
6,258 words (approx. 25.0 pages), 84 sources, APA, $ 146.95
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Abstract
The paper discusses how metacognitive techniques are being proven to show academic improvements. The paper presents a study that aims to show academic improvements quantitatively through the examination of standardized test scores to be taken after students were exposed to metacognitive techniques. The paper presents the methods of implementing this study.

Outline:
Chapter 1: Using Metacognitive Techniques to Improve Standardized Testing
Chapter 2: What is Metacognition?
Chapter 3: Methods of Implementation

From the Paper
"It was not until researcher John Flavell burst on the scene in the late 1960's that the term metacognition was actually coined and began to receive proper attention. Flavell believed that metacognition was the process of monitoring one's conscious thoughts and actively taking steps in order to maximize the learning experience (Flavell, 1979). This new emergent theory aimed to explain how childrn take conscious control of their own learning, and how that control can be manipulated in order to gain sufficient material needed to solve problems and master academic tasks (Flavell, 1976)."

The project needs to include a Literature review.

The title: Steps to Successful Transition through self advocacy towards self-determination.

Is it possible for me to add to the paper after you've returned it to me as I wanted to incorporate other information into a power point project that can assist teachers with utilizing the information. I wanted to personalize the curriculum standards and benchmarks and tie them to lessons students can more readily relate to...making lessons more meaningful...

The research shows that teachers believe it is important to teach self advocacy and self determination skills yet dont seem to know where to incorporate that information into their classroom curriculum.

A paradym shift may need to occur for some educators to allow students to advocate for themselves. It means letting go and encouraging students to think and act for themselves, which may not always be in line with what educators desire. Self Advocacy skills will encourage students to ask questions and learn to find answers to those questions.

Teaching self determination skills will encourage students not only to understand their disabilities but to also state what accommodations and modifications they need to learn. Focusing on the needs and desires of the students will empower and engage

I have some scholarly journal articles and have some ideas about the paper...

Some Conclusions that I began to think/write about include and I will need to add to them

In conclusion, the research proves that students taught to advocate for themselves are more likely to feel fulfilled and be successful as an adult.

Recommendations

Self advocacy and self determination skills assist students identification of who they are, what they are interested in academically, socially, and which direction do they intend or hope their lives will go in regards to education, work and or career, volunteering, social activities and outlets,.

Teachers need to reassess their role as educators. Being able to shift the power in the teacher student relationship is a huge paradym shift.
Empowering students to take ownership of their education will empower them to accept accountability for their actions, goals and objectives.

Creating and incorporating personal self-advocacy and self determination lessons into the curriculum and IEP will guide students towards unique appropriate chosen goals and objectives.

Collaboration and commitment amongst agencies. In order to assist students in transition adult education and social agencies need to collaborate in order to prevent the support from falling away leaving the student vulnerable and exposed to the unexpected elements.

Teaching self-determination and self advocacy skills again will teach skills that will foster independence and solutions oriented options.

it is advisable recommended that educators consider the ramifications of not teaching self determination skills.


Reflective statement

As a Special Education instructor it is especially rewarding to observe positive empowering changes in our students. Watching a student with Developmental Cognitive Delays stop, think, and decide which choice is the best or how to fix a problem they may have created.

Meta-cognition strategies are essential as students learn to self monitor and assess










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Write a management report of Apple Inc. that addresses the following points:

1. Define the organizations overall business strategy i.e. identify the basis upon
which the organization competes. (15%)
2. Analyse the implications of their strategy for their day-to-day operations i.e.
discuss how the strategy is operationalized (implemented). Provide examples to
illustrate this. (20%)
3. Identify the main types of ICT and E-commerce systems employed and explore
and explain how they are used to implement their operations in support of their
strategy. (30%)
4. Draw conclusions about if, and how, the use of the above information systems
has, or might, afford the organization competitive advantage (25%)
The remaining 10% is awarded for structure and presentation (5%) and research and
references (5%).

The maximum word length is 2500 words (not including appendices, diagrams and
tables) and your answer should be written in the style of a management report. You
are expected to apply course theories and concepts to your chosen organization in
order to answer the questions posed. Use of diagrams and supporting examples from
your chosen case is encouraged. Provide a little background information about the
organization as an appendix to your report. Exclude this from the word count.

All references should be provided in Harvard format.

Report Template

A report template is shown below. Notice the:
presentation of the summary at the head of the document
the use of headings
the use of numbered paragraphs.
THE TITLE OF THE REPORT

CONTENTS (insert the appropriate page numbers in the Contents)
1. Summary
2. Introduction
3. First main section
4. Second main section and so on
5. Conclusions
6. Appendices

1 SUMMARY
1.1 Provide a summary of your report here. By presenting your findings straight away,
you release your readers from uncertainty. Those who wish to discover your arguments
can do so; equally, those who do not wish to do so do not have to read your whole report
in order to discover your conclusions.
1.1.1 Use indented paragraphs if you wish to.

2 INTRODUCTION
2.1 Once you have completed your summary, you can now introduce your paper. In
your introduction, explain what prompted your report, and state its range, that is, what
you deal with. Conclude your introduction with a sentence that leads into the main body
of the report.

3 MAIN SECTION HEADING
3.1 First section of the main part of the report. There can be sub-sections to this first
section.
3.2 Give each sub-section a separate heading.

4 SECOND MAIN SECTION HEADING
There can be as many main sections as you require.

5 CONCLUSIONS
5.1 Allocate a sub-section to each of the main parts of your conclusion.
5.2 Ensure that there is a correspondence between your conclusions and the summary.
As a rule, the central point of a sub-section forming part of a main section is
expressed as one component of your summary. For instance, the central point of
3.1 should be expressed in 1.1 of your summary.

REFERENCES
APPENDICES
List your appendices. Give each a number.

2-38. Enormo Corp. is a large multinational audit client of your CPA firm. One of Enormos subsidiaries, Ultro, Ltd., is a successful electronics assembly company that operates in a small Caribbean country. The country in which Ultro operates has very strict laws governing the transfer of funds to other countries. Violations of these laws may result in fines or the expropriation of the assets of the company.
During the current year, you discover that $50,000 worth of foreign currency was smuggled out of the Caribbean country by one of Ultros employees and deposited in one of Enromos bank accounts. Ultros management generated the funds by selling company automobiles, which were fully depreciated on Ultros books, to company employees.
You are concerned about this illegal act committed by Ultros management and decide to discuss the matter with Enermos management and the companys legal counsel. Enermos management and board of directors seemed to be unconcerned with the matter and expressed the opinion that you were making far too much of a situation involving an immaterial dollar amount. They also believe that it is unnecessary to take any steps to prevent Ultros management from engaging in illegal activities in the future. Enormos legal counsel indicated that the probability was remote that such an illegal act would ever be discovered, and that if discovery occurred, it would probably result in a fine that would not be material to the clients consolidated financial statements.
Your CPA firm is ready to issue the integrated audit report on Enormos financial statements and internal control for the current year, and you are trying to decide on the appropriate course of action regarding the illegal act.

a. Discuss the implications of this illegal act by Ultros management.
b. Describe the courses of action that are available to your CPA firm regarding this matter.
c. State your opinion as to the course of action that is appropriate. Explain.

Forensic nursing is a emergent role in the nursing profession,discuss the history,the need,the educational requirements,and the scope of practice for this role.
Analyze the current and future implications of this role and how is relates to trends en health care.
Discuss in detail issues that relate to thi role en the current healthcare system.
Taking an innovative and creative approach,project this role ento the future.
Type-written,doble spaced,with APA style,including abstract page and reference. 7-10 pages in length.

In late February, 2005, the U.S. Supreme Court ruled that the death penalty is "unconstitutionally cruel" when applied to people who committed the crime for which they were sentenced, before they reached age 18. The Court ruled that the death penalty cannot be applied to people who committed their crimes as juveniles.

There are many arguments in favor of and against this ruling. What is your opinion of this ruling, in the context of any or all of the following:

1. The ruling's adherence to or differences from the intent of the juvenile justice system, as it has evolved over the years

2. The ruling's ethical implications

3. How the reasoning behind this ruling could or could not be applied to certain offenders in the criminal (adult) justice system

4. Victim's rights

In one sense, this paper is where ?the rubber meets the road.? This is where your perception of theory is realized in social policy. How do the results and effect of this type of research affect the society in which we live?

Until recently, the genes that are associated with the appearance of different inherited disorders were invisible. Whether or not an individual would be born with or develop a serious disorder, a disorder that impacts one?s ability to function successfully in society, was pretty much a random event. Sure, we are all aware of the unwritten rule that first cousins should not marry because of the increased probability of having retarded children, but 26 states allow marriage between first cousins. We may also be aware of the data that show that women who have their first child after age 40 have an increased chance of having a child with serious problems. Previously it was believed that the sperm had relatively little impact on these types of disorders. There are now data that the age of the father may have an effect on the appearance of these disorders.

As we acquire more and more information about the genetic code, eventually we will have the information that will enable us to predict which code is responsible for which inherited disease. We will be able to predict the odds that a particular individual may develop disorder. This ability will enable us to modify our behavior in order to prevent the occurrence of the disorder in most cases. This change in behavior is already appearing in those women who find out that they carry one or more mutated copies of a gene (BRCA-1 or BRCA-2) associated with breast cancer.

Based on what you have read and thought about, how should society deal with this information? Should there be laws governing what happens with this information? What are the individual?s responsibilities to society? What are society?s responsibilities to the individual?

Please choose either A or B and write a six-page paper that reflects your thoughts and answers all the questions under which letter you chose. While you must answer each question in either A or B, your paper should NOT consist of a list of the questions and your answers. You should use the questions as guideposts for the development of your paper as you express your thoughts. You may arrange the answers in any order that best fits the organization of your statement.

A:
Should parents have their genetic code analyzed and the probability of their having offspring with congenital defects or high sensitivity to diseases determined?
Since the cost of treating these medical problems may be exorbitant, should people whose genetic analysis shows a higher than average probability of having offspring with medical problems pay higher health insurance premiums?
Should people who refuse genetic testing pay higher health insurance premiums?
B:
Who should have access to personal genetic information, and how will it be used?
How does personal genetic information affect an individual and society's perceptions of that individual?
Does genetic information affect members of minority communities differently? How?

Please use at least six to eight articles as your references. You will write your paper according to the APA format.

Below is a list of assigned reading for this class. Your references are not limited to this list.

Economics

Becker, G. S. (1965). A theory of the allocation of time. Economic Journal. 40(299), 493-508. Retrieved from Business Source Premier database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=5331888&site=ehost-live&scope=site

Coase, Ronald H. (1937). The nature of the firm. Economica. 4, 386-405. (Not available in the Excelsior College Library; We do have this journal from 1965-1 year ago)

Lucas, Jr. R. E. (1972). Expectations and the theory of money. J. Economic Theory. 4, 103-124.

Ando, A. & Modigliani, F. (1963). The ?life cycle? hypothesis of saving: aggregate implications and tests. American Economic Review. 53(1), 55-84. Retrieved from Business Source Premier database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=8737517&site=ehost-live&scope=site

Williamson, O. E. (1979). Transaction cost economics: the governance of contractual relations. J. Law and Economics. 22(2), 233-261. Retrieved from JSTOR Arts and Sciences IV Collection database. http://www.jstor.org.vlib.excelsior.edu/stable/725118

Henriques, D.B. (2010, January 20). F.B.I. Charges Arms Sellers With Foreign Bribes . New York Times. http://www.nytimes.com/2010/01/21/business/21sting.html?adxnnl=1&adxnnlx=1269015237-qEJmNWE0sEiKai5P9mWSZA

Political Science

MacKuen, M., Erikson, R. and Stimson, J. (1989). Macropartisanship. American Political Science Review. 83(4), 1125-42. Retrieved from JSTOR Arts and Sciences IV Collection database. http://www.jstor.org.vlib.excelsior.edu/stable/1961661

Bartels, L. M. (2000). Partisanship and voting behavior, 1952-1996. American Journal of Political Science. 44(1), 35-50. Retrieved from JSTOR Arts and Sciences IV Collection database. http://www.jstor.org.vlib.excelsior.edu/stable/2669291

Lien, P., Pinderhughes, D. M., Hardy-Fanta, C. & Sierra, C. M. (2007). The voting rights act and the election of nonwhite officials. PS: Political Science and Politics. 489-494 (DOI 10.1017/S1049096507070746)

Wood, B.D. & Waterman, R.W. (1991). The dynamics of political control of the bureaucracy. American Political Science Review. 85(3), 801-28. Retrieved from JSTOR Arts and Sciences IV Collection database. http://www.jstor.org.vlib.excelsior.edu/stable/1963851

Segal, J. & Spaeth, H. (1996). The influence of stare decisis on the votes of United States supreme court justices. American Journal of Political Science. 40(4) 971-1003. Retrieved from JSTOR Arts and Sciences IV Collection database. http://www.jstor.org.vlib.excelsior.edu/stable/2111738

Canes-Wrone, B. & de Marchi, S. (2002). Presidential approval and legislative success. The Journal of Politics. 64(2), 491-509. Retrieved from JSTOR Arts and Sciences IV Collection database. http://www.jstor.org.vlib.excelsior.edu/stable/2691858

Binder, S. A. (1999). The dynamics of legislative gridlock, 1947-1996. American Political Science Review. 93(3) 519-533. Retrieved from JSTOR Arts and Sciences IV Collection database. http://www.jstor.org.vlib.excelsior.edu/stable/2585572

Psychology

Adler, N. E., Ozer, E. J., Tschann, J., (2003). Abortion among adolescents. American Psychologist. 58(3), 211-217. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-58-3-211&site=ehost-live

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist. 55(5), 469-480. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-55-5-469&site=ehost-live

Arnett, J. J. (2002). The psychology of globalization. American Psychologist. 57(10), 774-783. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-57-10-774&site=ehost-live

Barnett, R.C. & Hyde, J.S. (2001). Women, men, work, and family. American Psychologist. 56(10), 781-796. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-56-10-781&site=ehost-live

Burger, J.M. (2009). Replicating Milgram: would people still obey today? American Psychologist. 64(1), 1-11. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-64-1-1&site=ehost-live

Ceci, S.J. & Papierno, P.B. (2005). The rhetoric and reality of gap closing: when the "have-nots" gain but the "haves" gain even more. American Psychologist. 60(2), 149-160. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-60-2-149&site=ehost-live

Clark, R., Anderson, N.B., Clark, V.R. & Williams, D.R. (1999). Racism as a stressor for African Americans: A biopsychosocial model. American Psychologist. 54(10), 805-816. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-54-10-805&site=ehost-live

Cohen, A. B. (2009). Many forms of culture. American Psychologist. 64(3), 194-204. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-64-3-194&site=ehost-live

Eberhardt, J.L. (2005). Imaging race. American Psychologist. 60(2), 181-190. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-60-2-181&site=ehost-live

Eidelson, R.J. & Eidelson, J.I. (2003). Dangerous ideas: five beliefs that propel groups toward conflict. American Psychologist. 58(3), 182-192. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-58-3-182&site=ehost-live

Evans, G. W. (2004). The environment of childhood poverty. American Psychologist. 59(2), 77-92. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-59-2-77&site=ehost-live

Jost, J.T. (2006). The end of ideology. American Psychologist. 61(7), 651-670. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-61-7-651&site=ehost-live

Leung, A.K., Maddux, W.W., Galinsky, A.D., & Chiu, C. (2008). Multicultural experience enhances creativity: the when and how. American Psychologist. 63(3), 169-181. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-63-3-169&site=ehost-live

Lott, B. (2002). Cognitive and behavioral distancing from the poor. American Psychologist. 57(2), 100-110. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-57-2-100&site=ehost-live

Manning, R., Levine, M. & Collins, A. (2007). The Kitty Genovese murder and the social psychology of helping: the parable of the 38 witnesses. American Psychologist. 62(6), 555-562. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-62-6-555&site=ehost-live

Moghaddam, F. M. (2005). The staircase to terrorism: A psychological exploration. American Psychologist. 60(2), 161-169. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-60-2-161&site=ehost-live

Silverstein, L. B. & Auerbach, C. F. (1999). Deconstructing the essential father. American Psychologist. 54(6), 397-407. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-54-6-397&site=ehost-live

Smedley, A. & Smedley, B. D. (2005). Race as biology is fiction, racism as a social problem is real: anthropological and historical perspectives on the social construction of race. American Psychologist. 60(1), 16-26. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-60-1-16&site=ehost-live

Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science?: A critical review. American Psychologist. 60(9), 950-958. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-60-9-950&site=ehost-live

Steinberg, L., Cauffman, E., Woolard, J., Graham, S. & Banich, M. (2009). Are adolescents less mature than adults?: Minors' access to abortion, the juvenile death penalty, and the alleged APA "flip-flop." American Psychologist. 64(7), 583-594. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-64-7-583&site=ehost-live

Sternberg, R. J. (2004). Culture and intelligence. American Psychologist. 59(5), 325-338. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-59-5-325&site=ehost-live

Suinn, R. M. (2001). The terrible twos?Anger and anxiety: Hazardous to your health. American Psychologist. 56(1), 27-36. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-56-1-27&site=ehost-live

Wallace, A.B., Shapiro, S.L., (2006). Mental balance and well-being: Building bridges between buddhism and western psychology. American Psychologist. 61(7), 690-701. Retrieved from PsycARTICLES database. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=amp-61-7-690&site=ehost-live

Sociology

American Sociological Association: Code of Ethics Available online.

Bonacich, E. (1973). A theory of middleman majorities. American Sociological Review 38(5), 583-594.

Bongaarts, J.(2007). Late Marriage and the HIV Epidemic in Sub-Saharan Africa. Population Studies, Vol.61 (1), March, 73-83

Collins, P. H. (1993). Toward a new vision: race, class and gender as categories of analysis and connection. Race, Sex & Class. 1(1), 25-46.

Lehrman, S. (2003, February). The reality of race. Scientific American .

Engels, F. (1876). The part played by labour in the transition from ape to man. Die Neue Zeit 1895-06. http://www.marxists.org/archive/marx/works/1876/part-played-labour/index.htm

Gullickson, A. (2006). Education and Black-White Interracial Marriage. Demography, Vol. 43 (4), November, 673-689

Johnson, W., Rettig, R., Scott, G. & Garrison, S. (2009). The sociology student writer?s manual (6th ed.) Prentice Hall.

Marx, K. and Engels, F. (1848). The communist manifesto. Retrieved from the ebrary database. http://site.ebrary.com/lib/excelsior/docDetail.action?docID=10015107&p00=the%20communist%20manifesto

McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School 49(2), 31-36. http://vlib.excelsior.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9604164115&site=ehost-live&scope=site

Christy-McMullin, A. (2006). An Evidenced-Based Approach to a Theoretical Understanding of the Relationship Between Economic Resources, Race/Ethnicity, and Woman Abuse. Journal of Evidence-Based Social Work, Vol. 3(2) 2006

Mills, C. W. (2000). The promise, in The Sociological Imagination. Oxford University Press. 3-15.

Miner , H (1956). Body Ritual Among the Nacirema. http://www.ohio.edu/people/thompsoc/Body.html

Smith, E. and Hattery, A. (2011). Race Relations Theories: Implications for Sport Management Journal of Sport Management, 25 107-117

Smith, T.A.(2006). Living and Working in the City: The Effect of Central City Residence on African American Self-Employment Journal of Black Studies, Vol. 36 (4), March, 585-596

Final Paper

The Final Paper should demonstrate understanding of the reading assignments as well as the implications of new knowledge. The purpose of the Final Paper is for you to demonstrate the learning achieved in the course by showing how your understanding and ability to apply knowledge of the Constitution and criminal law has changed.

Focus of the Final Paper
The Final Paper should focus on three of the major topics covered in the course. The paper should be fully developed and illustrate the cohesion of the topics chosen. The topics include the following, which are identified according to the texts table of contents:

What Is Criminal Law?
What is Crime?
Crimes Against the Person: Murder
Crimes Against the Person: Violence
Crimes Against Property
Treason, Terrorism, and Wartime Criminal Justice
Crimes Against the State
Social Crimes
Common Law Defenses
Constitutional Rights before Arrest
Constitutional Rights after Arrest
The Constitutional Right to Trial by Jury
Constitutional Rights Post- conviction
For this paper you need to do research in peer-reviewed journals and/or sources in the databases in the Ashford University Library that are considered to have reliable information (do not use sources from the secular press, i.e. Time, Newsweek, Parents Today). In addition to the textbook, you need at least five outside, scholarly articles from professional scholarly journals and not (necessarily) popular Internet sites (if you do find something on the World Wide Web, it must be authored and be a reliable, academically verified source).

Writing the Final Paper
The Final Paper:
Must be seven- to eight- double-spaced pages in length and formatted according to APA style as outlined in the approved APA style guide.

Must include an introductory paragraph with a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must conclude with a restatement of the thesis and a conclusion paragraph.
Must use at least five professional resources, including a minimum of two from the Ashford Online Library.
Must use APA style as outlined in the approved APA style guide to document all sources.
Must include, on the final page, a Reference Page that is completed according to APA style as outlined in the approved APA style guide.

The 3 topics that I have chosen are What is Crime? Social Crimes, and Crime Against the Person: Violence
The sources that are used by my school are SAGEPUB, JSTOR,ETC..
Customer is requesting that (geewriter) completes this order.

End of life planning is a difficult subject for many. So difficult, that the majority of people in the United States has no living will or estate will in place at the end of their lives. What this means is that the burden of making difficult medical and legal decisions for the incapacitated person falls to the family and the state court systems, often at great psychological, emotional, and financial expense for both.



Please explain and apply how the core values of Saint Leo University are fostered and cultivated by the personal decision of each of us to take responsibility to make certain these legal instruments are in place before the necessity of them comes to be. Please apply specifically the core values of Community, Respect, Personal Development, Responsible Stewardship, and Integrity.

One of the sources must be from the text, one must be an Internet source (with hyperlink) and the third may be from any source (print, personal experience, Internet, learned treatise, journal, etc.). You shall cite each source in APA format.

PLEASE USE THIS BOOK : Furrow, B. R., Greaney, T. L., Johnson, S. H., Jost, T. S., & Schwartz, R. L. (2008). Health Law. (6th ed.).
St. Paul, MN: Thomson-West Publishing

Bouvia v. Superior Court, pp. 1425-1440
- Life and death decisions


Guardianship of Schiavo, pp. 1488-1497
- Right to die

"As a criminal justice student, you have a unique understanding about crimes. With this in mind, select any type of crime to measure or create your own crime prevention program, treatment program, or related policy. Write a research proposal about your topic. The RP will be aimed at developing your own creative plan to measure a crime, evaluate a prevention or treatment program, or compare the policies in the criminal justice field.

Things to include:
1. Purpose of study (Why is this important)
2. Literature review
3. Criminal theory framework
4. Research questions/hypothesis
5. Methodology
General research design
Sampling (units of analysis)
Measurement (dependent and independent variables)
Data collection
Timeline of major research activities (Skip budget part)
6. Analysis of results (skip this also)
7. Policy implications (contribution to existing literature
8. Reference
9. Appendix:

The research paper has a specific outline to follow: 1. Describe the problem (briefly). 2. Discuss the history of the problem. 3. Discuss the current extent or prevalence of the problem in this society or globally, whether it appears to be better or worse than it was 5-10 years ago, and the implications for society in the future if it is not resolved. 4. Legislation, legal remedies or interventions, social policy, social programs (solutions) that have been attempted in the past. 5. current programs or policies which attempt to address the problem. 6. new initiatives which have been proposed or have been implemented in the last 1-5 years to lessen or solve the problem because past or current approaches don't seem to be working. ---- Then, need to submit a detailed proposal as a social scientist which offers a "better" plan for lessening or remedying this problem (in other words, if you were in charge, what would you do?) The proposal should address the following: 1. Your goal for the proposal (will you eradicate the problem, make it smaller, manage it differently?) 2. How each of the five institutions could be involved to help the effort succeed (family, church, school, government, economy) 3. How would you obtain funding for your proposal. 4. A justification of why you think this would be better than what is currently being done to solve this problem. 5. Your assessment of the problems you would run into if you were really trying to do this (public opinion, greed, liberal or conservatives who would oppose your ideas, tradition, the Constitutionality of your proposal).------ I will need a Bibliography page included in APA style. I need 10 sources. I would appreciate it if you could use the book 'One in Thirteen' by Jessica Portner as one of your sources.