Author: chris

Advance practice nurses can be found in every aspect of the health care field including out in the community. Advanced practice nurses not only care for the client but all aspects that surround their clients. In this assignment you will focus on promoting the health of the community. You will choose a topic concerning women’s health. In a 5 to 6 page APA formatted paper you will create and discuss a community health promotion that pertains to your topic. Make sure to:

Assignment Requirements

The finished Assignment should be 5-6 page Analytical essay, encompassing all required items listed. The viewpoint and purpose of this Assignment should be clearly established and sustained.

Before finalizing your work, you should:

Your assignment should:

At-risk children benefit from access to specific programs that support their success in a school environment. By providing opportunities that students can connect with, the probability of them staying in school and matriculating to a two- or four-year college or university will increase. Biotech Academy in San Jose, California is an interdisciplinary program that focuses on bioscience. The program and its faculty, however, provide supports for at-risk students that go far beyond academics. To prepare for this discussion, watch the nearly 10-minute video Biotech Academy: A catalyst for change. Note that this video can also inform your completion of the Week Four Assignment.

Initial Post: Create an initial post that addresses the following:

1. Share a minimum of three things you observed showing how teachers at Biotech Academy instigate and maintain student support and success. Be sure to consider what characteristics they have to have and what behaviors and practices they need to present to their students.
2. Describe the impact collaboration between teachers, parents, and students has on student success as well as having a spirit of cooperation instead of competition between students.
3. Discuss two to three observations you made that show relevancy between Biotech Academy instruction & supports and what students need in post-secondary education and employment. Be sure to address how having such relevancy for student learning impacts their ultimate success.
4. Discuss how traditional school environments might learn from Biotech Academy and employ in their school culture so as to potentially increase graduation rates and matriculation to post-secondary education and employment for at-risk students.

Discussion 2

School District and School Building Supports

There are many risk indicators impacting not only a student’s ability to succeed in a school environment, but also the ability for a school and/or district to make progress and meet the achievement expectations at state or federal levels. To prepare for this discussion, beyond reviewing the Week Four Instructor Guidance, you will investigate general at-risk groups and behaviors, as well as information pertaining to students with disabilities.

Begin by investigating the National Center for School Engagement website to gain insight as to various risk indicators commonly observed in at-risk youth in school environments. This resource also provides strategies for re-engagement that support the building of student resilience including parental involvement, truancy, youth development philosophies & approaches, and reengagement supports or strategies. Next, access your state’s Department of Education website, specifically for their special education link (which may also be titled something similar to Exceptional Student Services). Read the mission statements; notice that your state’s website may have a far-reaching statement as well as specific missions for funding, programming, and resources. Investigate some of the programs and resources available from your state and review the methods the state uses to provide assistance to schools.

Now, investigate a school district website in your local community or state. Look for information similar to what you observed in the National Center for School Engagement that describes supports for a variety of at-risk groups. In most cases, district-based websites include direct links to the individual schools located in the district. Therefore, you may find a special program or intervention model offered at a specific school that would help inform your response to this discussion. Additionally, look for information pertaining to special education. You may find this information under a link titled “Departments” or something similar. Read the mission of the school district. Look specifically for programs and approaches offered for students with disabilities.

Initial Post: Create an initial post that addresses the following:

1. Cite the website for the school district you evaluated.
2. Describe at least one school- or district-level program, model, or approach showcased regarding parental involvement, truancy, reengagement supports or strategies, or youth development.
3. Discuss how the school district’s special education mission statement either supports or differs from what was observed from the state’s special education mission.
4. Share an example of a program or policy from the district or a particular school that supports what was stated in the state’s website and explain how the program or policy aligns with that of the state’s positions or policies.
5. Describe your impressions of the types and levels of supports offered in the school district, sharing something that impressed or surprised you as well as anything you found to be lacking from the supports offered.

 

Assignment

School-Based Efforts: A Plan to Support At-Risk Youth

This assignment is an opportunity for you to apply what you learned from this week’s discussions in a relevant way based on your own preferred area of focus. In this assignment, you will look through the lens of a particular professional role that you either have related experience in or intend to take in an anticipated professional practice. The roles to select from relate to one or more professions that are integral to assisting children and families at risk. Assuming the role of the professional you have identified, your task in this assignment is to prepare a professional presentation for a diverse group of professionals, such as school principals or district administrators, social service providers or community outreach providers, medical professionals, and other related service providers.

Using the information gleaned from the two discussions this week and the National Center for School Engagement website, as well as the three articles listed under Required Resources as supporting research, you will prepare a professional presentation with the purpose of informing participants of facts pertaining to youth at risk as it relates to student academic success. Additionally, your goal is to not only bring awareness to the forefront regarding truancy, parental involvement, special education and more, but to show the relationship each group of professionals has to the subject of academic success for students at risk—the role they play in contributing to that success. Moreover, the presentation offers an opportunity for the various professionals to collaborate in an effort to problem-solve or devise potential solutions to any of the specific areas identified as being problematic. Your presentation will be included in the Week Six Final Project and should include enhancements based on the feedback gained from its evaluation during Week Four.

Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Four Instructor Guidance page and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion. Additionally, this assignment will be added to your website.

Content Instructions

Use the presentation software of your choice or consider one of the recommendations in the Recommended Resources for Week Four. Submit your presentation for evaluation to the Week Four Assignment location and upload it as an attachment or link to your Students at Risk page in your website.

• Introduction (1 points): Create an introduction that states the role you have assumed, the audience your presentation is for, and the purpose of the presentation.
• Youth At Risk (3 points): Present at least eight indicators (examples) of youth at risk, such as those shared by SchoolEngagement.org,LDonline.org, those listed as Recommended Resources, or others discussed during Weeks One thru Four of this course, citing the National Center for School Engagement website and at least one additional scholarly source. Students with learning disabilities must be included as one of the eight indicators.
• Effects and Implications (2 point): Present seven-to-eight behaviors associated with being at-risk and three potential short- and long-term implications of these behaviors on a student’s ability to achieve academic success. Cite the National Center for School Engagement website and at least one additional scholarly source.

• Solutions – Create a Framework (2 points): Present three points related to the school’s role in establishing youth development philosophies, such as approaches for creating a positive school climate that encouraging positive relationships between adults and youth and professional to professional. Cite the National Center for School Engagement website and at least one additional scholarly source.

• Solutions: Integrating a Framework (2 points): Present what schools can do specifically to integrate the framework with staff, community, and parental support/involvement. Include a successful program, model, strategy, or approach to serve as an example of a potential solution. Cite theNational Center for School Engagement website, the source of your example, and at least one additional scholarly source.

• Participant Activity (2 points): Construct an engaging activity that encourages the audience for the presentation to provide feedback regarding their own respective, potential role in supporting a school’s efforts to create and integrate a framework for students at risk, that encourages ideas for potential solutions, and states how participants will interact, collaborate, and share ideas to all in attendance.

• Slide Design (1 points): Seven-to-ten slides that use relevant graphics, sound, and/or animation that assist in presenting the overall main point. Slides have a consistent theme, format, and font that augment the readability of the presentation.

Written Communication Instructions

• Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
• Source Requirement (1 points): Utilize at least two additional scholarly sources in addition to the National Center for School Engagement website and required articles. All sources on the references page need to be used and cited correctly within the body of the assignment.

Required Resources

 

Text

• Rubin, A. (2012).Clinician’s guide to evidence-based practice: Programs and interventions for maltreated children and families at risk. Hoboken, NJ: Wiley and Sons.
• Chapter 6: The Coping power program: Child welfare applications
• Chapter 16: Using 1-2-3 magic in child welfare

Article

• Anthony, E.K., Alter, C.F., & Jenson, J.M. (2009). Development of a risk and resilience-based out-of-school time program for children and youths.Social Work, 54 (1), 45-55. doi:10.1093/sw/54.1.45
• This article is located in the Ashford library and supports the Week four Assignment. The authors discuss Out-of-school time (OST) programs that offer unique opportunities to provide educational supports to students and children at high risk. The application of risk and resilience indicators to the development and evaluation of an OST are described as an approach to service delivery.
• Bernard, B., & ERIC Clearinghouse on Urban Education, N.Y. (1997). Turning it around for all youth: From risk to resilience. ERIC/CUE Digest, Number 126 .Retrieved from the ERIC database.
• This article is located in the Ashford library and supports the Week Four Assignment. This digest briefly describes how educators and schools can foster resiliency in all youth. The starting point for building on students’ capacities is the belief by all the adults in their lives, particularly those in their schools, that every youth has innate resilience and the power to change and that teachers and schools have the power to transform lives.
• Education World. (2011).School mission statements: Where is your school going? Retrieved from http://www.educationworld.com/a_admin/admin/admin229.shtml
• This website offers a variety of resources for educators and school administrators including help with lesson plans, technology resources, and professional development. The page used to support a response for Week Four Discussion Two includes practical steps for and examples of school mission statements.
• Morrison, G., & Cosden, M. (1997).Risk, resilience, and adjustment of individuals with learning disabilities. Learning Disability Quarterly, 20,43-60. Retrieved from http://www.ldonline.org/article/6174/
• This article uses the concepts of risk and resiliency to frame an understanding of how having a learning disability affects nonacademic outcomes. Implications for the development of proactive interventions and areas for future research are discussed. Reference this article in support of the Week Four Assignment.

Multimedia

• [Edutopia.] (October 1, 2003).Biotech academy: A catalyst for change [Video file]. Retrieved from http://www.edutopia.org/biotech-academy-school-career-video
• This insightful video presented by Edutopia supports your response to Week Four Discussion One and Assignment. The faculty and students share the vision and mission of Biotech Academy as well as the challenges of supporting youth at risk. Success stories are shared as well as statistics pertaining to student success.

Websites

• National Center for School Engagement. (n.d.).Serving at-risk youth. Retrieved from http://schoolengagement.org/school-engagement-services/at-risk-youth
• This website offers information regarding children and youth at risk in educational environments as well as practical approaches and resources for educators or those in related fields. This resource will inform your response to Week Four Discussion Two and Assignment.

Recommended Resources

 

Article

• National Coalition for Youth. (2012, September 11).A shared vision for youth: Common outcomes and indicators. Retrieved from http://www.collab4youth.org/documents/NCYCommonOutcomes.pdf
• This document presents an outcome framework by the National Collaboration for Youth Research Group designed to enhance organizations’ individual and collective ability to define, communicate about, and document the purpose of youth development organizations and to showcase how school, child care , afterschool programs and other community resources can positively impact youth development. This resource may support the Week Four Assignment.
• Reiserer, R. (n.d.).Tips for developing professional quality PowerPoint slides.Retrieved from http://www.presentation-magic.com/powerpoint-tips.html
• This website offers tips for crafting cutting edge presentations. This resource may support the Week Four Assignment.

Websites

• Center for School Change. (n.d.).Vision and mission. Retrieved from http://centerforschoolchange.org/publications/minnesota-charter-school-handbook/vision-and-mission/
• This website offers guidance for constructing a school vision and mission statement and provides examples of each. This resource supports Week Four Discussion Two.
• Emaze(http://www.emaze.com/lp/ppc/en-v3)
• This digital resource provides a variety of templates for creating presentations and includes animation and 3D transition options as well as video and photo uploading. Consider this source for the Week Four Assignment. View the Emazeprivacy policy.
• GoogleSites.com(https://sites.google.com)
• Google Slides is an easy way to create presentations and save your work automatically in Google Drive, providing easy access from any device. Rich animations, customized drawings, seamless transitions, and a variety of themes are available to create an original presentation that can be shared with others by adding email notifications inviting others to edit and/or view. Consider this source for the Week Four Assignment. View the Google Slidesprivacy policy.
• Haiku Deck(https://www.haikudeck.com)
• Haiku Deck makes it easy to follow the best practices recommended by experts for constructing professional and creative presentations. An eclectic collection of “Decks”, otherwise known as presentation templates is available to select from as well as the ability to create from a blank deck.  Consider this source for the Week Four Assignment. View the Haiku Deckprivacy policy.

Create a diagram in which you illustrate the energy flow among labeled specifc organisms of a food chain in a particular ecosystem.

Include the following using specific organisms:

• sunlight
• 2 producer species
• 2 consumer species

Write a 400- to 525-word APA formatted summary paper of your diagram that includes the flowing components:

• Describes the major categories of specific organisms, producers and consumers
• Describes the interactions between these organisms in your ecosystem
• It has been stated that all energy comes directly or indirectly from the sun. Is this represented in your diagram?
• Identify the method of energy production for the consumers and producers (photosynthesis, fermentation, or cellular respiration)
• Include at least 2 APA formatted references.

Assignment 1: Criminal Conduct and Criminal Law

Due Week 4 and worth 140 points

 

According to the text, crime has been part of the human condition since people began to live in groups. Ancient documents indicate that conduct we now call murder, theft, or robbery was identified as criminal by civilizations that existed thousands of years ago. Criminal laws regulate human conduct and tell people what they can and cannot do and, in some instances, what they must do under certain circumstances. In this assignment, you will explore different types of criminal conduct and the goals of criminal law.

 

Write a four  page paper in which you:

1. Determine whether or not a conviction is feasible when an alleged perpetrator does not have the required mens rea but has engaged in the actus rea. Provide a rationale to support your position.
2. Explain the distinction between diplomatic immunity and legislative immunity. Next, support or criticize the premise that diplomatic immunity is vital for Americans abroad.
3. Argue for or against the theory that the courts should not hold a defendant of questionable competency to the standard sentencing guidelines. Provide a rationale to support your response.
4. Identify the four (4) goals of criminal law, and discuss the manner in which these four (4) goals effectuate the purpose of protecting the public and preventing the conviction of innocent persons.

5. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and similar type Websites do not qualify as academic resources.

 

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

 

The specific course learning outcomes associated with this assignment are:

• Describe the nature and history of American criminal law.
• Explain the role of individuals and federal, state, and local government agencies in crime fighting and prosecution of criminal offenses.
• Analyze the essential legal elements of criminal conduct.

• Use technology and information resources to research issues in criminal law.
• Write clearly and concisely about criminal law using proper writing mechanics.

 

 

 

 

 

 

 

 

 

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

 

Points: 140	Assignment 1: Criminal Conduct and Criminal Law
Criteria	Unacceptable Below 60% F	Meets Minimum Expectations 60-69% D	Fair 70-79% C	Proficient 80-89% B	Exemplary 90-100% A
1. Determine whether or not a conviction is feasible when an alleged perpetrator does not have the required mens rea but has engaged in the actus rea. Provide a rationale to support your position. Weight: 25%	Did not submit or incompletely determined whether or not a conviction is feasible when an alleged perpetrator does not have the required mens rea but has engaged in the actus rea. Did not submit or incompletely provided a rationale to support your position.	Insufficiently determined whether or not a conviction is feasible when an alleged perpetrator does not have the required mens rea but has engaged in the actus rea. Insufficiently provided a rationale to support your position.	Partially determined whether or not a conviction is feasible when an alleged perpetrator does not have the required mens rea but has engaged in the actus rea. Partially provided a rationale to support your position.	Satisfactorily determined whether or not a conviction is feasible when an alleged perpetrator does not have the required mens rea but has engaged in the actus rea. Satisfactorily provided a rationale to support your position.	Thoroughly determined whether or not a conviction is feasible when an alleged perpetrator does not have the required mens rea but has engaged in the actus rea. Thoroughly provided a rationale to support your position.
2. Explain the distinction between diplomatic immunity and legislative immunity. Next, support or criticize the premise that diplomatic immunity is vital for Americans abroad. Weight: 20%	Did not submit or incompletely explained the distinction between diplomatic immunity and legislative immunity. Did not submit or incompletely supported or criticized the premise that diplomatic immunity is vital for Americans abroad.	Insufficiently explained the distinction between diplomatic immunity and legislative immunity. Insufficiently supported or criticized the premise that diplomatic immunity is vital for Americans abroad.	Partially explained the distinction between diplomatic immunity and legislative immunity. Partially supported or criticized the premise that diplomatic immunity is vital for Americans abroad.	Satisfactorily explained the distinction between diplomatic immunity and legislative immunity. Satisfactorily supported or criticized the premise that diplomatic immunity is vital for Americans abroad.	Thoroughly explained the distinction between diplomatic immunity and legislative immunity. Thoroughly supported or criticized the premise that diplomatic immunity is vital for Americans abroad.
3. Argue for or against the theory that the courts should not hold a defendant of questionable competency to the standard sentencing guidelines. Provide a rationale to support your response. Weight: 20%	Did not submit or incompletely argued for or against the theory that the courts should not hold a defendant of questionable competency to the standard sentencing guidelines. Did not submit or incompletely provided a rationale to support your response.	Insufficiently argued for or against the theory that the courts should not hold a defendant of questionable competency to the standard sentencing guidelines. Insufficiently provided a rationale to support your response.	Partially argued for or against the theory that the courts should not hold a defendant of questionable competency to the standard sentencing guidelines. Partially provided a rationale to support your response.	Satisfactorily argued for or against the theory that the courts should not hold a defendant of questionable competency to the standard sentencing guidelines. Satisfactorily provided a rationale to support your response.	Thoroughly argued for or against the theory that the courts should not hold a defendant of questionable competency to the standard sentencing guidelines. Thoroughly provided a rationale to support your response.
4. Identify the four (4) goals of criminal law, and discuss the manner in which these four (4) goals effectuate the purpose of protecting the public and preventing the conviction of innocent persons. Weight: 20%	Did not submit or incompletely identified the four (4) goals of criminal law, did not submit or incompletely discussed the manner in which these four (4) goals effectuate the purpose of protecting the public and preventing the conviction of innocent persons.	Insufficiently identified the four (4) goals of criminal law, insufficiently discussed the manner in which these four (4) goals effectuate the purpose of protecting the public and preventing the conviction of innocent persons.	Partially identified the four (4) goals of criminal law, partially discussed the manner in which these four (4) goals effectuate the purpose of protecting the public and preventing the conviction of innocent persons.	Satisfactorily identified the four (4) goals of criminal law, satisfactorily discussed the manner in which these four (4) goals effectuate the purpose of protecting the public and preventing the conviction of innocent persons.	Thoroughly identified the four (4) goals of criminal law, thoroughly discussed the manner in which these four (4) goals effectuate the purpose of protecting the public and preventing the conviction of innocent persons.
5. 3 references Weight: 5%	No references provided	Does not meet the required number of references; all references poor quality choices.	Does not meet the required number of references; some references poor quality choices.	Meets number of required references; all references high quality choices.	Exceeds number of required references; all references high quality choices.
6. Clarity, writing mechanics, and formatting requirements Weight: 10%	More than 8 errors present	7-8 errors present	5-6 errors present	3-4 errors present	0-2 errors present

Describe the three characteristics of entrepreneurial leadership: vision, dedication and drive, and commitment to excellence. Reflect on your personal leadership style and share with the class your reactions/affinities to any of these -if not, explain why not.

 

2)Imitation strategies are based on the idea of copying another firm’s idea and using it for your own purposes. Is this unethical or simply a smart business practice? Discuss the ethical implications of this practice (if any).

 

3) Last week we discussed the concept of a Joint Venture (JV). Consider the following: Intense competition such as price wars are an accepted practice in the United States, but cooperation between companies has legal ramifications because of antitrust laws. Should price wars that drive small businesses or new entrants out of business be illegal? What ethical considerations arise, if any?

 

4) Review any of the video links posted in any of the previous weeks; select one and post the

PLEASE READ CAREFULLY AND PAY CLOSE ATTENTION, ALL THATS NEEDED IS THE HIGHLIGHTED PORTION OF THIS POWERPOINT CONVERTED ONTO TWO SLIDES, THAT IS ALL:

 

Prepare a 12- to 15-slide Microsoft® PowerPoint® presentation with detailed speaker notes in which you analyze the neurophysiological and evolutionary theories. Address the following items:

•Discuss the contributions that Donald O. Hebb and Robert C. Bolles made to the field of learning and cognition.

•Describe the models associated with Hebb and Bolles.

•Provide a framework for the theoretical concepts associated with those models.

•Analyze the modern-day relevancy of the models, such as in media advertisements or education.

Include at least three references.

ue Week 6 and worth 200 points

Write a three to four (3-4) page paper in which the student answers the following three (3) items using headers to separate each item:

1. Discuss either two (2) civil liberties or two (2) civil rights events (past or current) that have influenced a sense of social responsibility in the American government today. Provide examples to support your answer. Note: In your response, consider how the events influenced the way state, local or national political leaders or agencies responded in a socially responsible or ethical manner toward the community.
2. Discuss two (2) media events (past or present) that have positively and or negatively influenced the public’s opinion of a government agency. Provide examples to support your answer. Note: Consider how a news story or media coverage of an event positively or negatively changed the public’s opinion (or perception) regarding how responsible a government agency should be towards meeting the needs of its customers; i.e. the American people.
3. Discuss two (2) differences between the Republican and Democratic parties that may have an ethical impact (positively or negatively) on the American people. Provide examples to support your answer. Note: Consider the different ideals, values, morals, and/or goals held by the Republican and Democratic parties, and their different views on the ethically or morally right way to govern and make the best policies for the people they serve. Determine if your example presents any type of ethical concerns for or against the public interest of the American people.

In your research, you cannot use Wikipedia, online dictionaries, Sparknotes, Cliffnotes, or any other Website do that does not qualify as an academic resource.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are to:

• Identify informed opinions on issues and questions involving the U.S. government, national political processes, policy making, and the notion of democracy.
• Employ terminology used to study political science and American government.
• Distinguish between civil rights and civil liberties in the context of Supreme Court protection of freedom of expression.
• Develop reasoned written and spoken presentations on issues and questions involving the U.S. government and national political processes using information in the course.
• Explain how the federal system of government works.
• Explore different perspectives on issues and questions about the U.S. government and national political processes.
• Describe the importance of an informed, effective citizenship for the national government and political processes.
• Use technology and information resources to research issues in the field of U.S. government and politics.
• Write clearly and concisely about U.S. government and politics using proper writing mechanics.

ue Week 6 and worth 200 points

Write a three to four (3-4) page paper in which the student answers the following three (3) items using headers to separate each item:

1. Discuss either two (2) civil liberties or two (2) civil rights events (past or current) that have influenced a sense of social responsibility in the American government today. Provide examples to support your answer. Note: In your response, consider how the events influenced the way state, local or national political leaders or agencies responded in a socially responsible or ethical manner toward the community.
2. Discuss two (2) media events (past or present) that have positively and or negatively influenced the public’s opinion of a government agency. Provide examples to support your answer. Note: Consider how a news story or media coverage of an event positively or negatively changed the public’s opinion (or perception) regarding how responsible a government agency should be towards meeting the needs of its customers; i.e. the American people.
3. Discuss two (2) differences between the Republican and Democratic parties that may have an ethical impact (positively or negatively) on the American people. Provide examples to support your answer. Note: Consider the different ideals, values, morals, and/or goals held by the Republican and Democratic parties, and their different views on the ethically or morally right way to govern and make the best policies for the people they serve. Determine if your example presents any type of ethical concerns for or against the public interest of the American people.

In your research, you cannot use Wikipedia, online dictionaries, Sparknotes, Cliffnotes, or any other Website do that does not qualify as an academic resource.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are to:

• Identify informed opinions on issues and questions involving the U.S. government, national political processes, policy making, and the notion of democracy.
• Employ terminology used to study political science and American government.
• Distinguish between civil rights and civil liberties in the context of Supreme Court protection of freedom of expression.
• Develop reasoned written and spoken presentations on issues and questions involving the U.S. government and national political processes using information in the course.
• Explain how the federal system of government works.
• Explore different perspectives on issues and questions about the U.S. government and national political processes.
• Describe the importance of an informed, effective citizenship for the national government and political processes.
• Use technology and information resources to research issues in the field of U.S. government and politics.
• Write clearly and concisely about U.S. government and politics using proper writing mechanics.

ue Week 6 and worth 200 points

Write a three to four (3-4) page paper in which the student answers the following three (3) items using headers to separate each item:

1. Discuss either two (2) civil liberties or two (2) civil rights events (past or current) that have influenced a sense of social responsibility in the American government today. Provide examples to support your answer. Note: In your response, consider how the events influenced the way state, local or national political leaders or agencies responded in a socially responsible or ethical manner toward the community.
2. Discuss two (2) media events (past or present) that have positively and or negatively influenced the public’s opinion of a government agency. Provide examples to support your answer. Note: Consider how a news story or media coverage of an event positively or negatively changed the public’s opinion (or perception) regarding how responsible a government agency should be towards meeting the needs of its customers; i.e. the American people.
3. Discuss two (2) differences between the Republican and Democratic parties that may have an ethical impact (positively or negatively) on the American people. Provide examples to support your answer. Note: Consider the different ideals, values, morals, and/or goals held by the Republican and Democratic parties, and their different views on the ethically or morally right way to govern and make the best policies for the people they serve. Determine if your example presents any type of ethical concerns for or against the public interest of the American people.

In your research, you cannot use Wikipedia, online dictionaries, Sparknotes, Cliffnotes, or any other Website do that does not qualify as an academic resource.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are to:

• Identify informed opinions on issues and questions involving the U.S. government, national political processes, policy making, and the notion of democracy.
• Employ terminology used to study political science and American government.
• Distinguish between civil rights and civil liberties in the context of Supreme Court protection of freedom of expression.
• Develop reasoned written and spoken presentations on issues and questions involving the U.S. government and national political processes using information in the course.
• Explain how the federal system of government works.
• Explore different perspectives on issues and questions about the U.S. government and national political processes.
• Describe the importance of an informed, effective citizenship for the national government and political processes.
• Use technology and information resources to research issues in the field of U.S. government and politics.
• Write clearly and concisely about U.S. government and politics using proper writing mechanics.

i need a paper for speech class.Paper is base on the video link i prodided below.please just follow direction and answer questions regarding what you see in the video

.Instructions :

View your assigned video clip and answer the questions below. Number and separate your

responses. Write in complete sentences. Include a heading with your name, assignment title,

and the speaker you are analyzing.

Write as much as you need to answer the questions completely and thoroughly. There is no

length requirement. Strong responses are thought out and include a high level of detail, sound

reasoning, and insightful conclusions. Formatting should be easy to read and writing should

adhere to standard grammar, punctuation, spelling, and mechanics.

It is recommended to view the clip multiple times as you craft your responses.

View the video WITHOUT SOUND for questions #1 through #5.

1. Describe the speaker’s personal appearance (dress). What does the speaker’s

appearance communicate to you? (State at least two conclusions based on your

observations.)

2. Describe the speaker’s movement and gestures. What do the speaker’s movements

and gestures communicate to you? (State at least two conclusions based on your

observations.)

3. Describe the speaker’s facial expressions. What do the speaker’s facial expressions

communicate to you? (State at least two conclusions based on your observations.)

4. Describe the speaker’s eye contact. What does the speaker’s eye contact communicate

to you? (State at least two conclusions based on your observations.)

5. Based on nonverbal analysis in questions #1 through #4, how do you think the speaker

will sound? (Identify at least three vocal charactistics and justify each with specific

reasons.)

View the video WITH SOUND for question #6.

6. How does the speaker’s nonverbal communication enhance or detract from their verbal

delivery? (Describe at least three examples of how the speaker’s nonverbals match or