Author: custom-essay

While U.S. Supreme Court Justices are appointed, many other judges have to run for election. What are the arguments for and against electing judges?

(Please be as liberal as possible)

Violent Crimes
Answer the following questions in a separate Word document as one essay. When you are ready to submit the project, go to the Dropbox and select Unit 5: Assignment.
We have seen an increase in school and workplace violence over the years. Some of these crimes have resulted in numerous deaths in a single instance.
Research any one instance of school or workplace violence and discuss the following questions in your essay:
What are some events that led up to the incident?
What are the facts about the incident?
Who were the offenders?
What was the initial law enforcement response?
What was the police response during the remainder of the incident?
What, if any, changes have been made by those affected by the incident? (police, government, school, workplace, etc.)

Marking Marked out of 100 – Percentage of total subject mark 40%

Desrption
How does colonialism continue to express itself in contemporary Australia?

Essays must include the following subject themes as ongoing: Power, Racism, Colonialism Due Date WEEK 12, FRIDAY MAY 26TH BY 4PM
INDS150 Autumn Session 2017 University of Wollongong – Faculty of Law, Humanities and the Arts Page 13 of 14
Format
The essays should be formatted along the following lines: (1) Length: 1,500 words (2) Spacing: double-spaced (3) Font: Times New Roman 12 point (4) Margins: 2.5 cm (all sides) (5) All long quotations (four lines or more) are indented with single-spacin (6) Page numbering: at the top right-hand side (7) Documentation: all citations are consistently formatted. (8) A full bibliography that correctly cites all materials used for the paper.

Assessment Criteria
(1) Addressing the question: demonstrates the relevance of the content of the essay to the question.

(2) Using evidence: uses externally sourced material, such as research findings, facts, quotations, or other forms of information to support a more general claim, idea or argument.

(3) Developing argument: constructs a coherent and convincing set of reasons for holding a particular point of view.

(4) Critical evaluation: contains evaluative assertions or desrptive points about the value, significance, strengths and/or weaknesses of elements referred to in the essay.

(5) Structuring: formal arrangement of the essay that supports the development of ideas within the essay. Has clearly recognisable introductory and concluding paragraphs, and paragraphs in the main body of the essay each have a clear, single concept or point as their main focus.

(6) Use of Language: adheres to conventions of written English (word choice, grammar, punctuation and spelling) and is appropriate to the purpose and context.

(7) Referencing: correct and consistent referencing and full bibliography.

Submission Method

Electronic submission via Turnitin accessed via the Moodle page
Required Performance Level

In order to successfully pass this subject, students must attain a minimum mark of 50% for this assessment task. Students who do not meet this requirement will be given a Fail grade or TF (Technical Fail) grade.
Turnitin

This assessment task has been set up to be checked by Turnitin, a tool for checking if it has unreferenced content. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You can then make any changes that may be required and re-submit your final version by the due date.
Subject Learning Outcome Addressed
This assessment task addresses Subject Learning Outcomes 1, 2, 3 & 4 as set out on Page 3 of this Subject Outline.

This weeks discussion topic concerns a large-scale natural disaster, Hurricane Katrina. Since then the Gulf Coast has been hit by more storms and what has been called the Slow Motion Katrina, the BP Deep Water Horizon oil drill blowout that poured hundreds of millions of gallons of crude oil into the Gulf and its fragile wetlands.

The aftermath of Katrina as the long-feared Big One hurricane event quickly became a national tragedy. We watched as troubling images and near hysterical pleas from citizens and reporters poured in. We learned that much of the Gulf Coast had been swept away and we witnessed from a distance as New Orleans sank ever deeper desperation for 5 days.

This weeks discussion assignment: Read Notes on the Eve of Destruction (word doc. Attached) and the article Symbol of the Storm (attached) and then respond with your thoughts on the following question:

What meaning do you make of the reactions of those stranded in New Orleans, an American city? Be sure to focus your response not on personal opinion but on the application of a psychology of disaster theory. The question here isnt about whom to blame for not leaving the city when warned or for the looting (some took necessities and, of course, some just destructively took advantage of a tragedy), for not rendering fast enough aid or for not reporting on the event as you or I believed it should have been covered. It has already been observed that there was an unparalleled catastrophic failure on all levels of government response to this large-scale emergency. Additionally, we cant blame the media for the New Orleans residents reactions immediately following the storm and levy breach because some of the people at the Superdome and Convention Center may have been in contact with reporters on the ground but they werent watching the wall-to-wall coverage that so many of us on the outside saw. Here we want to focus on the reaction of the people stranded in New Orleans. Gradually, steadily, initially very cooperative, civilized behavior eroded into wild-eyed fears and an inability to recognize the humanity in each other. For this discussion we enter the situation on the days after the levees are breached, when it is too late to leave. There are heroes as we expect to see them during such events, but there are also helpless and hopeless persons, seemingly paralyzed by desperation. Drawing on what you have read and learned in the course so far, what disaster models or theories would you use to explain the images we saw daily on television for 5 tragic days in August/September 2005.

Are we ready for the next attack? Why or why not?

State and support your position. In terms of your readings what do you believe the most probable threat is, what could or should we be doing to be prepared? In responding explore (through your own research) and indicate technologies that could be considered in the detection of Nuclear, Biological or Chemical (NBC) agents in the Homeland and by first response personnel and organizations. Also state two questions you would like to ask the class on this topic.?

Assignment Instructions
Prepare a 500-750 word essay in which you identify both:

A current or a suspected domestic terrorist group or individual; and

A current or suspected international terrorist group or individual

Review selected individuals / groups to discuss, by way of comparison and contrast:

Key similarities and differences between the groups / individuals.
At least one terrorist activity, which is attributable to each group / individual.
The primary motive(s) behind each of the above identified terrorist acts.

Your opinion as to which network or individual poses the greatest threat to the U.S. along with your assessment as to why.

Work should be a minimum of 500 words and should utilize APA formatting.

Assignment Instructions
Prepare a short presentation on something you learned during this course that you found particularly interesting, or at least interesting enough to do some research on.

Here is guidance for the student presentation.

1. Look through the text and Course Materials (including the COMET Modules) for something that you find particularly interesting, or at least interesting enough to investigate further, and look around the Internet for information and graphics.

2. Microsoft Powerpoint is an excellent tool for preparing the presentation, and the notes option provides a convenient place to type in the words you would have spoken to the class if we were all assembled in a traditional classroom setting.

3. Instead of counting slides, plan your presentation to last about five to ten minutes if it could be presented to your classmates in a traditional classroom.

4. Identify your sources (including all images), either the bibliographical citation or the website. Its important to cite all images as direct quotes and a full bibliography on the final slide.

5. When your presentation is complete, upload it to this assignment within Sakai.

So the student presentation is not a formal research paper. It is intended to share information and images that you found particularly interesting or exciting.

Email the instructor if you have any other specific questions.

………………………………………………………………………………………………………………………………………………Rubric for grading PowerPoints
Synthesis of concepts: Presentation showed a clear understanding of the chosen topic. Ideas are clearly and properly organized. 40%
Use of technology: Student demonstrated ability to use PowerPoint software to create a slide presentation. Creative ideas are incorporated into the presentation. 15%
Clear citations: References to the course text or to other materials were properly cited (Including images). 15%
Writing standards: The writing was grammatically correct, clear and concise. The presentation was well formulated, and easy to read and understand. Correct terminology was used when needed. 20%
Length: Presentation is at least 10-15 slides of solid content, not all images: 10%

Q1)Evaluate the principles of working in partnership with others to meet childrens additional needs
Q2) Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years

Analyze what constitutes effective interpersonal communication in personal, professional, and diverse contexts. Paper must be in APA format and have at least 3 cited sources and one of the cited sources must be the book titled: Interpersonal Communication: Everyday Encounters This book can be found using ISBN 978-1-285-44583-0

Q1) Identify stages of cognitive development in children from birth to 7 years.

Q2) Summarise current scientific research relating to neurological and brain development in early years.

Q3) Explain how current scientific research relating to neurological and brain development in early years influences practice in early years settings.

Q4) Describe theoretical perspectives in relation to cognitive development.

Q5)Analyse how theoretical perspectives in relation to cognitive development impact on current practice.