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Movie Review Paper Students must write a 2-3 page response paper to the Frontline documentary “The Perfect Terrorist.” How well does the story

of David Coleman Headley fit into traditional molds of terrorist recruitment? In your essay, discuss the relationship between poverty and

terrorism to frame your discussion on Headley. Draw on your reading and lectures to support your argument. You must use at 3 or more academic

resources to support your argument.

movie: https://www.pbs.org/wgbh/frontline/film/david-headley/

Write a 700- to 1,050-word paper discussing the relationship between criminological theory and statistical data. Focus on how statistical data can be used to support or refute criminological theory.

Discuss the pros and the cons.

Include at least two peer reviewed references.

Format your paper consistent with APA guidelines.

required book “Schoppa, R. Keith. East Asia: Identities and Change in the Modern World. Pearson”. MAKE SURE YOU READ ALL BOOKS. Please answer

all questions relate to book!! DO NOT USE ANY SOURCES .

Part 1 : Please answer each questions in a few sentences. Your answer should EXPLAIN the term (including such things as dates, reasons,

consequences, etc) and assess its SIGNIFICANCE (i. e. why is it important, how does it relate to other things)?

Part 2: Answer each question at least 2/3 page. Your grade will depend on the coherence of your argument, and how well you support your argument

with specific examples from the readings and lecture.
HST 332
Final Exam Review

Part 1: Identification. You will be asked to identify and explain the significance of 3 of 5 terms selected from the following list. (3×10=30)

Japan’s Twenty-one Demands
Hara Kei
Peace Preservation Law
Kanto Earthquake
Kita Ikki
Xi’an Incident

Vietnamese Nationalist Party
Cao Dai
Ho Chi Minh
March 1st Movement (Korea)

Lu Xun
New Youth magazine
Jiang Jieshi (Chiang Kai-shek)
Northern Expedition

Ichigo Offensive
Wang Jingwei
Greater East Asia Co-prosperity Sphere
Comfort women

SCAP
“Reverse Course”
Yoshida Shigeru
KishiNobusuke

The Long March
Hundred Flowers Campaign
The Great Leap Forward
Deng Xiaoping

Democracy Wall (1978-79)
Chai Ling
1989 Democracy Movement

Part 2: Essays. You will write on two essay questions selected from the following list.

1. Some have characterized the period from 1912-1926 as the era of “Taisho democracy”. To what extent was Japan in this period a democracy?

2. What do you think the film, The Goddess, tells us about social and cultural changes in modern urban Shanghai?

3. How did the war affect the society and politics of the countries and colonies of East Asia? Why did civilian populations become such

frequent targets of military violence?

4 .How did the Chinese Communist Party develop from its foundation in 1921 through 1949, and why was it able to defeat the Nationalists?

5The postwar Japanese “miracle” transformed Japan into one of the largest economies in the world. What role did the US occupation and its Cold

War policy play in this transformation? What were the political and economic goals of postwar Japan’s leadership, and how did they work to

achieve them?

6. How did the political campaigns of the 1950s and 60s in China, including most importantly the Great Leap Forward and the Cultural Revolution,

affect the lives of Chinese people of various backgrounds? What do you think of Mao Zedong’s role and responsibility?

7. What were the most important political and economic changes under Deng Xiaoping, and what were the long-term consequences?

 

Foster Care system
What are The Effects of Foster Care Placement on Young Children in the US ?

 

Sources

Bellamy, Jennifer L. “Behavioral Problems Following Reunification of Children in Long Term Foster Care.” February 1, 2009. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2344153/.

 

Stone, Deb. “U.S. Foster Care: A Flawed Solution That Leads To Long-Term Problems?” May 12, 2014. http://www.stirjournal.com/2014/05/12/u-s-foster-care-a-flawed-solution-that-leads-to-more-long-term-problems/.

 

Sara C. Carpenter, Robert B. Clyman, Arthur J. Davidson, John F. Steiner. The Association of Foster Care or Kinship Care With Adolescent Sexual Behavior and First Pregnancy.” Accessed September 2001. http://pediatrics.aappublications.org/content/108/3/e46.short.

 

Melissa M. Ghera,Peter J. Marshall,Nathan A. Fox,Charles H. Zeanah,Charles A. Nelson,Anna T.Smyke,and Donald GuthrieSt. John Fisher College, Rochester, NY, USA;Temple University, Philadelphia, PA, USA;University of Maryland,College Park, MD, USA;Tulane University, New Orleans, LA, USA;Harvard University Medical School, Boston, MA,
USA;University of California, Los Angeles, CA, USAThe Effects of Foster Care Intervention on Socially Deprived Institutionalized Children’s Attention and Positive Affect: Results from the BEIP Study.” Accessed 2008. http://www.readcube.com/articles/10.1111/j.1469-7610.2008.01954.x?r3_referer=wol&tracking_action=preview_click&show_checkout=1&purchase_referrer=onlinelibrary.wiley.com&purchase_site_license=LICENSE_DENIED_NO_CUSTOMER.

 

Joseph M. Price, Patricia Chamberlain, John Landsverk, John Reid, Leslie Leve and Heidemarie Laurent”Effects of a Foster Parent Training Intervention on Placement Changes of Children in Foster Care.” Accessed June 30, 2008. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2441918/.

 

 

Her parents and teacher have agreed that Crystal is showing signs of developmental delays and needs screening. Testing reveals that Crystal has mild delays in speech but more severe delays in physical development. The parents agree to the free, in-school speech and occupational therapies but later refuse services when they discover that their daughter was tested by a black diagnostician. Even though the teacher knows that the first tests are valid and the black diagnostician is competent, the teacher asks that the child be retested by a white diagnostician.
Discuss whether or not the teacher’s decision to retest Crystal was ethical. To support your ideas, use the NAEYC Code of Ethics (Links to an external site.)Links to an external site.

(Appendix A in your text) and the Code of Ethics and Standard Practices for Texas Educators . To receive full points for this discussion topic, you should post a thorough response to the topic which includes citing at least 2 principles from the NAEYC Code of Ethics and at least 1 principle from the Texas Code of Ethics (see link above) to support your views and replying to at least one other student’s posting. See the course calendar and/or syllabus to see the dates that the discussion will be available.

 

Training Environmental Managers and Consultants in Management
Please find below the brief for the resit Assignment. Please note that this assignment tests all the module learning outcomes, and therefore constitutes

100% of the overall percentage marks achievable for this module. Please also note however that this resit assignment is capped at 50% for those on the

refer pathway.
You have been asked by a firm of environmental and sustainability consultants to outline a proposal for a two days training programme in management skills

for Environmental Managers and Consultants. Consultants working for this company work for client companies on a project basis at the design and

implementation of a range of environmental improvement programs. You are required to perform the following tasks:
1. In report format, list the key areas of competences in management such a professional would need to acquire. Justify each item of this skill set by

explaining why they are important.
2. Explain what are the challenges of teaching these skills to Environmental Managers

Use academic references and examples to justify your answer.
The required deliverable is a 1,500 words report with a tolerance of 10% in excess or defect. The report needs to be in correct English and needs to be

supported by references using Harvard referencing.
Learning outcomes tested
Students should be able to…
• be able to explain the skills required for effective management within an organisation;
• demonstrate effective information gathering and evaluation skills to support the development of an environmental management plan
Marking criteria
Criterion Weight %
Does the report evidence understanding of theory?
Are all key terms defined? 25

Does the report evidence good research practice?
30
Is the argument well-articulated?
15
Does the report evidence an understanding of investment appraisal? 25
Is the report well presented?
5
Total 100

Note: the management competences mentioned in this brief are those covered in the module (taught and academic references). For example, leadership and

motivationare both management competences as well asstudy subjects.
Students are advised however that it is not a list of these competences which will gain most of the marks. It is by justifying why these competences are

required that a pass is gained. Please see the marking criteria (above), which outlines where marks will be allocated. Please note, all aspects require a

critical rather than a descriptive analysis approach.

Assignment word length 1,500 words

Assignment value 100% of total marks

References
Robust “in text” and “listed” references are needed. These references must be in Harvard format. The sources used should not be only internet based: the

argument needs to be supported by solid academic references (i.e. papers in peer reviewed journals). A significant number of papers are stored in the

reference section on Studynet, however students will need to demonstrate that they have researched and found additional sources in order to achieve good

marks.

Students should not use internet only sources, e.g. Wikipedia, or they will be down marked. Students using sources such as “QuickMBA”, “Tutor2U” and

similar (the latest seen is “Businessballs.com) will be FAILED.
In doubt, please consult the Harvard referencing guide, and if still in doubt, please consult the Centre for Academic Skills Enhancement (CASE), De

Havilland Campus Block M ground floor.

 

 

 

Job Analysis and Job Description

1. Compare two (2) job positions from the episode (state episode) and perform a job analysis of each position.
2. Describe your method of collecting the information for the job analysis (i.e., one-on-one, interview, survey, etc.).
3. Create a job description from the job analysis.
4. Justify beliefs that the job analysis and job description are in compliance with state and federal regulations.
5. Use at least FIVE (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
THE Assignment must follow these requirements: MUST HAVE INTRODUCTION AND CONCLUSION.
ALL OF THIS ASSIGNMENT MUST ORIGINAL APA CITED CORRECTLY.
PLAGARISIM FREE (MUST MEET A MINIMUM OF 15 IN SAFEASSIGN)
• Write clearly and concisely about strategic human resource development using proper ENGLISH and writing mechanics.
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA GUIDELINE .
• The reference page IS not included in the required assignment page length.

 

Module 1 Discussion
Using the NAEYC Code of Ethics (Links to an external site.)Links to an external site. (Appendix A in your text) and the Code of Ethics and Standard

Practices for Texas Educators to support your ideas, discuss the ethical way to solve the tough problem described below. To receive full points for

this discussion topic, you should post a thorough response to the topic which includes citing at least 2 principles from the NAEYC Code of Ethics and at

least 1 principle from the Texas Code of Ethics (see link above) to support your views.
It happens anywhere you find toddlers. Inevitably, you will have to tell a parent that her child has been bitten by another child. This time, it’s on

the face. It broke the skin, and it’s the fourth time this week! The parent is furious. She demands to know if it is the same child who has bitten each

time and exactly who is doing the biting. Your center’s policy is not to discuss a child’s behavior and development with other children’s parents. The

parent thinks that’s ridiculous, and, besides, she thinks she already knows who did it.
Parents’ viewpoint: The parents are very concerned about their child’s safety and emotional well-being. They are especially upset because they see no

improvement in the situation. They believe that the other child’s parents should control him or her better—or leave the center. “Why should the well-

behaved children suffer?” they ask. It is not easy to believe, they feel, that the director really respects parents’ rights, from the way everyone

handled this serious safety matter.
Teacher’s viewpoint: The teacher is frustrated. For weeks now he has been working with the biter’s parents and with other teachers to control the

biting. There is no easy answer, but everyone seems to turn to him to solve this problem. He feels blamed, belittled, and unappreciated. And, to make

matters worse, he isn’t 100% certain that the complaining parents are wrong.
Director’s viewpoint: The director understands how upsetting biting is for everyone—the biter, the bitten, and their families. She firmly believes that

the center is responsible for managing behavior in the group. However, it is also important to partner with all parents. While there is no totally

satisfactory solution, teachers and both sets of parents must work as a team if there is to be any progress. The director believes that her job is to

uphold the policy of child and family privacy, while promoting home-center partnerships. (This excerpt is taken from Using NAEYC’s Code of Ethics in

Young Children, January, 1997, p. 54.)

 

Link to NAEYC Code of Ethics
http://www.naeyc.org/positionstatements/ethical_conduct

 

CODE OF ETHICS
AND STANDARD PRACTICES FOR TEXAS EDUCATORS
Effective 11/22/10
ENFORCEABLE STANDARDS
I. Professional Ethical Conduct, Practices and Performance.
Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive
practices regarding official policies of the school district, educational institution, educator preparation
program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its
certification process.
Standard 1.2. The educator shall not knowingly misappropriate, divert or use monies, personnel,
property or equipment committed to his or her charge for personal gain or advantage.
Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses or pay.
Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan
advantage.
Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair
professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of
gifts or tokens offered and accepted openly from students, parents of students or other persons or
organizations in recognition or appreciation of service.
Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
Standard 1.7. The educator shall comply with state regulations, written local school board policies and
other state and federal laws.
Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the
basis of professional qualifications.
Standard 1.9. The educator shall not make threats of violence against school district employees, school
board members, students or parents of students.
Standard 1.10. The educator shall be of good moral character and demonstrate that he or she is worthy
to instruct or supervise the youth of this state.
Standard 1.11. The educator shall not intentionally or knowingly misrepresent the circumstances of his
or her prior employment, criminal history, and/or disciplinary record when applying for subsequent
employment.
Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances
and/or abuse of prescription drugs and toxic inhalants.
Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school
activities when students are present.II. Ethical Conduct Toward Professional Colleagues.
Standard 2.1. The educator shall not reveal confidential health or personnel information concerning
colleagues unless disclosure serves lawful professional purposes or is required by law.
Standard 2.2. The educator shall not harm others by knowingly or recklessly making false statements
about a colleague or the school system.
Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws
regarding the hiring, evaluation, and dismissal of personnel.
Standard 2.4. The educator shall not interfere with a colleague’s exercise of political, professional or
citizenship rights and responsibilities.
Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race,
color, religion, national origin, age, gender, disability, family status, or sexual orientation.
Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to
influence professional decisions or colleagues.
Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the
SBEC or who provides information for a disciplinary investigation or proceeding under this chapter.
III. Ethical Conduct Toward Students.
Standard 3.1. The educator shall not reveal confidential information concerning students unless
disclosure serves lawful professional purposes or is required by law.
Standard 3.2. The educator shall not intentionally, knowingly, recklessly, or negligently treat a student
or minor in a manner that adversely affects or endangers the learning, physical health, mental health or
safety of the student or minor.
Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts
regarding a student.
Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to
a student, or grant an advantage to a student on the basis of race, color, gender, disability, national
origin, religion, family status, or sexual orientation.
Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical
mistreatment, neglect, or abuse of a student or minor.
Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with
a student or minor.
Standard 3.7. The educator shall not furnish alcohol or illegal / unauthorized drugs to any person under
21 years of age or knowingly allow any person under 21 years of age to consume alcohol or illegal /
unauthorized drugs in the presence of the educator.
Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and
boundaries based on a reasonably prudent educator standard.Standard 3.9. The educator shall refrain from inappropriate communication with a student or

minor,
including, but not limited to, electronic communication such as cell phone, text messaging, email,
instant messaging, blogging, or other social network communication. Factors that may be considered in
assessing whether the communication is inappropriate include, but are not limited to:
(i) The nature, purpose, timing, and amount of the communication;
(ii) The subject matter of the communication;
(iii) Whether the communication was made openly or the educator attempted to conceal the
communication;
(iv) Whether the communication could be reasonably interpreted as soliciting sexual contact or a
romantic relationship;
(v) Whether the communication was sexually explicit; and
(vi) Whether the communication involved discussion(s) of the physical or sexual attractiveness or the
sexual history, activities, preferences, or fantasies of either the educator or the student.

 

Directions: Choose one of the monologues (or longer speeches) in the play to paraphrase and explicate. To keep the selection manageable, focus on no more than 15 lines (but at least 10 lines).

Part 1: The Paraphrase. 1) Create a two-column table in MS Word; 2) type the text of the monologue exactly as the poet intended with act, line, scene in the left column; 3) In the right column, paraphrase the monolgue, keeping in mind perspective and verb tense, line by line.

Part 2: The Explication. In a 1.5 to 2.5 page (1.5 spaced) essay format, tackle each section of the piece, explaining its content and discussing the purpose of its rhetorical and poetic devices. To do this logically, your introduction should

□ introduce the author and title of the work.
□ have a thesis stating the central thematic statement of the poem.

Your body paragraphs should be organized by section. Your evidence should quote the play in such a way that the play is a part of your statements.

□ use a claim to open each body paragraph. Ex. In the last 13 lines of the monologue, Shakespeare uses personification to express Macbeth’s confusion over his decision. Macbeth’s perplexed tone highlights the theme of guilt and ambition.
□ at the minimum, write a separate body paragraph for each section
□ use clear quotes for evidence, and use quote weaves. Cite properly! Ex. Macbeth, while agonizing over the king’s impending doom, personifies Duncan’s virtues mentioning that they will “plead like angels trumpet-tongu’d against the deep-damnation of his taking-off” (I.vii.20-22).
□ examine content, form, rhetoric, grammatical structure, diction, rhyme, and meter—look to comment on the elements that further the overarching thematic statement of the piece as a part of your line by line analysis.
□ warrant each of your quotes by explaining the significance of the rhetoric in relationship to the thematic statement or the tone. Ex. With these words, Macbeth expresses his conflicting thoughts. He knows Duncan is innocent and doesn’t deserve death, and yet his personification exemplifies his rationalization that Duncan will not face damnation. His conflicting thoughts highlight his conscience as it opposes his ambition.

This is a short writing assignment, so your conclusion paragraph should not be a mere summary. Instead, you could end by
□ focusing your comments on the concluding lines of the piece.
□ discussing a larger pattern in the poem, such as rhyme scheme or refrain, and the effect that has on the poem.

For the Module 4 Discussion, you will return to the role of an entrepreneur. Think back to the fictional organization you created in Discussion 2 (PLEASE SEE ATTACHED FILE) and consider the constraints concepts you learned about in The Goal (BOOK AVAILABLE IF NEEDED). Assume that your fictional business was hugely successful and that you found that your customer orders where higher than you had ever hoped for.

1. Compose a full paragraph that describes a potential bottleneck resource within the production chain of providing your good or service.

2. Describe the dependent event(s) that precede the bottleneck and what is causing the bottleneck issue.

3. Describe what you would do to alleviate the bottleneck and improve your throughput.

Your initial posting should be between 200 – 300 words and use a minimum of two sources (one of which may be The Goal). Cite sources and references using APA format (a tutorial is provided in the Class Tutorials Section of the course).