graded assignment pride and prejudice literary essay this

Novel Assignment Grading Rubric Your essay will be evaluated based on the rubric below.

Criterion

5

4

3

2

1

Purpose

The literary essay fulfills its purpose of analyzing the characters, themes, and/or historical context of the novel. This purpose is clearly articulated in a valid thesis statement.

The literary essay fulfills its purpose of analyzing the characters, themes, and/or historical context of the novel, but the analysis is not complete. The purpose is stated in a thesis statement.

The purpose of this literary essay is not entirely clear. The essay provides some analysis of the character, themes, and/or literary or historical context, but there are significant gaps that leave the reader questioning. The thesis may not be entirely clear, or it may not state the purpose of the essay.

The literary essay about the novel does not fulfill its purpose because it lacks significant analysis of the characters, themes, or historical or literary context; contains irrelevant information; or is mostly a summary of the novel. The literary essay has a thesis, but the thesis is not entirely clear, or it is not valid.

This essay is not a literary essay about the novel. It does not contain an analysis of the novels characters, themes, or historical or literary context. The literary essay does not have a thesis.

Ideas and Content

The literary essay contains insightful analysis and examples of the choices characters make, the consequences of the choices, and the connection to theme, as called for. The writer explains the connections between the evidence and the thesis.

The literary essay contains examples and analysis, but some points remain unsupported, or the writer does not make a convincing connection between evidence presented and conclusions drawn. The essay may present more summary than analysis.

The literary essay contains examples and analysis, but some points remain unsupported, or the writer does not make a convincing connection between evidence presented and conclusions drawn. The writers evidence is sometimes but not always supported by relevant paraphrases and quotations from the novel. The essay includes some irrelevant or tangential content. The essay may offer more summary than analysis.

The writer does not present clear examples and analysis of the characters, themes, and historical or literary context. The writer does not use paraphrases, examples from the novel, or quotations to support his or her analysis. The writer draws conclusions for which he or she offers little or no evidence, and the essay presents more summary than analysis.

The writer does not present clear examples and analysis of the characters, themes, and historical or literary context. The writer does not use paraphrases, examples from the novel, or quotations to support his or her analysis. The writer does not draw conclusions from evidence, and the essay fails to show any insight into the novel.

Criterion

5

4

3

2

1

Structure and Organization

The essay has a clear introduction, body, and conclusion. The essay identifies the title of the novel and the name of the author, presentsa thesis in the introductory paragraph, and ends with a concluding paragraph that summarizes the main points or restates the thesis of the essay. The body of the essay contains paragraphs that support the essays thesis. The essay consistently follows an organizational pattern such as order of importance. Transitions are well placed and make meaningful connections between ideas and paragraphs.

The essay has a clear introduction, body, and conclusion. The essay identifies the title of the novel and name of the author, presents a thesis in the introductory paragraph, and ends with a concluding paragraph that restates the thesis of the essay. The body of the essay contains paragraphs that support the essays thesis. The essay usually follows an appropriate organizational pattern, but a few details or ideas may be out of place. Transitions are generally used effectively.

The essay has an introduction, body, and conclusion, but not all parts are well developed. The essay identifies the title of the novel and name of the author, but may not do so in the introductory paragraph. The essay presents a thesis, but it may not be in the introductory paragraph, or the essay may have a concluding paragraph that does not restate the thesis. The body of the essay contains paragraphs that support the essays thesis, but there may be irrelevant or tangential content. The essay sometimes follows an appropriate organizational pattern, but it does not do so consistently. Transitions are occasionally used.

The essay may not have a clear introduction, body, or conclusion. The essay might not identify the title of the novel or the name of the author. The essay does not have a clear thesis that is identified in the introductory paragraph, or it may lack an introductory paragraph altogether. The conclusion, if present, does not restate the essays thesis. The essay does not follow a clear organizational pattern, and the writer tends to jump around without connecting ideas. Minimal transitions are used.

The essay does not have a clear introduction, body, or conclusion. The essay identifies neither the title of the novel nor the name of the author. The essay lacks a clear thesis and a clear conclusion. The structure of the literary essay is non-existent. The essay consists of only one long paragraph, or paragraph breaks seem random. There are no transitions between ideas.

Language, Word Choice, and Style

The writer uses effective, compelling language to express key ideas. He or she considers purpose, audience, and tone in language and word choice. The essay uses present tense when referring to the novel. The essay incorporates literary terms and contains no colloquialisms or slang expressions. The essay is written in the third-person point of view without first-person expressions of opinion. The literary essay is written in a formal style.

The writer uses effective language to express key ideas. He or she usually considers purpose, audience, and tone in language and word choice. The essay usually uses formal language, incorporates some literary terms, and does not contain colloquialisms or slang expressions. The literary essay is usually written in the third-person point of view, is mostly objective, and typically does not contain first-person expressions of opinion.

The writers language is occasionally compelling. The writer attempts to consider purpose, audience, and tone, but sometimes loses sight of one of these aspects and includes inappropriate language or wording. Few appropriate literary terms are used, and the writer sometimes incorporates slang, colloquialisms, or other informal language. The literary essay is not consistently objective, and third-person language sometimes lapses into first-person expressions of opinion.

The essay lacks compelling language. The writer does not consider purpose, audience, or tone and uses inappropriate language or wording. Literary terms are not used, and the language is informal. The literary essay is not objective or is not written in the third-person point of view. The writer includes many first-person expressions of opinion.

The essays language is often incoherent. The writer does not consider purpose, audience, or tone. The literary essay contains personal opinions, comments, and exclamations. The essay contains informal language, including slang and other inappropriate expressions.

Criterion

5

4

3

2

1

Sentences and Mechanics

Each sentence expresses a complete thought. The title of the novel and the name of the author are capitalized correctly. The title of the novel is italicized, and quotations within the essay contain the exact words from the novel and are punctuated correctly. There are extremely few errors in grammar, usage, and mechanics, and those that exist do not impede understanding.

Most sentences contain complete thoughts. The title of the novel and the name of the author are capitalized correctly. The title of the novel is italicized. Quotations from the novel include the correct words, but they are sometimes not punctuated correctly. There are few errors in grammar, usage, and mechanics, and they rarely interfere with a readers ability to understand.

The title of the novel and name of the author might not be capitalized correctly, or the title of the novel is not italicized. Sentences do not all contain complete thoughts. There are several unintentional fragments and run-ons. Quotations do not contain all of the correct words or are not punctuated correctly. There are errors in grammar, usage, and mechanics that sometimes interfere with the readers ability to understand.

The title of the novel and name of the author, if present, might not be capitalized correctly. Many sentences are incomplete, and it is difficult to recognize quotations from the novel. There are errors in grammar, usage, and mechanics that make the essay difficult to understand.

Most sentences contain errors in structure. Quotations, if used, are incorrectly transcribed and punctuated. Multiple errors in grammar, usage, and mechanics make the essay difficult to understand.

CFIPH assistance w linear motion

1. WALKING SLOWLY AWAY Logger Pro is used to collect constant velocity data for an object (a student) moving slowly away. This data is used to calculate velocities. 1.1 DATA Stand 0.5 m from the detector. Have your lab partner click on “Collect”. Walk slowly and steadily (at constant velocity) away from the detector as it collects data. Your graph of position as a function of time should be close to a straight line (which indicates constant velocity). If not repeat until you get good, straight data. Copy the data into an Excel spreadsheet. (The data is in a separate file on Brightspace indexed by lab section.) 1.2 COMPUTE AVERAGE VELOCITY MANUALLY Using only the first and last data points, calculate the velocity (v) using the equation in the theory. Repeat using a second set of data points, each about a quarter of the total time in from both ends of the data set (for instance, you could use the 6th and 25th data points). Repeat again for a third pair of points, each about a third of the total time in from the ends of the data set (for instance, the 11th and 19th points). Using the three velocities you have calculated, calculate the average velocity and its standard deviation. (All these calculations need to be recorded in your Excel sheet, and you need to show which data points you used.) 1.3 AVERAGE VELOCITY BY LINEAR FITAnother way to find the velocity is to fit the data to astraight line. In your spreadsheet, plot your data andadd a linear trendline. The slope of the trendline is thevelocity. Be sure your chart has a title, labels for the xand y axes, and that the trendline is readable.2. WALKING QUICKLY TOWARDSThe experiment is repeated for a faster velocity, onlythis time the student walks towards the detector.2.1 COLLECT DATAStand 2 m from the detector. Have your lab partnerclick on “Collect”. Walk quickly but steadily (at constantvelocity) towards from the detector as it collects data.Repeat until you get a good, straight line of data. Copythe data into an Excel spreadsheet. (The data is in aseparate file on Brightspace indexed by lab section.)2.2 CALCULATING VELOCITYRepeat 1.2 and 1.3 using this new set of data. (Your velocities will be negative.)3. VARIABLE MOTIONThe student now walks a variable path in front of the detector. Using the provided data, you willanalyze the path they walked.3.1 COLLECT DATAStand within the detector range (either close or far). Have your lab partner click on “Collect”. Walkwithin the range of the detector for 5 seconds. Try to walk a path that includes forward andbackward motion and a period of standing still. Always try to maintain constant velocity while youare moving. Enter the data into an Excel spreadsheet. 3.2 INSPECT DATAPlot the data using Excel (including a title and labels). Enlarge your chart so you can clearly seeindividual data points. As you move your mouse pointer over the points it will identify the data thatcorresponds to that point, which allows you to analyze data point-by-point. Looking at the chart,identify when the student was walking toward, when they were walking away and when they werestanding still. (In your report you will describe how they walked in words.)3.3 CALCULATE VELOCITIESUsing the manual method (as described in 1.2) calculate (in Excel) the velocity of the student whenthey were walking toward and when they were walking away from the sensor. (You’ll compare thetwo speeds in your report.)3.4 CALCULATE THE AVERAGE VELOCITYUsing the equation in the theory, calculate (in Excel) the average velocity of the student over theentire 5 seconds.Questions1. For part 1 (walking away), what was the velocity you calculated manually, and the one youobtained by fitting the data? Do the two agree? Why or why not? Which of the two do you believewas most accurate and why?2. For part 2 (walking towards), what was the velocity you calculated manually, and the one youobtained by fitting the data? Do the two agree? Why or why not? Why were your velocitiesnegative for this data set?3. For part 3 (variable path), in a single sentence describe in detail how the student walked tocreate this data. Were they faster walking toward or away from the sensor? What was theiraverage velocity for the entire five seconds?he data for this lab is in a separate Excel file on Brightspace

The krasniqi family case study tell momma why you cry by the dallas

“Tell Momma Why You Cry”
Dallas Observer
The K Family This case is a true story and the material is from the listed News source. For the purpose of this assignment some of the facts are omitted including the final disposition. The conclusion will be shared ivith you after you complete the case assessment assignments.
Most of the houses in this quiet. middle-class Richardson neighborhood look alike wide, one-story, brick homes with small, manicured front lawns. The home of Sam and Kathy Krasniqi has one distinguishing feature: rain or shine, several pairs of mens and womens shoes can be found lined up on the porch next to a mat that says, Friends Are Always Welcome. These shoes are just one symbol of the Krasniqis faith. Muslims, they explain, never wear shoes inside a mosque or in their homes because both are holy places that must be kept scrupulously clean or their prayers will be invalidated. This is also why the Kranniqis does not allow pork to be cooked or eaten in their house.
Immigrants from an Albanian region of what was once Yugoslavia, Kathy and Sam Krasniqi sit barefoot in the back den of their darkened, four-bedroom house. Tears run down their faces as they watch grainy videotapes of their two children, the only tangible connection the couple still has to their 10-year-old daughter, Lima, and I4-year-old son. Tim.
For the past five years, Tim and Lima have lived together in a series of foster care placements around the state, after the children were removed from their custory. This harsh and irreversible punishment came at the end of a strange case that began when several witnesses reported seeing Krasniqi fondle his daughter during a karate tournament in a Plano high school gymnasium in which his son was competing.
Several years after the family court ruling, Krasniqi finally had his day in criminal court. Collin County Judge Nathan White acquitted him of the charge of indecency with a child primarily on the strength of testimony from Massachusetts anthropologist Barbara Halpern. one of the countrys foremost authorities on the peasant culture of the Balkans.
Halpern explained that Sam Krasniqis actions were done not with sexual intent, but rather with playful affection in keeping with his culture, which cherishes children and showers them with physical affection. But it was an empty victory for the Krasniqis, whose children, were kept from them. If I am danger, why am I not punished? Why am I not in prison? But my children are? a bewildered Sam Krasniqi asks as he wipes tears from his eyes with the back of his hand. The Krasniqis believe their children are indeed prisoners prisoners of the Texas Department of Protective and Regulatory Services.
The state agency (known as the Department of Human Services (DHS) when the case began) is charged with protecting childrens best interests, but the Krasniqis say it unfairly took their children away. Child Protective Services (CPS). placed the terrified Krasniqi children, who had
never even been left with a baby-sitter before, in a series of group homes and foster families, none of whom ever gave the slightest consideration to the childrens ethnic and religious heritage.
Today, Tim and Lima are being raised by a Christian family. They are being taught to accept Jesus Christ as their savior and eat pork. They are destined to forget they ever had another family, another faith and another language.
The videotapes that Sam and Kathy Krasniqi watch show a mothers valiant attempts to stay connected to her children, to keep them tied to their family of origin, to their culture and to their religion. The videotapes were taken during visits Kathy was allowed to make with her children
every two months in an office, guarded by a police officer, inside the Texas Department of Human Services building on Maple Avenue in Dallas.
State District Court Judge Hal Gaither made the rare decision to allow the visits ten months after the incident at the karate tournament. The visits lasted for two years. In the videotaped visits, Kathy brings Tim and Lima the ethnic foods petla and peta she used to make them at home. In addition to toys and games and clothes, Kathy also brings pizza from one of the several Brothers Pizza Restaurants the Krasniqi family owned in Dallas before mounting legal expenses forced them to sell their once-thriving business. She brings them large stacks of pictures of family members and friends. Do you look at the pictures, Lima, when you miss mommy? Kathy asks, Lima nods, and then curls into her lap while Kathy tells her and Tim the stories of the day they were each born. Each visit ends with Tim and Lima looking into the camera and saying good-bye to their father, who they call babi, Albanian for daddy. And before Kathy leaves, they beg to know the date of the next visit.
But as the years have stretched on, later tapes record how familial bonds and memories fray. In tapes taken a year and a-half ago, the children strain to remember Albanian the only language they ever spoke in their home. They forget the names of cousins and even the Albanian first names of their mother and father: Sadri and Sabhete. The tapes also capture the sadness and confusion the children feel being caught between two cultures.
During one visit, the children show up wearing crosses. They confess to Kathy that their foster parents take them to church three times a week, where they sing and pray to Jesus. At a following visit, after a psychologist appointed by the court to supervise the visits complains to DHS, the crosses are gone from the childrens necks, yet Tim is wearing a T-shirt that proclaims Jesus is in Control. As Kathy tries to talk to her children about their Muslim faith, explaining the holy month of Ramadan when Muslims fast every day until sundown, Lima suddenly breaks into sobs. Dont cry, Lima, Kathy says, stroking her daughters long silky black hair. Tell mama why you cry? Slowly Lima confesses that in her foster parents home she has eaten pepperoni, which contains pork. Choking back the tears, she says shes afraid her mother will be angry. Dont worry, Kathy reassures her. Do you know how much mama loves you? Lima nods her head yes. A lot, she says. It has been a year and a-half since Kathy last saw her children. The Krasniqis have learned that one of their greatest fears has been realized their children have been converted to Christianity.
From the very beginning, the Krasniqis pleaded with workers in the child welfare system to be sensitive to their childrens Muslim identity. But even though the agency professes to value heritage, little was done in this regard. When the State first put Tim and Lima in protective custody they were placed in the Buckner Baptist Childrens Home in East Dallas, where they were taken to revival meetings. When Kathy and Krasniqi visited during that time, their children asked them if they had accepted Jesus Chris as their savior. When the Krasniqis complained to the childrens caseworker, their attendance at the ongoing revival was limited somewhat, according
to DHS records.
Jan DeLipsey, the psychologist who supervised Kathy Krasniqis visits with her children, wrote to the court and described her personal distress at the systems disregard for the childrens heritage and religion. According to an affidavit she filed with the family court, she asked the childrens caseworker the third they had had in as many years whether he had investigated placing the children with Kathy Krasniqis brother in New York, who knew the children and had expressed interest in adopting them. I have not, and would never, investigate relative placement in this case, because these people always stay together, was the caseworkers reply.
In late October, the Krasniqis and several members of the Islamic Association filed a motion on behalf of the Krasniqi children, asking the court to replace the childrens guardian ad litem with Khalid Hamideh, a Dallas lawyer who represents the Islamic Association of North Texas and has served many times as a guardian ad litem to children of Muslim faith. We hope it is not too late to bring these children back to the religion and culture and heritage of their forefathers, says Hamideh.
Sadri Krasniqi was born 56 years ago in Yugoslavia, an ethnic mosaic, composed of six republics that were gerrymandered into a country at the negotiating table of Versailles after World War I. The Krasniqi clan lived in an autonomous Albanian region within the Serbian republic, called Kosovo. Ethnic and religious ties run deep in this part of the world, and so do centuries-old animosities, which roiled into bloody warfare several years ago, catapulting this little known region into front-page news. But even before ethnic bloodshed focused the worlds attention on the region, anthropologists had found it a fascinating area of study, particularly the Krasniqis Kosovo. Kosovo, more than any other part of the Balkans, clings to a value system with ancient roots, where marriages are arranged, several generations often live under one roof and unwritten medieval codes prevail. The concept of honor and shame are very strong in this subculture. Vendettas and blood feuds are an integral part of this world. In the village, mens and womens lives are lived in separate social spheres and certain taboos prevail. A woman, for instance, would never kiss her husband in front of her father.
Sam Krasniqi lived his childhood in a village near Pec, venturing out only after high school to attend his countrys equivalent of a trade school. Good jobs were scarce in Kosovo, a particularly depressed region of Yugoslavia, where industrial development came slowly. For several years Krasniqi was a bureaucrat in the communist government, investigating workers compensation claims. He spent the next ten years as a police officer in his village, where his brother served as chief of police. As is common in his native region, Krasniqi had to leave if he could ever hope to support a family.
At the age of 30, Krasniqi arrived in Chicago. He worked 18 hours a day at two jobs. He was a punch press operator at Zenith radio and was chief superintendent of a high-rise condominium. After leaving Zenith, he worked for a janitorial firm. In 1979, when he saved enough money to start his own business, he returned to Yugoslavia, where his parents had chosen a bride for him. All he knew about Sabhete Goga 15 years his junior was that she was from a different village in Yugoslavia and that her parents made sure she was from a good family and a good background. As is the custom, Sabhete. or Kathy, was still living at home, though she was in her mid 20s. Her mother had died when she was eight and she looked after her father. Krasniqi and Kathy had only a few months to get to know each other before they married and returned to Chicago.
When the Krasniqis first child was born they named him Urtim and in a concession to their new culture, called him Tim. Shortly after, the Krasniqis moved to Dallas and Krasniqi went into the pizza business. Two years later Lima was born and as their family grew, so did their prosperity. In several years, Krasniqi would own as many as five Brothers Pizza restaurants from Mesquite to Arlington, from the West End to a North Dallas location near Valley View Mall the one at which he and his wife worked.
Friends and business associates of Krasniqis describe him as a devoted father and a hard¬working businessman, at times stubborn and headstrong, but trustworthy. If all my clients were like him, 1 wouldnt have any banking problems, Mito Nliteff, a Fort Worth lawyer and banker of
Albanian descent testified on Krasniqis behalf in the family court trial. Miteffs bank had lent Krasniqi money on several occasions to finance his businesses and he never missed a loan payment, Miteff said. The Krasniqis owned a Mercedes Benz and a four-bedroom house on Keller
Springs Road. Even as they plunged into the economic system, the Krasniqis cleaved to their ethnic heritage. They spoke Albanian in their home and with their children and socialized only with other Yugoslays. Their grasp of the English language was poor, limited to what they needed
to run their pizza parlors. Their lives revolved around the children, which was very much in keeping with their village backgrounds. Kathy remained at home with Tim and Lima until they were ready for kindergarten. I never knew what this mean baby-sitter. she says, shaking her head. On Saturdays, when Kathy had to work in the restaurant, she took Tim and Lima with her.
Confronted with a new culture. Krasniqi sought stability in his traditional code of honor. A
Garland arson investigator trying to get to the bottom of a series of arson-for-profits in the Dallas/Fort Worth area allegedly done by several Yugoslays came to Krasniqi. Krasniqi, a cop fur a decade in his village, knew several of the men and volunteered all the information he had about the crimes and risked retaliation by testifying for the prosecution in at least one trial. Krasniqi, according to his lawyer, also provided information to the Federal Bureau of Alcohol Tobacco and
Firearms about a Yugoslav ring of gun and drug traffickers, who were suspected of running weapons back to Yugoslavia.
On one Saturday morning, Tim Krasniqi begged his father to attend his karate tournament. In the two years that the 9-year-old had been taking karate lessons, his father never had seen him compete. Tournaments were always held on Saturday, Krasniqis busiest work day. This time, Krasniqi gave in to his sons request. Lima, 4 V: years old, changed into her prettiest dress a red sailor dress and put on plastic dress-up shoes. In Kosovo, when children are taken out in public, they are always dressed in their best. Krasniqi packed up his video camera and headed off with his son and daughter to Shepton High School in Plano.
The tournament started at 11:00 a.m. and Krasniqi and Lima sat in the front row, to be as close as possible to Tim when he competed. Sitting one row above them, a few feet to the right, was Mary Lou Taylor. a mother from Coppell, who was in the stands that day to watch her two children and husband compete in the tournament. Shortly after the tournament began, Taylors attention was drawn to the spectator in front of her. She watched as a 50-year-old man with thinning gray hair repeatedly rubbed the underwear-clad buttocks and bare legs of a little girl who was laid out across his lap. He also slipped his hand under the girls panties and caressed and squeezed her buttocks. He lifted her to face him and rubbed her front chest under her little dress. He then put his hand inside her panties from the leg opening and squeezed her vagina, Taylor wrote in a statement she gave police. Taylor called 911. A police dispatcher in training was sent to meet the woman, because she was in plain clothes. The dispatcher watched Krasniqi and Lima from across the gym and, according to her testimony, saw Krasniqi put his hands on Limas underwear. The dispatcher informed an undercover police officer who had arrived what she had seen and he sat behind Krasniqi and corroborated the dispatchers story. Two uniformed police officers placed Krasniqi under arrest and took him, Lima and Tim to the Plano police department, where the children were put in the protective custody of the Department of Human Services.
The authorities had the rarest commodity of all in child molestation cases witnesses. From the outset of this case, it seemed police and welfare workers suspected the worst. Mike Johnson, the Plano police officer assigned to the case, would confide in state caseworkers that he thought Krasniqi might be into pornography. His reasons: Krasniqi had a video camera with him (the tape. it turned out, was of a Yugoslav birthday celebration at the pizza parlor) and that Krasniqi grinned when he was arrested. Detective Johnson said the man seemed to get a charge out of everyone seeing him molest the child and then see him get arrested, according to the notes of a Child Protective Services caseworker.
A Collin County child welfare worker named Lisa Black videotaped an interview with Lima and Tim. Sitting in a police department office, hugging a stuffed animal, Lima tells Black in the tape that her father has touched her on her rushka (an Albanian pet name for genitalia), but never under her clothes. The tape of Tims interview could not be located, but according to Blacks notes, Tim had seen his father touch his sister on her private parts on several occasions. He stated his father tickles Lima on her private pans and she likes it. When questioned further, Tim revealed his father also touches him on his private parts at his house. Tim stated he doesnt mind his father doing this, Charged with sexual abuse of a child, Krasniqis bond was set at 525,000. Krasniqi remained in jail over the weekend, while Kathy tried to make sense of what had happened. If you live in Albania 1.000 years, youd never hear such a thing, someone having sex with a child, says Kathy in a recent interview. If I ever caught my husband doing such a thing with his fingers, putting them inside our daughter, he wouldnt have those fingers anymore.
On Monday afternoon, while Krasniqi remained in jail, two caseworkers from Dallas County Child Protective Services arrived unannounced at the Krasniqis home. According to her case notes, Meredith Wunderlich, the primal) person assigned to the case, was struck by several things upon entering Kathys home how immaculate it was and that Tim was in his underwear at 4:30 in the afternoon and how Tim and Lima shared a bedroom, despite the house having four bedrooms. If she asked, Wunderlich three years out of college with her B.A. in social work and no children of her own would have learned that there are religious reasons for keeping a Muslim home so clean. Also, that Tim was about to change into his karate uniform and that Tim and Lima shared a bedroom, because, until very recently, their two cousins and uncle had lived with them.
Wunderlich, who did not return calls to the Observer, had to explain to Kathy what molestation meant. If you mean something sexual like with me and my husband, you are wrong, Kathy responded. It is not a sexual thing and there is no harm to my children, Kathy told Wunderlich. Kathy also apparently had no idea what the Department of Human Services was nor how they worked.
Wunderlich took Lima into her bedroom to interview her, Tears welled up in her eyes because she was obviously nervous about what was about to be said, according to Wunderlichs notes. Lima did not want to talk about events at the karate tournament, although Wunderlich tried to prod her by reminding her that was the day your father was arrested for doing some bad things to you. Lima did tell Wunderlich that her father had touched her in her home on her breasts and vagina, which she pointed to with her finger. Asked whether she had seen her father touch her brother on his private parts, Lima said one time. The caseworker took Tim into the back den to question him. According to the caseworkers affidavit, Tim told her his father had rubbed his private parts over his underwear on at least one occasion. I tried over and over to explain to Kathy that there was no question in my mind that her children had been sexually abused, Wunderlich wrote. Over the phone, Wunderlich and her supervisor decided the children should be placed in a foster care setting some place where they would be well cared for, looked after and believed,Wunderlich noted. I told her it would not necessarily be a permanent placement.
One hour away from my children would be too long, Kathy interjected. Fumbling for her keys and purse, Kathy demanded her children come with her. The children were crying and the caseworkers went over to them. Tim yelled out, I didnt know. I didnt know it was wrong! Kathy begged the caseworkers to leave. Then, holding onto her children, Kathy dashed out the back door to the garage and sped away. Kathy and the children returned an hour later to find the police at their home. Unfamiliar with Child Protective Service procedures, the police told the caseworkers they had to leave. I told Kathy that this was not the end of my involvement and she
would be seeing me again, Wunderlich wrote in her notes.
The following day, a Tuesday, Sam Krasniqi, whose lawyer had cautioned him against talking to police, agreed to talk with Wunderlich, who told Krasniqi she wanted to help his family. According to Wunderlichs case notes, he admitted touching Lima and Tim, that it was acceptable in his country and it was just a big misunderstanding. He denied it was sexual at all and said that I could kill him if he was lying and if it was sexually gratifying to him. Krasniqi has since insisted that Wunderlich misconstrued what he was telling her. At the karate tournament. Krasniqi insists he was just playing a game with his daughter touching the parts of her body and asking her to say their names.
I tell Wunderlich, how can you love your children and not touch them? Krasniqi explains, sitting in his home, surrounded by pictures of his children when they were younger. Nowhere in
Wunderlichs case notes does not indicate that anyone in her department tried to research the Krasniqis culture. If they had, they might have learned what Barbara Halpern, the anthropologist
from Massachusetts. testified to in Krasniqis criminal trial. The Krasniqis come from very physically demonstrative culture. Children are universally adored. Until they attain school age and venture beyond the household gates, they are the constant subjects of hugs, caresses and even
displays of affection. Alarmed by her interview with Krasniqi, Wunderlich was even more determined to remove the   from their home. She got a court order and, after talking with her attorney. Kathy surrendered them to DHS.
The children spent ten days in the home of foster parents a terrifying experience. The children would later tell their parents and the caseworker that the foster mother brandished a knife and yelled at Tim because he got out of bed to get a glass of water. On August 23, the Krasniqi
family had a hearing in the Dallas County Courthouse as required by law. Wunderlich was represented by her supervisor. Carol Duncan. who recommended that the children be returned to their mother, because the children had been so emotionally stressed by the foster care placement. The court ordered the family into DHS-sponsored group treatment. Sam Krasniqi was barred temporarily from any contact with the children.
Throughout the fall, the Krasniqis diligently abided by the court order. Krasniqi rented an apartment and attended a sexual offenders group treatment program run by Chester Grounds, a staff psychologist with DHS. Grounds said in court that Krasniqi originally admitted in group that he had sexually abused his children, including putting his finger in his daughters vagina, but that Krasniqi later recanted. The justification he gave for changing his answer was he did not understand our language and the questions we were asking or the way in which we were asking the questions, Grounds told the court. From the outset of the case, Wunderlich thought Krasniqis chances of being rehabilitated were slim. In my opinion, it is not likely that we will be able to reunite Sadri with his family, Wunderlich wrote in late August. The abuse is too interwoven into his relationship with his children. I believe it will be a long time, if ever, before he can
successfully learn to relate in a non-sexual way with his children.
Throughout the Fall, Kathy attended a womens group on Tuesday nights (for mothers of abused children) and Tim and Lima attended a group for sexually abused children. Kathy told the group that touching childrens genitals is all right in her country, but that she realized it was not all
right in this country, according to the caseworkers notes. In the childrens groups, both Tim and Lima said little. Tim told Wunderlich he didnt like talking about everyones problems. I tried to explain to him why this was so important, but he said his life wasnt as bad as theirs (the other children), according to Wunderlichs notes. Both children told the group that they missed their father terribly. After the Tuesday night groups, the children asked Wunderlich if they could call their father. They are always excited about updating their father on everything thats going on with them, wrote Wunderlich, who monitored phone calls. ‘Their spirits seem much higher during conversations with their dad then at other times.
During the fall, the children also underwent physical examinations at Childrens Medical 
center Reach Clinic, run by Dr. Paul Prescott, the leading local expert in examining children for
sexual abuse. I am somewhat concerned that the children have not told us the full extent of their sexual abuse, Wunderlich wrote in her case notes. I had hoped that this exam might shed some light on this. Tim was examined first. Prescott tried to comfort the child, who was crying.
Prescott asked Tim about his abuse and Tim replied. No one has hurt me, but said that his father had touched his private parts. Prescott found no physical evidence that Tim was sexually abused. Nor did he find any physical evidence of abuse during his examination of Lima, who met the doctor with ease.
As ordered by the court, the Krasniqi family had individual psychological evaluations with an independent therapist named Jan DeLipsey, who worked on a contract basis with OHS. DeLipsey reported that neither parent would benefit from group therapy because their poor English would prevent them from understanding much of the interaction. DeLipsey strongly recommended individual counseling.
In addition, she suggested that Kathy, whom she found to be emotionally, socially and financially dependent on her husband, also participate with her children in family therapy. DeLipsey cautioned that those who participate in any legal proceedings involving Mrs. Krasniqi should take care to explain proceedings and have her repeat the explanation back in her own words to assure her understanding.
DeLipseys words of caution would prove to be prophetic in coming months, but they were ignored by OHS. So were her recommendations that the family members would be best served in individual and family counseling. However, on the strength of DeLipseys evaluations, Wunderlich approved visitations between Sam Krasniqi and his children to be supervised by herself. The first supervised visitation between Krasniqi and his children was scheduled for five and a-half months after his arrest.
Wunderlich arrived at the Krasniqi home on Keller Springs Road at 3:30 p.m. to find the house burned to the ground, the charred remains still smoldering. Kathy Krasniqi was standing in the middle of the street. disoriented. Theres not even a spoon left, she kept saying. She also lost the only picture she had of her deceased mother. The children walked over to Wunderlich, accompanied by their father. He held both children in his arms and wept. The caseworker then went to talk to the firemen, one of whom informed her the fire was arson caused by a bomb and timing device.
The Krasniqis and Wunderlich decided to go the familys restaurant so the family could get something to eat and Kathy could figure out where she and her children could stay. On the way to the car, Krasniqi picked Lima up and twirled her around. They looked like they were having the best time, Wunderlich wrote, thinking of the fire. It looked and felt out of place. After three hours at the pizza parlor, the caseworker had to leave. After phoning her supervisor, she told Kathy that she and the children could remain there a little longer, but that Krasniqi was not to be alone with the children. She also gave her permission for Kathy and the children to go to the restaurant the next day to eat, Kathy says. Kathy and the children moved into Krasniqis apartment on Keller Springs and for a few nights, he slept in the restaurant, before leasing another apartment near his restaurant on Montfort.
On Saturday a woman from Kathys DHS therapy group, went to the Krasniqis restaurant with her three children. Knowing that Krasniqi was not allowed to see the children without supervision. Kendall was surprised to find Kathy and the kids with Sam Krasniqi. Kendall reported to her OHS group leader what she had seen. I noticed her husband could not keep his hands off Lima,
according to Kendalls affidavit. He was constantly touching, kissing, hugging or stroking her. After Wunderlich met with Kendall, she drove over to Brentfield Elementary School in Richardson to question Lima and Tim. Reluctantly, the children admitted they had seen their father without OHS supervision at least once since the fire. But my mother said we could see our father as long as she was there, Tim yelled out, My father didnt hurt me. Lima shouted. Wunderlich and her supervisor made the decision to remove the children from their home and place them in an emergency care, under the Texas Family Code. Wunderlich put the children in her car. As they drove past the school, the children saw their mother, who was unaware of what was happening, as she waited in her car for them to come out of school, as she did every day. The caseworker told
the children not to look toward their mother as they drove past. The children obeyed.
As required by law, a hearing was held for the emergency removal of the children a few days later to determine whether the children had been in immediate danger. The hearing was held in the courtroom of Judge Hal Gaither. Carol Kendall testified about what she witnessed in the pizza parlor the previous Saturday afternoon. Wunderlich told the judge that she was frightened of Kathy, because she threatened to kill her the first time she went to her home to remove her children. (There is no mention of this threat in Wunderlichs notes, though she testified that there was). In addition to testifying that Kathy was still uncertain about whether she believed her children had been abused. Wunderlich told Gaither that the parents were suspected in burning their own home. She also said she thought Kathy would disappear with her children if the court returned them to her. When Kathy took the stand, assistant district attorney David Cole aggressively questioned her about disobeying the court order that prevented Sam Krasniqi from seeing the children unsupervised. In broken English. Kathy did the best she could to explain to the
court that she thought it was all right to bring the children to the pizza parlor as long as she was with them. She explained that when Krasniqi was granted supervised visits, Wurtderlich had allowed her to be in the restaurant with her children and Krasniqi unsupervised on two occasions
the day her house burned down and the next day, when she and her children went there to eat.
When it was over, Gaither took Lima and Tim to his chambers to interview them. Gaither asked the children whether their father had ever touched their private parts. Lima said yes, but never underneath her clothes. Tim said he didnt remember ever being touched by his father, except when he was a ba

MKT 100 TUI Societal Marketing-Class Discussion

General Mills is a multinational company that deals with several branded consumer foods. The company produces and markets branded consumer foods worldwide. General Mills also distributes unbranded food products to other industries that deal with food services. The company was formed in 1928 in Minneapolis and it is still located there. Since its establishment, the company has been able to acquire other companies thereby making it one of the world’s trusted food suppliers. (General Mills Inc, 2019).Mission and VisionGeneral Mills has mission and vision statements that guide their operations. Its vision statement is “to serve the world by making food people love.” The mission, on the other hand, is: “To make lives healthier, easier and richer every day.” Their main target in the mission is to nourish lives, the whole society and the future (General Mills Inc., 2017). For the company to meet its objectives and achieve its mission, it has set up three aspects that will focus on nourishing the lives of its customers. Firstly, General Mills assists its customers to lead healthier lives by employing weight management strategies and by producing products that will boost the functions of the heart rather than affecting its performance. This is achieved through the enriching of the diets by incorporating essential nutrients. Secondly, the company also produces on-the-go foodstuffs that are conveniently packaged. Finally, the company also strives to enrich the lives of its customers by making products that can create special and memorable moments with their friends, family or colleagues.StakeholdersGeneral Mills stakeholders are the stock owners, senior management, employees, traders, suppliers, delivery companies, farmers and consumers. The major institutional stakeholders are Vanguard Group Inc., State Street Corp, Blackrock Institutional Trust Company, Blackrock Fund Advisors, Massachusetts Financial Services Co.Kraft Heinz Company should have a very similar mission and vision as both companies are dedicated to the sustainable health of the people and the planet, but apparently, that was not the case (Ocano, 2015). After searching the site intensively I could not locate the mission or vision but they do have their culture and values listed. Both companies do have similar values and strive to create a positive culture.Nestle on the other had a very detailed mission statement, in my opinion, it was very clear and portions of the statement educated potential stakeholders on the company’s objective. In my opinion, their mission statement technically had parts of their vision in it. Their statement was long but I felt it covered the majority of their short term goals. After reading their mission statement I started looking at their stock details, I even downloaded their Annual report, financial statements and read their letter to shareholders.Reference:General Mills Inc. (2019). A Look BAck On 150 Years. Retrieved from General Mills: General Mills Inc. (2017). Purpose. Retrieved from General Mills: Making Food People Love: Janoski, J. (2016, October 11). Core Messaging: Mission, Vision, Values. Retrieved from Attaché: Ocano, S. (2015, August 31). Top 10: US food and beverage manufacturers of 2015. Retrieved from Buisness Chief: Top 10: US food and beverage manufacturers of 2015QUESTION AND NEEDED RESPONSE:Awesome start to the class. I am trying to stay head and keep up (as I have many health problems) so I am happy that you are an early poster. Keep up the momentum.You have some great information about the mission statements, vision statements, and the stakeholder. Mission and vision statements have evolved and developed through the years. It seems like businesses have really catered to their current markets by adjusting the terms they use. I personally believe that a lot of evolvement to make things simpler to understand in the past few years is because generation by generation we have more and more automated technology. In this case, both companies seem to lean very much towards creating a certain type of future and with that in mind they use more terms and ideals that younger generations will understand and agree to.I do not think that anyone born in the 90s would not understand the same concepts as companies that have more traditional mission and vision statements (unless they are business students). I say this purely from experience that I have younger friends who share the same ideals as what these websites convey. Do you think that companies change the terms the use to cater to a certain generation? Or do you think they use different term because they want to be the first to have a “value statement” or “promises,” so that they differ from other competitors?

Park University Unit 8 Discussion/Student Responses

Unit 8: Critical Exchange Forum1111 unread replies.1111 replies.DirectionsInitial Critical Exchange Forum Comment1111 unread replies.1111 replies.Please reflect on your key course learning outcomes and experiences. How has our course altered the way you think about corporate finance? Include one major idea, takeaway, or example.In addition to students’ initial critical exchange forum comments, students are also expected to actively participate in the in the forum discussion. Active participation requires a minimum of two forum logins on two separate days. Thus, a minimum of three logins on three separate days is required to earn full credit. Forum response participation posts require a minimum of 150-250 words to earn full participation points.Guidelines for student forum discussion/participation:Student 1Manage Discussion EntryPlease reflect on your key course learning outcomes and experiences. How has our course altered the way you think about corporate finance? Include one major idea, takeaway, or example.Corporate finance is concerned with how businesses fund their operations in order to maximize profits and minimize costs. It deals with the day-to-day operations of a business’ cash flows as well as with long-term financing goals (e.g., issuing bonds). In addition to capital investments, corporate finance is concerned with monitoring cash flows, accounting, preparing financial statements, and taxation (Hayes, 2022).There are many different tasks done under Corporate Finance and can be as discussed below,Capital Investments. Under corporate finance, tasks include making capital investments and deploying a company’s long-term capital. Therefore, the capital investment decision process is primarily concerned with capital budgeting. Through capital budgeting, a company identifies capital expenditures, estimates future cash flows from proposed capital projects, compares planned investments with potential proceeds, and decides which projects to include in its capital budget.Capital Financing. Its responsible for sourcing capital in the form of debt or equity. A company may borrow from commercial banks and other financial intermediaries or may issue debt securities in the capital markets through investment banks. A company may also choose to sell stocks to equity investors, especially when it needs large amounts of capital for business expansions.Short-Term Liquidity. Is tasked with short-term financial management, where the goal is to ensure that there is enough liquidity to carry out continuing operations. Short-term financial management concerns current assets and current liabilities or working capital and operating cash flows. A company must be able to meet all its current liability obligations when due. This involves having enough current liquid assets to avoid disrupting a company’s operations.ReferenceAdam Hayes (2022). Corporate Finance Definition and Activities. Student 2Manage Discussion EntryGood Afternoon Team!I enjoyed this corporate finance course this semester. It was tough at times and the course really challenged me. It allowed me to understand the different aspects of financing and maintaining operations. It allowed me to understand profit margins are not always the most important aspect to a functioning corporation, which will be helpful as I pursue my career in healthcare administration. Additionally, I understand how using funds to make purchases can reflect differently depending on how the investments were funded. I have also become more proficient at compiling spreadsheets in my current revenue cycle position.Corporate finance is the division of finance that deals with how corporations address funding sources, capital structuring, and investment decisions. I think the most interesting thing I learned is the way different income and debts can be represented on a company’s balance sheet. The balance sheet provides information on a company’s resources and its sources of capital. The information on a balance sheet allows analysts and investors to assess a company’s ability to pay for its operating needs, meet future debt obligations, and make distributions to owners (Hayes, 2022). For instance, when completing my project, I chose CVS Health as my company to analyze and UnitedHealth Group as the benchmark company. While reviewing the balance sheets for both the companies, they showed UnitedHealth Group had a higher operating income than CVS. However, when reviewing debt for both companies, UnitedHealth Group has been consistently increasing their long-term debt, while CVS has worked to significantly decrease their long-term debt obligations (Macrotrends, 2022). CVS Health is performing better because they are able to better meet their debt obligations and operating needs. Before this course, these key analyzing points would have gone right over my head. All in all, I am happy I was able to take this course. The feedback I received from my peers was great! I was always surprised by the different points of view that I hadn’t considered. I truly learned a lot.ReferenceHayes, A. (2022, March 17). Corporate finance definition and activities. Investopedia. Macrotrends. (2022). CVS Health balance sheet 2010-2022. Macrotrends.

2000 word argument paper. please read all guidelines and follow all

2000+ word essay MLA style
Topic: The poem MARRIAGE by GREGORY CORSO is the reading I would like argued and analyzed.  As far as the history of marriage. Purpose of marriage etc… the opposition of marriage. Need a strong paper! Use online database. Not google!!
 
 Read the assignmentagain and again. Its crucial that you understand your purpose. You are being asked to create an argument about a work found in our textbook. You should have picked something out already, but if you have questions or problems, get in touch with me immediately. Again, the paper must be an ARGUMENT, and it must be about a WORK FROM THE TEXTBOOK. Research comes from a question. What question do you wish to answer about the work you chose? Go do research to see what others have to say, and then answer the question. Doing research is entering into a conversation. You want to see what other experts have to say about your chosen work and put your ideas in that context. You do not need to find someone who thinks exactly as you do. Thats not why you do research. You can use your sources to support your own ideas, to give a sense of what others say, and for counter arguments. 
Use the library databases. DO NOT GOOGLE. The purpose of this assignment is to get you used to using the leo library resources, which you can be assured are reliable. Let me know if you need help picking out a database or coming up with search terms. Dont forget that you can get in touch with the librarians. They are willing and eager to help.
 
You should begin your initial research about your chosen literature with some biographical information about the author then begin to read as much analysis of your particular selection as possible. When you are ready to begin writing your research paper, the biographical information should be very brief as an introduction to your literature. Keep in mind that the purpose of your paper is to critically analyze your chosen work, focusing on some aspect of the overall work that helps to define and unify a central argument. Possible research questions might include: • What is unique about the work that makes it worthwhile? • What technique(s) does the author use? • What argument(s) are central to this piece? • How effective are these argument(s)? • What is unique about the way the writer presents these argument(s)? • How do the writer’s techniques help define this piece as literature of importance? These questions are not all inclusive but should serve as a guide as you are researching and reading.
Requirements Your finished paper should adhere to the following requirements:
• • 2000-word scope
• One primary source (chosen piece of literature)
 • No less than three credible, academic secondary sources (research) Correct use of in-text documentation and Works Cited page (MLA format) Wikipedia and other WWW sources are not always reliable.
You should be able to find biographical information and some critical sources from the online library databases. Critical sources that you find online should be from previously published articles in a reputable magazine, journal, or newspaper, and can be found in an academic database. The importance of a careful, methodical writing process should not be underestimated here. If your research paper is not solidly grounded in each of these steps, your final product will be inadequate. Be sure to use your instructor as a resource; contact him or her as needed during the formative stages of this paper to insure that your work, albeit “rough,” is also efficient and substantial.
 
Please use these strategy questions as the professor is looking for them to be addressed in the writing.
Do you have a lead-in to “hook” your reader? (an example, anecdote, scenario, startling statistic, or provocative question.)
How much background is required to properly acquaint readers with your issue?
Will your claim be placed early (introduction) or delayed (conclusion) in your paper?
What is your supporting evidence?
Have you located authoritative (expert) sources that add credibility to your argument?
Have you considered addressing opposing viewpoints?
Are you willing to make some concessions (compromises) toward opposing sides?
What type of tone (serious, comical, sarcastic, inquisitive) best relates your message to reach your audience?
One written, have you maintained a third person voice? (no “I” or “you” statements)
How will you conclude in a meaningful way? (call your readers to take action, explain why the topic has a global importance, or offer a common ground compromise that benefits all sides?)
 
I wanted to make the instructions clear so I am not penalized when it comes to grading.
All paragraphs should have a topic sentence and supporting sentences explaining one idea and not multiple ideas.
Things I got hit on, on past papers on here.
 

Social work UCSD Communications Question

Social Work 110 requires all students to write a 6 – 8 (including cover page, abstract, references, and annotated bibliography pages) scholarly research term paper on a field of service in the social work profession, in the American Psychological Association (APA) format.Your Paper Will Consist of the Following Sections:Cover Page (10 pts)Abstract (20 pts)Literature ReviewTarget Population (10 pts)Presenting Problems (10 pts)Personal Assessment (10 pts)References Page (30 pts)Pick a problem or social issue: Social workers attempt to address all sorts of problems. What’s your dream job? Is there a problem or social issue that exists that you think you want to make a career out of solving? If you cannot think of one you can use the list below to get you started:Child WelfarePregnancy ParentingSchool Social WorkOlder AdultsSubstance AbuseMedical Social WorkGrant WritingRefugees and/or ImmigrantsDisabilitiesAdministrationViolence, Victims and Criminal JusticeNext Step: Study The Assignment Questions: You will have to do research in order to answer the following questions:Define the problem or social issueWho is the target population? Who are the clients in need of service? Include information regarding the age ranges, gender, and socioeconomic status.What are the practice methods that social workers use in this field? Indicate micro and/or macro practice methods and provide example(s). If they do micro, such as case management, you would need to say micro and give examples of case management that they do.What are the barriers to service for the target population? What gets in the way of clients of the problem you chose getting services? Example: lack of transportation.What is your assessment of your continued interest in the field of service? (This is the only part of the paper that can be written in 1st person) Example: After completing this assignment I realized I really love this field. The reasons why are…Research: Begin your research for appropriate and relevant reference materials. Use the questions above to help you find relevant books and articles.What are the Literature Requirements?You will need at least 2 scholarly articles – What is a scholarly article?A scholarly article is written by a professional and is usually contained in a professional journal.Social work journals and articles written for the National Association of Social Workers (NASW) are good examples of appropriate references.“Social Work Today” is an online/hard copy magazine that often has scholarly research articles available; it is available in the Cuyamaca Library.You can also use journal articles from other related professions such as psychology, psychiatry, nursing, pediatrics, and education.Articles, research, and statistics from the Federal Government are acceptable.You can also use e-scholarly articles.Popular culture magazines, newspaper articles, and websites are not appropriate for scholarly research (Examples: Wikipedia and about.com).*Please be sure that all resources include author/s and dates. Undated books, articles, or websites will not be accepted.Important Research SpecificsAll resources must be from the United States of AmericaAll resources must be no older than 2010. The date must be included!Locating Your ResearchThe Cuyamaca Library (Library building, LRC/C)The librarians have a copy of the Scholarly Research Term Paper Guidelines. They are all very skilled in helping students find appropriate resources and materials for this research assignment. The Cuyamaca Library has also purchased a large number of new books that will help social work students with this research term paper.For assistance with research contact a librarian in person at the reference desk on the 2nd floor.There is also an extensive online library that includes e-books and e-articles specifically for the subject of social work.For online reference assistance: For Social Work Resources (e-books and e-articles): Accessing Resources from Cuyamaca LibraryThe Cuyamaca College Librarians can reserve books from the SDSU Library at no cost to Cuyamaca students. Scholarly articles are also available from SDSU.Paper Formatting:APA has very specific formatting requirements. Your paper MUST include the following topic headers in italic font. The paper will have the following sections, in the order provided below. Topic headers are essentially titles of each section, written in as follows:Cover PageAbstractLiterature ReviewProblem/Social Issue DefinedTarget PopulationPractice MethodsPresenting ProblemsBarriers to Service for the Target PopulationPersonal AssessmentReferences PageThe Bibliography or “References” SectionThere will be one “References” section for both parts of the paper, located at the end of the paper, in APA format.Use APA Formatting (American Psychological Association)Please consult the APA Style Essentials for general document guidelines such as the title page, abstract, body of the paper, text citations and quotations, and references (located in Canvas under “Files”)A sample APA Format paper is available in Canvas under “Files.”Final Paper is the finished product that includes a college-level discussion of the topic with accompanying research and supporting evidence.All required topics are covered accurately, with supporting research.The paper is written in APA format, including citations and the “References” page.Grammar, organization, and writing are at the collegiate level.Please refer to the term paper guidelines in this document for all requirements.

Final paper. only for lalanisumesh.

Applied Ethics
Choose one of the applied ethics topics from the list below. Provide a brief description of your topic and the thesis you chose in the opening paragraph of your paper. This topic should be the thesis that you worked on in Week One and refined in Week Three. Remember that your first paragraph must contain a clear thesis statement as in the assignments from Weeks One and Three. In the body of your paper, examine the issue by discussing how three of the ethical theories presented in this course could be used to answer the particular question you have formulated. Use the core principles of each of these theories to support your discussion. Complete your paper by identifying which ethical theory you think provides the most satisfactory moral answer to your question, or the theory that provides the least satisfactory answer to your question. You should create a list of strengths and weaknesses for each of the theories as applied to your question to assist you with this task. However, you should not merely present the strengths and weaknesses of each theory but must argue that one theory is better or worse than the others in this case. Remember that each paragraph in your body must begin with a topic sentence that clearly identifies the main idea of the paragraph. Your paper should be 1500 to 2000 words (not including the words on the title and reference pages) in length. This means that you should devote approximately 300 words to each of the ethical theories, and 300 words to supporting your argument for which theory works best or worst.
Just War

Resources for this topic can be found in Weeks Two and Four. Be sure to analyze both required and recommended resources.

Duty to Aid Underprivileged People

Resources for this topic can be found in Week Five. Be sure to analyze both required and recommended resources.

Equality (Gender)

Resources for this topic can be found in Week Five. Be sure to analyze both required and recommended resources.

Business Ethics 

Resources for this topic can be found in Week Three. Be sure to analyze both required and recommended resources.

Responsibility to Animals

Resources for this topic can be found in Weeks Two and Four. Be sure to analyze both required and recommended resources.

Responsibility to the Environment

Resources for this topic can be found in Weeks Two and Four. Be sure to analyze both required and recommended resources.

End of Life

Resources for this topic can be found in Week One. Be sure to analyze both required and recommended resources.

The paper must be 1500 to 2000 words (excluding title and reference pages) in length and formatted according to APA style. You must utilize at least two required readings or media, and tworecommended readings or media from any week of the course to support your claims. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar.
The Ashford Writing Center (AWC)  has two kinds of tutoring available to you.

Live Chat – If you have writing-related questions about a topic before you draft a discussion post or submit a written assignment, you will now be able to chat live with a tutor for a short (up to 20 minute) conversation. Live Chat will be available Monday through Friday from 10:00-11:00 am and 4:00-5:00 pm (PST). AWC Live Chat
Email Paper Review – If you have a draft, partial draft, or even if you’re having trouble getting started, you can complete a submission form and email your paper to the AWC for review.

Writing Tutors will do their best to return your paper with their comments within 48 hours, not including Saturdays and Sundays. Please plan accordingly if you would like to receive feedback before an assignment due date. AWC Email Paper Review

Writing the Final Paper
The Final Paper:

Must be 1500 to 2000 words in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:

Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted

Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least two required readings or media, and two recommended readings or media from any week of the course.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
Late Policy: Written assignments (essays, journals, presentations) are due on the specified days in the course. Written assignments will be subject to a late penalty of up to 10% per day up to three days late. If written assignments are submitted after 72 hours past the due date, instructors can give a penalty up to and including a grade of 0 for the assignment.

Logywk8 | Applied Sciences homework help

Response 1
 
  Anxiety disorders, which include generalized anxiety disorder, panic disorder/agoraphobia and social anxiety disorder, are the most common psychiatric disorder diagnosed (Bandelow et al., 2017). Anxiety disorders are also considered to have a “high burden of illness” and are undertreated as well as underrecognized in the doctor office setting (Bandelow et al., para. 2, 2017). Generalized anxiety disorder (GAD) is a chronic psychiatric illness that typically begins in adolescence or when someone is a young adult and continues throughout their entire life (Bandelow et al., 2017). Left untreated, GAD can lead to other psychiatric conditions, such as major depressive disorder (Bandelow et al., 2017). 
          The treatment of GAD involves both pharmacotherapy as well as psychotherapy in order to be successful (Bandelow et al., 2017). The first line treatment of GAD from a medication standpoint is SSRIs, SNRIs and buspirone (Bandelow et al., 2017). The second line treatment of GAD includes the class of medication known as benzodiazepines (Rosenthal Burchum, 2021). It is important to understand that relief of anxiety when using a benzodiazepine has a very quick onset of relief, but this category of drugs is only recommended for short-term as it is highly addictive (Rosenthal Burchum, 2021). Common benzodiazepines used for GAD include alprazolam, chlordiazepoxide, diazepam, lorazepam, and clonazepam (Rosenthal Burchum, 2021); common SSRIs used to treat GAD are escitalopram and paroxetine (Rosenthal Burchum, 2021); common SNRIs/other medications used to treat GAD include buspirone, duloxetine and venlafaxine (Rosenthal Burchum, 2021). “Venlafaxine, an SNRI, was the first antidepressant approved for GAD” (Rosenthal Burchum, pg. 244, 2021). The only type of SSRIs currently approved for treatment of GAD are escitalopram and paroxetine (Rosenthal Burchum, 2021); however, these medications are not as well-tolerated as the class of benzodiazepines (Rosenthal Burchum, 2021). Treatment for long-term management of GAD should be managed with antidepressants and buspirone (Rosenthal Burchum, 2021). “Compared with benzodiazepines, the antidepressants do a better job of decreasing cognitive and psychic symptoms of anxiety but are not as good at decreasing somatic symptoms” (Rosenthal Burchum, pg. 243, 2021). 
          It is important to realize that pharmacological treatment of GAD should go along with nondrug therapy to have success in treating the patient’s anxiety (Rosenthal Burchum, 2021). Patients with mild GAD can have success in nondrug treatment alone, such as cognitive behavioral therapy, relaxation training and supportive therapy (Rosenthal Burchum, 2021). “Because GAD is a chronic disorder, initial drug therapy should be prolonged, lasting at least 12 months and possibly longer” (Rosenthal Burchum, pg. 243, 2021).  
          A patient’s individual pharmacokinetic and pharmacodynamics play into how pharmacological treatment works or doesn’t work. Age, gender, mental health history and genetics all can affect the anxiolytic medications used to treat GAD (Hoffman, 2021). As GAD occurs throughout the lifetime and is a chronic disease, aging affects the pharmacokinetics and pharmacodynamics of each individual (Hoffman, 2021). As we age, our body changes and these changes can affect the way medications are absorbed and metabolized (U.S. Food and Drug Administration, 2019). Anxiety is common in the elderly population and this population tends to be on multiple medications for different medical conditions, which allows for multiple potential drug-interactions (Crocco et al., 2017).  
          Another interesting fact I found when researching GAD was the discovery of CYP450, which is a pharmacokinetic gene related to generalized anxiety disorder (Hoffman, 2021). “The selection of a specific SSRI can be customized to an individual patient based on the drug’s side effect profile and drug-to-drug interactions but should be equally evaluated for potential pharmacokinetic gene-drug interactions” (Hoffman, para. 4, 2021). This research has found that there are many variants in the CYP450 genes that can help providers make informed decisions when prescribing medications for GAD based on that individual’s drug metabolism profile (Hoffman, 2021).  
          Patients with GAD, such as those with other psychiatric conditions, require a personalized care plan that is individualized to their specific needs and pharmacodynamics (Strawn et al., 2018). Personalized care plans are used to individualize treatment, specific to the patient’s lifestyle, genetics, other medical conditions and gender to name a few; personalized care plans have the best success rate for the patient and encourage medication compliance (Strawn et al., 2018). 
Response 2
 
I personally have dealt with Generalized Anxiety Disorder (GAD).  I was diagnosed 6 years ago.  I’m currently taking Celexa which is a Selective Serotonin Reuptake Inhibitor (SSRI) and have found this medication helpful, but I feel at my best when I do other non-pharmacological interventions along with taking medication.  According to Sheffler 2021 SSRIs block reuptake and enhance and prolong serotonergic neurotransmission causing an increase in serotonin within the brain. Serotonin is a chemical neurotransmitter within the brain that carries signals to the neurons.  Slowing the re-absorption of serotonin helps to lower anxiety and regulate mood (Sheffler, 2021). 2 APA refrences
The recommended first line of treatment for GAD is the medication Effexor which is considered a Serotonin norepinephrine reuptake inhibitor (SNRI) (Rosenthal Burchum, 2021).  Not only does Effexor increase serotonin, but it also increases norepinephrine, and dopamine by blocking their transport and blocking the reuptake of these neurotransmitters, increasing the stimulation of postsynaptic receptors (Singh, 2021). 
It is also recommended that combined pharmacological therapy and non-pharmacological interventions together create the best outcomes for patients with GAD (Rosenthal Burchum, 2021).  I personally have been trying to incorporate mindfulness, which my therapist recommended.  It has been found that the practice of mindfulness is an effective tool to lower and treat anxiety (Hoge et al., 2017). 2APA refrences

Howard College Discussion Question: What are the most pressing political and/or security issues in Asia? Please be specific.

Culture plays an important role throughout Asia. The region encompasses many diverse societies that are all unique. The many of the countries in the region have also seen dramatic economic growth as a result of globalization. Asia also has significant contemporary security issues with implications for both U.S. and international security. Specific examples include a growing and militarizing China, North Korean nuclear proliferation, and a remilitarizing and increasingly nationalist Japan.Required Lesson Material: Video. “The Miracle of Asia: Singapore Documentary.” YouTube. Watch all. In this short video, James Wiffen explores the dramatic rise of Singapore in southeast Asia. He traces the historical context of British rule, post-World War II Japanese control, and Singapore’s independence achieved in 1959. Students should pay particular attention to how modernization has impacted some countries in Asia (such as Singapore) more beneficially than some other regions that we have studied thus far in the course.Required Lesson Material: Mark E. Manyin et al. “Pivot to the Pacific? The Obama Administration’s ‘Rebalancing’ Toward Asia.” Congressional Research Service. 28 March 2012. Read all.In this non-partisan report for current members of the U.S. Congress, Mark E. Manyin and his team of experts analyze the Obama Administration’s “pivot” to Asia that encapsulates current U.S. foreign policy. They examine the background to contemporary U.S. policy toward Asia, areas of continuity, areas of change, as well as the benefits, costs, and risks of such a plan. Students should pay particular attention to the strategic, diplomatic, and economic dynamics at work in Asia and how these relate to U.S. and international security. The authors note that “In the fall of 2011, the Obama Administration issued a series of announcements indicating that the United States would be expanding and intensifying its already significant role in the Asia- Pacific, particularly in the southern part of the region. The fundamental goal underpinning the shift is to devote more effort to influencing the development of the Asia-Pacific’s norms and rules, particularly as China emerges as an ever-more influential regional power. Given that one purpose of the “pivot” or “rebalancing” toward the Asia-Pacific is to deepen U.S. credibility in the region at a time of fiscal constraint, Congress’s oversight and appropriations roles, as well asits approval authority over free trade agreements, will help determine to what extent the Administration’s plans are implemented and how various trade-offs are managed.”II. Politics in AsiaRequired Lesson Material: B. S. Agarwal. “Korea as an Epicentre of Northeast Asian Power Politics: A Historical and Geopolitical Perspective.” Indian Journal of Political Science, vol. 67, no. 2 (2006): 261–278. Read all.In this article, B. S. Agarwal explores Korea’s political role in Asia. The author highlights the important role of geography and culture in this dynamic and relates Korea’s politics to other countries throughout the region. The author notes that “Presently, Korea and China are in a grip of an unprecedented historical quarrel over the origin of an ancient Kingdom of Koguryeo. Both of them claim their ancestral linkages with it.84 As mentioned in the beginning of this paper, there was enormous intermingling of various tribes and clans living in the Korean peninsula and the adjoining areas of Manchuria, Mongolia, Siberia, etc., in the past ages. A complex structure of alliances and counter alliances among them also existed at that time.85 Therefore, it is very difficult to decide who belonged to whom. There is no sense in digging into extremely remote history of Northeast Asia. Even if it were proved that Koguryeo belonged either to Korea or to China, it would not serve any purpose. It would only create heated arguments and counter arguments between the scholars of two nations.86 In view of a long history of cordial relations between Korea and China, and for the sake of good will among the northeast Asian nations, it would be better for both of them to stop wrangling over this futile controversy.”Required Lesson Material: Kongdan Oh. “Understanding North Korea.” Brookings Institute. Read all.Politics in Asia are often quite unique. Nowhere is that dynamic more readily apparent than North Korea. In this short article, Kongdan Oh explores North Korea and illuminates the political dynamics of the ruling regime. He argues that “North Korea today is not one republic but two: A “Pyongyang Republic” and a “Republic of Everyone Else.” The distinction is both geographical and political. The capital city Pyongyang is clean, orderly, and modestly prosperous. Pyongyangites, most of them Party members, dress better than they used to, buy food at restaurants and street-side stalls, and talk on their cell phones. Foreign visitors, expecting to see a land of starving people, are impressed. The regime has the power to make the city—or the most visible parts of the city—to its own specifications. After all, there is no private enterprise to interfere with government plans. Kim Jong-un and the top elites live even better than the other citizens of Pyongyang. No matter how many economic sanctions are placed on North Korea, there always seems to be enough money to support the political elites, with plenty left over for nuclear weapons and missiles.”