Creating Equality Project

Creating Equality Project

Equality can take many forms. The protected classes under the Civil Rights Act of 1964 and later congressional acts include race, color, religion, ethnicity, national origin, age, disability, Veteran status, and genetic information. But there are other quests for equality as well: immigrant equality, healthcare equality, sexual orientation and gender identity equality, education equality, income equality. Feel free to expand on these lists.

1.  Identify a person who you believe created or is creating equality in the United States.

• Who is the person?

• Biographical information about the person.

• What motivated the person to try to create equality?

2. Describe the type of equality that the person created or tried to create?

• Explain the equality the person tried to create.

• Why is this equality important to you?

• What laws or policies was this person trying to change?

3. How did this person create equality?

• Explain how this person created equality.

• What did this person do?

• How did this person convince other people to participate in this quest for equality?

4. Major Accomplishment/Legacy

• Explain this person’s major accomplishment in the field of equality.

• What is the legacy of this person’s efforts? Is the quest over? What still needs to be done?

5.  General Opinion/Analysis

• Your closing thoughts and analysis.

 WHAT IS THE THREAT ON THE UNITED STATE .

PLEASE THIS IS THE TOPIC IS —-  topic of the terrorist threat posed by cyberspace and how the DHS is responding to that threat.

Please prepare a full sentence outline of your paper. Your working title and thesis statement must be at the top of your outline. A full sentence outline is similar to a topic outline but requires a full sentence at each level of the outline. Quotes listed in your outline must utilize in-text citations. A reference list should be included on a separate page.

WHAT IS THE THREAT ON THE UNITED STATE .  topic of the terrorist threat posed by cyberspace and how the DHS is responding to that threat.

WHAT IS THE OVER COME OF THE THREAT ON AMERICA SOIL ONLY.

HOW TO PREVENT THE THREAT ON AMERICAN SOIL.

Read the instructions for this assignment in the Research & Writing discussion forum to be sure you understand all the requirements.   You may also want to review the grading rubric prior to submitting your assignment.   If you have questions, ask in the discussion topic set up for that purpose or email me.

If you are unfamiliar with full sentence outlines please check out: https://owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/types_of_outlines.html

what a public leader is

Write a 4–5 page paper in which you: Define what a public leader is. Cite experiences and research to support your assertions. Based on your readings, describe and develop an overview of two public leaders—one male and one female—that embody your ideal of a public leader and the leadership theories and styles that they manifest. Reflect on the events of the 1990s and the tremendous social and governmental changes that happened at that time. Discuss the roles of Nelson Mandela, Desmond Tutu, and F. W. de Klerk in facilitating change, recognizing diversity, and leading courageously. Discuss gender diversity in the workplace, including the increasing numbers of women in the workplace and leadership positions. If you’ve ever had a leader of another gender, discuss the pros and cons of your experience. Suggest one key strength or weakness that could influence your ability to be a public leader. Include at least four peer-reviewed references (at least one must be no more than 3 months old) from material outside the textbook. Note: Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and websites ending in anything other than “.gov” do not qualify as academic resources.

The specific course learning outcome associated with this assignment is: Evaluate how to effectively lead and motivate teams in diverse public environments.

The Behavioral Risk Factor Surveillance System (BRFSS) is cross-sectional panel survey used to collect quantitative data on adult behaviors and risk factors.

The Behavioral Risk Factor Surveillance System (BRFSS) is cross-sectional panel survey used to collect quantitative data on adult behaviors and risk factors.

Here is the information for reference

Data can be qualitative or quantitative. Qualitative data are helpful to generate a hypothesis and gather information if little is known about an expected association. Focus groups, key informant interviews, and case studies are types of qualitative data collection methods used to identify common themes from which to build a hypothesis. Quantitative data collection and analysis are used to test a hypothesis and make comparisons to determine the direction and strength of a potential association. The Behavioral Risk Factor Surveillance System (BRFSS) is cross-sectional panel survey used to collect quantitative data on adult behaviors and risk factors. It is one of the largest U.S. health data collection efforts. The data can be used to analyze associations on a state or country level.

For this assignment, use the “BRFSS Web-Enabled Analysis Tool” and the “Calculation Odds Ratio” worksheet. Refer to the “Odds Ratio Interpretation” document for assistance as needed.

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and public health content.

Review the Grant Management Cycle

the grAde

 

REVIEW THE GRANT MANAGEMENT CYCLE

Review the Grant Management Cycle

Your grant application is nearly done! There’s just one more piece you’ll need to complete for the application process to be complete.

In addition to laying out the all of the goals and objectives, you’ll need to show the funders how you plan to measure whether or not those goals and objectives are being met. This is all part of the grant management that will take place after you receive a grant.

Your job now is to determine how you will evaluate the success of the program. You will need to create a document that considers the following questions:

  1. What questions will the organization’s evaluation activities seek to answer?
  2. What are the evaluation plans and time frames?
    • What kinds of data will be collected?
    • At what points?
    • Using what strategies or instruments?
    • Using what comparison group or baseline, if any?
  3. If the intention is to study a sample of participants, how will this sample be selected?
  4. What procedures will be used to determine whether the program was implemented as planned?
  5. Who will conduct the evaluation?
  6. Who will receive the results?
  7. How does this program or project define success?

Create a 2–3 page document that answers each of the questions at a high level. This document should be written in such a way that it can be shared across the Resource Center as well as with volunteers and partners in the program so they can understand how the program will be evaluated throughout the grant cycle. While you want the information to be clear and specific, it’s not necessary to go into great detail. It should be easily understood by all.

The specific course learning outcome associated with this assignment is:

Is the increase in citizen journalism leading to inaccuracies in reporting?

Is the increase in citizen journalism leading to inaccuracies in reporting?

please write a short essay to address the following questions. Length: 500 word count to the minimum.

“Blogs, Twitter, Facebook, and a host of other news and social-media sites have allowed average citizens to become newsmakers. Is this a good or bad thing? Is the increase in citizen journalism leading to inaccuracies in reporting? Or can we trust that Americans will “consider the source” and verify any questionable information they read on a blog?”

Requirements:

1.Word count: 500.

2.Submissions must be in Word format (doc, docx) or Rich Text format (rtf). Attached file sent to my email will not be graded.

3.VeriCite has been activated to prevent plagiarism and no credit will be issued if Similarity Index points to 20% or higher.

Discuss several disadvantages the United States faced when entering the war.

Discuss several disadvantages the United States faced when entering the war.

Instructions:

Read the following Discussion question carefully, then submit an original answer.  Your answer should be at least a few sentences to a paragraph in length.  There is no “right” or “wrong” answer, but your opinion should be well-reasoned and based on fact.  (no references needed) this is just an opinion…

In hindsight, World War II can be seen as a tremendous victory which lifted the U.S, to the heights of world power.  However, when the U.S. entered the war in 1941, victory was not a foregone conclusion.  Discuss several disadvantages the United States faced when entering the war.  How did we overcome them?

Evaluate Harry Truman’s domestic policies. Which parts reflected the New Deal?

For part 3 of the Unit 3 Exam, choose ONLY 1 essay question from the list below. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

Part 3 Essay Questions:

1 – Evaluate Harry Truman’s domestic policies. Which parts reflected the New Deal? Why were they so difficult to implement? How did they expand freedom for Americans? How did they restrict freedom?

2 – Fully discuss and examine the limitations placed on freedom during the Cold War. Then compare those circumstances with those during the Red Scare after World War I. What was the same? What was different? Were restrictions on civil liberties justified in both cases? Why, or why not? How did Americans react in each era?

3 – How did the States Rights’ Democratic Party and the Progressive Party reflect America in the Cold War? Were both parties justified in their definitions of American freedom? Why, or why not? Explain.

4 – Discuss the changes in the American economy during the postwar period. Be sure to discuss the agricultural, industrial, and consumer sectors of the economy.

5 – The Nixon-Khrushchev debate held in the setting of a suburban kitchen illustrated how freedom in America had come to mean economic abundance and consumer choices during the 1950s. How is this new conception of freedom a departure from Roosevelt’s “Four Freedoms”?

6 – House Beautiful magazine stated that the country’s most powerful weapon in the Cold War was “the freedom offered by washing machines and dishwashers, vacuum cleaners, automobiles, and refrigerators.” Analyze this statement, explaining how consumerism was used in the 1950s to combat the Cold War. Is consumerism used today as a tool of American foreign policy?

7 – Describe the impact of suburbanization on American women. How did expectations surrounding “the American way of life” affect the lives of women? How were their varied experiences similar? How were they different? Explain.

8 – American foreign policies in Third World countries were determined by Cold War doctrine. Explain American foreign policy in the Third World during the Eisenhower administration. Be sure to discuss Iran, Guatemala, and Vietnam.

9 – The civil rights movement gained momentum in the 1950s, nearly ninety years after Reconstruction. Explain why the movement finally took off in the 1950s. What caused it to do so? Be sure to think back to previous chapters.

10 – Discuss the generational tensions that emerged during the 1950s. How did popular culture reflect a growing sense of discontent among younger Americans? What was the response of older Americans to this trend? Explain.

Select two or three early childhood associations (national, regional, state, or local) to list in your file item.

Module 06 Content

  1. Purpose of Assignment:
    The early childhood educator will compile and maintain a professional portfolio that consists of tools for reference and application to work in the early childhood setting. This assignment builds awareness of Early Childhood Educators’ Associations and Resources through the creation of a resource file item, providing a reference for the educator’s practice. This resource file item is a required element in the CDA Candidate Portfolio.

    Course Competency:
    Categorize developmentally appropriate practices that advance child development and learning.

    Instructions:
    The Rasmussen College School of Education guide (SOE guide) offers a list of professional organizations for early childhood educators on its Career Services page. On that page, research the different types of organizations available for early childhood professionals to become members.

    Content:
    Select two or three early childhood associations (national, regional, state, or local) to list in your file item. Include the names of the associations, their website addresses, and describe the professional resources and membership opportunities that are useful in supporting early childhood professionals.

    Provide the following for each of the early childhood associations you chose to cover in this assignment:

    • Name of association
    • Web address and main office address and phone number
    • Description of the association (a few sentences about who they serve and what they offer)
    • Describe how to become a professional member of the association (how to complete and submit the application, the structure and cost of dues, etc.)
    • Describe various opportunities and professional resources offered to the association’s members
    • Format:
      Be sure the format and organization of your assignment are clear and include the following information:
    • The title “Resource Collection RC-VI 2: Early Childhood Associations”
    • Your name
    • Proper spelling and grammar to present a professional file item
    • If you are applying for the CDA Credential: After you receive feedback from your instructor and make the necessary changes from that feedback, place this Resource Collection/Portfolio Assignment in your CDA Professional Portfolio. You can find instructions to set up your portfolio in the CDA Credential Guide at Https://guides.rasmussen.edu/education/cdacredential
      Resources:
    • CDA Competency Handbook
    • CDA Credential Guide

how effective is the Carnegie Classification at characterizing the institution you have selected?

discussioneducation

 

how effective is the Carnegie Classification at characterizing the institution you have selected?

Starting in 1970, the Carnegie Commission on Higher Education developed the Carnegie Classification of colleges and universities to support its program of research and policy analysis. It is widely considered the leading framework for recognizing and describing the diverse types of institutions in U.S. higher education over the past four decades.

Select an institution of higher education and analyze its Carnegie Classification within the historic and social context of that institution’s programs, profile, size, and setting. Review the institution’s mission from its website and evaluate its mission. Based on that mission, how effective is the Carnegie Classification at characterizing the institution you have selected?

https://carnegieclassifications.iu.edu/lookup/lookup.php

Carnegie Foundation Selects SNHU for 2020 Community Engagement Classification 

https://www.snhu.edu/about-us/newsroom/2020/02/carnegie-foundation

Examining the Carnegie Classification Methodology for Research Universities

https://www.tandfonline.com/doi/full/10.1080/2330443X.2018.1442271

List of research universities in the United States in the Carnegie Classification

https://en.wikipedia.org/wiki/List_of_research_universities_in_the_United_States