Day: April 24, 2018

1. Detail ways that an office memo may be used in a law office as well as its importance throughout the litigation process.
2. Provide the recommended format for a basic office legal memorandum. Explain how this differs from the complex office legal memorandum.
3. List considerations when preparing the issue section of the memo.
4. What are the checklist items to use when preparing the brief answer section?
5. Explain why the facts section of the memo is of significant importance.
6. Detail the process for presenting a case in the analysis section of an office memorandum.
7. Detail the format of the analysis section of an office memorandum.
8. Describe what should and should not be included in the conclusion section of an office memorandum.
9. List four areas that may be addressed in the recommendations section.
10. Explain why the counter analysis is placed after the application of the law to the facts in the recommended format of the office memorandum.
11. Provide two considerations that should be kept in mind when presenting the rule of law.
12. Describe the four considerations one should keep in mind when preparing the rule of law portion of the analysis section.
13. …….
    …..

Initiating the Process of Multicultural Education

Psychology and Education

Paper instructions: Please find below the instructions of the paper, be sure to peruse thoroughly and write a paper preview for me, thanks

Section 6: Initiating the Process of Multicultural Education At the beginning of this course, you were asked to select a topic to research around diversity in the classroom. In this Section, you will be writing that research paper. Required Reading: Please see Activity for Required Reading.

Assignment 8 Week 8: Signature Assignment

Required Resources The final reading for the course represents the operational culmination of the previous readings and serves as a springboard to multicultural education.

Main Task: Bringing it all Together Write a culminating research paper providing some suggestions for delivering a multicultural education. Be sure it demonstrates your comprehension, application, analysis, assessment, and integration of the research.

Length: 12-15 pages (app. 350 words per page) including at least 7 peer-reviewed journal articles plus the text.

Your essay should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy.

Compare socioeconomic status, familial makeup, and the influence of extended family in educational achievement. Analyze how physical, social, emotional, intellectual development, and the culture influence student learning. Evaluate differentiated instructional approaches to learning by focusing on the strengths and needs of diverse learners. Integrate knowledge and skills into strategies of effective and reflective practices to reduce academic achievement gaps. Determine how specific teaching strategies for one group of students can be transferred to all learners. Evaluate how religiosity appears to be a function of cultural and socialization patterns that affect education. Evaluate the process of second language acquisition for non-English speaking students.

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Prohibit the Use of Restraint and Seclusion in Schools

Process and Outcome

1.    Identify a current issue that relates to special education.  Then:
a.    Find and read at least two current journal articles (published in 2007 or more recently) on the topic.
b.    Prepare a short description of the issue and identify any key controversies or areas of disagreement.
c.    Write a short statement regarding the policy you want to analyze.  For example, the issue might be report card grading of students with disabilities.  The policy you want to examine is placing notations on report cards to indicate if the student’s program involves content modifications.    Or, the issue might be determining birthday cut offs for grade assignments, and the policy would be shifting to a non-graded elementary school model where students are assigned to classes based on developmental level and need rather than solely by age.

The policy you choose to analyze does not have to be something currently in place or currently being considered.  It can be your own idea, something unusual . . . perhaps something you always thought about but never dared mention out loud!  Something you’ve read about or heard about from someone in another district.  Feel free to be creative, but pick something you truly believe would be a good idea.

2.    Make a list of the key stakeholders – individuals, groups, or organizations -that would be impacted in some way if this policy was to be implemented. Then, for each stakeholder or group, consider the stakeholders’ positions, their interests, and assess the policy’s consequences for each group. Identify what they would have to GAIN and what they would have to LOSE if the policy was implemented.  This is the kind of process that a group might engage in before making a final determination on a policy decision.  Or, if a decision has already been made (as we are assuming), this process might be used to assist in determining how to go public with it or how to generate more support for it.  For example, if you were looking to convince people to vote for a tax override to build a new school, this kind of analysis could help.

If, as you seek to determine these positives and negatives, you have questions or have qualifying statements, these can go in the final column.    You are not required to use the format illustrated below – just a suggestion.  This is a partial or incomplete analysis.

ISSUE:  Inclusion of students with disabilities in general education classrooms.

POLICY: Within the next five years, the school district will return at least 20% of students in out-of-district placements to local schools.

Stakeholder    POSITIVES:  What does group/individual have to GAIN1  with this policy?    NEGATIVES:  What does group/individual have to LOSE  by this policy?    Comments/
Questions
Students with disabilities in outside placements    –    Greater opportunities to interact with peers from local community
–    Decreased time spent being transported
–    Being held to higher expectations with greater focus on general curriculum
–        –    Reduced opportunity to interact with peers who have  similar needs
–    Curriculum and strategies may not be targeted as specifically to unique needs
Students with disabilities already within district    –  Resources currently going out of district will stay in-district and benefit all students     – Focus on students with more significant needs may decrease currently available resources
Typical students  in district    – Resources currently going out of district will stay in-district and benefit all students
– Opportunities to learn about greater human diversity and interact with individuals with different needs and abilities     – Attention and resources will be shifted to students with disabilities in school

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Parents of students in outside placements    – Positive feedback from other parents and neighbors who see that their children no longer going out of district to expensive private placements     –    Reduced specialized supports for families3
–    Negative feedback from other parents uncertain of impact students will have on school – taking time and attention away from typical students
The reaction of other parents is likely to be dependent on the needs and characteristics of the returning students (e.g., behavior challenges vs. physical disabilities).
Parents of typical students
School Administrators    – Resources currently going out of district will stay in-district and be available to benefit all students
– Possibility to create inclusive school consistent with “best practices” and resulting positive public relations opportunity    – Greater challenges associated with serving more diverse school population
–
General Education Teachers    –    With greater resources remaining in the district, there will be additional support services available
–        –    Greater demands for collaboration with related services providers
–
Special Education Teachers
Parents of typical students

Taxpayers      – Saving associated with out-of-district tuition and transportation costs
Local employers    – Increased expectations on students with significant disabilities expanded workforce    –

3.  Using the analysis – OK, so now that you’ve created this table and tried to consider the perspectives of key stakeholder, what do you do next?  You are going to use the Stakeholder Mapping illustrated on the website dealing with improving food security information systems (http://www.foodsec.org/DL/course/shortcourseF2/en/pdf/trainerresources/annex0206_05.pdf).  You are going to review the table already created and organize stakeholders according to their interest and power.  The following table is reproduced from this website.  Interest is a measure of the impact the policy change is likely to have on the group.  Power is a measure of the influence this group can have over the policy or project, AND their ability to support or block the proposed policy change.
Power    HIGH

Keep
Satisfied

Engage Closely & Influence Activity
LOW

Monitor (minimum effort)

Keep Informed
LOW    HIGH
Interest

So go back to your stakeholder list, and review the policy you are proposing.  Which stakeholder groups would fall into which block?  That is, which groups have high versus low interest?  And which ones have the power to positively or negatively influence the policy change?

•    I want you to place one or two stakeholder groups in each of the four blocks.
•    For each group, go back and consider the GAIN and LOSE table.  Then identify what you will do to communicate and/or influence these groups to ensure that your proposed policy change is implemented.

4. Reflection ¬– Once you are done, I want you to reflect on both the process of doing the stakeholder analysis and the product you are submitting.  For example, what do you feel good about, and which portions do you feel uncertain about?  YES, I realize that for many of you, this assignment falls outside of your comfort zone. Thank you for persevering and please believe that I would not have constructed the assignment if I did not truly believe it would be useful to you!

References
Brugha, R. &  Varvasovszky, Z. (2000a). Stakeholder analysis: a review. Health Policy and Planning, 15(3), 239.  Retrieved June 3, 2009, from ProQuest Health Management database. (Document ID: 373582741).

Brugha, R. &  Varvasovszky, Z.  (2000b). How to do (or not to do). . . A stakeholder analysis, 15(3), 338.  Retrieved May 20, 2009, from ProQuest Health Management database. (Document ID: 373582741).

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•    Overview of Assignment: Relationship Building and Cultural Variances
There are many different types of relationships each with numerous considerations related to psychological adjustment to the 21st Century challenges of life. Culture influences almost every relationship.
For example, there are many adjustment issues related to marriage. Various cultures view dating and marriage in different ways; therefore the individual’s culture is a significant influencer. Various cultures also have a range of views on divorce once a marriage comes to an end. Similarly, there are unique considerations related to a gay or lesbian orientation and the relationships in which gays and lesbians are involved. And different cultures perceive attractiveness in different ways.
Some relationship challenges are specific to the unique culture or population, while others are new challenges presented by the 21st Century. For example, teens and young adults tend to have very different relational and sexual behaviors than they did a few decades ago. Technology has changed how people relate to each other in both friendship and dating, in some cases. The media certainly helps shape the perception of what is attractive.
Finally, culture influences sexual behavior. Sexual practices and customs vary greatly around the world and within the various cultures found in the United States. These variations in practice include acceptable types of sexual behavior, the kinds of contraception used, how often individuals have sex, as well as other factors.
This assignment asks you to explore how different cultures influence relationships and sexual behavior.
To prepare for this assignment:
•    Review Chapters 10 and 12 in your textbook, focusing on the adjustment challenges related to cultural differences. Address specifically the roles of individuals in friendship, dating, and intimate relationships, as well as how culture influences behavior. Look also at gay and lesbian relationships and related adjustment issues.
•    Watch the short video: Gay Brains.
•    Read the following two brochures found on APAOnline covering some of the issues related to gay and lesbian lifestyle and issues: Just the Facts About Sexual Orientation and Youth: A Primer for Principals, Educators, and School Personnel and Answers to Your Questions for a Better Understanding of Sexual Orientation & Homosexuality. Think about the adjustment issues related to a gay and lesbian lifestyle.
•    Read the article, Computer-Mediated Relationship Development: A Cross-Cultural Comparison from the Journal of Computer-Mediated Communication. This article discusses interesting cultural differences in specific aspects of relationship building.
•    Read the article, Communication Technology and Friendship during the Transition from High School to College. What are the pros and cons of technology in friendship development and maintenance? How do you think that technology impacts dating and intimacy? What cultures are more apt to use technology for relationship building and maintenance?
*The assignment: 1 page, APA style format, No Plagiarism and must be cited with references. The resource references provided must be used to do the assignment, preferred by the professor.  Thank you
*Answer the following adjustment related questions in detail:
•    Analyze what you believe to be the most significant adjustment challenges experienced by gay men and lesbian women in relationships and explain why.
•    Explain how technology has changed the view and roles of individuals in friendships, dating, and intimate relationships.
•    Analyze how culture impacts sexual behavior. Factors might include the kinds of sexual behavior individuals participate in and when this occurs (i.e. before marriage, after marriage, as teens), the kinds of contraception people choose, how often individuals have sex, and other related issues.
For each part of this assignment, please provide specific examples and cite the Learning Resources.


**These Resources must used to do and complete the Assignment.
•    
•    Course Text: Psychology and the Challenges of Life
•    
Chapter 10, “Interpersonal Attraction: Of Friendship and Love” (pp. 340-366)
Chapter 11, “Relationships and Communication: Getting from Here to There” (pp. 368-402)
Chapter 12, “Gender and Sexuality,” Modules 12.5-12.8 (pp. 426-451 only)

Article: University of Chicago Chronicle (2000). Research looks at cohabitation’s negative effects. Retrieved April 4, 2008, from The University of Chicago Chronicle Web site: http://chronicle.uchicago.edu/000302/cohabit.shtml 
This article provides information from a study about the negative effects of cohabitation.
•    Publication: Just the Facts Coalition. (2008). Just the facts about sexual orientation and youth: A primer for principals, educators, and school personnel. Retrieved April 4, 2008, from the American Psychological Association Web site: http://www.apa.org/pi/lgbt/resources/just-the-facts.pdf.
•    Publication: APA Office of Public and Member Communications. (2008). Answers to your questions: For a better understanding of sexual orientation and homosexuality. Retrieved April 4, 2008, from the American Psychological Association Web site: http://www.apa.org/topics/sexuality/orientation.aspx
•    Article: Yum, Y.O., & Hara, K. (2005). Computer-mediated relationship development: A cross-cultural comparison [Electronic version]. Journal of Computer-Mediated Communication, 11(1), article 7. Retrieved April 4, 2008, from the JCMC Web Site: http://jcmc.indiana.edu/vol11/issue1/yum.html 
This article discusses interesting cultural differences in specific aspects of relationship building.
•    Article: Cummings, J. (2007). Communication technology and friendship in the transition from high school to college. Retrieved April 4, 2008, from the CMU Web site: http://kraut.hciresearch.org/sites/kraut.hciresearch.org/files/articles/cummings04-nsf-ict-v3.5.pdf
This article discusses how technology is impacting the transition from high school to college.
•    Media
•    Gender and Love
http://higheredbcs.wiley.com/legacy/college/nevid/0470079894/videos/html_pages/genderandlove.html
•    Gay Brains
•    http://higheredbcs.wiley.com/legacy/college/nevid/0470079894/videos/html_pages/gaybrains.
Web Site
•    Divorce
http://www.nlm.nih.gov/medlineplus/divorce.html 
This site provides information about divorce related to psychological health.
•    Lesbian, Gay, Bisexual & Transgender Concerns http://www.apa.org/pi/lgbt/index.aspx
This site provides excellent information related to lesbian, gay, and bisexual orientation from a mental and physical health perspective.

Non-Human Value
write a response to this short essay. what can you ad to the topic? Use at least one source.

Throughout this class so far I come to the conclusion that humans are different from all other life forms out there due to their ability to listen to reason and should therefore have a higher value and considered differently. I find that typically, in environmental ethics that the humans focus and value is on an individual unit. Perhaps it has changed throughout the ages, but if environmental ethic for humans were not based on individual value and the potential that each individual has no matter their circumstances, then we would live in a very different world. Case in point, Steven Hawking. Despite handicaps creating hardships for his family and himself, his contributions to society are great. This being said, for the non-human world, I think the unit of focus and value is incumbent upon the situation. If a bunch of trees in a large forest are plagued by beetles that are taking up residence and killing the trees, breeding, and spreading, then it may be best to cut down those infested trees and haul them away for the good of the rest of the forest. In this case one species is given value over another based on the ill effects of population size. Perhaps the ecosystem is the focus dependent on the perspective. More beetles’ equals more dead trees which have an impact on other species in the area other than just the trees. There is less shade for undergrowth that may require less sunshine, or protection for birds and squirrels etc.

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Survival of the fittest seems to be the natural process for most species of the earth. If a horse is born lame, it cannot run or even walk and therefore fall prey to predators is left to die because there is not much to be done. The species goes on and perhaps that particular gene does not get passed on and the species as a whole becomes stronger. Based on this, I feel many animals naturally put value on the community or species as a whole. When it comes down to it if I have to choose, perhaps the focus of environmental ethics should be the ecosystem, which I consider to be synonymous with community much like Aldo Leopold’s Land Ethic. This goes into wildlife management, which includes wildlife conservation, game keeping, and pest control to keep a balance in within an ecosystem and with humans (Babylon, 2014). Much like my example above, the presence of the beetle and the subsequent over population and demise of the trees upset the balance of the ecosystem. More than just the trees are impacted and for the good of the ecosystem the beetles should be controlled. In other cases, invasive plants may strangle out other native and necessary fauna to a certain ecosystem. Invasive removal is required to keep a balance. McKibben mentions “Any state wildlife biologist can tell you how many deer a given area can support – how much browse there is for the deer to eat before they begin to starve in the winter. He can calculate how many wolves a given area can support too, in part by counting the number of deer” (McKibben, pg. 262, 2012). This in my opinion would then reflect on how many deer tags can be sold to hunters to hunt etc. to control an over population that become detrimental. I do not know for sure if there is an absolute focus for environmental ethics in regard to the non-human component, but the ecosystem/community is a place to start.

Babylon. (2014). Wildlife management definition by Babylon’s free dictionary. Online Dictionary. Retrieved July 01, 2014, from http://dictionary.babylon.com/wildlife management/

McKibben, B. (2012). A special moment in history: The challenge of overpopulation and overconsumption. In L.P. Pojman & P. Pojman (Eds.), Environmental ethics: Readings in theory and application, (6th ed., pp. 260-271). Boston, MA: Wadsworth, Inc. (Reprinted from The Atlantic Monthly, (May 1998).

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Paper instructions:
You will write a Research Paper on a topic relating to business ethics. Your paper must be 8–10 pages and double spaced (excluding a properly formatted title page, bibliography page, and reference page). You must have 8–10 scholarly references cited in current APA format. You must use your textbooks as sources; other acceptable sources are journal articles from peer-reviewed journals, theoretical text, and the Bible. As this is a Research Paper, it must be written in third person.

You will choose a topic and write a rational for that topic. Final approval must be received from your instructor.

HND computing

Assignment title Individual Project

Formulate a project AC1 Formulate and record possible outline project specifications
AC2 Identify the factors that contribute to the process of project selection
AC3 Produce a specification for the agreed project
AC4 Produce an appropriate project plan for the agreed project
LO2 Implement the project within agreed procedures and to specification
AC5 Match resources efficiently to the project
AC6 Undertake the proposed project in accordance with the agreed specification
AC7 Organise, analyse and interpret relevant outcomes
LO3 Evaluate the project outcomes AC8 Use appropriate project evaluation techniques
AC9 Interpret and analyse the results in terms of the original project specification
AC10 Make recommendations and justify areas for further consideration
LO4 Present the project outcomes
AC11 Produce a record of all project procedures used
AC12 Use an agreed format and appropriate media to present the outcomes of the project to an audience.

This assignment is intended for you to link and integrate the knowledge and skills acquired during the programme to produce a practical solution to a realistic problem from the use of applications software Specifically, the objective is to enable you to produce an acceptable and viable business solution to an agreed specification with a defined timescale and constraints.

Scenario

For this assignment produce a written report. The information you will need to include in your report is broken down into tasks indicated below.

Task 1 (LO1, AC1, AC2, AC3, AC4)

Identify and agree a project for a suitable problem with your tutor. Produce a project logbook/diary; project specification and project plan (Gantt Chart) for the agreed project, using a chosen systems development life cycle.

Note: You are strongly advised to research and identify IS project with your current or previous employment or a local business.

Task 2 (LO2, LO4, AC5, AC6, AC11)
Design and implement a fully working solution for the agreed project. Produce document evidence of testing with test data and a user guide for staff training.

Task 3 (LO2, LO3, LO4, AC7, AC8, AC9, AC10, AC11)

Reflect on your project and justify project progress and outcomes in terms of the original agreed project specification. Discuss any limitations and possible improvements that could be made to your solution.

In addition the report should contain a contents page, introduction, conclusion and a bibliography of your sources.

Task 4 (LO4, AC12)

Demonstrate your project to the tutor and justify your solution for the identified problem.

Evidence checklist Summary of evidence required by student Evidence presented
Task

Achievement Summary

Criteria Reference To achieve the criteria the evidence must show that the student is able to: Achieved?
(tick)
AC1 Formulate and record possible outline project specifications
AC2 Identify the factors that contribute to the process of project selection
AC3 Produce a specification for the agreed project
AC4 Produce an appropriate project plan for the agreed project
AC5 Match resources efficiently to the project
AC6 Undertake the proposed project in accordance with the agreed specification
AC7 Organise, analyse and interpret relevant outcomes
AC8 Use appropriate project evaluation techniques
AC9 Interpret and analyse the results in terms of the original project specification
AC10 Make recommendations and justify areas for further consideration
AC11 Produce a record of all project procedures used
AC12 Use an agreed format and appropriate media to present the outcomes of the project to an audience.