How does poverty affect the educations of children and young people

What are the origins and definitions of this topic?
How does this relate to my focus within the topic?
Questions that might inform section headings.
What are the major issues and debates?
What are the main questions and ideas that have been researched to date?
What are the key theoretical and conceptual ideas?
How has the literature increased knowledge and understanding of the topic?
What are the main sources that support my line of argument?
What are the main sources that question my line of argument?
Are there any areas that have not been explored previously in the literature?

Conclusion
What are the key points?

It must reach these standards :

Assignments with a score within this band will demonstrate:

the use of at least six appropriate sources as set out in the TMA guidance
a relevant and appropriate exposition of the chosen topic area
particular success in identifying and discussing relevant material which addresses the topic area chosen
an excellent critical understanding of the evidence selected to support arguments and discussion
an ability to construct relevant and appropriate explanations and well-reasoned arguments
explicit evidence that the resources chosen have been read and well understood
an excellent structure and writing style

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Why Law is Important in Crime Scene Investigation

Each student will be required to write an APA Style research paper. Students will include a proper title page and Running Head at the top of the submission, 8-10 pages of content (body), and a Reference page. Students will be required to use 3 to 5 scholarly references (3 must come from the APUS ONLINE LIBRARY and one may be the text or other materials provided by the professor during the course). Papers are to be in a commonly acceptable font style (Times New Roman, Arial, or Courier New) and in 11 or 12 pt., font size; the paper is to be double spaced.

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What were the basic features and limitations of Greek Democracy?

Identify the influence of Hellenistic society on Western civilization.

Review this video:

Review this website:

http://www.metmuseum.org/TOAH/hd/argk/hd_argk.htm

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The Oracle at Delphi pronounces that no man is wiser than Socrates

1. Aristotle, Nicomachean Ethics, Hackett, ISBN 0872204642.
2. Kant, Grounding for the Metaphysics of Morality, Hackett, ISBN 087220166X.
3. Mill, Utilitarianism, Hackett, ISBN 087220605X.
4. Plato, The Trial and Death of Socrates, Hackett, ISBN 0872205541.
5. Sartre, Existentialism and Human Emotions, Citadel, ISBN 0806509023.

I want you guys to put each question and it’s answer below it. Answer all of the questions. In answering please USE THE PROVIDED BOOKS AND DO NOT USE ANY OTHER SOURCES FROM THE INTERNET.

Here are the questions:

The first 5 questions will be short answers and the answer should be in about a paragraph, so I need the whole five questions to be fitted in 2 pages.

I. Short answers, to be answered in about a paragraph

1. The Oracle at Delphi pronounces that no man is wiser than Socrates. What does Socrates take this to mean? What is the source of his wisdom and what does he claim to know? Finally, say how this attempt to uncover his own wisdom led him to become a ‘gadfly.’ What does Socrates mean when he says that the unexamined life is not worth living for a human being?

2. In what sense can it be said that an inchoate social contract theory is found in Plato’s Crito? What does this mean? Why does Socrates argue that he has an agreement with Athens? What effect does this agreement have?

3. In making sense of what a good human being is, Aristotle gives the function argument. How does appealing to function permit Aristotle to outline excellence or virtue? What is the function of a human being? How does this provide us with an understanding of human virtue? What are the moral virtues, how are they acquired, and how do they relate to a flourishing life?

4. In determining the morality of an action, Mill and Kant focus on different areas. First explain the position of each philosopher with regard to such a determination. What is morally relevant to each?

5. Explain the three human emotions that Sartre thinks emerge from existentialism. What is ‘bad faith’? What is the relationship between bad faith and the existential emotions (especially the first one)? Finally, how does this connect to Sartre’s claim that existentialism offers an ‘optimistic toughness’?

These are the second type of questions and each answer should be in one page, so 3 questions (3 pages total)

II. Short essay questions, to be answered in about a page

6. For Aristotle happiness (eudaimonia) is the chief good or final end. For Kant, by contrast, the only unconditional good is a good will. Thus, while for Aristotle happiness is central for understanding morality, for Kant the pursuit of happiness could not provide a moral motive. First, describe the role of happiness in Aristotle’s and Kant’s theories. Next, say why they disagree on happiness’ moral importance. Finally, briefly state your position on this matter.

7. Mill advocates a utilitarian framework for ethics wherein an activity is ethical if it maximizes utility. Thoroughly explain Mill’s principle of utilitarianism and what it entails. What does the greatest happiness principle mean? Why does Mill distinguish between different types of pleasures? Next, assess some of the problems with utilitarianism. Do you think Mill’s discussion of justice can adequately solve some, all, or none of these problems? Where does utilitarianism succeed and where does it falter?

8. To a certain extent, ethics depends upon the notion of freedom. Why is this so? What is lost if human freedom is discounted? Kant and Sartre are two thinkers who offer us very different accounts of human freedom. First, how does Kant think of autonomy and what does it entail? If Kant’s conception of autonomy is correct, what does this mean for responsibility? How does autonomy relate to Kant’s categorical imperative? Next, how does Sartre view human freedom and from where does it arise? Why is Sartre’s conception of freedom so central to an existentialist ethics? What does Sartre mean when he says that human beings are condemned to be free? If Sartre’s conception of free will is correct, what becomes of responsibility? How does Sartre’s notion of freedom relate to the universalizability of choice? With which of these two thinkers do you find yourself agreeing with regard to freedom? Why?

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Literary Critique: ‘A Thousand Splendid Suns’ Excerpt

(i.e Feminist criticism, formalist, new critcism and apply it to an excerpt from A thousand Splendid Suns By Khaled Husseini (approximately 40 – 50 lines).
Analyze the excerpt as if you were a critic trying to find the essential meaning of your text.
Your analysis should be in the formal voice.You must use at least one secondary (other than book) source to support your ideas.

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Prescription, Nonprescription and Herbal Medications: Exploring Interactions in the Geriatric Population

Prescription, Nonprescription and Herbal Medications: Exploring Interactions in the Geriatric
Population

Purpose: To examine the issue of polypharmacy in the geriatric population. Drug therapy in the elderly presents a special challenge as older patients are more sensitive to drugs and demonstrate wider individual responses. Total points: 150

CONTENT REQUIREMENTS:

Introduction: Student is to address current demographics of the geriatric population (numbers by age group over 50 years of age, gender, marital status, ethnicity, household income, educational level, etc. Address any demographic information you believe impacts or influences an elderly persons participation in a medication regimen.

Section I: Discuss specific physiologic changes that occur with aging and how those changes affect absorption, distribution, metabolism and excretion of drugs.

Section 2: Delineate factors that predispose older patients to adverse drug reactions.

Section 3: 1. Select two of the following classes of medications (analgesics, antihistamines, antihypertensives, antidepressants)
2. Identify 3 commonly prescribed medications in each class – discuss the mechanism of action of each of the medications (Example: Toradol, Darvon, Lortab)
3. Identify 3 commonly used nonprescriptive medications from the same class as those meds discussed in Section 3.2() – discuss the mechanism of action of each of the three nonprescription medications (Example: Acetaminophen, Aspirin, Ibuprofen)
4. Identify 3 alternative or complimentary therapies advertised to address the same physiologic needs as the classes of medications identified in Section 3.2. Discuss the mechanism of action of each of the three complimentary therapies.

Section 4: Based on the mechanism of action of each of the classes of medications discussed, describe potential drug interactions about which the NP should question or assess the patient.

Conclusion: Summarize comments

References: Students must include citations from a MINIMUM of 5 peer-reviewed professional nursing journals. Research articles may be included, required textbook is not to be counted as reference. APA format required. Minimum of 10 pages, excluding title page and references.

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Interactions of Hazardous Materials case study

Students should read the scenarios below and respond in the form of an essay, which should consist of several paragraphs and appropriate priority or task lists. Responses should be supported fully and completely. A well-thought-out response can be accomplished in 300-500 words (one or two pages, double spaced). Any published material used to support a response should be cited per the APA style guidelines.
Unit III Case Study
The Scenario:
You are an EH&S professional returning home from your plant on a summer Friday afternoon at about 4 p.m. You have just picked up some materials from a nearby building supply store for a weekend backyard project (cement, sand, wood, concrete blocks, lumber, etc.). You are about one mile outside of the main population zone of your small town, and you come upon an accident scene in which a placarded tanker truck is turned on its side in a ditch about 20-25 feet off the two-lane road. There is no sign of fire and no sign of the driver from your vantage point inside your truck. The only sign you can see from your vantage point is a Dangerous When Wet placard with a Class 8 label code and a UN 1836 on an orange panel. What might this chemical be? You think you can make out an NFPA diamond with a 0 at 12 o’clock; a 2 at 3 o’clock; a 4 at 9 o’clock; and a slashed W at 6 o’clock. You take out the small binoculars from your truck and scan the scene. There seems to be a thin, small volume of dripping liquid (red to yellow color) coming from a valve on the tanker.
BOS 3640, Interactions of Hazardous Materials 2
3. Discuss the federal laws that affect the contents and labeling of household and other products.
4. Employ figures within the textbook to describe the general practices recommended for EH&S and FS professionals when they encounter a hazardous materials incident involving the major categories discussed within each unit.
5. Illustrate an understanding of basic DOT Hazardous Materials Regulations from identification, classification, labeling, marking, transporting, and emergency response.
6. Describe and discuss the chemistry of some common elements such as oxygen, ozone, hydrogen, fluorine, chlorine, phosphorous, sulfur and carbon.
7. Describe and illustrate the importance of chemical factors in corrosive materials, water-reactive substances, toxic substances, oxidizers, organic compounds and polymeric materials.
8. Summarize the importance of chemical factors in handling, storage and use of explosive materials and radioactive materials.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. Supplemental Readings are provided in the Unit I, VI, and VIII study guides to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit. Assessments are composed of multiple-choice questions and written response questions.
8. Case Studies: Unit Assignments: Students are required to submit for grading Case Studies in Units III and VI. Specific information and instructions regarding these assignments are provided below.
9. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.
10. Student Break Room: This communication forum allows for casual conversation with your classmates.
Case Studies
Students should read the scenarios below and respond in the form of an essay, which should consist of several paragraphs and appropriate priority or task lists. Responses should be supported fully and completely. A well-thought-out response can be accomplished in 300-500 words (one or two pages, double spaced). Any published material used to support a response should be cited per the APA style guidelines.
Unit III Case Study
The Scenario:
You are an EH&S professional returning home from your plant on a summer Friday afternoon at about 4 p.m. You have just picked up some materials from a nearby building supply store for a weekend backyard project (cement, sand, wood, concrete blocks, lumber, etc.). You are about one mile outside of the main population zone of your small town, and you come upon an accident scene in which a placarded tanker truck is turned on its side in a ditch about 20-25 feet off the two-lane road. There is no sign of fire and no sign of the driver from your vantage point inside your truck. The only sign you can see from your vantage point is a Dangerous When Wet placard with a Class 8 label code and a UN 1836 on an orange panel. What might this chemical be? You think you can make out an NFPA diamond with a 0 at 12 o’clock; a 2 at 3 o’clock; a 4 at 9 o’clock; and a slashed W at 6 o’clock. You take out the small binoculars from your truck and scan the scene. There seems to be a thin, small volume of dripping liquid (red to yellow color) coming from a valve on the tanker.
There is an agricultural field directly next to the incident site. A large irrigation unit is spraying the fields, but the extent of the spray seems to end 20-25 yards away from the overturned truck. Slight, but steady winds are blowing about 5-8 mph across the scene towards town.
Your small community has a fire department, but it does not have a hazardous material squad attached to it. Your chemical plant (3 shift operation, bleach, pool chemicals, and household products, 15 miles away) does have a hazardous material team that you trained and is under your direction. You do have your cell phone and an emergency response guidebook.
Questions:
1. How should you proceed? Discuss the actions you should take.
2. What, if any, restraints should you exercise?
3. What advice would you give to any other individuals or drivers coming upon the scene?
4. What would you say to the next responders coming on the scene?

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A developmental autobiography or biography Custom Essay

This assignment is related to Life Span Development Report on a published biography or autobiography, this could be about any person as you like such as you like such as martin Luther king or anyone. Attached is the instruction with three parts to write about. Part A 2 pages, Part B one page Part three 1 page. for part B you can use this book ( The Life Span: Human Development for Helping Professionals, Third Edition)

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How does Arjuna’s perceptions of his “enemies” as fathers, sons, brothers, teachers, etc. apply to your day-to-day existence? Custom Essay

How does Arjuna’s perceptions of his “enemies” as fathers, sons, brothers, teachers, etc. apply to your day-to-day existence? How might it apply to every day occurrences, like a traffic jam or a long line at the market? Write three ways Arjuna’s viewpoint can relate to your experiences:
2) Many philosophers, such as Frederick Nietzsche, have criticized the Beatitudes as an example of “slave morality” (a code or morals that venerates and idealizes weakness rather than strength). Under slave morality, heroes take on the form of St. Francis (who was esteemed for his poverty), rather than heroes of great strength, like the Greek warrior Achilles (who was esteemed for his physical prowess in battle). Do you agree with Nietzsche’s assessment of the Beatitudes as “slave morality,” or do you disagree? Explain your reasoning.

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The slides are on the unique dynamics of Silicon Valley, California (Tech Industry) Custom Essay

I printed and scanned them into a PDF file. The slides are on the unique dynamics of Silicon Valley, California (tech industry). I am using this service as means to do research for a business plan. INSTRUCTIONS: Please go through some of the concepts described in the slides. Please reflect on one insight gained from the slides in one page i.e. What was learned? It’s significance/importance? Why this concept was chosen? etc. Please use one independent and credible source to back up the reflection.

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