Month: May 2018

Accommodations for special needs students.

Discipline: – Teacher’s Career

Type of service: Essay

Spacing: Double spacing

Paper format: APA

Number of pages: 1 page

Number of sources: 2 sources

Paper details:

Submit a draft of a single lesson plan with accommodations for special needs students.

 

Lesson Plan 1 Template
Content Area: Allied Health Careers
Lesson Title: Urinary System and Foley Care						Timeframe: 10 hr
Lesson Components
21st Century Themes
	Global Awareness		Financial, Economic, Business,  and Entrepreneurial Literacy		Civic Literacy		xx	Health Literacy
9.3.12HL-Sup.5 implements healthcare facility standards in order to maintain high-quality healthcare facilities. 9.3.HL.3 Identify existing and potential hazards to clients, coworkers, visitors and self in the healthcare workplace. 9.3.HL.4 Evaluate the roles and responsibilities of individual members as part of the healthcare team and explain their role in promoting the delivery of quality health care. 9.3.HL.5 Analyze the legal and ethical responsibilities, limitations and implications of actions within the healthcare workplace (n.d., 2018).
	Creativity and Innovation	x	Critical Thinking and Problem Solving	x	Communication and Collaboration				Information Literacy
	Media Literacy		ICT Literacy	x	Life and Career Skills
Interdisciplinary Connections: Healthcare skills Foley Catheter (Mosby, 2017)
Integration of Technology: Power-power point. Video clip. Computers, music devices.
Equipment needed: Foley catheter bag, colostomy equipment, statue to demonstrate appearances of different stomas, Books, pens, journals, poster board, markers, gloved, cylinder, basin and clinical work satiation

 

Goals/Objectives	Learning Activities/Instructional Strategies	Formative Assessment Tasks
Students: ·         Describe urinary incontinence and care required. ·      Describe urinary incontinence and the care.   ·         Perform Foley care ·	Lesson Sequence 1. Activator- using journals to review previous knowledge from previous class that is understood, what they want to know and how it is related to content to be taught. 2. Student- Analyze activators in groups of two and create questions for want they want to learn from today’s lecture. 3. Teacher- lectures on urinary incontinence and when catheters are needed. 4. Students-I share, you share with Foley catheter understanding. 5.Teacher demonstrate Foley catheter care as outlined by the N.J.DON (n.d., 2018) 6. Students- Demonstrate Foley care as outlined by the DON. 7. Students will discuss and analyze what makes you say that with topics related to Foley care- time? 8. Teacher will evaluate students understanding of topic during activity.	·         Analyze journal entries and understanding.   ·         Assess understanding while student share, I share, you share demonstration   ·         Use of skills check list from N.J. DON (n.d., 2008).   ·         Analyze responses on exit ticket.
Differentiation: Accommodation for students with IEP and those that find alternative routes of learning better. My class offers many different types of accommodations for successful learning.  I find posting my lesson plan daily helps students know what to expect, I have student write the objective daily. Different projects/quiz/test are optional to test knowledge and available for all students and those with IEP. Extended test time is offered as needed. Flexible work spaces include areas for quiet individual work, small and large group work, and group instruction. If students need to tune out noise, they can choose to wear earbuds during independent work. I offer regular feedback daily, and students are encouraged to reflect on the choices they made in class and set new goals as needed. Digital and audio text materials are accessible for all students. Students have different options for reading, including print, digital, Talk to text, text-to-speech, audio books, and videos with captions are available.  My lessons incorporate Scaffold learning style to support all students and those with IEP (Rutherford, 2015).
Resources Provided:  Rutherford, P. (2008). Instruction for all students. Just Ask Publications. ·         Wong, H. K., & Wong, R. T. (2009). The first days of school: how to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc. ·          Mosby 39 S Textbook for Nursing Assistants 7th Edition PDF … (n.d.). Retrieved March 17, 2018, fromhttp://www.bing.com/cr. ·         NJ Department of Health. (n.d.). Retrieved March 18, 2018, from http://www.state.nj.us/healt. ·         Health Science Career Cluster (HL) – content.dodea.edu. (n.d.). Retrieved March 17, 2018, from https://www.bing.com/cr

Please answer each one separately. Single space and related to home health aides in an Allied Health Class

1. Selected information or a report in an area of literacy that is important in the teacher candidate’s content area (training home health aides) and level of instruction. Examples may include identifying literacy requirements for reading technical manuals, for example, as well as general reading and communication abilities required in the teacher candidate’s occupation and/or industry. Class is Allied Health training home health aides. Many students are English as a second language, and have IEP.

 

2. Procedures that would be implemented in the teacher candidate’s classroom e.g.: classroom management, methodology for theory, hands-on instructional delivery, and safety and health policies and procedures. Identify practices or procedures and describe how these are implemented in your classroom.

 

Mouth Care

Discipline: – Teacher’s Career

Type of service: Essay

Spacing: Double spacing

Paper format: APA

Number of pages: 1 page

Number of sources: 2 sources

Paper details:

Teacher candidates will build confidence through practice in developing teaching styles that use a variety of instructional strategies that are aligned to the New Jersey Student Learning Standards, the 21st Century Life & Careers Standards (Standards 9.1, 9.2, 9.3), and the Career Ready Practices. Teacher candidates will design a 15-minute lesson in their content area and grade level in which they will apply their understanding of content knowledge, human development, instructional planning and delivery, communication, assessment, and reflection. Teacher candidates will present their lesson plans to their fellow colleagues.

The teacher candidates will select a specific topic (Hygiene: providing mouth care) and grade level from their respective career and technical education program content area(Allied Health), and will align their topic to the applicable New Jersey Student Learning Standards, the 21st Century Life & Careers Standards (Standards 9.1, 9.2, 9.3), and the Career Ready Practices to ensure topic appropriateness. A lesson plan checklist, as well as a sample lesson plan, is provided in the Resources section.

This lesson plan project is to be completed on the Standard New Jersey Department of Education (NJDOE) formatted form and will not be accepted on your district’s lesson plan template.

Lesson Plan 1 Template
Content Area: Allied Health Careers
Lesson Title: Urinary System and Foley Care						Timeframe: 10 hr
Lesson Components
21st Century Themes
	Global Awareness		Financial, Economic, Business,  and Entrepreneurial Literacy		Civic Literacy		xx	Health Literacy
9.3.12HL-Sup.5 implements healthcare facility standards in order to maintain high-quality healthcare facilities. 9.3.HL.3 Identify existing and potential hazards to clients, coworkers, visitors and self in the healthcare workplace. 9.3.HL.4 Evaluate the roles and responsibilities of individual members as part of the healthcare team and explain their role in promoting the delivery of quality health care. 9.3.HL.5 Analyze the legal and ethical responsibilities, limitations and implications of actions within the healthcare workplace (n.d., 2018).
	Creativity and Innovation	x	Critical Thinking and Problem Solving	x	Communication and Collaboration				Information Literacy
	Media Literacy		ICT Literacy	x	Life and Career Skills
Interdisciplinary Connections: Healthcare skills Foley Catheter (Mosby, 2017)
Integration of Technology: Power-power point. Video clip. Computers, music devices.
Equipment needed: Foley catheter bag, colostomy equipment, statue to demonstrate appearances of different stomas, Books, pens, journals, poster board, markers, gloved, cylinder, basin and clinical work satiation

 

Goals/Objectives	Learning Activities/Instructional Strategies	Formative Assessment Tasks
Students: ·         Describe urinary incontinence and care required. ·      Describe urinary incontinence and the care.   ·         Perform Foley care ·	Lesson Sequence 1. Activator- using journals to review previous knowledge from previous class that is understood, what they want to know and how it is related to content to be taught. 2. Student- Analyze activators in groups of two and create questions for want they want to learn from today’s lecture. 3. Teacher- lectures on urinary incontinence and when catheters are needed. 4. Students-I share, you share with Foley catheter understanding. 5.Teacher demonstrate Foley catheter care as outlined by the N.J.DON (n.d., 2018) 6. Students- Demonstrate Foley care as outlined by the DON. 7. Students will discuss and analyze what makes you say that with topics related to Foley care- time? 8. Teacher will evaluate students understanding of topic during activity.	·         Analyze journal entries and understanding.   ·         Assess understanding while student share, I share, you share demonstration   ·         Use of skills check list from N.J. DON (n.d., 2008).   ·         Analyze responses on exit ticket.
Differentiation: Accommodation for students with IEP and those that find alternative routes of learning better. My class offers many different types of accommodations for successful learning.  I find posting my lesson plan daily helps students know what to expect, I have student write the objective daily. Different projects/quiz/test are optional to test knowledge and available for all students and those with IEP. Extended test time is offered as needed. Flexible work spaces include areas for quiet individual work, small and large group work, and group instruction. If students need to tune out noise, they can choose to wear earbuds during independent work. I offer regular feedback daily, and students are encouraged to reflect on the choices they made in class and set new goals as needed. Digital and audio text materials are accessible for all students. Students have different options for reading, including print, digital, Talk to text, text-to-speech, audio books, and videos with captions are available.  My lessons incorporate Scaffold learning style to support all students and those with IEP (Rutherford, 2015).
Resources Provided:  Rutherford, P. (2008). Instruction for all students. Just Ask Publications. ·         Wong, H. K., & Wong, R. T. (2009). The first days of school: how to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc. ·          Mosby 39 S Textbook for Nursing Assistants 7th Edition PDF … (n.d.). Retrieved March 17, 2018, fromhttp://www.bing.com/cr. ·         NJ Department of Health. (n.d.). Retrieved March 18, 2018, from http://www.state.nj.us/healt. ·         Health Science Career Cluster (HL) – content.dodea.edu. (n.d.). Retrieved March 17, 2018, from https://www.bing.com/cr

Islam

Discipline: World Affairs

Type of service: Essay

Spacing: Double spacing

Paper format: MLA

Number of pages: 2 pages

Number of sources: 3 sources

Paper details:

Discuss the origins of Islam from the prophet Muhammad to the Sunni-Shia Split. How did Islam Affect society? How did Islam affect politics?

Project Management

Type of document       Essay

Number of pages         8

Subject area     Management

Academic Level          Master

Style    APA

Number of references 3

Order description:

Textbook for all Essays..

Project Management

Second Edition, 2010

ISBN-13: 9780136065616

Jeffery K. Pinto

Pearson Prentice Hall

Total of 4 essays. Each essay should be two pages. Total of 500+ words.

All work must be free of any form of plagiarism. Must use online website for references.

ESSAY 1

1. Analyze the advantages and disadvantages to using project management.

ESSAY2

1. Analyze the key differences between leaders and managers. Provide examples in your answer.

ESSAY3

3. Identify and discuss some of the problems or dangers in using project networks. Explain under what circumstances they can be beneficial and when they can be dangerous.

ESSAY4

3. Identify the concerns that arise when shutting down a project. Examine which are the easiest and the most difficult to address.

It May Not Work In Politics

Discipline: Political Science

Type of service: Research Paper

Spacing: Double spacing

Paper format: APA

Number of pages:  3 pages

Number of sources: 3 sources

Paper details:

Assignment 2: It May Not Work in Politics

Write a three to four (3-4) page paper in which the student addresses the following three (3) items using headers to separate each response:

Congressional Ethics: Identify one (1) member of Congress who has been charged with ethics violations in the past 2 years (include the date). Briefly discuss the reason for the charges and provide two (2) reasons why you agree or disagree with the verdict and any penalties. Provide examples to support your answer. Consider how the verdict and penalties impacts your trust of the members of Congress.

Third Party Candidates: Discuss two (2) political reasons why a third party candidate has never been successful in winning a presidential election. Provide examples to support the answer. Consider the political impact of the Republican and Democratic Party if a third party was successful.

Federal and State Authority: Identify one (1) current issue facing the United States today (from the past 6 months). Analyze the respective roles of federal and state authorities in addressing the issue. Determine whether the U.S. Constitution constrains the federal and state responses to the issue. Explain.

In your research, you cannot use Wikipedia, online dictionaries, Sparknotes, Cliffnotes, or any other website that does not qualify as an academic resource.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.

Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are to:

Identify informed opinions on issues and questions involving the U.S. government, national political processes, policy making, and the notion of democracy.

Employ terminology used to study political science and American government.

Develop reasoned written and spoken presentations on issues and questions involving the U.S. government and national political processes using information in the course.

Describe the basic values of American political culture.

Explain how the federal system of government works.

Explore different perspectives on issues and questions about the U.S. government and national political processes.

Describe the importance of an informed, effective citizenship for the national government and political processes.

Use concepts from our study of U.S. national government and politics (such as models of democracy) to discuss government and politics in state, local, and international contexts.

Examine the evolution of presidential power in military affairs.

Use technology and information resources to research issues in the field of U.S. government and politics.

Write clearly and concisely about U.S. government and politics using proper writing mechanics.

Communication Strategies

Type of service: Essay

Spacing: Double spacing

Paper format: MLA

Number of pages: 4 pages

Number of sources: 10 sources

Paper details:

PLEASE READ THE UPLOADED FILE TO ANSWER THE ESSAY

Drawing on the material related to the three perspectives mentioned in the lesson commentary and what Folger, Poole, and Stutman discuss in considerably more detail in the assigned reading, prepare an essay of approximately 1,000 words in which you generate three pieces of advice (each one stemming from the perspectives (psychodynamic, emotion-based, and social cognition) that you would be willing to offer to another person concerning how to minimize non-constructive forms of interaction in conflict situations andexplain what leads you to believe that following the advice would have the desired effect.

Generating and being able to explain the bases for the advice called for in the written assignment will serve as a test of your understanding of the three perspectives that the authors of your textbook review under the heading of “The Inner Experience of Conflict.” The exercise will also reveal your grasp of the potentially practical value of such theories for conducting oneself effectively in a conflict situation.

PSC600 – Theories of Judicial Review

             Discipline: Political Science

• Type of service: Not specified
• Spacing: Double spacing
• Paper format: MLA
• Number of pages: 1 page
• Number of sources: 0 source
• Paper details:
• Course Description

Welcome to Theories of Judicial Review! This is an online course in which I hope we will have lively discussions with each other about constitutional interpretation and theory via multiple forms of written communication. The course will occur over six weeks, and we will focus on two modules per week. Each module will center around one or two readings on a particular topic. All course materials–readings, schedules, brief video lectures–will be posted on Blackboard. We will study controversies and theories behind the U.S. Supreme Court’s power of judicial review, whereby the Court can invalidate a law that it deems to be in violation of the U.S. Constitution. We will study competing perspectives on the origins of judicial review, including the textbook view concerning Chief Justice Marshall’s assertion of this power in the landmark Marbury v. Madison. We will also focus on various theories of constitutionalism and interpretation, including popular constitutionalism, defenses of judicial supremacy, originalism, living constitutionalism, and judicial minimalism. We will also examine the political context of the Court’s use of judicial review vis-a-vis the other branches of government–concerning both political foundations and supports for judicial review and political constraints on the use of judicial review. Finally, we will seek to relate this work to current cases being considered by the Court. With the course running concurrent with the most active month of Supreme Court ruling announcements (i.e., June), we will seek to apply these theories to the present context, both in assignments and discussions.

Course Goals

 

By the end of this course, you should be able to:

1-Generate original ideas, opinions, and critiques of theories of constitutional interpretation and express them clearly in writing.

1-Apply theories of constitutional interpretation to current U.S. Supreme Court cases and controversies.

• Text and Materials

 

• Textbooks

 

• You will need to obtain the following two books:

1-Bennett, Robert W., and Lawrence B. Solum. 2011. Constitutional Originalism: A Debate. Cornell University Press.

2-Tushnet, Mark. 1999. Taking the Constitution Away from the Courts. Princeton University Press.

• You can purchase these books online (e.g., Amazon)
• – Additional articles and book chapters will be posted on Blackboard. Students are also expected to follow legal developments regarding key Supreme Court cases in popular media outlets such as The New York Timesand The Washington Post. In addition, students should read posts on the following legal blogs:

1-SCOTUSBlog: http://www.scotusblog.com/

The Volokh Conspiracy:           2http://www.washingtonpost.com/news/volokh-conspiracy/

3-Balkanization: http://balkin.blogspot.com/

4-Concurring Opinions: http://www.concurringopinions.com/

• Course Structure
• Methods of Instruction

 

• The course will employ the following methods of instruction:

Lectures: I will post brief video lectures each week outlining some of the major issues in the readings and raising discussion questions for the discussion board.

Required readings: Students are expected to have read the readings each week in order to be prepared to participate in online discussions.

Discussion board participation: Students are expected to be active participants on the online discussion board.

• Assignments

This course includes the following assignments:

1-Discussion board participation: Student participation via the discussion board is a significant component of the course and is a major part of fulfilling overall course goals. Dialogue between class participants enhances an understanding of the material and ignites critical thinking and intellectual curiousity about key topics. Students are expected to participate on the online discussion forum for each topic of the course. I would like all students to give their general impressions of the reading for the day, including criticisms, things you particularly liked about the reading, constructive criticism of the material, questions you have to clear up any confusion, and general discussion questions you have. Use the discussion board to demonstrate that you have read and thought about the material in the readings.

2-Final paper on a legal issue and/or case relevant to the Supreme Supreme Court (approximately 5000 words): Sometime during the first two weeks of class, you will choose a Supreme Court legal issue and/or case that you are interested in. This can be a current case that is under consideration at the Court or a past case or issue that has been decided (and perhaps decided multiple times). I will give you some resources for choosing your legal issue or case. Your issue or case must be on a constitutional issue (e.g., the Court is considering whether or not to strike down a law or government action as a violation of the U.S. Constitution). You will research the issue or case extensively. If you choose a pending case, this includes reading the briefs of the litigants to the case, reading the lower court opinion, listening to Supreme Court oral arguments on the case, and reading media and legal blog coverage of the case. If you choose a past case(s), you should study the history of the rulings, read the opinions, and read secondary material about the case. Your final paper will offer a brief summary of the issues of the case. The bulk of your paper will be an intensive application of the theories and perspectives discussed in this class to the context of your case(s) or issue. Which theories are most appropriate for understanding your case or issue? What’s the most justifiable outcome and why? If you choose a pending case, feel free to predict how you think the case will actually be decided (including the voting lineup of the justices).

3-Blog post (approximately 1000 words) In the middle of the semester (after Week 3), you will write a blog post (like what you would see on a legal blog like SCOTUSblog, Volokh Conspiracy, or Balkanization) about the issue or case you have chosen. I will give you latitude on how you want to frame your post, but I encourage you to use it as an opportunity to begin putting forth some of your ideas that you will write about in your final paper. Your classmates and I will give you comments on the blog post, which will be your primary source of feedback for you post.

4-Blog post feedback: At end of week 4, you will provide feedback to one of your fellow classmate’s blog post.

• University Policies

Netiquette

• Please observe the following rules of Netiquette when submitting posts:

1-Remain professional, respectful, and courteous at all times.

2-Remember that a real human being wrote each post and will read what you write in response. It is easy to misinterpret discussion posts. Let’s give the benefit of the doubt.

3-If you have a strong opinion on atopic it is acceptable to express it as long as it is not phrased as an attack. Please be gracious with differing opinions.

4-When upset, wait a day or two prior to posting. Messages posted (or e-mailed) in anger are often regretted later.

5-Proofread and use the spell check tool when you type a post. It makes the post easier to read and helps your readers understand what you are saying. If you discover a mistake after publishing the post you can reopen and correct it.

• The instructor reserves the right to delete any post that is deemed inappropriate for this discussion forum without prior notification to the student. This will include any post containing language that is offensive, rude, profane, racist, or hateful.
• Posts that are seriously off topic or serve no purpose other to vent frustration will also be removed.

 

• Academic Integrity

Academic dishonesty is defined as cheating of any kind, including misrepresenting one’s own work, taking credit for the work of others without crediting them and without appropriate authorization, and the fabrication of information. Common examples of academically dishonest behavior include, but are not limited to, the following: Cheating; Fabrication; Plagiarism; Falsification and forgery of University academic documents; Facilitating academic dishonesty.

PSC600 – Theories of Judicial Review

• Discipline: Political Science
• Type of service: Not specified
• Spacing: Double spacing
• Paper format: MLA
• Number of pages: 1 page
• Number of sources: 0 source
• Paper details:
• Course Description

Welcome to Theories of Judicial Review! This is an online course in which I hope we will have lively discussions with each other about constitutional interpretation and theory via multiple forms of written communication. The course will occur over six weeks, and we will focus on two modules per week. Each module will center around one or two readings on a particular topic. All course materials–readings, schedules, brief video lectures–will be posted on Blackboard. We will study controversies and theories behind the U.S. Supreme Court’s power of judicial review, whereby the Court can invalidate a law that it deems to be in violation of the U.S. Constitution. We will study competing perspectives on the origins of judicial review, including the textbook view concerning Chief Justice Marshall’s assertion of this power in the landmark Marbury v. Madison. We will also focus on various theories of constitutionalism and interpretation, including popular constitutionalism, defenses of judicial supremacy, originalism, living constitutionalism, and judicial minimalism. We will also examine the political context of the Court’s use of judicial review vis-a-vis the other branches of government–concerning both political foundations and supports for judicial review and political constraints on the use of judicial review. Finally, we will seek to relate this work to current cases being considered by the Court. With the course running concurrent with the most active month of Supreme Court ruling announcements (i.e., June), we will seek to apply these theories to the present context, both in assignments and discussions.

Course Goals

 

By the end of this course, you should be able to:

1-Generate original ideas, opinions, and critiques of theories of constitutional interpretation and express them clearly in writing.

1-Apply theories of constitutional interpretation to current U.S. Supreme Court cases and controversies.

• Text and Materials

 

• Textbooks

 

• You will need to obtain the following two books:

1-Bennett, Robert W., and Lawrence B. Solum. 2011. Constitutional Originalism: A Debate. Cornell University Press.

2-Tushnet, Mark. 1999. Taking the Constitution Away from the Courts. Princeton University Press.

• You can purchase these books online (e.g., Amazon)
• – Additional articles and book chapters will be posted on Blackboard. Students are also expected to follow legal developments regarding key Supreme Court cases in popular media outlets such as The New York Timesand The Washington Post. In addition, students should read posts on the following legal blogs:

1-SCOTUSBlog: http://www.scotusblog.com/

The Volokh Conspiracy:           2http://www.washingtonpost.com/news/volokh-conspiracy/

3-Balkanization: http://balkin.blogspot.com/

4-Concurring Opinions: http://www.concurringopinions.com/

• Course Structure
• Methods of Instruction

 

• The course will employ the following methods of instruction:

Lectures: I will post brief video lectures each week outlining some of the major issues in the readings and raising discussion questions for the discussion board.

Required readings: Students are expected to have read the readings each week in order to be prepared to participate in online discussions.

Discussion board participation: Students are expected to be active participants on the online discussion board.

• Assignments

This course includes the following assignments:

1-Discussion board participation: Student participation via the discussion board is a significant component of the course and is a major part of fulfilling overall course goals. Dialogue between class participants enhances an understanding of the material and ignites critical thinking and intellectual curiousity about key topics. Students are expected to participate on the online discussion forum for each topic of the course. I would like all students to give their general impressions of the reading for the day, including criticisms, things you particularly liked about the reading, constructive criticism of the material, questions you have to clear up any confusion, and general discussion questions you have. Use the discussion board to demonstrate that you have read and thought about the material in the readings.

2-Final paper on a legal issue and/or case relevant to the Supreme Supreme Court (approximately 5000 words): Sometime during the first two weeks of class, you will choose a Supreme Court legal issue and/or case that you are interested in. This can be a current case that is under consideration at the Court or a past case or issue that has been decided (and perhaps decided multiple times). I will give you some resources for choosing your legal issue or case. Your issue or case must be on a constitutional issue (e.g., the Court is considering whether or not to strike down a law or government action as a violation of the U.S. Constitution). You will research the issue or case extensively. If you choose a pending case, this includes reading the briefs of the litigants to the case, reading the lower court opinion, listening to Supreme Court oral arguments on the case, and reading media and legal blog coverage of the case. If you choose a past case(s), you should study the history of the rulings, read the opinions, and read secondary material about the case. Your final paper will offer a brief summary of the issues of the case. The bulk of your paper will be an intensive application of the theories and perspectives discussed in this class to the context of your case(s) or issue. Which theories are most appropriate for understanding your case or issue? What’s the most justifiable outcome and why? If you choose a pending case, feel free to predict how you think the case will actually be decided (including the voting lineup of the justices).

3-Blog post (approximately 1000 words) In the middle of the semester (after Week 3), you will write a blog post (like what you would see on a legal blog like SCOTUSblog, Volokh Conspiracy, or Balkanization) about the issue or case you have chosen. I will give you latitude on how you want to frame your post, but I encourage you to use it as an opportunity to begin putting forth some of your ideas that you will write about in your final paper. Your classmates and I will give you comments on the blog post, which will be your primary source of feedback for you post.

4-Blog post feedback: At end of week 4, you will provide feedback to one of your fellow classmate’s blog post.

• University Policies

Netiquette

• Please observe the following rules of Netiquette when submitting posts:

1-Remain professional, respectful, and courteous at all times.

2-Remember that a real human being wrote each post and will read what you write in response. It is easy to misinterpret discussion posts. Let’s give the benefit of the doubt.

3-If you have a strong opinion on atopic it is acceptable to express it as long as it is not phrased as an attack. Please be gracious with differing opinions.

4-When upset, wait a day or two prior to posting. Messages posted (or e-mailed) in anger are often regretted later.

5-Proofread and use the spell check tool when you type a post. It makes the post easier to read and helps your readers understand what you are saying. If you discover a mistake after publishing the post you can reopen and correct it.

• The instructor reserves the right to delete any post that is deemed inappropriate for this discussion forum without prior notification to the student. This will include any post containing language that is offensive, rude, profane, racist, or hateful.
• Posts that are seriously off topic or serve no purpose other to vent frustration will also be removed.

 

• Academic Integrity

Academic dishonesty is defined as cheating of any kind, including misrepresenting one’s own work, taking credit for the work of others without crediting them and without appropriate authorization, and the fabrication of information. Common examples of academically dishonest behavior include, but are not limited to, the following: Cheating; Fabrication; Plagiarism; Falsification and forgery of University academic documents; Facilitating academic dishonesty.

Political relationship

Type of document       Essay

Number of pages 4

Subject area     Political Science

Academic Level          Undergraduate

Style    APA

Number of references 4

Order description:

double-spaced pages (approx. 1000 words)

Topic： What is Axelrod’s and Keohane’s argument for how cooperation can be achieved in an anarchic international system? Raise an objection to the argument. Reply to your objection or raise a second objection. In your answer, be sure to define “institution” and discuss the concept with respect to one issue area in international relations.