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Civil Rights Initiatives, Their Chronology and Impacts Research Paper

Introduction During the 20th century, there have been numerous federal legislations for purposes of improving the quality of lives of the people. Insufficient civil rights laws had played a pivotal position in the obstruction of the federal government. The protection of the people’s democratic institutions and the enjoyment of people’s rights and the constitution required development and improvement of the feeble and insufficient laws. The United States had been in war against a world’s racist known as Adolf Hitler. There was also a rumbling racial war on the return of black American veterans perceived to be unshackled (Gardner, 2002). Consequently, in order to attain racial impartiality, it would be achieved through armless protests and breaking of the pattern of racial segregation that was in the south. In addition, there was the equal rights legislation for blacks. For instance, the Supreme Court made a decision that enabled the black Americans and the white followers to stop the deep-rooted segregation practices. Civil Rights initiatives of the 20th century They included the Truman and the California civil rights initiatives. The Truman’s initiative was a campaign for then civil rights formed by President Henry Truman (Conrad, 2005). Truman formed a committee that produced a report on civil rights The California civil rights initiative ended the affirmative action for women, and the marginalized groups in California. Following the rumbling racial segregation, several civil rights came into place. Chronology of civil rights during the 20th century First in 1910, there was creation of a national association. The association was in the forefront to ensure that all people received equal treatment thus the enhancement of equality. Get your 100% original paper on any topic done in as little as 3 hours Learn More Consequently, there was a revolution in Mexico thus the influx of immigrants looking for work in US. Secondly, there was the 1920 constitutional amendment, which permitted women to vote. This enhanced the empowerment of women thus gender equal opportunity among the gender. In 1941, an executive order, which banned unfairness against all the marginalized groups, was issued. This order enabled the creation of rights for the minorities (Raiford, 2011). The minorities could now participate in the administrative practices. In 1966, there was formation of an organization aimed at enhancing equality within genders. In 1973, the congress passed an act for job rehabilitation. This act barred inequity against disabled people on the usage of funds. Additionally, the national conference held in Texas, necessitated the reforms. These reforms aimed at empowering women and providing them equivalent opportunity to men. Remarkably, in 1988 the Supreme Court approved the congress’s act, which provided for the restoration of the civil rights. This act overturned the Supreme Court’s declaration of 1984. The declaration had objected the federal government from using the existing remedy to fight against biased regulations to private organizations receiving government subvention. In 1990 president, Bush signed an act that was targeting the disabled Americans. The act banned discrimination in jobs against the disabled. The act also required enhanced access to businesses and transportation. Impacts of the civil rights on the current public policies The above initiatives have had a profound impact on race relations. In the recent past, there has been a positive adjustment regarding the perceptions of both African Americans and the whites. Importantly, the change was evident in the 2008 general elections where an African American won the elections. These civil rights initiatives have resulted to the racial preference policies in schools. The original objective is that having preference for black Americans would help remedy the past chronological injustices. Schools have also included other rationalizations such as omitting the insignificant representation of the marginalized groups. We will write a custom Research Paper on Civil Rights Initiatives, Their Chronology and Impacts specifically for you! Get your first paper with 15% OFF Learn More Effects of the civil rights initiatives on future public policies In future, the initiatives of the civil rights will increase the capacity and power of the government by informing the people and organizations on the most appropriate thing to undertake in controlling it. In addition, through this initiative the government shall increase its activities of protecting people’s rights thus enhanced checks on government by beneficiaries from the protections (Raiford, 2011). Secondly, the civil rights initiatives advocate for equality the basic system of democracy. Therefore, equality and individual autonomy would cause conflict in democracy. This would result when the majority wishes to repute judgments that fail to favor them. However the marginalized would also benefit even without their vote. Conclusion The California Civil Rights Initiative has transformed into a law. The government agencies may not demonstrate favoritism, or award privileged treatment based on race, gender, background, and national basis in public service, education, and contracting. As well, the initiative has a striking impact within its scale of operation; however, this capacity covers only a restricted area of government action. The California Civil Rights Initiatives outlaws discrimination and inclinations based on the aspects of inclination, favoritism, and impartiality. Consequently, the current public policies, forms their foundation on the civil rights initiatives. Accordingly, there is equivalent access to the public services and utilities in the administration of public resources. Discrimination based on gender and other aspects has also reduced to insignificant percentages. Concisely, the government should emphasize the efforts of the initiatives for the realization of proper policies. References Conrad, C. (2005). African Americans in the US economy. Oxford, UK: Rowman and Littlefield Publishers, Inc. Gardner, R. (2002). Harry Truman and civil rights: moral courage and political risks. Carbondale, IL: Southern Illinois University Press. Raiford, L. (2011). The civil rights movement in American memory. Caledonia, CN: The University of Georgia Press. Not sure if you can write a paper on Civil Rights Initiatives, Their Chronology and Impacts by yourself? We can help you for only $16.05 $11/page Learn More
A1 Business and Technical College Support Group Discussion.

For the next few weeks, you will be working on a thorough analysis of a specific group of your choosing that you are a member of (or were a former member of).The project will include a detailed analysis of the chosen group focusing on specific group elements that have been observed throughout the course of your membership. The finished product will be an essay that sufficiently presents your analysis.Once you have settled on a group that you would like to analyze, you will explore the connections between the group communication concepts we have discussed this semester and your lived experiences within the group. Below is a list of the items that need to be addressed within your essay. Your essay should include the following parts (the guideline I offer pertaining to length is such: provide as much information as it takes for you to clearly articulate how your group is influenced and affected by the following items):
An introduction that gets the audience’s attention and broadly reveals the group you have chosen, and previews the topics that will discussed.
Before you begin to analyze the group, an overview of the group and your place within that group is necessary. Focus on the 5Ws (who-how many people?; what-team, work group, social?; where?;when- for how long?;why-if not abundantly obvious) to help the reader better understand how you became a member of this group and how the group came to be. By providing a solid foundation of understanding at the beginning it makes your analysis much easier to write.
A thoughtful analysis of the group communication concepts that are in play throughout your participation within the group. This analysis should overlap several course concepts (not limited to group communication) simultaneously. This analysis can describe what is present as well as offer solutions to what would make the group function better. The numbers in parentheses represent where these items can be found within the chapter slides; the first numbers the chapter, the second number is the slide.
This analysis should include:
The Goals of the group (13; 8)
An overview of your individual goals (task and social)
An overview of the group goals (task and social)
Hidden agendas that are present that affect group performance

Roles (14; 9-14)
Your formal role
The informal roles you commonly fill (with brief examples that support your analysis)
Maintenance (aka social/relational)
Negative roles

Interaction (13; 5)
An overview of the type of communication network your group has

Leadership (14; 5)
Leadership style of the group

Power (14; 6-8)
Types of power within the group
Types of power you have within the group
Relevant types of power commonly used throughout the group

Problem solving within the group (14; 15-18)
Is your problem-solving method successful?
Common decision-making methods used within the group

Proposed adjustments for the group
Communicative problems affecting your current group
What changes would you like to see pertaining to how your group currently operates that would make for a better experience for all.

A conclusion that summarizes your analysis experience and highlights any insights gained from the process.

The essay portion of this project is due in the dropbox the first day of presentations.Self-Group Analysis ______/150NAME:TOPIC:

Excellent- Exceeds assignment expectationsGood- Meets assignment expectationsFair – Partially addresses assignment expectationsPoor- Fails to meet several aspects of the assignment expectationsMissing- Lacking content that is beneficial to meeting assignment expectations






Paper Content____(110 PTS)

Intro (5pts) Clear Introduction of the Group(10pts): (y/n)

Paper clearly highlights relevant Group Goals to course concepts:Individual (10pts): Social (y/n) Task (y/n) ; Group(10pts): Social (y/n) Task (y/n); Hidden Agenda(5pts): (y/n)

Paper clearly highlights relevant Group Roles to course concepts :Formal Roles(5pts): (y/n) ; Informal(15pts): Social (y/n) Task (y/n) Dysfunction (y/n)

Paper clearly highlights relevant Group Network/Leadership to course concepts :Network (5pts): (y/n) Leadership style(5pts): (y/n)

Paper clearly highlights relevant Group Power to course concepts :Power(20pts): Self (y/n) Others: (y/n)

Paper clearly highlights relevant Group Problem Solving to course concepts :Problem solving methods (5pts): (y/n) Decision Making Methods (5pts): (y/n)

Discussion of proposed Adjustments/Changes to the group (10pts): (y/n)

Grammar Deductions ____

Appropriate Grammar and Professional Polish






A1 Business and Technical College Support Group Discussion

English Language and Literature homework help. Learning Objectives for Course 1. Conceptually understand the organization of the investment decision process, and distinguish between different types of investment companies, 2. Identify major types of securities, and calculate the return and risk for different financial assets, 3. Systematically understand diversification principles, analyze and evaluate different strategies for building a portfolio,ÿ4. Possess the skills required to manage an investment portfolio under conditions of uncertainty by choosing such strategies that balance performance and risk within the investor?s objectives, 5. Demonstrate a critical awareness of current problems and new insights in the field of Portfolio Analysis, and demonstrate effective oral communication of complex arguments as well as developed listening skills. Guidelines for assignmentÿThis is an individual assignment ÿGround your answer in relevant theory ÿPlagiarism and reproduction of someone else?s work as your own will be penalized ÿMake use of references, where appropriate ? Use Harvard or APA referencing method. Late submission are not accepted ÿStructural elements should include an introduction, main body, and a conclusion ÿWeight ? 85% ÿWord count guidance: 5000 analytical report ÿType of assignment: Extended Business report Submit one single document and not lots of different files. Assignment BriefConceptually demonstrate that you understand the investment decision process and distinguish between different types of investment companies and stock markets. Identify major types of investments and calculate the return and risk. ÿÿIn the 3 circumstances below, systematically analyze and evaluate different strategies for building a portfolio. 4. Design bespoke portfolios for each type investor. Consider investment options and risk adversities. (a) 20 year old single person, starting employment. Looking to save for the future to purchase a house or car or pay for a wedding. He needs a high interest and a high return to make a quick return for his money. (b) Couple in their 30?s who wish to save for their retirement. They are working and wish to pay 2% of their salary a month towards something. (c) Large multinational organization that wants to hedge against foreign currency exposure. In each of the above, use examples and incorporate what you have learnt from the online Trading Game ( Language and Literature homework help

The context that had created and supported the Jeffersonian world view

The context that had created and supported the Jeffersonian world view.

The Essay Prompt
PROMPT: The context that
had created and supported the Jeffersonian world view (that of the
yeoman farmer as the bedrock of American democracy and the American
economy) disappeared by the mid-nineteenth century, prompted by a shift
toward an economy based on commerce, manufacturing, and larger scale
agricultural endeavors. What is your best explanation for why this
change took place? What impact did this change have upon the ethics and
civics of what it meant to be an American? Be sure to consider change
over time and geographical differences in your analysis. Hint: Think
broadly here as you scattershoot/concept map your essay before writing.
What were the economic causes of this change (think about markets,
productivity, trade policies, etc.)? What role did technological change
play? Consider social causes (conflicts between groups, classes, races,
genders), political causes (new voters, political parties, institutional
leadership, etc.), government (state, federal, various branches), and
expansion of the nation. Think also about intellectual changes (new
ways of thinking, religion, and conceptions what it means to be an
American and questions of ethics and civics) and changes in environment.
You need not answer all of these questions in your essay, they are
here to guide your thinking on the prompt. Hint
2: Make sure that you integrate your discussion of Change over Time and
Ethics/Civics throughout your analysis, not just in one paragraph. This
means that Change over Time and Ethics/Civics WILL NOT be key points in
your rule of three thesis statement.Must be in Rule of Three format with a introduction and strong
thesis statement, 3 paragraphs of the body (each with their own thesis
statement – one for each of the three key points of your overall
thesis), and conclusion. So a minimum of 5 paragraphs.This is a fact based essay, you must provide specific and detailed evidence for your hypotheses.You must utilize a minimum of three primary sources from the assigned materials as evidence in your essayYou must utilize a minimum of three secondary sources from the assigned materials as evidence in your essayYou may only use materials assigned in this course for your essay
(we have vetted all the materials utilized in this course, other
materials may not be appropriate or accurate)DO NOT quote secondary sourcesYou may briefly quote a primary source (a phrase or a
sentence) before immediately analyzing the relevance of the quote – a
quote cannot stand alone as explanation or evidenceYou must consider change over time in this essayYou must consider ethics/ethical decision making in this essayYou must consider change over time in this essayDon’t forget about geography, where something takes place matters and it may be important to your argument.You must use Turabian citation style in this essay; all citations
must be footnote style citations (no parenthetical cites allowed, no
endnotes/works cited at the end, you need footnotes). Be sure to review
how to properly cite a primary source that may be contained in another
work and be sure to use page numbers where possible.12 pt type, 1 inch margins, double-spaced Link to textbook[email protected]:[email protected]/…
The context that had created and supported the Jeffersonian world view

CNDV 5322 Lamar University Ethics and Law Professional Disclosure Statement Paper

essay writing help CNDV 5322 Lamar University Ethics and Law Professional Disclosure Statement Paper.

Professional Disclosure Brochure/StatementAccording to the ACA (2014) Codes of Ethics and ASCA (2016), Ethical Standards for School Counselor are to gain informed consent from clients (and student’s guardians) verbally and in writing prior to entering the counseling relationship with client(s). In the school setting, this process usually occurs in conjunction with school enrollment. Now that you have become familiar with both the national ethical codes and your state of practice’s regulatory board rules to become a school counselor along with the current rules and regulations (ethics) for professional counselors, you are tasked with writing a Professional Disclosure Statement (also referred to as Informed Consent). While you will not be using this specific disclosure statement with actual clients/students, it will serve as a starting point for you as a future school counselor/licensed professional counselor. Students are required to include specific information in their informed consent document based of the licensure(s)/certifications they are pursuing, the relevant code(s) of ethics, and their specific degree program. School Counseling Students are to:Include the needed information based off the ACA (2014) Codes of Ethics and ASCA (2016) Ethical Standards for School Counselor in the informed consent.Include the additional requirements based of your state of practice’s regulatory board rules. If the student wishes to pursue licensure as a Licensed Professional Counselors (or state equivalent) the rules and regulations for their state of practice must also be included. Below are some guidelines for writing the Professional Disclosure Statement:Create a brochure or word document based off your career path. For example, if you do not plan on pursuing licensure create a brochure if you plan on pursuing licensure in addition to being a school counselor- create the word document.Do not exceed two (2) full page (no exceptions).Single-space your lines and do not use indentions (tabs). Note, it will NOT be written in APA format.Use headings to separate topic areas.Use an attractive font that is no smaller than 10-pt. and no larger than 14-pt.Write clearly and concisely, using simple terms that most lay people will be able to understand.Include a header with your name and business contact information.Get another person to proofread it for errors with grammar, spelling, and mechanics. (Other eyes commonly see things that ours miss.)Write this document as if you will use it with actual clients. Note, the professional disclosure is a reflection of you and future clients will form opinions about your competencies based on your quality of your writing and the information provided. Make sure that your document is attractive yet simple and thorough but concise.
CNDV 5322 Lamar University Ethics and Law Professional Disclosure Statement Paper

Capella University ?Prioritizing Behavior Worksheet and Paper

Capella University ?Prioritizing Behavior Worksheet and Paper.

Prioritizing BehaviorPart 1Consider the following three potential target behaviors that have been identified for Matt, a 5-year-old student who attends a half-day regular kindergarten program. Matt’s case study can be found on page 210 in your Functional Assessment text.Inappropriate social greetings.Rocking stereotype.Refusal to do work.Part 2Use the Worksheet for Prioritizing Potential Behaviors in the resources to prioritize Matt’s behaviors for treatment. Use the key as identified on page 8, Table 1-1 of your Functional Assessment text to carefully rank each of Matt’s potential target behaviors by the extent to which it meets or fulfills each prioritization criterion. You may add NA (not applicable) and UNK (unknown) to the key. You are required to submit this worksheet with the rest of your assignment.Part 3For each of Matt’s three target behaviors, explain why you gave each rating (on the 0–4 scale) for each of the nine points to consider when prioritizing behavior (that is, health and safety, longevity, likelihood of success, and so forth). Please note that Part 3 of this assignment is only asking how you would prioritize each behavior for eventual assessment and treatment. You are not to write an assessment or treatment plan. You are only required to describe your decisions for determining priorities.Assignment RequirementsYour assignment should meet the following requirements:Written communication: Should be free of errors that detract from the overall message.APA formatting: References and citations are formatted according to current APA style guidelines.Resources:A sufficient number of scholarly or professional resources. Resources should include the course texts, and a combination of seminal works.Length: 2–3 double-spaced pages.Font and font size: Times New Roman, 12-point.MATTS Case StudyMattMatt is a five-year-old student who attends a half-day regular education kindergarten program. This is his first school experience. There are 21 other students in his classroom, one teacher, and one teaching assistant who is assigned to the classroom because of other students who have IEPs. However, the assistant also works with Matt due to his challenging behavior.Matt’s teacher describes him as an alert student who tries to participate in all academic and social activities and routines. He likes peers and often tries to interact with them; however, his initiations are a bit rough, and many peers are afraid of him and avoid interacting with him.Matt’s favorite activities are dramatic play, art and writing activities, and activities that involve gross-motor skills.Matt exhibits several behaviors that concern his teacher, Mrs. Yellin-Clarke. She feels that these behaviors interfere with Matt’s learning and progress and those of other students in the classroom. For example, Matt often rocks wildly in his chair, puts materials and fingers in his mouth, seeks hugs from adults and peers, and constantly changes position or moves to different locations during activities. He also often will leave activities and begin a different, self-selected activity.Mrs. Yellin-Clarke says that Matt also has trouble waiting in line or for his turn during activities. He often runs during transition instead of putting materials away and following transition routines. Finally, Mrs. Yellin-Clarke indicates that Matt does not follow whole-class instructions and often takes much individual attention from her or the assistant to begin an activity, continue working on an activity, and behave appropriately during an activity. She feels that the amount of time Matt requires reduces the amount of time that she should be devoting to other students. Mrs. Yellin-Clarke believes that the behaviors she has described warrant placement in a self-contained special education classroom. She has referred Matt for special education evaluation. As part of the multidisciplinary case study evaluation, Dr. Calder conducts a functional assessment of Matt’s behavior.The following information is a sample of Dr. Calder’s observations using the ABC recording form:Antecedents and Setting EventsBehaviorConsequenceGroup acting out the “Three Little Pigs” storyParticipates as the wolfGroup praise, movementSecond group acting out a storyRocks in place, talks to teacherTold to sit still and be quietThird group acting out a storyLeaves carpet area, begins to play with puzzlesLeft aloneOpen-center activitySelects woodworking area, science center, then makes mailbox in literacy centerLeft alone, tactile, movement stimulationTeacher suggests Matt work in reading area or on the computerRefuses to work in these centersLeft aloneTeacher reading story to whole class using large book, unison respondingListens, rocks on floor, puts fingers in mouth, shouts answers with groupMovement, auditory, oral, tactile stimulationRecess, peers playing on the jungle gymRuns to peers, jumps on top of Gretchen, hugs herGretchen cries, peers yell, teacher “rescues” Gretchen, tells Matt to play somewhere elseTold to play elsewhereRuns to boys playing ball and joins gamePeer interaction, movementArt activityOn taskPraise, completes project, hangs project on wallTransition to next activity, whole class given instructions regarding matching worksheetRuns in classroom, sits at desk, no pencil, raps fingers on deskRedirection, movement, teacher tells him to go get a pencilTeacher tells him to go get a pencilSkips to pencil box, gets pencil, skips back to deskTeacher tells him to begin workingTeacher tells him to begin workingRocks in chair, taps pencil on paperTeacher shows how to do a problem, stays with him as he completes worksheetRecessPlays on climbing equipment, runs, swings, plays ballMovement, tactile stimulationFollowing recess, one-toone activity with assistantRocks, shakes head side to side, tries to leave areaRepeated instructions, reprimandRepeated instructionsRefuses, leaves area, plays with class hamsterAssistant talks to teacher, leaves him aloneThe function of Matt’s challenging behavior is sensory regulation/sensory stimulation increase. Matt’s challenging behavior typically produces sensory input such as movement, auditory, tactile, and oral stimulation. He engages in challenging behavior during passive and unstructured activities in which he is not actively involved or is expected to wait, sit quietly, or listen. He also seeks very stimulating materials and activities during free-choice periods such as recess and open centers and refuses to engage in passive activities during these free-choice periods. The sensory regulation/sensory stimulation increase function also was identified because Matt engages in appropriate behavior during activities with high levels of stimulation. For example, his behavior was appropriate when his group acted out the “Three Little Pigs” story.In addition to seeking activities that are highly stimulating and increasing stimulation during passive activities, Matt exhibits problems with sensory regulation. For example, he was not able to calm or reduce his level of stimulation following recess (a very active activity) to the level of stimulation needed to participate in the more passive one-to-one activity with the teaching assistant.Although Matt’s challenging behavior often results in attention or interaction with a peer or adult, the function of his behavior is not positive reinforcement. If it were positive reinforcement (i.e., attention, in this case), he would continue to seek attention when he is left alone. He does not consistently do this. Therefore, it is likely that the attention or interaction that he receives functions as a form of stimulation. When that form of stimulation is not available, Matt simply seeks a different form of stimulation such as rocking or running.Negative reinforcement was not selected as the function of his challenging behavior because although Matt often left activities, this behavior consistently occurred only after he had participated in the activity for a period of time, and it always followed attempts to produce stimulation through less active means such as rocking or mouthing objects. If escape from activities were the function, he would engage in challenging behavior at the start of potentially aversive activities. The activities themselves were not aversive for Matt. Rather, it was the passive stimulation level of the activities that was important (i.e., he needed higher levels of stimulation). In other words, the consistent antecedent variable was not a particular activity but rather the level of stimulation provided by the activity. On the other side of the behavior equation, Matt’s behavior did not always result in escape or termination of an activity. Rather, it resulted in a change in the level of stimulation within the activity.
Capella University ?Prioritizing Behavior Worksheet and Paper

Need help calculating this

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You plan to buy the house of your dreams in 6 years. You have estimated that the price of the house will be $78,372 at that time. You are able to make equal deposits every month at the end of the month into a savings account at an annual rate of 5.50 percent, compounded monthly. How much money should you place in this savings account every month in order to accumulate the required amount to buy the house of your dreams? 
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