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Evaluate how the Diplock Commission was set up to look at ways of dealing with the legal aspects of controlling terrorism in a democratic society.

Evaluate how the Diplock Commission was set up to look at ways of dealing with the legal aspects of controlling terrorism in a democratic society.. I’m studying for my Law class and need an explanation.

Textbook:Terrorism Today: The Past, The Players, The Future6th Edition, 2018Jeremy R. Spindlove & Clifford E. SimonsenPearson
Each unit examination includes a written component. This assignment may be in the form of written questions or case study problems. The writing assignment affords the student an opportunity to demonstrate a level of subject mastery beyond the objective unit examinations, which reflects his/her ability to analyze, synthesize, evaluate and apply his/her knowledge. Writing assignments are judged on the quality of the response in regard to the question. Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that fall in the following ranges:•Undergraduate courses: 350 – 500 words per question.
Citation StylesThe majority of your response should be your own original writing based on what you have learned from the textbook. However, students may also use outside materials if applicable. Be sure to provide a citation and a reference for any materials used, including the required textbook. The following points are designed to help you understand how to provide proper citations and references for your work:
Sources are listed in two places.
•The first, a citation, is briefly listed within your answer. This includes identifying information that directs the reader to your list of references at the end of your writing assignment.
•The second, a reference, is at the end of your work in the list of references section.
•All sources cited should follow APA style and provide enough identifying information so that the reader can access the original material.
Evaluate how the Diplock Commission was set up to look at ways of dealing with the legal aspects of controlling terrorism in a democratic society.

Rider University Emotional Intelligence and Behavior Videos Discussion

Rider University Emotional Intelligence and Behavior Videos Discussion.…After completing this week’s readings and videos, respond to the following prompts (both parts).Part I: Given what you learned from the textbook reading, supplemental reading, and video on emotional intelligence, how can being emotionally intelligent impact your performance at work? In yourPart II: Read the OB in Action case titled “The Good & Bad of Anger at Work,” which can be found at the end of Ch. 3 (p. 111-112; Section-How Can I Manage My Emotions at Work). Summarize your thoughts on the three questions provided at the end of the case:1. What advice would you give to managers on how to handle their own anger and other negative emotions at work?2. What advice would you give to managers on how to handle the anger and negative emotions felt (and expressed) by their direct reports?3. What has been the most productive way for you to deal with your negative emotions?1 page for both parts.
Rider University Emotional Intelligence and Behavior Videos Discussion

The Contemporary Issue Of Bullying Education Essay

essay writer free The contemporary issue I have focused upon in this assignment is Bullying. This is a prevalent issue in today’s society. I feel this is of great importance especially with the concerns arising from recent research into the effects of bullying. This research indicates that bullying can have social, physical and psychological effects on students as well as on their academic success. What is bullying Bullying is a social phenomenon that is not easy to define. It is a behaviour that can be either be physical/verbal or direct/indirect. A bully is defined in the dictionary as “a person, who hurts, intimidates or persecutes someone who is perceived to be different or weaker”. The Government defines bullying as ‘Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally’. Dan Olweus a leading expert in this field has a similar definition to the governments and he asserts that “A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative action on the part of one or more other student’ (Olweus, 1993 p.9) The most widely used definition however is one that is developed by Olweus ( 993) and extended by Whitney and Smith (1993, p.7):”We say a child or young person is being bullied, or picked on when another child or young person, or a group of children or young people, say nasty and unpleasant things to him or her. It is also bullying when a child or a young person is hit, kicked, threatened, locked inside a room, sent nasty notes, when no- one ever talks to them and things like that. These things can happen frequently and it is difficult for the child or the young person being bullied to defend himself or herself. It is also bullying when a child or young person is teased repeatedly in a nasty way. But it is not bullying when two children or young people of about the same strength have the odd fight or quarrel”. Different type of bullying The word bullying is used to describe many diffident types of violent or intimidating behaviour. Bullying is certainly not easy to classify but here are the main types that have been identified. The first is verbal bullying which is the most common bullying according to research. Childline reported that 56 percent of children that rang about bullying called about verbal bullying. This type of bullying includes name calling and gossiping. Name calling is the most prevalent form of bullying according to most studies. One child in the Childline research for 2007/08 stated “I am being bullied at school and feel no one likes me. I am always running to hide or cry on my own because I’m called names and am pulled at. I feel suicidal but I won’t do it”. The second is physical bullying which involves the use of physical force such as hitting and pushing. This type of bullying is considered to be direct because it is intentionally focussed at the victim. In 2007/08 Childline reported that 53 percent of children and young people that called about bullying reported physical bullying. It can be identified through physical signs such as bodily harm although physical bullying does not always mean injury. Physical bullying can be a way of trying to humiliate the victim and show power over them. The third is indirect verbal bullying and this kind of bullying involves hurtful and untruthful comments behind the victims back. It can include spreading of rumours, letters or notes or even graffiti. The last is Cyber-bullying which is the newest form of bullying identified and has become a concern in recent years. This is a technology-enabled bullying and involves bullying by means of chat rooms, instant messing, mobile phones or even emails. Research initiated as a part of the DCSF cyber-bullying campaign highlighted that thirty four percent of 12-15 year olds reported being subject to cyber-bullying. Similarly research carried out by Goldsmiths College for the Anti-bullying Alliance found that twenty two percent of 11-16 year olds had fallen victims to cyber-bullying. Prevalence Various studies have been undertaken on this subject but because of the subjects sensitive nature it is hard to determine solid, valid and reliable statistics. The research being completed however does highlight the true extent of the bullying problem in the classroom setting. Bullying is a contemporary issue with the first national survey on this subject being conducted relatively recently. Kidscape’s conducted the national survey between the years of 1984 and 1986 using a sample of 4000 children ages 5 to 12. The survey revealed the extent of the problem. The survey showed that 68% of the children had been bullied at least once, 39 percent had been bullied at least twice and 0.5% of those children felt it had affected their lives that substantially that they tried to commit suicide. Recent research also suggests that the problem is still prominent in the school setting. According to one recent study, one-fifth of primary school pupils and a quarter of pupils in Year 8 perceived bullying as a ‘big problem’ in their school. A later report by ChildLine showed that 15 per cent of primary school children and 12 per cent of secondary school children said they had bullied in the last year (ChildLine2004). In another study, 50 per cent of severely bullied boys said that they bully others, as did 33 per cent of severely bullied girls. Childline the national helpline for children received between the months of April 2000 to march 2001 almost 20,300 calls from children and young people concerned about bullying. Kidscape another helpline believes it receives more that 16,000 calls from parents each year concerned about their children getting bullied. Research has also suggested that Cyber-bullying which is the newest identified form of bullying is becoming a major problem. The number of Cyber-bullying cases is on the rise (Noret and Rivers, 2006). A study by National Centre for Social Research released to coincide with November 2009 Anti-bullying week revealed that Cyber-bullying is now one of the commonest forms of bullying in school. The Longitudinal study tracked 15,000 pupils who had their 14th birthday in 2004. The research also pointed out that 47% of 14-year-olds, 41% of 15-year-olds and 29% of 16-year-olds reported being bullied. Disabled children and children with special educational needs were also found to be more likely targets. This coincides with other such research that shows SEN children or children with disabilities are 2 to 3 times more likely to be bullied (Smith, 2007) The Longitudinal study also showed that children who reported being bullied went on to achieve on average 2 GCSE grades lower then children who were not bullied and were more likely to drop out of education at 16. This research is worrying and provides evidence of the detrimental effects bullying can have. Effects of Bullying Bullying can have all sorts of effects on children so it is important that bullying is tackled head on. The DfEE states that ‘The emotional distress caused by bullying in whatever form – be it racial, or as a result of a child’s appearance, behaviour or special educational needs, or related to sexual orientation, can prejudice school achievement, lead to lateness or truancy, and in extreme cases, end with suicide.'(DfEE, 1999: 24-25). Vernon Coaker the schools minister also asserted at the event for Anti-Bullying Week that “Bullying, in any form, should not be tolerated. It can destroy lives and have a lasting impact on young people’s confidence, self-esteem and emotional development.” Research has indicated that bullying can not only effect academic achievement, it has also been linked with low self-esteem, anxiety, impaired concentration, truancy, depression and suicidal thoughts. Kidscape performed the first ever survey of adults with the aim of finding out if bullying had any lasting effects. The survey which was funded by the national lottery and proved that being badly bullied as a child had knock on affects. 46% nearly half of the survey population contemplated suicide compared with 7% of those who were not bullied. Most of the adults surveyed had little or no help at the time of the incidents. Tackling school bullying The Government in recent years has emphasised that tackling the problem of bullying is a main priority of theirs. The Government in 1999 said it was a legal obligation for all schools to have an anti bullying policy in place. Legislation places a duty on the head teacher to enforce an anti bullying policy and states that schools must encourage respect for others and prevent all forms of bullying among pupils. Government guidance additionally states that the policy should be reviewed annually and that every member of the school community (including children, young people, carers and parents) should be involved in this review. Each school is in charge of designing their own policy with the help from Department for Children, Schools and Families (DCSF). The DCSF help schools to design strategies and effective anti -bullying policy to tackle bullying head on. They do this by providing very comprehensive guidance documents and have regional advisers on hand who have expertise in this area to help implement their guidance. Schools have a legal obligation to ensure measures are in place to address bullying: Head teachers must enforce a policy as a preventative measure against bullying in accordance with the Human Rights Act 1998. The Standards

The Rise of Antibiotic Resistance

Abstract The discovery of antibiotics was one of the most groundbreaking innovations of medicine. This healthcare staple, responsible for treating diseases that once were incurable, is now becoming less and less effective due to antibiotic resistance. The bacteria responsible can become resistant to this medicine by genetic mutation through reproduction or from other bacteria via transformation, transduction, or conjugation. It is important to understand the methods in which antibiotic resistance occurs to formulate a plan of attack on this healthcare crisis. The largest population of antibiotic users in the U.S. is livestock, as medication is given preventatively and in large quantities so as to protect the herd. Knowing this, efforts are being made to combat it. As of now the two primary strategies to alleviate this pressing matter are to either create new antibiotics to outrun the swift mutations of the bacteria or to lessen the amount of antibiotics consumed which would pause or slow the rate of antibiotic resistance. Both of these approaches come with disadvantages, however these efforts are employed for lack of a better alternative. It is evident that we are on the brink of a pharmaceutical crisis both nationally and globally and more exploration is needed to gain control of antibiotic resistance. The Rise of Antibiotic Resistance Penicillin, the first true antibiotic, was discovered in 1928 (McKinley, 2012). The introduction of antibiotics was ground-breaking. Infections that would have normally been fatal became curable. While this profound discovery would undoubtedly change the world of medicine and science as well as save millions of individuals, it would not come without consequence. Mother nature has taken its course and now resistance to antibiotics is rising to dangerously high levels in all parts of the world. This puts the achievements of modern medicine at risk. Understanding how antibiotics work as well as what the leading causes of resistance are is crucial in finding effective solutions to this global health crisis. Antibiotics work by killing or slowing the growth of bacteria. When antibiotics are used and reused over time, bacteria evolve to overcome the antibiotics. This resistance is called antibiotic resistance (Van Hoey, 2017). This can happen two ways; by genetic mutation, or by acquiring resistance from another bacterium. Genetic mutations are rare spontaneous changes in the bacteria’s genetic nucleotide sequence. The mutations and resistance spread among people as the bacterial disease is spread (Van Hoey, 2017). Bacterial resistance develops because of changes to enzymes, target sites, or cell-wall components (Van Hoey, 2017). Different mutations can yield different kinds of resistance. Perhaps one mutation would enable the bacteria to produce enzymes that deactivate the antibiotic while other mutations may close the entry port that allows the antibiotic into the cell. The possibilities are vast. Bacteria can also acquire antibiotic resistance genes from other bacteria in several ways. Horizontal transmission can occur via three mechanisms: transformation, when bacteria scavenge resistance genes from dead bacterial cells and integrate them into their own genomes; transduction, when resistance genes are transferred by bacteriophages; or conjugation, when genes are transferred between bacterial cells through tubes called pilli (Gautam

University of California San Diego Labor Market Analysis of a Dentist Project Paper

University of California San Diego Labor Market Analysis of a Dentist Project Paper.

Purpose of the Assignment:To allow you to examine the rhetorical situations involved in communicating technical information to a lay audience.Step 1: Go to the Web site for the Bureau of Labor Statistics ( 2: Answer the following questions about the dentistry field in paragraph form:What is the nature of the work?What training, other qualifications, and/or advancement are needed for you to enter and progress in your career field?What is the outlook for the job you want to seek in your career field?What are the earnings and wage projections for your job or career field?What are some related occupations you can consider as an alternative (choose three), and what are the training requirements/qualifications for those positions?Step 3: Use the formatting guidelines for a short report, including the title page, headings, line spacing, and the integration of charts and graphs into your report. The paper will be approximately eight to ten pages long, single-spaced.Report Components: These components must be included in your report:Title pageAnswers to the six questions above, each designated with a heading and discussed in paragraph form.TWO charts, tables, or graphs that display pertinent quantitative information.Conclusion that summarizes your discussion and answers these questions:Why do you want to pursue the career you have chosen? Why do you think this career is a good fit for you? What are your strengths and weaknesses and how do they enhance and/or hinder your chances of gaining employment in your desired career field?Please follow the example below on labor market! and follow the rubric attached!Thank you in advance
University of California San Diego Labor Market Analysis of a Dentist Project Paper