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Strayer University Week 7 Law Enforcement Structure in the United States HW

Strayer University Week 7 Law Enforcement Structure in the United States HW.

Week 7 Discussion”Law Enforcement Structure in the United States” Please respond to the following:Examine the key differences between the organization of federal and state law enforcement agencies. Then, identify the four major organizations that compose the Department of Justice and compare and contrast their primary functions. Provide one example of a situation or scenario in which each of the four organizations would be utilized. Respond to at least one of your classmates with length, content, and substance.Respond to any and all questions asked by your fellow students and the professor.
Strayer University Week 7 Law Enforcement Structure in the United States HW

Introduction Oil, as a globally valuable natural resource, remains the focus of major international disputes and economic challenges spanning over recent decades. As climate change begins to open up untapped areas rich for drilling, these economic conflicts are only exacerbated by the tenacity of geopolitical rights in certain areas. A prime example of this phenomenon is in the Arctic Circle, bordered by powerful Western nations. Since the majority of the Arctic is ocean covered in rapidly melting glacial sheets, an unseen sovereignty problem arises as nations vie for drilling rights to oil reservoirs. Governments and scientists are attempting to find methods to substantiate their claims to features in the Arctic Ocean, however, there is a lack of defined policy and legislation over the Arctic. This has led to considerable tensions between the two main powers in this region, Russia and the United States. Empirical evidence has been compiled over the last century to give an incredibly clear picture of how climate change is severely affecting the rate of glacial ice melt and permafrost thaw in the Arctic Circle. These climatically induced changes are occurring in both the “North American” Arctic and “Eurasian” Arctic. The Arctic circle is the global area above 66° N, with the “North American” Arctic comprised of the ocean and landmass between 0°E and -150° W and the “Eurasian” Arctic between 0° and °180 E.() Total land ice in the Arctic covers about 273,000 km2. Glacial ice melt is chronic in the Arctic, with causality directed at steadily increasing global temperatures. Historic meteorological observations in the North American Arctic display that the mean temperature rapidly rose a whopping ˜ 1°C from 1900 through 2000. (Harriss 2016) This change represents a double augmentation of increasing global temperature trends. Various studies complied by the IPCC have likewise indicated that the Eurasian Arctic is warming at approximately at a Ëœ0.12°C per year rate, noted as increasing at significantly quicker rate than the global temperature average. (IPCC 2014) Hence, glacial ice melt is exacerbated in the Arctic, as is permafrost thaw on continental land. The Eurasian and North American Arctic areas have lost several hundred kilometers of ice in the past 50 years alone. In turn, the rapidity of this ice melt is allowing for access to previously inaccessible oil and gas resources in the Arctic region. It’s been approximated that the Arctic circle contains about 412.16 billion barrels of crude oil and liquid natural gas, with the majority, about 63.4%, located in the Eurasian Arctic. (EIA 2008) The majority of Arctic oil and gas reservoirs have already been discovered, with approximately 61 large oil and gas fields currently located by various geographic agencies. Oil is a crucial resource for almost every nation on earth, as it used for the majority of energy production.(EIA 2008) Western nations especially rely on oil for lifestyle comforts, economic dominance, and global trade power relations. The energetic conversion of oil, uncoincidentally, also drives the temperature trends occurring with modern climate change. (Hobbie, et. al 2017) Of course, with such a high demand for these valuable fossil fuels, several states geographically located in or near the Artic have begun staking claims in fields and shelves. Russia, the United States, Norway, Denmark, Canada, and Finland have all made claims for various Arctic shelves and basins containing natural resources. This has produced some geopolitical tensions, as the question of which states have certain sovereign rights over Arctic underwater features remains pertinent.() In order to fully understand the scope of these international economic topics, one must understand the concept of sovereignty. Sovereignty, defined at a base level, is the possession of total authority within a geographic territory. There are two types of sovereignty in political theory-external and internal. External sovereignty concerns the relationship between a sovereign power and other states in the international community. (Lansing 1907) States with external sovereignty are recognized by other states as being a sovereign entity in the international system. Internal sovereignty, defined by law theorist Robert Lansing, is ” that which is inherent in a people of any state, or vested by its ruler…in its fundamental laws”.(Lansing 1907) Simply put, internal sovereignty is simply the right of is the right of a state to govern itself within its own defined borders. Now, when examining how this concept applies to the geopolitical disputes over Arctic oil sources, one can hone it down to a fundamental issue; how does one establish sovereignty in a borderless ocean, that, by UN law, is international? Various Arctic states are exacting claims over areas in the Arctic that aren’t geologically part of a claimed continental landmass. According to the 1982 UN Convention on the Law of the Sea, a state may claim an exclusive economic zone up to only 200 “nautical miles” from their internationally recognized borders, unless the state can prove the continental shelf on which it sits extends beyond these 200 nautical miles, in which case the zone is extended to 350 miles. ( 2015) For the United States and Russia, geopolitical tensions have risen over the past decade due to the tenacity of sovereignty in international waters. For example, in a deep-sea dive in the early 2000’s, Russia dropped a tiny titanium flag under the North Pole ice sheet, symbolically asserting their claim over an area containing over 10 billion tons of oil, as well as a wealth of other natural resources.(Than 2007) This action raised alarms for the Arctic United States. The international system will need to figure out to what extent sovereignty extends to undersea geologic features and oil reserves, and who gets to make those decisions. The Arctic is a huge wealth of resources, and will be a key feature in the future development of the global energy market. Problem Statement[email protected]

University of Central Florida Romare Bearden from the Odyssey Series Discussion

University of Central Florida Romare Bearden from the Odyssey Series Discussion.

Assignment #6: Visual Art in the 1960’s DiscussionOriginal Discussion ResponseFor this discussion, choose one work of art from any of the pages in Section #6.Paragraph #1: Describe what you see in the work of art. I suggest starting in one corner and working your way around the art work. Try to describe every detail you see. Refer to the vocabulary of art page to help with your description (although you do not need to include any set amount of vocabulary terms).Paragraph #2: Discuss your reaction to the work. How does it make you feel? Why? Refer to the details in paragraph #1 to explain why your feel this way. What do you think the purpose of the work is and why?Paragraph #3: Research your chosen work and find one scholarly source about this work. Do not include biographical information about the artist or cite Wikipedia or any other encyclopedia site. If you are unsure of your website, please ask to confirm it is acceptable. This is the only discussion you are to do research on. You must include the URL to the website. In this paragraph, explain what the research tells you about this work. How does it change or not change your reaction to the work? Peer Response (25 points)Read one of your classmates’ original posts about a work of art you did not wrote about, then compose a response post (at least 100 words) that does at least TWO of the following (cite your sources if referenced). Please remember to be respectful in your peer response.Extends or adds to his/her point(s) about the songs being discussedAsks a clarifying questionConsiderately disagrees (with reasoning and evidence) with the author’s analysisAdds to the understanding of the analysis of the artworksBe sure to keep the focus of the peer response on the works being discussed and the points your classmate made about the works.
University of Central Florida Romare Bearden from the Odyssey Series Discussion

New England College Chapter 7 Details of Entrepreneurship Discussion

best assignment help New England College Chapter 7 Details of Entrepreneurship Discussion.

Question :Chapter
#7 discusses the many details of entrepreneurship, but what does it
take to be an entrepreneur. Identify and discuss new ventures that fit
each of the four cells in the entrepreneurial strategy mix (Exhibit 7.5
pg. 199-200).
Required Readings
Textbook Chapter 7 : Management: Leading and Collaborating in the Competitive World 13th e (loose-leaf)(Bateman/Snell/Konopaske), McGraw-Hill (2018)ISBN: 9781260194241A Pocket Style Manual 8th e (Diana Hacker and Nancy Sommers) Bedford/St. Martin’s (2018)ISBN: 978-1-319-05740-4
Required Materials – Other
Millionaire Moves: Business mogul teaches 7 steps to success in new book. Creativity and the Role of the Leader.
New England College Chapter 7 Details of Entrepreneurship Discussion

Writers Choice – FIN513 – Week 1 Article Review (AR) Discussion

Search for ONE article discussing finance AND faith (from any online postings, newspapers, books, journals) relating to any chapter (1-5) in the attached textbook ***** Provide a link to the article and write an analysis and summary of the article ***** Textbook is attached (Corporate Finance) ***** 2 sources is required, one of which must be from the attached text. The second must be from credible online postings, newspapers, books, journals. ***** (response should be in a concise yet detailed, clearly understandable and flowing narrative)

Effects of education on societal change between generations

Effects of education on societal change between generations. In what ways does education affect social change between one generation and the next? From 1891 every citizen in the United Kingdom was given the right to free education. Today, education is seen to enable every individual to effectively participate in activities of society and make positive contributions to its progress. Traditionally, earlier educational institutions taught its students a way of life through social control. It was largely associated with religion and was characteristically quite static. Now, education is seen as a way of preparing for the development of science and technology. From education we learn and transmit values and develop our culture. It gives us the ability to expand our social status and future work prosperities. Education is constantly changing along with society. In this essay I will convey the relationship between education and social changes such as class, gender and work prospects over time. Originally schooling was only for the privileged such as the British nobility who studied classical subjects because they had no need in practical skills. When the Industrial Revolution came around it bought about the need for an educated labour force. Durkheim felt that the role of education was to allocate and prepare people to different and specialised roles within the Division of Labour. Throughout education there has been an ongoing theme of the correlation between educational success and social class. “Parents and caregivers see education as a way for their children to improve on their own lives by building and understanding of their place in the world” (Lauder, H 2006 p.1). It is seen that children from higher socioeconomic classes are likely to receive better educational life chances than that of children from lower classes. This has occurred through inter-generational mobility where parents pass down their perceptions and advantages in life to the next generation. A reason for this is that if you are of higher class you may have the opportunity to go to an elite private or grammar school where you are not only taught academic subjects but also learn mannerisms, patterns of speech and social graces linked with the British upper class. Pierre Bourdieu suggests that the primary role of any type of education was social reproduction (Macionis, J P.542). This may be because living in a middle to upper class prepares you in coping in such a demanding educational intuition. Young people from a lower class background are bought up around different language experiences, behaviours, attitudes, ideas, values and skills. For example, in the 1950s if you were of lower class and finished education at high school you would either get a job in manual labour such as mining or start an apprenticeship. Many of the higher class would typically continue in education to a specific profession or work in their father’s footsteps of his business. Over time there has been an increase in the proportions of people from all social classes attaining high educational qualifications but the association between your origins of social class and educational achievement hasn’t significantly changed throughout generations. Better educational opportunities still mean a better qualification but the educational expansion experienced has benefited social classes equally without reducing social inequalities. A major social change within education is gender equality. Women were completely excluded from education until the late nineteenth century (Billington, R. P. 139). For generations, there has been an overwhelming pressure on boys and girls to conform to gender stereotypes and roles beginning at birth. In previous generations it was seen the norm, for example for men to fight for their countries in world wars and for the women to child rear, care for the elderly and learn good housekeeping. One of the sociological explanations for this is that the definitions of gender in culture are learned. A Marxist view was that these views were derived from capitalism and patriarchy where the man is seen to be head of the family and is in control of work, marriage and property. State education reinforced the traditional male and female roles, splitting males to focus on the labour market and teach women to be good homemakers. Many feminists argued against this view of inequality within gender and felt that, “The Curriculum should represent women fairly, and that they should be seen as legitimate and equal citizens of the state” (Lauder, H. P. 16). It was thought that women’s increased participation in education would make a progressive and profound feature of social change. This is now the case as Arnot et al (1999) suggests that girls are now outperforming boys in every subject across the curriculum. This is a vast change where in previous generations men were seen as the only ones worthy and capable enough to gain an education. Education for past generations was seen as a process you went through and in the end there was a job waiting to be taken. Many left school at the age of sixteen and worked their way up the economic ladder to provide for their family comfortably. Recently, there has been a large transition of elite to mass educational systems as new universities are built. Governments began giving students large incentives to attend to compete with the strong international knowledge economy. This also meant that people from various different backgrounds, races, genders an opportunity to gain a degree. Martin Trow felt this, “fundamentally changed higher education’s role in society”. Within the last forty four years there has been an increase of two million students coming into Higher Education. A set back however is, the demand for ‘knowledge’ workers has failed to keep pace with the rapid increase in the supply of university graduates. The Labour Force Survey found that 80 per cent of men aged 16 to 64 and 76 per cent of women aged 16 to 59 reported holding a qualification (The National Statistics online). In today’s generation, your education is seen as a competition not only with fellow classmates and family but within British Labour market. This accessibility meant many students coming to university were the first generation in their family to attend, a big social change in terms the development of education. Now, in this post industrial society there are narrow economic opportunities for the lower/middle class, with a struggle to distinguish yourself from others with similar credentials. Effects of education on societal change between generations