this assignment is NOT to be summaries, but rather they should reflect your critical engagement with the ideas being

this assignment is NOT to be summaries, but rather they should reflect your critical engagement with the ideas being expressed in the reading and any substantive questions/comments you may have about them. In addition, you are also required to post two questions that you have about the readings and its connections to the film[supanova_question]

People of Russian Heritage , People of Polish Heritage and People of Thai Heritag

People of Russian Heritage , People of Polish Heritage and People of Thai Heritag.

escription

Mention in the essay if there is any similarity in their healthcare belief. Mention how do they see health and disease and their customs to deal with them, also, discuss how they view dead. How their health care belief affect or influence the delivery of evidence-based healthcare.

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Terrorism in the Global Context

this assignment is NOT to be summaries, but rather they should reflect your critical engagement with the ideas being Terrorism in the Global Context.

Description A good paper will make a clear argument supported by theoretical material covered in class and in the readings. In other words, make a clear and convincing case for your point of view, while at the same time showing why the criticisms of your argument that some other reasonable person might put forth are not valid. Make sure to answer all parts of the question. Your paper should be roughly 5 pages in length, double-spaced (1” margins, 12 point Times New Roman font). Here are the books Stuart Gottlieb, Debating Terrorism and Counterterrorism 2nd ed. (CQ Press, 2014) Brigitte L. Nacos. Terrorism and Counterterrorism 5th ed. (Routledge, 2016) Walter Reich, Origins of Terrorism (Woodrow Wilson Press, 1998) Course Schedule: I. Definitions, Goals, and Causes Readings 1: Defining Terrorism – N: Ch. 2: “The Perennial Debate: What is Terrorism,” 19–44. – B: Robert Keeley. 2002. “Trying to Define Terrorism,” Middle East Policy 9(1): 33–9. Readings 2 The Strategy of Terrorism B: David Fromkim. 1975. “The Strategy of Terrorism,” Foreign Affairs 53(4): 683–98. G: Ch. 3: “Can Terrorism Ever Be Justified?,” 69–100. Readings 3 Why Do Individuals Turn to Terrorism? R: Martha Crenshaw. “The Logic of Terrorism: Terrorist Behavior as a Product of Strategic Choice,” 7–24. R: Jerrold Post. “Terrorist psycho-logic: Terrorist Behavior as a Product of Psychological Forces,” 25–40. B: Marc Sageman. 2017. Turning to Political Violence, Ch. 1., 1–48. II. Evolution and Types of Terrorism Reading 4 Early Terrorism and Types of Terrorism: Ethnic Terrorism N: Ch. 6: “The Making of Terrorists: Causes, Conditions, and Influences,” 135–54. B: Mary Barton. 2015. “The Global War on Anarchism: The United States and International Anarchist Terrorism, 1898–1904,” Diplomatic History 39(2): 303–30. Reading 5 Terrorism Goes Global and Organizing Terrorism N: Ch. 3: “Terrorism in the Global Context,” 45–71. B: Audrey Kurth Cronin. 2002. “Behind the Curve: Globalization and International Terrorism,” International Security 27(3): 30–58.

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marketing;execution of marketing communications mix

marketing;execution of marketing communications mix.

What marketing communications mix would you design and how would you execute it if the objective was to launch a new car in a selected geographical market?

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Within the context of 1683-1783, how far was the economy and taxation the main reason why Americans became revolutionaries?

Within the context of 1683-1783, how far was the economy and taxation the main reason why Americans became revolutionaries?.

Description

‘Within the context of 1683-1783, how far was the economy and taxation the main reason why Americans became revolutionaries?’ Exam Board: AQA A level history

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Discussion Questions;First, make sure you have read all of the material for Deception Detection, Interrogations & Confessions Questions. This includes the Hartwig, et. al. (2005), Kassin & Goldstein, Kassin & Sukel, and the Meissner & Kassin, pieces that

Discussion Questions;First, make sure you have read all of the material for Deception Detection, Interrogations & Confessions Questions. This includes the Hartwig, et. al. (2005), Kassin & Goldstein, Kassin & Sukel, and the Meissner & Kassin, pieces that.

I. First, make sure you have read all of the material for Deception Detection, Interrogations & Confessions Questions. This includes the Hartwig, et. al. (2005), Kassin & Goldstein, Kassin & Sukel, and the Meissner & Kassin, pieces that have been assigned for this project.

II. Next, watch the following film clip, and answer the discussion questions that follow.

Title:  Unprecedented Access Inside an Interrogation Room (FULL VIDEO) (41:20) (Chris Cuomo with officer Brian Harris of Texas).

***You can Google this from ABC, but make sure you watch the entire film (not just one clip). It is (41:20)

identify various strategies, cues, tactics, techniques, etc., AND the theoretical link of the same to the literature you read. Thus, choose those most salient or memorable, and be detailed in your answers (make sure you name, define, and explain them, including how and with whom they were used in the video). In some instances it may be appropriate to list (eg question 1a). Otherwise, use paragraph form and be mindful of your writing. Answers should be between 2-4 (3 is the average) pages long –TOTAL. I am looking for the substance of your answer, citation to the research, as well the number of items you can reference, so please balance them out.

Discussion Questions Re: Inside the Interrogation Room

1. The literature talked about a WIDE variety of tactics and strategies used in interrogation, some from the Reid technique, but not all.

1a. What strategies did Harris use & discuss, and what was his theory or explanation for why they would be effective? (name it, define/explain it-when/with whom was it used?). 
1b. Did you notice Harris use any strategies that you may have read about in the literature, but that HE did not mention? Specifically, consider the social psychological factors that you read about. Again name it, define/explain it-when/with whom was it used?). 
1c. What does the literature say:

c1. About the strategies you mention in 1.a? (eg: literature does not mention it, lit says effective/not effective, effective under specific conditions, effective with specific groups)?
c2. About the strategies or tactics you mention in 1b? (eg: here add whether you believe Harris knew what he was doing with each strategy, and then also talk about what the literature says about it).

1d. Was there anything that Harris did not mention, nor that was mentioned in the literature that you noticed (note: no is an ok answer—this q is subjective)
1e. Overall, what do you think about the strategies that Harris uses and discusses? How about any strategies that he uses but doesn’t discuss? (Eg: do you think they were effective/ineffective, ethical/unethical, borderline on both).

2. The literature also discussed a range of cues of deception (verbal and physical)

2a. List and describe some of the cues of deception that were addressed in the film. (again, make sure you name, define, describe and clarify with whom it was used).
2b. What did these cues indicate according to Harris?
2c. Was this consistent with what the literature says about that type of cue? 
2d. What is your opinion of the referenced behavior as a cue?

3. Some of our readings focused on the question of whether police officers are really better at detecting deception than everyday civilians, and whether training and/or experience help in differentiating liars from truth tellers. Consider the fact that Harris is considered a “golden boy” in terms of his interrogation technique, ability to detect deception, and eventually secure a confession, and address the following:

3a. Harris does have a record that stands out among other investigators in terms of securing confessions.

1a. What does Harris/the film claim this is attributable to? 
2a. What would the literature attribute his success to? 
3a. Did you see evidence that confirmed that investigative training or experience make a difference? Or, do you believe Harris has a “gift” or intuition that ordinary civilians may have?
4a. How do you think a well-trained forensic psychologist (or other professionals-judges, lawyers, etc) might do in comparison to Harris?

****Note that there are a number of possible factors/variables you can address (eg. job/work experience, training on cues, use of evidence, personality, intuition, etc), “intuition”, s here, just explain your answer)

4. Harris claims that Houston is “Miranda on steroids.”

a. What did he mean by that? (Be specific and first show that you know what Miranda is, and what legal doctrines it stems from (hint this: this is both a Constitutional and case law answer)). 
b. He also said that guilty suspects are more likely to waive their rights than the innocent. Does the literature confirm this? Be specific here.

5. Harris believes that part of his success is due to the fact that he treats his suspects with human dignity. He also mentions that some suspects display behavior that indicate “they have a soul”.

a. What do you think he meant by the “soul” comment? 
b. Harris’ fame is largely based on the perception that his success is due to his treatment of suspects with dignity. Other people have argued that the opposite is true: his sympathy and empathy are not genuine and so his “human dignity” statement is a pretense for being manipulative and/or coercive. What do you think about how he treats his suspects-do you believe he treats them with genuine respect and dignity, or is it a ruse to get a confession. 
c. Some people have also argued that Harris is a particular threat in terms of eliciting false confessions. Thy say he is starts with a firm belief that his suspects are guilty, thus, setting up a situation for confirmation bias. Explain confirmation bias and discuss whether he displayed signs of that or not, provide examples.
c1. Does it matter to you which is true, why/why not?

6. Finally, what did you think of Harris as an interrogator? Where was he good, where could he improve?

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Audience and Rhetorical Strategy

Audience and Rhetorical Strategy.

Description By now, you all have done some research on the specific audience you want to reach you’re your RIP project (demographics and psychographics), as well as the context that will influence the significance of your message and the way your audience responds. However, understanding audience and choosing rhetorical strategies to reach that audience is not just a matter of who they are and what they care about. The next step is to consider your relationship to your audience. First, let’s consider different types of audiences. Different relationships have different kinds of tension that require different rhetorical strategies. Sympathetic audience: an audience that is familiar with your message and agrees with you. An important benefit or goal of addressing this kind of audience is to foster or strengthen social bonds as a motivator for action. However for the RIP, only addressing a sympathetic audience can often be boring and predictable. While part of your audience will undoubtedly agree with you, a better challenge is persuading an audience that you’re in some kind of tension with. If you’re trying to work with a sympathetic audience, consider what payoff you’re looking for in “preaching to the choir.” Novice audience: an audience that doesn’t know much about what you have to say, isn’t familiar with relevant background information, and may or may not have a lot of questions. A major rhetorical challenge with this kind of audience is conveying essential information (such that your message becomes persuasive), without overwhelming your audience with unnecessary details and stimulating interest and curiosity–this is much harder than it sounds! Critical (informed & skeptical) audience: an audience that understands your message and is familiar with the topic, relevant background information, and different opinions, but isn’t necessarily invested in what you have to say or is inclined to judgment. A major rhetorical challenge with this type of audience is building usefully on what your audience already knows and maintaining your credibility. Business/Activist audience: an audience that specifically wants to know how your message will affect them and/or the issues they care about. The stakes of this desire to know can vary widely: To buy/invest/produce, or not? To adopt a specific social/political/economic policy, or not? In most cases, they will likely be familiar with your message and its context, but sometimes not. This type of audience may overlap with the other types of audiences listed above. Hostile audience: an audience that has deeply entrenched views in opposition to your message and/or point of view. This type of audience is perhaps the hardest to reach, but potentially the most rewarding. Major rhetorical challenges include establishing trust and addressing and refuting counterarguments in a fair and balanced way. RIP Reflection (Freewrite): Reflect briefly on your RIP Draft #1, focusing on your current rhetorical strategies for reaching your intended audience(s). What primary audience are you trying to reach? Are there any secondary or unintended audiences? Describe these audiences (demographics, psychographics) in detail, drawing on your research. What is the source of tension between you and your audience(s)? In other words, what’s your relationship to each audience? Be as specific as possible about what factors contribute to your audience’s sympathy, inexperience, skepticism, and/or hostility. What strategies are you currently using to overcome the tension between yourself and your audience? Categorize these strategies as predominantly logos-, ethos-, or pathos-oriented (some of your rhetorical strategies may bridge these different categories—note which ones). Which strategies do you think are working right now? Why do you think so? Be specific. Which strategies are you worried are not working? Why do you think so? Be specific. Write down any additional questions you have for your group mates about your relationship with your audience in your project.

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Review the background reading for this module and conduct your own research. After you have done so, write a position paper on the importance of having a global body that monitors health, helps guide international policy, and helps establish country-level

Review the background reading for this module and conduct your own research. After you have done so, write a position paper on the importance of having a global body that monitors health, helps guide international policy, and helps establish country-level.

The World Health Organization (WHO) is instrumental in monitoring the health of people, including special populations, around the world. With input from countries, WHO establishes goals and benchmarks for health goals. Review the background reading for this module and conduct your own research. After you have done so, write a position paper on the importance of having a global body that monitors health, helps guide international policy, and helps establish country-level benchmarks.

Be sure to cite reliable sources and utilize the reference below before for setting up your paper. Reference: Xavier University Library. (2014). How to write a position paper. Retrieved from http://www.xavier.edu/library/students/documents/position_paper.pdf SLP Assignment Expectations Limit your response to no more than 2 pages, single-spaced. Conduct additional research to gather sufficient information to justify/support your analysis. Support your proposal with a minimum of 3 reliable sources. At least 2 of the sources should be peer-reviewed articles. Use the following link for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php Please use the following resource for evaluating information found on the internet: https://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content You may use the following source to assist in your formatting your assignment: https://owl.english.purdue.edu/owl/resource/560/01/. Required Reading Chan, K. (2009).

Introduction to comparative health systems. Global Health Education System. Retrieved from https://www.cugh.org/sites/default/files/34_Introduction_To_Comparative_Health_Care_Systems_FINAL_0.pdf Saltman, R. B. (2012). The role of comparative health studies for policy learning. Health Economics, Policy, and Law. 7(1). 11-13. Available in the Trident Online Library. Schneider, E. C., Sarnak, D. O., Squires, D., Shar, A., & Doty, M. M. (2017). Mirror, mirror 2017: International comparison reflects flaws and opportunities for better U.S. health care. Commonwealth Fund. Retrieved from: https://interactives.commonwealthfund.org/2017/july/mirror-mirror/?gclid=EAIaIQobChMIiaT88JOn3AIVhsDACh2rkw2sEAAYASAEEgL9p_D_BwE Shi, L. (2014). International health policymaking. In Introduction to health policy, pp. 74-96. Chicago: Health Administration Press. Available in the Trident Online Library. Shi, L. (2014). International health policy issues. In Introduction to health policy, pp. 150-182. Chicago: Health Administration Press. Available in the Trident Online Library World Health Organization website. Retrieved from http://www.who.int/about-us

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