Premium Writing

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1.In 3-4 well-written paragraphs, IDENTIFY and DISCUSS the three elements that are necessary for a crime to have occurred. Which element do you believe is the easiest to prove?
2.Graham v. Florida, 130 S. Ct. 2011(2010) In 3-4 paragraphs, review, summarize and give an opinion on the above case. Cite sources. Do not cut and paste answers
Review the case athttp://scholar.google.com/scholar, www.findlaw.com
3.In a minimum of 2-3 paragraphs, summarize and discuss what constitutes an affirmative defense. Give an example.APA format required, title page, reference page, proper citation
4.What are your thoughts on this goal-setting strategy? Have you used this goal-setting strategy before? If so, how did it work for you?Do you think SMART goals could help you in school? In your personal life? If so, how? State what each letter in SMART stands for, and write one SMART goal related to your education you would like to achieve in the next 3-6 months (short-term goal).
5.The defendant, a police officer, was called to the residence regarding a domestic violence situation.The offender was intoxicated and armed with two small steak knives. After a somewhat lengthy encounter in which the officer was encouraging the offender to put the knives down, the offender lunged at the officer with the knives. He was shot twice as a result of his actions. The offender of the case claimed he was putting the knives down. He is suing the defendant ( the police officer ) for damages based on the use of excessive force in arrest or apprehension. Is this a case of excessive force? why or why not?
In a minimum of 1-2 pages, defend your position.
APA format required, title page, reference page, proper citation

Please use the topic according to my research summary. And there is feedback and some improvements needed for my research summary, so please consider that as well. I have used multiple sources for my research summary, but you may change the sources or exclude or include any if you wish as long as they are cited correctly. But please do not change the topic and if you wish to change things in conceptual framework and etc.. you can.

For your topic paper, you should choose a nutrition topic of your own interest. Listed are some sample topics below that can help you get started thinking. However, you can choose whatever interests you – (with the exception of diabetes.) Within this course you have most likely thought about subjects that you would like to know more about. You might look at personal interests or parts of your life you would like to make better through good nutrition. How about children and family, sports, weight loss/gain, etc. Look at medical conditions that relate directly to nutrition, etc. For example, if you write about a disease, the paper must be focused on the nutrition related to that disease.

Complete internet research on the topic you selected. You are to use 3 or more internet sources for your paper. Do not use your text and do not use Wikipedia. You will need to provide “direct quotes” from some of the sources you use. List the source immediately after the direct quote in parentheses. Refrain from using large quotes, the majority of your paper should be in your own words. Be sure to correctly list each source so that it can be easily found on the web. Also, list all sources at the end of your paper. You may use MLA or APA reference style.

The job assignment bellow was pulled from a nursing website , advertising jobs for nurses . You will write a cover letter , using the templates we have discussed and customize it to the job announcement. Make sure you see what the job is asking for and include key words in your cover letter. The example job offer is on files. I took a picture and will upload them. The book for this assignment is Sexy Technical Writing

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.
Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.
To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.
Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).
An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
Note: Complete the assessments in this course in the order in which they are presented.
Preparation
When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, the quality of the trace-mapping, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.
In this assessment, you are a community task force member responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.
To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.
In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Begin thinking about:
Community needs.
Resources, personnel, budget, and community makeup.
People accountable for implementation of the disaster recovery plan.
Healthy People 2020 goals and 2030 objectives.
A timeline for the recovery effort.
You may also wish to:
Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Plan to lessen health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
Track community progress.
Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
Note: Remember that you can submit all, or a portion of, your draft recovery plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.
Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.
Complete the following:
Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.
Assess community needs.
Consider resources, personnel, budget, and community makeup.
Identify the people accountable for implementation of the plan and describe their roles.
Focus on specific Healthy People 2020 goals and 2030 objectives.
Include a timeline for the recovery effort.
Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
Include in your plan the equitable allocation of services for the diverse community.
Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
Plan to lessen health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
Track and trace-map community progress.
Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.
Describe the plan for contact tracing during the disaster and recovery phase.
Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Be sure to also include speaker notes.
Presentation Format and Length
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.
Be sure that your slide deck includes the following slides:
Title slide.
Recovery plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).
Your slide deck should consist of 10–12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. The speaker notes should match your recorded voice-over. Make sure to review the Microsoft PowerPoint tutorial for directions for inserting your speaker notes.
The following resources will help you create and deliver an effective presentation:
Record a Slide Show With Narration and Slide Timings.
This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
Microsoft Office Software.
This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
PowerPoint Presentations Library Guide.
This library guide provides links to PowerPoint and other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].
This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
Supporting Evidence
Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
Consider the interrelationships among these factors.
Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
Explain how health and governmental policy impact disaster recovery efforts.
Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
Include evidence to support your strategies.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
Develop your presentation with a specific purpose and audience in mind.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Additional Requirements
Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

QUESTION 1
A: How does smoking (during which nicotine accumulates in the blood) have both a sympathetic and parasympathetic effect on the body. Explain your answer.? (needs to be 200 words+)

B: *identify two side effects of nicotine experienced by clients undergoing smoking cessation programs. Are these side effects sympathetic or parasympathetic responses?
*explain how nicotine affects the young adult brain responsible for attention, memory, learning and brain plasticity. Based on your research, develop a recommendation for teenagers.

QUESTION 2
A: Communication is a powerful therapeutic tool that is essential to the practice of nursing. Communication is the heart of nursing; it is essential for conveying care and applying nursing skills and knowledge as you work with patients and their families. You will be required to use nonverbal, verbal, and technological skills to communicate with patients, families, and other health care professionals. Discuss how you will utilize the nursing process to improve communication with your patients.. (needs to be 200 words+)

B: Patient education is an important role that student nurses undertake. Nurses contend with multiple factors that affect patients, including shorter lengths of stay and increased demand on the nurse’s time. These factors complicate your ability at times to provide quality patient education.
*identify the role of the nurse in patient education.
*identify the purposes of patient education.

QUESTION 3
A: Bonnie is a 70-year-old woman who lives alone. One evening, she felt light- headed and dizzy. When her head began to ache, she decided to take an analgesic and go to bed early. The following morning, upon awakening, she was unable to move the bed sheets with her right arm. At this point, she was experiencing tingling sensations in her limbs, and she had difficulty keeping her balance. She dialed 911 for help, and by the time the ambulance arrived, she was confused and unable to articulate her words although she knew what information he was asking of her. In the hospital, she was examined and treated for ischemic stroke. (needs to be 200 words+)
1. Stroke, or brain attack, involves brain tissue injury. Describe ischemic penumbra and what factors contribute to the survival of the neurons involved.
2. Compare and contrast hypoxia and ischemia. What condition is more dangerous to the brain? Explain your answer.
3. Knowing what you do about the effects of ischemia on the brain, why would someone with ischemic stroke develop cerebral edema?

B: *discuss the type of aphasia Bonnie was exhibiting talking to her caregivers.
*explain what happens if the cells of the penumbra are unable to be preserved.

QUESTION 4:
Vocab assignment, needs to be in your own words, nothing copied and pasted from the web or word for word from a textbook. It’s attached as a word doc.

Thank you!

Instructions: Read the following case study and answer
the reflective questions. Please provide rationales for your answers.
Make sure to provide
citations/references(2) for your answers in APA
format. please shouldn’t be writing in the first person.

CASE STUDY: Active Labor: Susan Wong

Mrs. Wong, a first-time mother, is admitted to the birthing
suite in early labor after spontaneous rupture of membranes at home. She is at
38 weeks of gestation with a history of abnormal alpha-fetoprotein levels at 16
weeks of pregnancy.

She was scheduled for ultrasonography to visualize the fetus
to rule out an open spinal defect or Down syndrome, but never followed through.
Mrs. Wong and her husband disagreed about what to do (keep or terminate the
pregnancy) if the ultrasonography indicated a spinal problem, so they felt they
did not want this information.

Reflective Questions

As the
nurse, what priority data would you collect from this couple to help
define relevant interventions to meet their needs?

How
can you help this couple if they experience a negative outcome in the birthing suite? What are your personal views on terminating or continuing a pregnancy with a risk of a potential anomaly? What factors may influence your views?

With
the influence of the recent Human Genome Project and the possibility of
predicting open spinal defects earlier in pregnancy, how will maternity
care change in the future?
Read: Edelman, Kudzama. (2018). Health Promotion throughout the Life
Span. (9th Ed.). Elsevier ISBN: 978-0-323-41673-3
Chapter 15: pages, 348-365
Chapter 16: pages, 366-406

Use the following question to write your post on.
Bullying is a serious problem in Canada and needs to be addressed as it is causing emotional, social, cognitive and behavioral problems for individuals. According to the Canadian Psychological Association research completed in 2016 75% of children in grades 6-10 reported being bullied at some point over a two month period. Individuals in this study reported that they were either bullied, bullied others or participated in both behaviors.
Before starting your post on bullying you need to acquire an understanding of the current issue of bullying. Please read through the information in your text relating to bullying and social competence. Once you have completed your reading in the text you can move onto the two attached journal articles entitled Psychology Works Fact sheet: bullying among children and youth and School leadership and counselors working together to address bullying. Once you have completed your readings you are ready to begin to write your online discussion post.
bullying.pdf
download
PsychologyWorksFactSheet_BullyingChildren.pdf
download
The school that you are currently working for has concerns relating to bullying and have approached you to write a 500 word proposal for the administration about implementing a bullying program. In this proposal you are to focus on the importance of developing this program and the multifaceted approach that is needed to implement the program.
Assignment Guidelines:
Students are expected to write a 400-500-word response (about ¾ to one typed page in length) to the question (using at least one empirical reference incorporated into their response) and submit it online. You are required to read and provide constructive comments for two random posts online. Comments must be constructive rather than destructive remember that ALL students are also being evaluated on the QUALITY of feedback that they provide to their peers – so make it count! Each post is worth 5% of your final grade. Students are graded out of 25 points and are evaluated based on the following criteria:
a) Was the paper written clearly and did the author make clear arguments that were backed up with facts (5 points)
b) Did the author use additional resources (minimum one) to support their arguments and was this done effectively (5 points)
c) Did the author answer the discussion/research question appropriately (5 points)
d) Overall impression (sentence structure, fluidity, grammar, spelling) (5 points)
e) Responses to other students posts minimum of two responses (5 points)

EXAMPLE
Hello faculty,
Some concerns have been raised about the increase of bullying at our school and I believe that it is time to implement some policies and programs in order to help reduce this problem. According to a study done by the Canadian Psychological Association (2016), around 75% of people ranging from grade 6 to 10 report being involved in bullying in the past two months – meaning they were either a bully, a victim, or a bystander. A study also found that, between 44 schools, bullying rates had decreased 20%-23% after anti-bullying programs were implemented. Being bullied can have serious long-term effects on kids such as depression, substance abuse, and, in extreme cases, suicide. Surprisingly, the bullies often experience long-term effects as well, such as: increased criminal behavior, aggression that can lead to date aggression, and a higher academic dropout rate. Additionally, it is not only the bully and the victim who are affected by bullying, but also others like the bystanders and the defenders. In an article by Austin et al (n.d.) it stated that bystanders can suffer from guilt for not helping the victim and, in most instances, the more bystanders around the longer the bullying continues. The defenders who try to intervene in the situation are also at risk as they can potentially get hurt, thereby making the situation worse and potentially turning the bully on them. In order for this program to be successful, all staff at our school should be trained in how to prevent and intervene in a bullying situation. This will help educate our staff on how to safely deescalate a situation and how to recognize the signs of someone who is potentially being bullied. Another important approach is to reach out to the parents and supply them with information on how to talk to their kids about bullying and give them tips on how to recognize if their kids are involved in bullying. Austin et al (n.d.) also stated that rewarding kids for non-aggressive or non-violent behavior can help reduce the number of kids who believe that violence is okay. For the students, by implementing an anonymous system where they can report bullying and seek counseling without their peers finding out will go a long way. Oftentimes, victims are scared to come forward as they do not want their bully to find out and potentially treat them worse than before. If we stress the importance of the impact of bullying on all children involved, including the bystanders and the defenders, it may help children realize that they are more impacted by the bullying around them than they originally believe. By educating the faculty, the parents, and the children in this program, there is a much better chance of lowering the rate of bullying and reducing the rate of children scared to come to school because of it.
Austin et al. (n.d.) School leadership and counselors working together to address bullying. Project Innovation Inc. (188-195)
Tang et al. (2016). “Psychology works” fact sheet: Bullying among children and youth. Canadian Psychological Association.

Advantages and Disadvantages
of Joining a Union
Discussion Forum Participation

Online discussions pose an opportunity for rich and meaningful student learning and interaction. Online discussions extend classroom learning by providing an asynchronous method of communication for the exchange of meaningful ideas that promote critical thinking and develop thoughtful reflective learning. All students are expected to participate in each weekly discussion. These forums will be grounded in durable or critical thinking utilizing case studies, problem/solution scenarios or other appropriate assignments.
Students must answer all questions in APA style, citing references from the book and other sources. All answers must be at least two paragraphs. Students must also reply to at least two other students’ posting.
The questions posed in the discussion board/forum are generally related to a major topic examined in the assigned readings. These online discussions pose an opportunity for rich and meaningful student learning and interaction. Online discussions extend classroom learning by providing an asynchronous method of communication for the exchange of meaningful ideas that promote critical thinking and develop thoughtful reflective learning. All students are expected to participate in each weekly discussion. These forums will be grounded in critical thinking. Students are expected to participate, so please be on time with your postings. You can post your answer and responses at any time prior to the stated deadlines. Since discussions require class interaction, no credit will be given if the post is not submitted in the week due. Although you can use other sources to answer the discussion topics and essays, you are also required to include information from the week’s readings.
Consider the following when you post: The last day to complete most assignments including the discussion forum is Sunday by 23:55 or 11:55 PM ET.
Consider the following when you post:
Is the contribution mechanically clear enough for readers to understand the points being made?
Is the contribution on time?
Does the contribution meet the minimum length requirements?
Does the contribution reference assigned readings or other resources?
Does the post contain “critical thinking” that is indicative of the paradigms in the field?
Are the ideas communicated with respect for those who may dissent?
You are also required to respond to at least two colleagues – at least one half-page each. Consider the following when you reply:
Is the reply mechanically clear enough for readers to understand the points?
Does the tone of the reply demonstrate respect towards the author of the original post?
Does the reply inspire further discussion among the class?
All postings will be completed by Sunday midnight and will use a grading rubric.
Other things to consider:
Please be professional and courteous.
Online communication lacks the non-verbal cues that provide much of the meaning in face-to-face conversations. Choose your words carefully, phrase your sentences clearly, and keep your sentences and paragraphs brief.
Review appropriate “Netiquette” at http://www.albion.com/netiquette/
(Links to an external site.)
State the main topic of your posting in the Subject line.
State your purpose for writing at or near the beginning of your message whenever possible.
Proofread what you post. You may want to use a word processor to draft what you intend to say, check your spelling and grammar, and then paste your text into the Message section of your posting.
Please do not use all capital letters. It makes it hard to read, and it comes across as though you were shouting.
The Discussion Board question for Week 6 is:
Discussion:
From an employee perspective, what are three advantages of working in a unionized organization? What are three disadvantages?
Instructions:
Please note the following:
The beginning of the week for this term will always be Mondays.
Your initial post for this assignment must be made by Thursday at 11:59 PM.
You must respond to two of your classmates’ post by Sunday at 11:59 AM. Failure to provide a substantial response to your classmates will result in a loss of points.
Grading Rubric
Your discussion board assignment will be graded based on your discussion board answers & replies to your classmates. You will be given 1 point for your initial discussion post, and then 1 additional point for your responses to your fellow students.
Total discussion board points available:
1 pts. + 1 pts. = 2 pts. x 6 discussion boards = 12 pts total for class participation
COO, 5-Evaluate the complexity of administering personnel in the public sector, which has become a difficult balancing act between the needs of the organization and building human capital.

These are the covered topic covered in class :
The US from the Jacksonian era to the Civil War
Minorities and citizenship in the mid-19th century
The US in the Gilded Age
The US from the Progressive Era to the First World War
Native Americans in the reservation era
Radicalism and conservatism in the early 20th century.

The analysis should be written based on one of these historical topics – avoid general statement – unveil the purpose – historical effect.