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Read the instructions, Read the attached chapters, then ONLY complete the sections: Type of provisions and the Social work Values and Ethics. This is a group paper and other group members have other sections, please make sure you put subheaders and read the instructions thoroughly.

The series Makers: Women Who Make America
(Links to an external site.)
reflect on the contributions of women to many fields

The field I chose is Politics and the 2 women I need a power point on is

-Sandra Day O’Connor
-Nancy Pelosi

Basically what they did to contribute and change politics for women. Pictures and words. Be descriptive Please. I’ll say 2 slides per person.

Clear-cutting and logging of tropical rain forests causes issues with excess carbon dioxide in the atmosphere and low rainfall. The land that is cleared and used for farming become depleted of nutrients and thus are useless. Do we have any right to tell other countries how to manage their lands, such as rain forests? If we explain the consequences of clear-cutting the rain forests but that government decides to continue with the process, should we interfere?

How are wealthy people treated differently than those of the working or lower classes? Provide a specific contemporary example (within the last 10 years) that supports your understanding. How does this treatment compare with similar classes in The Great Gatsby.
Essay should include the following:
Intro paragraph (attention grabber, context, and thesis – thesis should make a claim about the treatment of specific socioeconomic classes as applied to The Great Gatsby)
Body Paragraph #1: provide a current event (from the real world) that supports the thesis
Body Paragraph #2: provide a specific example from the novel (dont forget to use quote sandwich method) that supports the thesis
Body Paragraph #3: provide a 2nd example from the novel (dont forget to use quote sandwich method) that supports the thesis
Conclusion: provide some insight for thesis and summarize main ideas.

Please select one question that you would like to answer for this weeks discussion. You do not have to answer all three questions.
For this week, you can select one of the following questions.
1. What are three federal law enforcement agencies? Describe their responsibilities.
2. Identify the three most common policing styles. Which do you think best describes your local police? Support your answer and/or provide an example.
3. What is community policing?
Do you think that community policing should play a vital role in law enforcement?
Do you think the video, found under required readings, is a good example of community policing?

This weeks content will focus on health literacy which is a common barrier towards achieving optimal health care. Please review the following information from the Agency for Healthcare Research and Quality website https://www.ahrq.gov/professionals/quality-patient-safety/quality-resources/tools/literacy-toolkit/index.html
Evaluate these tools to discover ways that will help reduce the barriers that hinder healthcare literacy.
1. What are your initial thoughts after reviewing the AHRQ website?
2. What are some strategies you can incorporate in everyday practice to assist with health literacy?

Locate an article of a current health event and discuss the ethical, social, political and economic effects of this event on your current nursing role.
There is for a discussion post with no word requirement or spacing guidelines.

Student-Facing Task or Event
Student affairs exists to serve students within their higher education setting. Programming, events, and meetings should all reflect this value and tie directly back to positively affecting and developing the student experience.
Allocate at least 8 hours in the field to support this field experience.
Participate in or help facilitate a student affairs student-facing task or event per the delegation of your site supervisor.
Spend any remaining field experience hours observing and assisting your site supervisor.
Following your participation or facilitation, as well as observations, write a 250-500 word summary reflecting upon the following:
Describe the student-facing task or event in which you participated or facilitated, as well as your specific role.
Explain how the task or event strategically supports the student affairs responsibility to affect and develop students .
Describe aspects of the task or event that were either superfluous or could be improved.
Explain the evidence that was collected or observed that demonstrates how the program positively affected students.
APA format is not required, but solid academic writing is expected.
Rubric
Description of Task or Event and the Role
20.0
Not addressed.
Erroneously describes the student-facing task or event, as well as the specific role.
Partially describes the student-facing task or event, as well as the specific role.
Considerably describes the student-facing task or event, as well as the specific role.
Specifically describes the student-facing task or event, as well as the specific role.
Affecting and Developing Students
20.0
Not addressed.
Fails to explain how the task or event strategically supports the student affairs responsibility to affect and develop students.
Minimally explains how the task or event strategically supports the student affairs responsibility to affect and develop students.
Descriptively explains how the task or event strategically supports the student affairs responsibility to affect and develop students.
Insightfully explains how the task or event strategically supports the student affairs responsibility to affect and develop students.
Task or Event Improvements
20.0
Not addressed.
Inappropriately describes aspects of the task or event that were either superfluous or could be improved.
Somewhat describes aspects of the task or event that were either superfluous or could be improved.
Appropriately describes aspects of the task or event that were either superfluous or could be improved.
Realistically describes aspects of the task or event that were either superfluous or could be improved.
Effect on Students
20.0
Not addressed.
Inaccurately explains the evidence that was collected or observed that demonstrates how the program positively affected students.
Weakly explains the evidence that was collected or observed that demonstrates how the program positively affected students.
Accurately explains the evidence that was collected or observed that demonstrates how the program positively affected students.
Professionally explains the evidence that was collected or observed that demonstrates how the program positively affected students.
Organization
10.0
Not addressed.
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the summary is widely outside of the required word count.
The content is not adequately organized even though it provides the audience with a sense of the main idea. The summary may not be within a reasonable range of the required word count.
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The summary is within a reasonable range of the required word count.
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. The summary is within the required word count.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
10.0
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present.
Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language.
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Percentage 100

ORGANIZATION OF THE TERM PAPER
Length and organization of the term paper: 15-18 pages of the main text, including footnotes on
all or most pages. Bibliography, and appendices follow the main text and ARE NOT counted in
this required page length. When appropriate, include musical examples, which must be given in
an appendix, not within the main text. Illustrations (copies of photographs or images) should be
included when available, in an appendix, not in the main text. Lists and other documentary
material must be put in appendices, not in the main text. Assign each Appendix a letter (A, B, C,
etc.).
Illustrations and Musical Examples: When included, illustrations (photographs and other
visual materials) and musical examples should be scanned (high-resolution scans) and imported
into the Word document, in an appendix. You must follow the requirements for margins. Each
illustration must be numbered and identified (Figure 1, followed by a brief description of the
image).
Bibliography: The single-spaced bibliography appears at the end of the paper, after the
narrative, prose portion, and any Appendices. You must have between 15-18 pages of narrative
text, and with your complete bibliography (without annotations), and appendices. You must have
a minimum of 40 acceptable bibliographic items.
You must have at least 30 scholarly sourcesbooks, journal articles, dissertations, and theses.
The other items can be recordings, scores, videos, and internet sites.
Pagination: All pages must be numbered sequentially, beginning with page 2, on the bottom of
the page (centered).
Format: Use 12 point Times Roman type, with 1-inch margins on all sides. The main text must
be double-spaced. No cover page is to be used. Do not put your term paper in any sort of binder.
Double-space: Double-space your paper. Do not single-space, except for lengthy quotes (four or
more lines). Do not skip a space between paragraphs; indent the first line of each paragraph one
tab stop.
Section headings: Include several centered, bolded section headings, but not for the introduction
to the paper. Skip a space before and after each centered heading.
Include footnotes: You must include footnotes, not endnotes. Add footnotes by using the insert
footnote option and let the computer format these for you. Do not try to manually enter
footnotes.
Staple: Staple your paper at the top left-hand corner. Do not include a title page or put your
paper in a binder or folder.
Number pages: Type page numbers at the bottom of each page, centered. Do not number page
one.

PROCEDURE
Sections: Your research paper should have at least four main sections: 1. Introduction, 2.
Overview of topic or general analysis/discussion, 3. Detailed analysis/discussion, 4. Conclusion.
Citation Style: Use proper citation style according to Turabians style manual.
Bibliography: You must have a bibliography of at least 40 sources for your paper, which will
include up-to-date scholarship on the topic (books, articles, some appropriate websites), as well
as scores, recordings, and DVDs/videos (when available). Only include in your bibliography
those works that you actually used in your research. You must cite many of your sources in your
text in your footnotes. You may not cite Wikipedia or similar websites.
Annotations: Do not include bibliographic annotations in the complete version of your paper.
Musical Examples: Musical examples should be included if at all possible. Include these after
your main text, in an Appendix. Do not put them in the body of the paper. Identify each example
by number (Ex. 1, Ex. 2, etc.), title of work, and section/measure numbers. Be sure to discuss
each example and refer to it in the body of the paper. If you dont discuss it, dont include it.
Only include significant musical examples that illustrate important points brought up in your
text.
Quotations: Do not include lengthy quotations in your paper. These can be included in an
appendix if necessary. Acknowledge all direct quotations and paraphrases in your footnotes. Not
to do so is considered plagiarism.
Introduction/Conclusion: Include a general introduction to the topic in a paragraph or two;
likewise, at the end of your paper, give a conclusion in the last paragraph.
Thesis Statement: Be sure to give a strong thesis statement, usually at the end of the
introduction. See the following website for information:
http://writingcenter.unc.edu/handouts/thesis-statements/.
Section Headings: Include several centered section headings (extra space before and after) that
capture the essence of that section. Do not include too many of these section headings, however.
Paragraph-level Focus: Keep each paragraph focused on one aspect of your topic. Make each
paragraph relate in some way to surrounding sections. Paragraphs should start with topic
sentences.
Coverage: Do not try to discuss too many things. Pick the most important aspects of your topic
and discuss them in detail. Take care to elegantly express your ideas and to present your
information in a clear, concise, and direct manner.

Attached is the 1. syllabus with specific instruction, 2. 40 item bibliography (has not been organized) 3. something i wrote already on the general subject of the Baroque Suite 4. an article with great music examples and the bibliographies.

Submission Format:
Please submit all 3 Legal Position Papers together as a single PDF document.
The Legal Position Papers are to be submitted online via Blackboard under Course
Content- Final Assessment.
If you are submitting 3 extra Legal Position Papers under Dans Opportunity for
Exam Redemption (ie., 6 in total), please put all 6 papers together in a single PDF document. In that situation, I will grade the first three papers in your submission as the Final Assessment and the latter three papers as your submission for Exam Redemption.
General Instructions:
You are required to write three (3) short position papers, choosing your topics from the seven issues outlined below as stated in The Questions. You get to choose which of The Questions you will write on based on your individual interests. The only limitation is that you must write on AT LEAST ONE of the issues from topics #4, #5 and #6 (ie., you cannot submit your final assessment writing only on topics #1, #2 and #3).
Your answers may be as long or as short as you feel is necessary to properly and fully answer the question that are posed, just like in the real world.
Note that I am not grading the responses based on a longer-is-better grading scheme. Quite the opposite, in fact. Writing a bunch of run-on and disjointed thoughts articulating every idea that you can think of relevant to the topic will result in deductions. Of course, being too brief and not giving proper details to your answers will also result in deductions. You need to find that happy medium based on your assessment of what is required to properly establish and defend your position. Be as brief as you feel is appropriate while properly analyzing the relevant issue and developing your arguments, but not so brief as to miss out on important nuances in your answer. Hint: From my grading of these assignments in the previous term, I have found that most of the properly argued position papers were 2 to 3 pages in length for each topic.
I fully realize that it is very painful for you, as students, when an instructor doesnt give you a page limit or stricter length guidance for writing your arguments. However, in the real world, you will be asked to analyze topics and you will individually have to determine how long your analysis should be to properly achieve the objectives, without an instructor giving you artificial
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space limits. …So this is a great opportunity to build an important business skill and practice making those decisions for yourself.
Also like in the real world, the clarity, articulation, presentation and organization of your thoughts will matter in the grading of this Final Assessment. How you express yourself and convey your answers is important. Should you use headings and subheadings to frame your arguments? Can point form or lists convey the information properly? These are questions for you to decide.
There are six distinct legal issues that you can choose from in this Final Assessment. Each of these legal issues relates to an important legal issue we have discussed during this course during the weekly live Q&A sessions. Each issue contains a brief background summary and then outlines The Question, which his framed as a debate topic resolution.
Your task is to write a brief position paper as if you were submitting written submissions for a debate on the topic either supporting or opposing The Question, and providing as compelling an argument as possible to support the position that you adopt. It is critical to understand that there is no right or wrong answer for any of the topics below. You can absolutely score full marks on any one of the seven issues by arguing for either position, for or against. Rather, your score will be determined by how persuasive you are in your analysis, how well you demonstrate your understanding of the particular issues and how clearly your arguments are presented.
In your position papers, citations to external sources are welcome, but are not required in order to achieve maximum scores.
Please note that your work in this Final Assessment must be original work in accordance with all MacEwan originality policies for written submissions. While you may discuss your thoughts with classmates, your work product must be exclusively your own. Be advised that all submissions will be run through the MacEwan SafeAssign anti-plagiarism tool for originality assurance purposes.
The fact that I have given you a lot of time during the term to complete this Final Assessment does not indicate that I expect you to take weeks to write your answer. You should be able to complete this entire Final Assessment in less than two days of solid effort, if you remain focused on the task at hand. Of course, you can also write your analysis of each topic immediately after we discuss the underlying issues during our class discussions and get ahead of the game. ….Good luck!
Specific Instructions on Dans Bonus Opportunity for Exam Redemption
Grace abounds during the time of COVID. If you are unhappy with one of your four exam grades during the term, I am giving you the opportunity to secure redemption by submitting an ADDITIONAL three Legal Position Papers when you submit this Final Assessment in Blackboard.
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If you submit 6 Legal Position Papers, I will understand that the first 3 Legal Position Papers are being submitted as the Final Assessment. The last 3 Legal Position Papers in your submission will be graded as a separate submission. If your assigned grade on the last 3 Legal Position Papers IS HIGHER than the lowest grade that you earned on one of the 4 multiple-choice exams in this course, I will replace the lowest exam score with the grade for the last 3 Legal Position Papers.
In order to avail yourself of this offer, you must have written each of the 4 multiple choice exams. Failure to write an exam will make you ineligible for this offer.
As such, I am giving you the chance to redeem yourself if you bomb one of the 4 multiple choice exams, but in order to do so, you have to put in significant extra effort by writing 3 extra Legal Positions Papers. Sound fair? I believe so.
Issue 1: The Role of the Supreme Court in Canadian Law and Society
Background: The Supreme Court of Canada has played an increasingly important role in shaping Canadian law and society since the implementation of the Charter in 1982. Many have argued that the Supreme Court, as an appointed body that is not accountable to the public, has overstepped its appropriate boundaries and improperly usurped the elected role of the parliament and provincial legislatures as the prime sources of public policy. In particular, people point to the self-determined power of reading into the constitution as a concerning development for unelected judges. Others, meanwhile, have argued that the Supreme Court is fully justified in the interventionist policies that it has adopted, and serves a critical role in protecting minorities and disenfranchised individuals from tyranny of the majority, and in serving as a critical check on the power of the government in a liberal democracy.
The Question: BE IT RESOLVED that the Supreme Court of Canada has gone too far in intervening in Canadian law and public policy since the adoption of the Charter in 1982, and the SCC should, in the future, exhibit greater deference to the will of the Canadian people as expressed through the Canadian Parliament and the provincial legislatures.
Issue 2: Modernization of the Evidentiary Standard and Rules in Canadian Sexual Assault Law
Background: The #Me Too movement has had a profound impact on Canadian society and the law of sexual assault over the past two years. Interest groups have invested significant money buying billboards simply delivering the message I Believe You in direct reference to the victims of sexual assault. The criminal law standard of proof beyond a reasonable doubt has historically made it very difficult to attain a conviction for sexual assault without third party or physical corroborating evidence. Read the article from the Globe & Mail Supreme Court sends signal to appellate courts on sexual assault rulings from Dec 14/20, which is posted in Blackboard under Course Content- Other Materials, which makes it clear that the Supreme Court of Canada is intentionally changing Canadian sexual assault law to make it more likely that sexual assault charges will result in convictions.
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The Question: BE IT RESOLVED that the historical interpretation in Canadian law of what is required to establish proof beyond a reasonable doubt was biased against complainants and that the pro-complainant modifications being implemented by the Supreme Court of Canada represent a necessary and positive change in modern society in light of the #Me Too movement.
Issue 3: Tort Reform and Adoption of No-Fault Insurance in Alberta
Background: Several major provinces have adopted no-fault insurance schemes for automobile accidents and resulting injuries. The proponents of no-fault schemes believe that is more fair and equitable to offer compensation based on the nature of injuries rather than on the fault of parties. The proponents also argue that no-fault insurance saves significant legal costs. Opponents of no- fault insurance argue that no-fault insurance programs prevent injured parties from receiving the compensation to which they are morally entitled and that is reduces the incentive for drivers to exhibit proper care and attention while operating on the roads.
The Question: BE IT RESOLVED that Alberta should adopt a no-fault insurance program for motor vehicle accidents and injuries based on the existing precedents in other Canadian provinces.
Issue 4: Extension of Liability to Taverns/Servers for Over-Serving Patrons
Background: Canadian tort law has recently evolved to the point where it is placing an affirmative legal obligation on licensed restaurants, taverns and even individual servers to make sure that its patrons dont drink and drive. This has been extended now to ensuring that drunk patrons get safely into cabs and dont pass out and freeze outside in the cold Alberta winters. Failure to comply with this standard essentially is making businesses and servers liable for the bad decisions of others. Even the drunk people have been receiving awards despite the fact that they chose to get drunk. Proponents of this legal development argue that this is the only way to make sure that drunk people dont continue to kill innocent bystanders through drunk driving. Opponents of this legal development argue that this is unfairly placing too much onus and legal risk on small businesses, and eliminating the obligation on the drinkers themselves to exercise proper judgment.
The Question: BE IT RESOLVED that law in Alberta be statutorily reformed to limit the trend of imposing liability for restaurants, taverns and individual servers for all bad decisions made by their drunk patrons, and limit liability to situations where the businesses and servers are guilty of gross negligence in clearly over-serving patrons that they know are in imminent danger to themselves or to others.
Issue 5: The Organizing Principle of Good Faith in Contracts
Background: The unanimous decision of the Supreme Court of Canada in Bhasin v. Hrynew, (2014) SCC 71 identified good faith as an “organizing principle” of the law of contract and created a new duty of honest contractual performance into Canadian contract law. The law before Bhasin, for most Canadian contracts, was that there was no general duty to perform contracts in good faith (except in narrow cases, for example, in contracts of insurance). As such,
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Bhasin represented an important change in how parties are expected by Canadian courts to perform their contractual duties. As such, this is clearly an example of a situation where the SCC has abandoned legal precedent in favour of creating new principles of law they believed were appropriate. This decision has been criticized by some legal commentators for bringing too much uncertainty into contract analysis and for leaving a lack of clarity as to what the organizing principle of good faith entails.
The Supreme Court attempted to clarify its position recently in CM Callow Inc. v Zollinger (2020) SCC 45, but that case was decided by a 5-3 split of the court and has been criticized for creating further uncertainty on the scope of the duty of the organizing principle in good faith.
The Question: BE IT RESOLVED that the Supreme Court of Canadas decision in Bhasin v. Hrynew was correctly decided and resulted in an improvement to the previous common law position that refused to recognize any implied duty of good faith in most contracts.
Issue: Shareholder Primacy vs. Stakeholder Primacy
Background: The Supreme Court of Canada decisions in the two seminal cases of Peoples Department Stores Inc. (Trustee) v. Wise (2004) SCC 461 and BCE Inc. vs. 1976 Debentureholders (2008) SCC 69 collectively turned the foundations of corporate law in Canada on its head. Essentially, these decisions departed from 70 years of legal precedence in Canada (during which shareholder primacy was the dominant legal theory in terms of the question to whom is the fiduciary duty owed in a corporation) and clearly established stakeholder primacy as the prevailing law. This decision has been subject to significant legal criticism based on the allegation that they create significant uncertainty in assessing whether officers and directors have discharged their fiduciary obligations when there are so many potential competing interests to consider under stakeholder theory.