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  • Title: A Tale of Two Factions: A Comparison of Shi’ite and Sunni Islam

    4-5 page document that compares the Shi’ite faction of Islam to the Sunni faction and In your comparison, you will focus on why the two groups split, their claims to legitimacy, and major differences and similarities that exist between them.  You will also mention where the two groups hold dominance in the modern world and why they are in such violent opposition to one another.  Remember that you are to cover all these areas in your paper. use credible resources for citations (scholarly resources)

  • The Great Student Loan Forgiveness Debate: An Economic Perspective “Debate on Student Loan Forgiveness: Finding the Best Approach”

     
    Economic Debate #1- Student Loan Forgiveness
    For this economic debate, we are going to look at consumer spending, but through a different lens—student loan forgiveness. 
    We measure economic growth using GDP, a big portion of that metric is consumer spending.  Many argue today that students are burdened with increasing costs of education and that those increasing costs are making it difficult for graduates to spend money in the economy.  Essentially, if students are paying $500, $600, or even $700 a month in student loans, that is a lot of money that is not being used toward economic growth.
    Naturally, the conversation has moved toward the idea of student loan forgiveness in whole or at least in part (based on income level, amount borrowed, or a combination of the two).  But what is “fair”?  What is “appropriate”?
    Advocates for student loan forgiveness believe it would achieve several objectives.  First, many borrowers who have defaulted (many through no fault of their own—that is, because of a troubled economy and job loss) would no longer be in default, their credit could recovery, and they could get on with their lives.  Second, it would free up large sums of money (in monthly payments) that graduates could use elsewhere.  For example, instead of paying $500/month on student loans, graduates could spend more at the movies, shopping for clothes, going out to eat, and committing to backyard enhancement projects—all of which would grow the economy, create jobs, and increase the standard of living (growth in GDP).  Third, student loan forgiveness would also (likely) create a national conversation on the cost(s) of higher education, potentially leading to a way in which education can become more affordable and less burdensome.
    Opponents to student loan forgiveness, however, are not so optimistic about this plan.  First, regardless of the rationale, if taxpayer money pays for student loan forgiveness, that, by necessity, means that some individuals who did not go to college will pay for the loan forgiveness of those that did go to college.  Adding to this, because more affluent communities attend college in greater numbers than less-wealthy communities, opponents argue that this proposal would achieve the exact opposite of its intended effect—namely, that lower income students would not be served, but rather would pay for the education of those that could already pay for their loans.  Second, if a considerable amount of debt is arbitrarily forgiven, the big consideration will be inflation.  If, suddenly, huge swaths of the population begin spending more money in the economy, prices could rise dramatically.  What then happens to those who do not receive loan forgiveness, and perhaps no increase in income, but are still dealing with higher costs of goods and services?  Third, there is just the issue of fairness.  Is it fair that someone who went to college and took out student loans gets them paid off simply because of a vote in Congress?  Wouldn’t that mean we could vote to forgive anything?
    I’ve attached a few resources to give you deeper insight to the debate on student loan forgiveness.  Some of the material is heavily in favor and some is heavily opposed.
    Using your understanding of economics, answer the question:
    Do you think the federal government should forgive student loans for borrowers?  Should there be an income limit? Or a limit to the amount that can be forgiven? If you answer yes, are you worried about inflation and the fact that poorer communities would be paying most of the forgiveness for the wealthy?  If you say no, are you content with thousands of Americans remaining in the cycle of spending huge sums of money on loan repayments instead of generating growth for the economy and for their own lives?
    Remember, if we are thinking like economists, the word “greed” should not factor into our discussion.  “Self-Interest” exists, which means that we expect each person to make the most rationale decision that will benefit them. 
    So, given this discussion and the attached material, in about 150 words, tell which approach you would implement if you were the sole decision maker.  Be sure to include the BEST arguments from both sides in your discussion, but ultimately, you should choose one side. (You may offer a third solution if interested, but it should be very clear where you stand on the issue). 
    You will need to respond to TWO classmates for this post. (50-75 words) —try to find someone who disagrees with you and directly address their concerns.  (It is not a requirement to find someone who disagrees with you, but it makes for more robust conversation if you do). Remember!! Be respectful in your responses. Any disrespect whatsoever will be an automatic 0 and will result in disciplinary actions.
    https://www.youtube.com/watch?time_continue=182&v=D3ZHL1-c2dg&feature=emb_logoLinks to an external site.
    https://www.youtube.com/watch?v=O7Q1UfWYQkQLinks to an external site.
    https://www.youtube.com/watch?v=WILR0IxzcxELinks to an external site.
    https://www.youtube.com/watch?v=mEaHpXs5IXk&t=2sLinks to an external site.
    https://www.brookings.edu/blog/up-front/2021/02/12/putting-student-loan-forgiveness-in-perspective-how-costly-is-it-and-who-benefits/Links to an external site.
    https://www.forbes.com/sites/zackfriedman/2021/02/23/5-reasons-to-support-student-loan-cancellation/?sh=21ba70fd277aLinks to an external site.
    https://www.heritage.org/education/commentary/student-loan-forgiveness-regressive-policy-hurts-working-americansLinks to an external site.
    For this debate, you will read about student loan forgiveness and then respond to the question presented.  You will respond to TWO classmates for this debate

  • “Enhancing Effective Communication and Teamwork as an Advanced Practice Nurse through TeamSTEPPS”

    The Collaboration Café is providing a full reflection of your learning and areas from the TeamSTEPPS program that will enhance your role as an advanced practice nurse with the aforementioned topics.
    Please address the following.
    How will the concepts of TeamSTEPPS support you in your role as an advanced practice nurse in regards to effective communication?
    Which of the tools and modules did you find most helpful for supporting teamwork and collaboration, and why?

  • Title: The Pros and Cons of Cannabis Use: A Compilation of Short Videos

    watch 5-6 short videos (these are the resources) about the use of cannabis,  
    -paragraphs about what each video is.
    -negatives of use
    -positives of use

  • “Investment Appraisal for Tech Innovations Ltd: Evaluating Potential Expansion Opportunities”

    1. The “Master of Business Administration-CL” is the grading rubric for this assignment, and the assignment must be completed strictly according to the rubric.
    2. The “assessment 2” document contains the materials for the target company of this assignment, and the assignment must be completed based on these materials.
    3. The “investment-appraisal-for-tech-innovations-ltd+%282%29” is a table example. I need you to create a table for this assignment following the format of this example.
    Therefore, this assignment requires two submissions:
    1. **PPT**: The PPT must include the formulas, processes, and results needed for the calculations. It must be completed strictly according to the grading rubric.
    2. **Excel**: The Excel file needs to be completed based on the example I uploaded. The calculation processes (Fx functions) must be retained. Do not provide just the final result.
    If this assignment can be completed excellently within the specified time, I will give you four more assignments with the same requirements.

  • “The Admissibility of Criminal Profiles in Court: A Case Study of State v. Garcia” “Expert Witness Testimony and the Admissibility of Criminal Profiles in Court” “Analyzing the Supreme Court Case State v. Garcia (2002) and Its Impact on Ohio’s Legal System”

    Week 7 Discussion – D. Wessels
    Dana Wessels 
    If a criminal profile is meant to do more than narrow a potential suspect pool and be used as evidence against an individual, it needs to meet the same criteria as any other piece of evidence admitted. While there is some inherent subjectivity in the creation of a profile, the limitations must be acknowledged for the benefit to be realized.
    Bosco et al. (2010) describes the general criteria for scientific evidence being presented in a courtroom according to the Daubert standard as it related to Daubert v. Merrell Dow Pharmaceuticals in 1993. In order for that evidence to be considered admissible, it needs to be reliable, be able to withstand critical peer review and publication (i.e. the most recent and reliable research), indicate the error rate in analyses, be generally accepted, reach the general standard for evidence given by an expert, and be clearly applicable to the case as hand. Criminal profiles have been presented by FBI agents, psychologists and psychiatrists and criminologists considered ‘experts’ to give their opinions and interpretations of an offender’s motivation, modus operandi specific to an individual, and linkage between multiple crimes potentially committed by the same offender.
    Experts may not be allowed to testify in courts, or their opinions may be argued to be improperly admitted, if said expert is not considered qualified to speak on the topic. For example, in 2002 Angela Garcia was convicted of two counts of aggravated murder for the deaths of her two daughters who had died from smoke inhalation in a house fire, of which Garcia was the only survivor. It was determined that the fire had intentionally been set for the purpose of collecting insurance money while the daughters had been found under suspicious circumstances, and the state presented expert witnesses who spoke to the fire’s origin (State v. Garcia, 2002). A total of six cause of origin experts had concluded that that there were two separate fires intentionally started in the house, and the presence of the use of an accelerant indicated arson. However, Garcia’s first expert claimed that lit candles in the household had fallen over to start the fire, while another expert testified that the cause of the fire could not be determined. These two experts gave their opinions that there was no conclusive proof that the fires had been started intentionally due to the lack of proof that accelerants had been used.
    Mark McCrary and Ronald Saunders were two of the expert witnesses presented by the State. McCrary, a crime-scene analyst, testified that the fire was characteristic of an “arson for profit” incident in his expert opinion (State v. Garcia, 2002, Tr. 2771-2772). Saunders, a forensic auditor, had similarly given testimony that Garcia had a financial motive for intentionally starting these fires. Garcia claimed the court should never have allowed their testimonies because they did not qualify as experts (although what would have been required to allow them to reach that expert status is not clear). While McCrary had worked within the FBI for 25 years, he admitted he was not an arson expert. Never the less, he had examined the totality of the evidence, to include witness testimony and insurance claims made by Garcia, and testified that the categorization of arson in this case was, in his opinion, most consistent with arson for profit. Saunders testified that he reviews crimes to determine if there is a financial motive; he also testified that he believed there was such a motive for Garcia. According to the appellate court transcript, their testimonies were considered highly improper because the conclusions they gave should have been for the jury to conclude. Additionally, they claimed their testimonies merely compounded the other evidence presented.
    Yet, Garcia never disputed the evidence proving she had taken out a policy on the house and her two daughters just before this fire. She also never disputed inquiring about transferring custody of her two daughters to her sister, most likely because having them in her custody would have impeded her joining the Navy. Evidence also substantiated her neighbor’s eyewitness testimony that movers had moved furniture out of the house in the days preceding the fire. The two deceased daughters were also found deceased with cords tied around their limbs. These pieces of evidence were enough to collectively conclude that McCrary and Saunders’ testimonies had not improperly altered the outcome of the trial. The court ended up finding reasonable grounds for the appeal. Ultimately, Garcia accepted a plea deal many years later admitting to arson and involuntary manslaughter in order to obtain a reduced sentence.
    There is a lot of controversy around this case, but it’s interesting to specifically examine the two expert witnesses who testified and were later considered improperly admitted. Despite years working in the FBI, McCrary’s testimony was appealed because he wasn’t an ‘arson’ expert.  Saunders was a forensic auditor, but it was also claimed that he could not be considered an expert.
    It was still determined that these two expert witnesses’ testimony had not been enough to improperly invade the province of the jury because there was enough additional evidence against the defendant that couldn’t be denied or disproven. However, the fact that their contributions were considered improper due to their lack of qualifications as an expert is a completely predicable objection on the defendant’s part as their testimony refutes her claims that the fire was accidental. This makes one wonder who would have the credentials necessary to put forth expert testimony against the defendant; it seems completely foreseeable that any expert who testifies against the defendant will be rejected if their opinion implies guilt.
    This was an example of a case where there was no shortage of eyewitness testimony. There was also sufficient forensic evidence for six expert witnesses to testify that the fire had two points of origin, although the use of an accelerant is contested (Stave v. Garcia, 2002). If an expert is called to testify in court, their backgrounds and work/research experience should be consistent with the questions they are going to be asked, such as was this fire started intentionally? Why were there two points of origin? Was there a financial motive for this fire? It is almost a foregone conclusion that the defense will reject their opinion, so the expert must also be able to justify why they are coming to those conclusions. No expert witness will, or should, be able to simply give their opinion to the jury; just as any evidence presented in court needs to be explained and defended, those testifying to any of the aspects determined with a criminal profile need to be prepared to do so according to the Daubert standard.  
    I believe profiles in court should be admitted if they can be presented in a manner consistent with the Daubert standard; the background research, acknowledgement of potential error, description of standards and applicability to crime all need to be documented and prepared beforehand in case the testimony is called into question. Despite the fact that the defendant in a case will almost inevitably reject the opinion of a profiler, the reasoning provided beforehand should give that profiler’s opinion enough of a foundation upon which to stand (and if it doesn’t, this indicates that the conclusion may be too uncertain to hold much weight). Additionally, the profile needs to be consistent with the forensic evidence collected from the scene. The facts of the case are not to be interpreted to fit a narrative; they need to be the unbiased starting point upon which a profile is based.
    REFERENCES
    Bosco, D., Zappalà, A., & Santtila, P. (2010). The admissibility of offender profiling in courtroom: A review of legal issues and court opinions. International Journal of Law and Psychiatry, 33(3), 184–191. https://doi.org/10.1016/j.ijlp.2010.03.009
    State v. Garcia (Court of Appeals Ohio 2002). Supreme Court of Ohio. Retrieved from https://www.bing.com/ck/a?!&&p=4c16b318b637fe65JmltdHM9MTcxODU4MjQwMCZpZ3VpZD0yNTRhY2ZlMS0wZDRiLTZmOWMtMTM3MC1kYjcxMGM5YjZlZjQmaW5zaWQ9NTE5OQ&ptn=3&ver=2&hsh=3&fclid=254acfe1-0d4b-6f9c-1370-db710c9b6ef4&psq=2002+garcia+ohio&u=a1aHR0cHM6Ly93d3cuc3VwcmVtZWNvdXJ0Lm9oaW8uZ292L3JvZC9kb2NzL3BkZi84LzIwMDIvMjAwMi1PaGlvLTQxNzkucGRm&ntb=1.

  • “Exploring Storytelling Techniques: A Comparison of Short Films A and B”

    Short film A
    Title: Solo.
    Runtime: 15 minutes, 37 seconds.
    NOTES
    • Solo is the first of two short films to be viewed and written about on Project 3.
    • Solo ends at 15:37 and does not include the 11-minute documentary attached after it in the file below.
    • To clarify: the documentary (from 15:40 to 26:40 in the file below) is not part of Film A, and it is not Film B.
    • View the behind-the-scenes documentary if you’re interested, but do not write in response to it on Project 3.  
    • pitons  short metal pegs used to secure climbing rope along a mountain face
    • caribiners  metal loops that link climbing rope to pitons
    • howl  sound a wolf makes
    • ribbit  spelling for sound a frog makes
    Ahort film B  
    Title: Little Terrorist.  
    Runtime: 15 minutes, 28 seconds.
    NOTES
    • The story takes place along the border between Pakistan (a predominately Muslim country) and India (a country with a large Hindu popuation.)
    • Jamal is a 10-year-old Muslim boy from Pakistan, not India.
    • Bhola, the old schoolmaster, and Rani, Bhola’s niece, live in a village in India, not Pakistan.
    • The border guards are Indian soldiers from India, not Pakistani soldiers from Pakistan. 
    • Jamal’s religion (Islam) differs from Bhola and Rani’s religion (Hinduism).
    • In contrast to religious and cultural differences, these characters speak the same language in the film.
    • A shaved head (with a small tail of hair) is sometimes a sign that a person is a practicing Hindu.
    • In some cultural traditions, eating food before an elderly person has eaten or touching food and utensils with the “wrong” hand is sometimes frowned upon.
    • Jamal is not Rani’s nephew.  Jamal is not related to Rani or Bhola.  He is a stranger in India when the story opens.
    Writing Prompt
    Compare the storytelling techniques in Film A and Film B. Which director uses images and
    sounds more effectively to tell a story? Support your answer with specific examples, quotations,
    illustrations, and particular details from each film
    Share and compare reactions and impressions to the films
    with classmates via the Discussion Board Forum. Review your notes from discussions and
    viewings. Use worksheets available on Blackboard. Once you find at least three main points of
    interesting comparison and contrast, begin making notes for an essay draft that analyzes and
    compares how these points connect to storytelling techniques in the two films

  • Title: “Addressing Contextual Factors and Key Issues in the Chosen Sector: A Sustainable Solution”

    I need a power point presentation, 8 slides for the questions + 1 slide the references + 1 slide will have the reflection.
    the presentation should cover the following: Critically analyze the contextual factors (national, organizational, group and individual). Explore the key issues that you have identified in the sector that you have chosen. Evaluate and apply your evidence to existing theories and models. Create a sustainable and transferable solution to the issues.
    The slides should not contain the full analysis/ the full analysis will be accompanied in word (1500-2000 words)

  • Title: Exploring the Power and Impact of Graphic Design in Daily Life As a graphic design student, I am constantly surrounded by various forms of design in my daily life. From advertisements to packaging, social media posts to billboards, graphic design

    For this journal assignment, you will begin by making a short list of all the graphic design encounters that you experience daily. Identify the types of designs you thought were most effective. Discuss how these designs were persuasive and visually captivating by pointing out specific visual information such as color, type, design, etc. You can also identify unsuccessful designs and describe the ineffective qualities.
    Do the graphic designs you encounter differ based on their origins? For example, do graphics from other countries or regions differ in their modes of expression and tonal qualities? Can you distinguish any cultural features in any of the designs?
    Your journal entry must be at least 450 words in length and must include at least one source obtained from the CSU Online Library. Be sure to incorporate language, concepts, and vocabulary from the textbook in your response. All sources used must have citations and resources formatted in proper APA Style.

  • Title: Reflection on Workplace Hiring, Retention, Laws, Ethics, and Policies

    Description: Topics 5(Workplace Hiring and Retention) & 6 (Laws, Ethics, and Policies)
    At the end of group of Topic Areas, you will be asked to reflect on what you learned. The purpose is to develop an understanding of what is important to you from the Topic Area and how you can use the information in the future. This activity is meant to be somewhat personal, so these reflections are not visible to your classmates. Only your instructor will read what you write. 
    Submission Guidelines: 
    What is a reflection? It is not a summary of the lesson. You should not write “this lesson was about…”. You should use the word “I”. Analyze what you learned, what was important for you, how does it relate to what you already know, and how you are going to use what you learned. Your reflection can be as long or short (minimum standards below) as you want as long as it shows a true well thought out reflection. 
    Grading: 
    Your grade is based on how well thought out the reflection is and that all prompts are addressed.
    Identified a theory, analysis of theory, use of examples to explain theory, other articles discussing theory, etc.
    20 points: Post must be well thought out answers with proper grammar.
    500 words minimum 
    2 sources (APA cited)