2 Korematsu V United States Student’s Name Institutional Affiliation Professor’s Name Course Writing Help - Best History Assignment Help By Professors

Korematsu v United States

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Korematsu v United States

Facts about the case

Korematsu v. United States (1944) began with Japan’s attack on Pearl Harbor on December 7, 1941. The United States attacked, among other places, Wake Island, the Philippines, Guam, Singapore, Malaya, the Dutch East Indies, the Solomon Islands, New Guinea, and Burma following the attack on Pearl Harbor. Racism, already a significant problem in the United States at the time, was exacerbated by the Pearl Harbor assault. American Americans’ animosity for the Japanese was justified as a result of the Japanese government’s atrocities against American citizens, which included torture, rapes, and murders. As the economy deteriorated, Japanese civilians were imprisoned for their own safety and to protect them from hate crimes.

In Korematsu v. United States, the Supreme Court upheld incarceration of Japanese-Americans during WWII. Japanese-Americans were interned in government-run concentration camps during WWII. For refusing to comply with just an exclusion order compelling him to submit to forced relocation during WWII, Fred Korematsu was convicted on December 18, 1944. That the Supreme Court had established a distinct standard of scrutiny for legislation based on suspect classifications, saying that laws benefiting against racial minorities “are instantly suspect,” was major legal. Within 14 weeks of the mandate, a government-run internment camp had roughly 120,000 Japanese citizens. The majority of movers were from the West Coast, and almost two-thirds were US citizens. The military deployed them to 26 locations across eight western states, including remote areas of Washington, Utah, Idaho, and Arizona.

Issues of the case

Numerous economic issues reinforced anti-Japanese prejudice as well. Due to their strict labor standards, Japanese businesses have been compelled to compete with their American counterparts. Members of the public and interest organizations petitioned Congress for a levy to be levied on every Japanese citizen. All people of Japanese heritage, including American citizens of Japanese origin known as Nisei, were taken to concentration camps for extermination in 1942. General DeWitt established that it was legal to keep the Nisei behind barbed wire, and the American Constitutional Interpretation established that it was legal to keep the Nisei behind barbed wire. Despite his parents’ decision to sell their home as well as flower nursery business and go to a camp, Fred Korematsu, 23, refused to leave his home or job. Fred Korematsu was raised in America after being born in Japan. Korematsu previously expressed his desire to remain. He underwent cosmetic eye surgery and took the name Clyde Sarah, claiming Spanish and Hawaiian origin.

Supreme court Ruling

Korematsu had broken a legitimate evacuation order, and the Supreme Court ruled that it was unnecessary to consider constitutional problems of race discrimination in this particular instance. Justice Robert Jackson remarked in a vehement dissent, “Korematsu… has been convicted of conduct that is not frequently viewed as illegal.” When Fred Korematsu refused to comply with a The US Supreme Court sustained his conviction on December 18, 1944, by a 6–3 decision. Korematsu requested a hearing before the US Supreme Court. On December 18, 1944, Supreme Court Justice Clarence Thomas ruled that the imprisonment was authorized for “military objectives” and not race. However, the US Supreme Court did not overturn the verdict until 2018. Following President Franklin D. Roosevelt’s Executive Order 9066, Fred Toyosaburo Korematsu was arrested and detained on February 19, 1942.

Rationale

A unanimous jury determined that the entire conviction of Korematsu should be reversed. Citizens were directed to report to assembly and relocation sites under the contested order. The majority found this evidence sufficient to establish the validity of the special provision on which the Korematsu was convicted: the requirement that he depart the specified zone. The majority, though, was unconvinced. The order was “extremely scrutinized” by the court because it only applied to Japanese or people of Japanese origin. It recognized an exception for “severe imminent harm to public safety” and a clear definition and strong connection between government acts and preventing espionage and sabotage. A majority of the board determined that the risk was sufficiently high and the connection between the order and the threat was significant to justify ordering Korematsu to evacuate. Finally, a resounding majority of respondents agreed that the order was legally binding. The dissenters expressed their dissatisfaction. They claimed, however, that the order should have been evaluated in its totality, along with all subsequent orders that resulted in the confinement of US citizens in what amounted to concentration camps simply on the basis of their African ancestry.

Analysis

Following the atrocity at Pearl Harbor, widespread dread of World War II grew rapidly throughout the United States. Japanese-Americans were quickly accused as spies, and many testified against the government for restricting their political engagement. To fully appreciate the Supreme Court case Korematsu v. United States, one needs first understand the case’s history, then the court’s arguments and rulings, and ultimately the case’s continuing impact in the United States. “Inter arma enim silent leges,” as Supreme Court Justice Antonin Scalia phrased it, “laws become meaningless during times of war.” Given the atrocities of war, the Korematsu v. United States ruling will serve as a permanent reminder of the injustice that fear may produce.

The rationale for repeal in the United States is racial injustice. The case serves as a reminder to the government that, despite the difficulties of war, its policies must prioritize fundamental human rights. Due to the likelihood of prejudice returning in the Korematsu v. United States case, as Judge Scalia remarked, the government should avoid repeating the error of convicting Korematsu and imprisoning a large number of members of a particular race (“Korematsu 1944”). Similarly, in Korematsu v. United States and Hirabayashi v. United States, the courts alleged that the judicial systems infringed human rights in order to advance the government’s interests, an allegation that has been disputed in subsequent court rulings.

The Harisiades v. Shaughnessy case, as well as others such as Brown v. Board of Education and the Korematsu case, were utilized to argue for unfairness (Hashimoto). The case will serve as a reminder to many of the atrocities committed against Japanese Americans during WWII, as well as the long-term impact on subsequent events. President Bill Clinton was among many who respected Fred Korematsu’s courage and skill to tell a good narrative. President Clinton gave Korematsu the Medal of Freedom, the nation’s highest civilian honor, in 1998 for defying the government in an attempt to realign them.

Conclusion

Finally, the 1944 decision in Korematsu v. United States may be considered a watershed moment in American history. This is particularly critical in light of the Judges’ different ethnic origins and political philosophies. Additionally, the military’s rules and regulations, as well as the Fifth Amendment’s guarantee of equal protection, are relevant in this case. As proven in this case, constitutional interpretation can be detrimental due to the broad variety of plausible readings that might be adopted depending on one’s political history and political opinions.

Rationale opinion

The US Constitution’s principal objective is to ensure that all citizens enjoy fundamental and equal legal rights. Being a minority group member owing to one’s culture, religion, or skin color does not automatically make one unconstitutional in the eyes of the law. While it is unconstitutional to evacuate only certain minority groups during times of danger, ALL US citizens must be evacuated to designated military areas. In the months following the assault on Pearl Harbor, the government’s “Civilian Exclusion Order No. 34” compelled the Japanese-American minority community on the West Coast to vacate their houses. Korematsu battled for his constitutional rights as a US citizen in the lawsuit “Korematsu V. the United States.” Despite the Court’s correct identification of critical aspects of war that must not be overlooked, the dissenting justices made compelling arguments in support of Korematsu’s constitutional rights, the government’s covert intent to segregate and intern everyone of Japanese ancestry, and Japanese Americans’ political mistreatment and racial discrimination.

References

Bahrych, L. (2009). Legal writing in a nutshell (4th ed., Nutshell series). St. Paul, Minn.: West.[Stacks KF 250 .S68 2009

Clary, B., & Lysaght, Pamela. (2006). Successful legal analysis and writing: The fundamentals (2nd ed.). St. Paul, Minn.: Thomson/West. [Ref. Law 250 .C53 2006]

Edwards, L. (2007). Legal writing and analysis (2nd ed.). New York, NY: Aspen: Wolters Kluwer Law & Business. [Ref. Law and Reserve Room KF 250 .E378 2007]

Garner, B. (2004). The winning brief: 100 tips for persuasive briefing in trial and appellate courts (2nd ed.). New York: Oxford University Press. [Ref. Law KF251 .G37 2004]

Hames, J., & Ekern, Yvonne. (2015). Legal research, analysis, and writing (5th ed.).[Reserve Room KF 240 .H36 2015; For 3rd ed. (2009) Stacks KF 240. H36 2009]

Putman, W. (2003). Legal analysis and writing (2nd ed., The West Legal Studies series). Clifton Park, NY: Thomson/Delmar Learning. [Ref. Law KF 250 .P87 2003]

Ray, M., & Ramsfield, Jill J. (2005). Legal writing–getting it right and getting it written (4th ed., American casebook series). St. Paul, MN: Thomson/West. [Ref. Law KF 250 .R39 2005]

Shapo, H., Walter, Marilyn R., & Fajans, Elizabeth. (2003). Writing and analysis in the law (Rev. 4th ed.). New York: Foundation Press. [Stacks KF 250 .S5 2003]

Slocum, R. (2006). Legal reasoning, writing, and persuasive argument. Newark, NJ: LexisNexis Matthew Bender. [Stacks KF 250 .S568 2006]

Yelin, A., & Samborn, Hope Viner. (2015). The legal research and writing handbook: A basic approach for paralegals (7th ed., Aspen college series). [Reserve Room KF 240 .Y45 2015]

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more detailed information see attachment
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Global Infectious Diseases
Go to the Global Health Council website atwww.globalhealth.org and click on the Global Health TV. Scroll through the selection and find a program that broadcasts a disease being discussed. Watch the brief TV clip and then share your findings with the class. Discuss the issue being presented, what country this disease is occurring, and how does this situation relate to our class topic of global disease epidemiology. What did you learn interesting about this presentation?
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In Chapter 5, First Order Effects are described as the initial effect of digitizing information on society. Using your textbook, determine what Second Order Effects refer to; then, suggest three (3) unintended consequences of this development. Of your three (3) unintended consequences, which one do you feel is most significant? Justify your response.

Data breaches of businesses and the government have been in the news and other media labeled as what is known as “hacking”. Using the Internet and XXXXXX databases find an article online regarding a specific example of business or government hacking. Next, provide a response that addresses the following elements: who, what, where, when, why and the results of the data intrusion. At the end of your response, be sure to include the significance of your selected example on society.

Speculate on three (3) ways that the instantaneity and efficiency of digital information will impact healthcare, agricultural shortages, retail inventories, or personal spending. Next, imagine you are forming a business. Propose three (3) ways you would use digital technology within your business; then, for each way you proposed, provide a rationale as to why you elected to use that technology within your business.

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Biomes and Diversity

Before completing your post, review the Week 1: Biomes & Diversity interactive video, which is designed to assist you in understanding more about this week’s topic and to help you organize your initial post. Also, watch the video “Choosing Articles and Revising Searches,” which defines the difference between scholarly, reputable, and non-reputable resources.
As you have learned in the readings, extinction is a natural selection process and humans are often responsible for accelerating this process. In your initial post this week, address whether or not we as humans should be concerned with the extinction rate, and justify your decision. Additionally, discuss whether or not humans should strive to preserve representative samples of all biomes on the planet, and if so, how that might be accomplished.
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DUE 07/23 10PM
50 WORDS
NO PLAGIARISM

Week 3 Assignment 2: Text Messages
Your internet was down last night and you weren’t able to turn in your last assignment. Your professor is away from her office, so you know the quickest way to reach her is via text message. Compose and send a text to your professor notifying her of this situation.
Create a text message in which you:

Construct a text message in two to three (2-3) complete sentences.
Target the appropriate professional audience. Use appropriate language for professional audience.
Follow appropriate netiquette rules for electronic communication.
Meet fifty (50) word minimum requirement.
Use correct sentence mechanics, grammar, spelling, punctuation, and style.

Your assignment must follow these APA formatting requirements:

Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required length.
The specific course learning outcomes associated with this assignment are:Demonstrate understanding of the basic fundamentals of communication.
Develop and practice communication skills, including verbal, nonverbal, listening, writing, interpersonal, perception, and critical thinking.
Use various electronic communication platforms in academic and professional work.
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Write an essay of at least 350 words that explains the basic functions and sources of minerals and water in the body. Include what you learned about minerals, water, and dehydration from the article. Provide responses to the following:

Mention two major and two minor minerals. State their functions, sources and deficiency conditions.
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Research the functions, importance, and role of fat- and water-soluble vitamins.
Create a 12- to 15-slide Microsoft® PowerPoint® presentation that includes the following:

A title slide
An introductory slide
Identify the vitamin classification.
Why are vitamins an important part of daily nutrient intake?
What are fat-soluble vitamins? What are high nutrient sources of these vitamins?
What are the functions, benefits, deficiency risks, and toxicity risks of fat-soluble vitamins?
What are water-soluble vitamins? What are high nutrient sources of these vitamins?
What are the functions, benefits, deficiency risks, and toxicity risks of water-soluble vitamins?
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Use the Internet to research one (1) developing nation of your choice. Your research should include an examination of lending institutions, health care, and human capital, as well as the material covered by the Webtext and lectures in Weeks 6 through 9.
Write a three to four (3-4) page research paper in which you:

Explore whether or not funding from international lending institutions like the World Bank and the IMF are helping or hindering the social, economic, or political development of the country that you have selected. Support your response with examples.
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Ascertain the degree to which the leadership of your chosen country has used foreign aid to improve its health care system. Support your response with concrete examples.
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When referencing the selected resources, please use the following format:

Webtext Format:

Name of the author. Name of title. Retrieved from website url.

Example:

Soomo. Understanding Development [Webtext]. Retrieved fromhttp://www.webtexts.com/courses/9218-cathey.

Lecture Format:

Name of the Author. Name of the lecture [lecture type]. Retrieved from lecture url.

Example:

Strayer University. (2013). Understanding Development [PowerPoint slides]. Retrieved from/bbcswebdav/institution/SOC/300/1136/Week1/lecture/story.html.

Internet Resources:

Author’s Name. (Date of publication). Title of the resource. Retrieved from website url.

Example:

Wuestewald, Eric. (2014). Portraits of people living on a dollar a day. Retrieved fromhttp://www.motherjones.com/mixed-media/2014/04/living-on-a-dollar-a-day-photos-renee-byer-thomas-nazario.
Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

Determine how human capital is used and what effect gender disparity has on these decisions.
Determine what role health plays in developing economies.
Examine the role that the International Monetary Fund and World Bank play in transfers and the conditions they set to effect this funding.
Use technology and information resources to research issues in sociology of developing countries.
Write clearly and concisely about sociology of developing countries using proper writing mechanics.

Click here to view the grading rubric.
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health care system in United States with other countries essay help site:edu: essay help site:edu4 pages – double spaced – with in-depth analysis and exploration
Drawing on Chapters 8 and 9 in Weitz’s book, compare and contrast the health care system in the United States with the system in one other country. Do a thorough comparison and discuss what appeals to you and what does not appeal to you (pros and cons) about each system. You may note some of the changes made by the U. S. Health Reform Bill as you explore the U. S. health care system, but please pay special attention to the comparison between how the U. S. and another country offer health care.
__________________
Support your ideas by examples and quotes from your online resources as well as from the required materials. Papers that do not make in-depth connections to all required materials (the reading, podcast and video clip) will not receive full credit.
__________________
resources
review at least two articles from the New York Times Series on U. S. Health Care Reform, watch formerPresident Obama’s speech on Health Care reform (the 4 minute version), and read Health Reform Summary and 2017 Plans to Repeal and Replace The Affordable Care Act.
YOU MAY USE OTHER SOURCES, BUT YOU HAVE TO USE THE PROVIDED FIRST
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working with the population of Health /Mental Health history essay help

The work is coming up with 10 open-ended question and 5 suvey question you would as a Social Work working with the population of Health /Mental Health….The do a summary of the answers your questions in 1 pg. single space 12font TimRom. Each thing answer, questions and summary need to be on their individual page ( separate pg).

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historical analysis of the global democratic process write essay help

In the term paper, you are expected to select a country that underwent democratic transition in the recent past which is commonly referred to as the third and fourth waves of democracy. The notion of waves of democracy was introduced by Samuel P. Huntington’s in his historical analysis of the global democratic process. According to Huntington, the adoption of democracy happened in three waves:
•       The first wave began in the early 19th century across North America and Western Europe in the aftermath of the American and French revolutions.
•       The second wave began after World War II.
•       The third wave began in the mid-1970s starting in Portugal and Spain before spreading across Asia, Africa Central Europe and Latin America.
•       The fourth wave has recently been added by some scholars and refers to the Arab spring that spread in the Middle East after 2011.
Your essay should include descriptive and explanatory analyses. In the descriptive portion, you will ask questions such as: when and how did the transition to democracy transpire? Who were/are the major actors? What were their interests and how did they reach consensus? What were the institutional changes in the pre and post-transition period? What can be said about the success and/or failure of the democratic transition? The explanatory analyses of your essay deal with questions like: what factors explain the outbreak, successful transition or failure of democracy to take hold in that specific country?
·      Organization: your essay should have clear logical structure with an introduction, main body, and conclusion. There should be logical flow and transition from one idea to the next, regularly developing or building on the previous one.
·
The paper should be between 3500-4000 words long

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important influence on the process of social change mba essay help: mba essay help

Max Weber is not the only scholar to contend that religion can exert an important influence on the process of social change. Elie Halévy (1870–1937), a Frenchman and noted historian who wrote at about the same time as Weber, was primarily interested in the stability of English society during the 18th and 19th centuries.
The Halévy thesis suggests that Methodism, under the influence of John Wesley (1703–1791) and his followers, provided a kind of “escape valve” for the discontented English working class. This religious faith became a mechanism for dissent, an outlet for opposition to everything from labor practices to the monarchy itself. Yet this opposition was basically peaceful and was oriented to social reform rather than revolutionary change. From a Marxist point of view, Methodists were not part of the ruling bourgeoisie, yet they served the interests of the wealthy and powerful. For Halévy, the rise of Methodism explains why England, of all the nations of Europe, was most free from political disorders and revolutions during the 18th and 19th centuries.
Halévy’s thesis has been criticized; in fact, many of the objections are similar to those raised in response to Weber’s monumental work. Some critics have argued that Halévy exaggerates the influence of Methodism and fails to explain the lack of revolt in England before this religion arose. Nonetheless, Halévy’s work, like Weber’s, contains important insights regarding the relationship between religious beliefs and the process of social change. See Elie Halévy. A History of the English People in the Nineteenth Century. Translated by E. I. Watkins and D. A. Barker. London: Ernest Benn; Halévy, 1924, rev. 1960; The Birth of Methodism in England. Translated by B. Senimel. Chicago: University of Chicago Press, 1971; Michael Hill. A Sociology of Religion. New York: Basic Books, 1973, pp. 183–203.
Discuss Weber’s and Halevy’s ideas regarding the effect of Methodism on the English people using 200 words

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lightness/darkness and cool verses warm colors college essay help free6. COLORS: Be specific, name colors. Describe lightness/darkness and cool vs. warm colors. Be sure to describe where each color is found. Do the colors cause your eye to move about the piece in a certain pattern?

7. COMPOSITIONAL ELEMENTS: Are the dominant lines/shapes in this painting either horizontal/vertical/diagonal; straight/curvilinear; geometric/organic (freeform)? This does not refer to the orientation of the canvas/picture itself.

8. TYPE & PURPOSE: Religious, portrait (paintings of religious personages are not portraits), landscape, genre, still-life, pastoral or mythological, non-objective (means having NO subject – design only). What was the purpose of this artwork? Why did the artist create it?

9. MOOD: Does the work of art convey a particular mood or atmosphere? What was your initial reaction to it? Did that change as you began to study it in greater depth?

10. PROBABLE PATRON: Church, nobility/state, guild/group, middle-class, self, or no patron intended. The patron is the person or entity that the artwork was intended for, or where the artwork was meant to be seen originally. It might mean the person who paid the artist to create it. If no patron was originally intended, whom might this artwork appeal to the most?

11. SIZE: Give me your eyeball approximate dimensions. (Terms such as ‘small or large’ are subjective): Do you believe that size has any impact upon the way that you react to this piece? If it had been larger or smaller, would your interpretation have changed at all?
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sexual identity is a very personal aspect in life essay help site:edu: essay help site:eduAssignment: Journal Review – LGBT Populations

While sexual identity is a very personal aspect of an individual’s life, it also includes social and public aspects as well. It is social in that you generally include your significant other as a participant in social circles with your family, friends, and colleagues. Sexual identity is public in that, during the course of day-to-day life, you present yourself and your significant other to society as a couple or as part of a family unit. These social and public aspects make sexual identity development a unique process for lesbian, gay, bisexual, and transgendered (LGBT) individuals. This process is captured in life-span development as the six stages of coming out. In terms of cognitive, life-span, and moral development, how might theories of development explain the experiences of individuals who might not identify with their social environment in terms of sexuality? As a social worker, how might a better understanding of the developmental experiences of LGBT individuals allow you to help them develop or maintain a strong and positive sense of self?

For this assignment, search the Walden Library for an article(s) that addresses theories related to cognitive, lifespan, and moral development for one of the following populations that are serving in the military:

Lesbian
Gay
Bisexual
Transgender

Then think about the potential external and internal developmental or moral struggles facing the population you selected. Finally, reflect on how your thoughts, biases, and/or experiences might influence your reactions to the article(s) you selected.

Assignment (2- to 4-page APA-formatted paper):

Your paper should include:

An explanation of the population
An analysis of the article in terms of theories related to cognitive, lifespan, and moral development for that population.
An explanation of the developmental or moral challenges facing that population
An explanation of how your own thoughts, biases, and/or experiences influence your reaction to the article and population-based research.
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Assignment 1: Evaluating Bias in Research
Due Week 3 and worth 60 points
Read the article titled, “As drug industry’s influence over research grows, so does the potential for bias,” located at http://www.washingtonpost.com/business/economy/as-drug-industrys-influence-over-research-grows-so-does-the-potential-for-bias/2012/11/24/bb64d596-1264-11e2-be82-c3411b7680a9_story.html.
Review the six (6) rules of critical thinking (Chapter 1) and the steps of “Doing Sociology: A Student’s Guide to Research” (Chapter 2).
Student Success Tip: As you review the steps, jot a few notes or thoughts down. Relax and prepare to write a concise and accurate essay.
Write a one to two (1-2) page essay in which you:

Identify the first step in the student’s guide to research.
Define the first step of research in your own words.
Identify the major assumptions and bias of the drug industry that underlie drug research.
Identify the personal bias that you, as a consumer, have on the drug industry’s influence over research.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. Check with your professor for any additional instructions.
To keep this essay short and manageable, your only sources for the essay should be the article from The Washington Post and the sections noted in your text. For this reason, APA citations or references are not required for this assignment.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

Define the basic concepts used in the discipline of sociology.
Define the various methodologies for sociological research.
Use technology and information resources to research issues in sociology.
Write clearly and concisely about sociology using proper writing mechanics.

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Recorded intake of protein, carbohydrates, and lipids computer science essay helpWrite a paper of at least 750 words that addresses the following points about your 3-day food intake:

Recorded intake of protein, carbohydrates, and lipids
Which foods in your recorded daily intake provide protein? Which provide carbohydrates? Which provide lipids?
Review how your recorded protein, carbohydrate, and lipid intake compares with the recommendations of the dietary reference intake. If your recorded protein-carbohydrate-fat intake was too high or too low, which foods might you add or remove to achieve your goal and keep other nutrients in balance?
Is the protein in each food you ate complete or incomplete, combining to become complementary? Why is this important?
How much of your daily recommended protein, carbohydrates, and lipid intake did you achieve? If your macronutrient intake is insufficient or excessive, what might you do to bring it into the recommended range? Provide specific recommendations.
Macronutrient intake ranges

Is macronutrient intake within the recommended range important? What are the effects of too much or too little of a macronutrient? What happens if you consistently eat too little protein? What happens if you eat too few carbohydrates? What happens if you eat too few lipids?

Fiber intake ranges

Does your fiber total meet 100% of the recommendation for you as calculated at iProfile®?
Does your diet meet the minimum number of servings of foods from each fiber-containing group? If not, which of the fiber-containing groups–fruits and vegetables–fell short of the recommended intake?
Which specific foods provide the most fiber in your meals? Which provide the least? Identify trends in your food choices that might affect your fiber intakes.

Dietary modifications

What changes might you make to increase the fiber in your diet?
How might insufficient or excessive amounts of proteins, carbohydrates, fats, or fiber contribute to health or illness? Provide examples.
What have you learned about your diet?

Cite three references other than the course text.
Format your paper consistent with APA guidelines.
Include an explanation on the links between theory and relevant examples.
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Chapter 6 of “Becoming a Professional Life Coach” discusses creating momentum with your client. What strategies will you utilize to maintain momentum with your client once you have generated it in the coaching process?
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What are some of the factors that affect social mobility? Can these be overcome?
Do you believe the structural-functionalist or the social-conflict approach best explains social stratification? Why?
Is it possible for members of a minority group to be racist? Why or why not?
When you think of various groups (race, class, and gender) in society, which ones have the most power and which ones have the least? What and who are some examples? Has this changed over time? Do you think it will change in the future? Why or why not?
Write your responses in two to three paragraphs. Be sure to incorporate terms, concepts, and theory from your readings to support your comments.

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Big Brain Solutions Arbitration or Litigation get essay help: get essay help
Report Issue

· Step 10: Case Three: Big Brain Solutions—Arbitration or Litigation?
· You have made recommendations on two cases so far and have one more case to go. After setting aside a few hours to work, you open the Big Brain Solutions case file. In the next step, you will gather the information you need to write a memo for the VP about this case.
Step 11: Gather and Analyze the Information
While you have some general awareness of the fact that there are means of alternative dispute resolution, you realize that you need to know a lot more about this subject before you can attempt to respond to the VP’s questions. Some of the topics you should review include the following:

What general procedures or rules govern a typical arbitration proceeding?
Can a company force an employee to use arbitration (instead of a lawsuit) to settle an employment-related dispute because of a contract provision?
Are there times when an arbitration clause might be invalid or unenforceable against an employee?
What effect do claims based on specific federal or state laws have on arbitration provisions in employment contracts?

Based on the answers to the above questions and your review of the employment law material, what will the likely outcome be in Liz’s case? In Ralph’s? In the next step, you will use the information gathered in this step to create an outline that will prepare you to write the memo.
Step 12: Focus on Your Rationale and Conclusions: Create Your Outline
You’ve finished your research. You’ve reflected on how the facts and the law come together in this situation. You’ve analyzed the possible arguments and determined reasonable conclusions to the questions you’ve asked yourself. Now it’s time to outline your memo.
Review your outline to make certain it covers all relevant points and progresses in a logical order. Identify the major points you want to make and be sure that you have adequately covered all the relevant arguments or reasons needed to support them. In the next step, you will use your outline to create a memo for the VP.
Step 13: Communicate Your Findings and Conclusions to the Vice President: Create Your Memo
Using your outline and research notes, write a memo for the VP. Be sure to meet the following requirements:

Format your memo following the example linked above, including APA-formatted in-text citations and an APA-formatted reference list (do not format the body of the memo using APA style, just the reference list). See references and citations for details.
Include a specific recommendation on what action, if any, the VP should take based on your analysis and conclusions.
Support your conclusion with references to legal principles and laws.
The memo should be 12 pages (double spaced, 12-point font; the reference list does not count towards page limit).

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Join team members and research what companies are doing to retain women employees. Classify these management initiatives as addressing either “push” or “pull” factors. Are there approaches that you think would be effective for retaining women but that you did not find being used by organizations? List and describe what you consider to be the best approaches. Be prepared to discuss expected costs and benefits and to justify your recommendations with a 150 word summary.
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After reading the file, you realize that in order to formulate a sound response to the VP’s questions, you will need to review a number of specific foundational issues involving legal contracts, including the following:

What laws govern contracts?
What are the elements of a legal contract?
What form can or must a contract take?
Can a contract be modified?
What are the methods of discharging a contract?

Find answers to these questions about contract formation and execution and also look into possible contract remedies for when a breach of contract occurs. As you read, be sure to record your thoughts pertaining to the case and note the places in the readings that prompted your thoughts.
After you have refreshed your understanding of contract law generally, you should supplement that understanding by doing legal research on specific laws related to contracts in Nevada and Delaware. Again, make sure to take notes as you read. Good notes will help you write your memo.
In the next step, you will begin to apply what you’ve learned to the specifics of this case.
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A week has passed since you first spoke to the VP, and you now have one case review under your belt. Feeling a bit more confident, you open The White Arch Casino case file, already thinking ahead about the memo you will write for the VP. In the next step, you will gather the information you need to write the memo.
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Legal and Ethical Responsibility assignment college admissions essay helpLegal and Ethical Responsibility
You are concerned about the question of Sal Pending’s role in this situation with Enoch Thompson. More specifically, you wonder whether Pending had the authority to make the promise he made (or any promises) to Thompson. Review the legal responsibilities of agents and employees to help formulate your answer. You should also review ethical business decision making, as it pertains to keeping promises in business situations. In the next step, you will use what you have learned to create an outline that will prepare you to write the memo.
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Use the name of your topic as your thread title. For your thread, you will take on the role of advocate and educator to present an introduction to your impact assignment topic. You have spent this week researching your topic and have collected a wealth of information that you could share. Write your post as if you are trying to convince your audience that this topic has a significant impact on the field of human development. Provide facts, statistics, and relevant evidence that allow your readers to become more informed and inspired by your knowledge and presentation of ideas.

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to Create Outline Focus on Your Rationale and Conclusions college essay help nycFocus on Your Rationale and Conclusions: Create Your Outline
You’ve finished your research. You’ve reflected on how the facts and the law come together in this situation. You’ve analyzed the possible arguments and determined which seem most reasonable, all things considered. Now it is time to formulate them, making sure to address all the concerns that your VP expressed to you when you met. Outline the memo that you will draft for your VP. Review your outline to make certain it covers all relevant points and progresses in a logical order.
After you finish your outline, if you have time, give yourself one night of sleep before you begin the next step, in which you will write the memo. Fresh eyes might help you see points that need revision.

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