Q 1. As we all know, the US Supreme Court recently heard oral arguments on the question of whether the 2010 Affordable Care Act violates the Constitution.
As a possible Enrichment Activity, please listen to the second day of oral arguments on the issue of whether the "individual mandate" to purchase health insurance is legal. You will hear lawyers for the US government who support argue it is Constitutional and those representing 25 state governments who say it is not.
I know this is a 2 hour argument but I think you will find it interesting. Here is the link to the US Supreme Court website for the argument. It is the second day (Tuesday) of arguments. I am trying to get this open so you can just click onto the argument but haven't been successful yet. I will get it connect sometime today, though. www.supremecourt.gov/oral_arguments/argument_audio_detail.aspx
Q2. Using whatever Internet or print sources you find reliable, do some research to become familiar with the originis of the Statute of Frauds. Where did it originate? What concerns or motivations led to its adoption?
Q3. Do research on the Internet to ready about a famous piano owned and played by the legendary leader of the most famous rock group in history, the Beatles. If I, a major Beatles fan, had agreed to purchse the piano from John's widow, Yoko, would I be entitled to "specific performance" of that contract? Why or why not? What if an identical new piano was available from the same manufacturer for a price of $35,000?
Q4.What is the right thing to do? .Michael Sandel teaches a course called "Justice" at Harvard University. It is the most popular course offered at Harvard and his lectures are all available for on line viewing. Watch and listen to his introductory lecture.
Click her for link. Go to this site and click on the First Episode.
Answer all four questions on 2 pages.That is two questions per page or half page per question.

1. Read the article found at the link here and answer the questions below.

http://articles.washingtonpost.com/2012-06-16/national/35461636_1_individual-mandate-health-insurance-insurance-reforms

Explain how the Washington State experience shows the need for the individual mandate and the need to cover pre-existing conditions. Define these areas of the law in your own words. You should have 2-3 additional references to answer this question.

2. Explain how the changes in insurance coverage under the ACA will affect them:
? elderly people over age 65

Use 2-3 references to support your answer.

3. In your opinion, will the changes under the ACA improve health insurance coverage in the US? Why or why not? This question is meant to assess your ability to synthesize information from the course. The answer should be your opinion and understanding and not use other sources. Please consider all the issues we discussed this semester.

Note: Please cite these using APA reference style. Your references must come from reputable resources such as peer reviewed medical journals. Do not use random websites if you do not know the source (for example, the website for the CDC is fine). Your textbook may NOT count in the references you use for your answers (you may use it but you need to find additional resources to count for the references).

TOPIC: Unintended Consequences of Health Care Reform

The PPACA of 2010 fostered new provisions for health care and the structure of health care delivery. The individual mandate to obtain insurance is one provocative provision. While this provision attempts to increase access to health care, it raises questions on how the existing system could sustain the potentially large influx of newly insured individuals.

Another provision calls for new models of health care provider organizations to ensure delivery efficiency and continuity of care. In this week?s media presentation, Dr. Kathleen White discusses the accountable care organization, which comprises a group of providers coordinating care across a variety of institutional settings. Yet becoming an accountable care organization may present a number of challenges.

This week?s Discussion builds on Week 1, continuing the examination of those societal and organizational contexts that influence health care reform. The unintended consequences of reform policy on the health care system are also considered.

To prepare:
?
? Review this week?s media presentation and the other Learning Resources focusing on how reform may lead to improved quality, greater access, and reduced cost of care. Also think about the unintended consequences that may arise as a result.
?
? Consider the information presented about the individual mandate and accountable care organizations. What are some questions or concerns you might have regarding the individual mandate? What are the pros and cons associated with becoming an accountable care organization?
?
? With posting instructions in mind, select either the individual mandate or accountable care organizations as the focus of your Discussion this week.

post a comprehensive response to these

1?In the first line of your posting, identify the topic you have selected?either the individual mandate or accountable care organizations. With regard to this topic, describe one or more positive results that could be achieved, and one or more unintended consequence(s) that organizations or individuals may experience.

2?.Briefly evaluate issues on the topic that may be a consideration for the organization you work in and the nursing profession.


Media
Video: Laureate Education, Inc. (Executive Producer). (2011). Healthcare policy and advocacy: Reforming health care delivery: Accountable care organizations. Baltimore: Author.
Required Readings
Course Text: Understanding Health Policy: A Clinical Approach
? Chapter 5, "How Health Care is Organized - I"
? Chapter 6, "How Health Care is Organized - II"
Articles:
? Institute of Medicine. (2011). The future of nursing: Leading change, advancing health. Retrieved fromhttp://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx


? Institute of Medicine. (2010). Report brief: The future of nursing: leading change, advancing health. Retrieved fromhttp://www.iom.edu/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Report%20Brief.pdf


? McClellan, M. (2010). Accountable care organizations in the era of health care reform. American Health & Drug Benefits, 3(4), 242-244.
? Moore, K. D., & Coddington, D. C. (2010). Accountable care the journey begins. Health Care Financial Management, 64(8), 57-63.
? Sussman, T., Blendon, R., & Campbell, A. (2009). Will Americans support the individual mandate? Health Affairs 28(3), 501-506.
Websites:
? HealthCare.gov. (n.d.). Understanding the Affordable Care Act. Retrieved from http://www.healthcare.gov/law/index.html
? HealthCare.gov. (n.d.). Understanding the Affordable Care Act: About the law. Retrieved fromhttp://www.healthcare.gov/law/full/index.html
Optional Resources are listed in the Week 2 Learning Resources.
Unintended Consequences of Health Care Reform
Post a cohesive response that addresses the following:
? In the first line of your posting, identify the topic you have selected?e ither the individual mandate or accountable care organizations. With regard to this topic, describe one or more positive results that could be achieved, and one or more unintended consequence(s) that organizations or individuals may experience.
? Briefly evaluate issues on the topic that may be a consideration for the organization you work in and the nursing profession.

Hello there,

Please help me to write research paper with thesis and ouline below:

The present American Healthcare system is in need of reform.

I. Positive of Healthcare reform.
A. Everybody can have Health Insurance if they want.
B. Insurer will not be able to stop paying for people who are sick, even if they lose their jobs.
C. People cannot afford health Insurance won?t have to pay as much money.
D. People who are already sick will be eligible for Healthcare.
E. In the long run it will reduce medical cost significantly.
F. Health insurer can no longer cap coverage.
G. There will be increased competition in the Insurance market.

II. Negatives of Healthcare Reform.
A. For the first ten years, it will cost about $100 Billion a year.
B. The bill might increase the cost of health Insurance.
C. The individual Mandate. You will have to either buy health Insurance if you don?t have it or have 2% tax increase.
D. There will be a tax increase on very high income people.

III. Other stuff that might be good or bad depending how you see it.
A. Increased government involvement in Healthcare.
B. Additional regulation on Insurance companies.
C. Physicians will have increased access to information about treatments are most effective for their cost.
D. Large employers may also have to offer health Insurance to more of their employees.

IV. Things that aren?t true.
A. Death panel.
B. Nazis.
C. Inability to choose your Doctor.
D. Bureaucrats will tell Doctors how to do their jobs.

TOPIC: Policy and State Boards of Nursing


Within the far-reaching and multi-layered realm of policy and reform, government at the state level plays an essential role. Consider the federally enacted PPACA?s individual mandate which sought to increase the number of consumers who receive insurance coverage and, therefore, greater access to care. In a system that is already stretched beyond capacity and confronting a nursing shortage, how can the health care system meet this increased demand? Since state boards of nursing determine scope of practice, it is important to stay up to date and current with the policies and regulations that are created by the state board of nursing.

To prepare:


Review the Thomas, Benbow, and Ayars article and the Watson and Hillman article focusing on how states regulate advanced nursing practice and how legislative changes are impacting scope of practice.


Visit your state board of nursing website and/or contact the board to determine how the state board controls advanced practice through regulations.


Determine if your state board has created any new policies or regulations that address changes to scope of practice in response to legislative changes.


I LIVE IN NEW YORK STATE SO THE SCOPE OF PRACTICE HAS TO BE NYS AND COMPARE TO OTHER STATES

Individual Assignment: Corporate Compliance Plan

Resource: Riordan Manufacturing


Please us the following website to right the paper.
https://ecampus.phoenix.edu/secure/aapd/cist/VOP/Business/Riordan/RioMfgHome002.htm

Create a Corporate Compliance Plan of no more than 10 pages for Riordan. The plan must synthesize your learning and apply legal principles of business management. Focus your plan on managing the legal liabilities of Riordan officers and directors.

Address the following in your plan:
ADR
Enterprise and product liability
International law
Tangible and intellectual property
Legal forms of business
Human Resources
Governance

Create your plan as if you were distributing it to officers and directors.

Outline prevention and management guidelines of aspects listed above. Use previous individual assignments to bring insight to this project.

Implement enterprise risk management based on Committee of Sponsoring Organizations of the Treadway Commission (COSO) recommendations, which may structure your plan. Incorporate key concepts from your readings as needed.

Address specific laws or aspects Riordan must adhere to and outline steps for employees to adhere to them. The plan must also address how to handle situations when laws are violated or in question, such as when to call in legal counsel, what rights employees have, or who to turn to when actions are taken against Riordan.

Format your plan according to APA standards.


Riordan Manufacturing recognizes that being a global plastic producer involves significant legal and ethical responsibility. This responsibility extends not only to their consumers, but also to the many companies and agencies Riordan works with, as well as fellow employees, and indeed, the public at large.

The following Compliance Plan was adopted as a guide for each employees conduct so that Riordan may fulfill its obligations to observe the laws and public policies affecting its business; and to deal fairly with Riordan employees and communities it operates in.
This Compliance Plan will contain resources to help resolve any question about appropriate conduct in the work place, as well as provide guidance which will ensure that our work is done in an ethical and legal manner. For the Compliance Plan to be effective, it must have the cooperation of all employees. Your adherence to its spirit, as well as its specific provisions is absolutely critical to Riordans future.

Directives for Key Personnel
The effectiveness of the Compliance Plan depends largely on the leadership efforts of key personnel at Riordan. The officers and directors of Riordan must ensure that those on their team have sufficient information to comply with the laws, regulations, and policies, as well as the resources to resolve ethical dilemmas. It is the responsibility of the key personnel to create a culture within Riordan which promotes the highest standards of ethics and compliance; Riordan expects its leaders to set an example and be in every respect a model. We must never sacrifice ethical and complaint behavior in the pursuit of business objectives. The key personnel of Riordan will be held responsible for ensuring and accomplishing the following goals:

Maintain compliance standards and procedures reasonably designed to reduce the risk of criminal conduct and other violations
Never to delegate discretionary authority to any individual whom it knows, or through the exercise of due diligence should have known, had a propensity to engage in legal activities.
Always to take reasonable steps to communicate effectively in order to achieve compliance for all employees, consumers, and companies and agencies Riordan works with.
Implement and maintain monitoring and auditing systems that are reasonably (without the fear of retribution) designed to detect unethical/wrongful behavior or criminal conduct by employees and other third parties that Riordan works with.
Cooperate to the fullest extent reasonable and practical with appropriate federal, state, and local authorities investigating a potential violation of law; never to conceal, destroy, or tamper with evidence.

Reporting Potential Compliance Plan Violations
It is Riordans desire for the Compliance Plan to aid in the identification and correction of any actual or perceived violations of any applicable rules and regulations. In order to attain this goal, the Plan imposes a duty on all employees to report to designated individuals listed below.
1. Compliance Officer ??
2. Director of Human Resources ?? Yvonne McMillan ([email protected] )
3. Safety Manager ?? Chad Sterkin ([email protected] )
4. Employee Relations Manager ?? Andrea Gamby ([email protected] )

Corporate Compliance Officer - responsible for overseeing the Corporate Compliance Plan; reviewing agency policies and procedures, recommending changes or new policies and procedures; overseeing administration of agency risk assessment relative to Compliance issues and recommending changes in procedures as a result of Risk Assessment; developing and implementing internal audit procedures relative to Corporate Compliance issues; maintaining a library of regulations, agency policies and procedures; Overseeing the implementation of Corporate Compliance training program, including conducting of training sessions for staff; investigating matters related to Corporate Compliance issues, including employee, consumer, and/or payor complaints; developing and implementing employee feedback loop which encourages employees to report potential problems without fear of retaliation (CCP, 2009).

Director of Human Resources ?? Develops policy and directs and coordinates human resources activities, such as employment, compensation, labor relations, benefits, training, and employee services (Riordan, 2004).

Safety Manager ?? Plans, directs and implements organization safety program to ensure safe, healthy, and accident-free work environment (Riordan, 2004).

Employee Relations Manager ?? Supervises employee-related programs, manages resolution of employee relations problems and develops new employee-related programs (Riordan, 2004).

Procedure for Potential Compliance Violations
Riordan expects all employees to report potential violations/irregularities of the Compliance Plan in writing or via internal e-mail system; Riordan will maintain confidentiality of the reporter to the extent permitted by law. The Compliance Officer shall receive copies of all reports within 24 hours of the incident. The Compliance Officer will review each report and notify the President, Dr. Michael Riordan, and Chief Legal Counsel, Lowell Bradford of any allegations of criminal wrongdoing. The Compliance Officer and the Chief Legal Counsel will determine whether the alleged wrongdoing is a violation of a law. To prevent the risk of economic injury and to protect Riordans reputation the Compliance Officer in conjunction with the Chief Legal Counsel and President shall take an action to commensurate the gravity of the allegation to determine if the allegation is valid and what corrective actions should be imposed.

Employee Disciplinary Procedures
The Office of Human Resources, in conjunction with the Compliance Officer will implement an effective, uniform disciplinary program to prevent violation of the Plan and to discipline employees who fail to detect or fail to report detected violations. The major purpose of any disciplinary action is to correct the problem, prevent recurrence, and prepare the employee for satisfactory performance in the future. Although employment at Riordan is based on mutual consent, both, Riordan and the employee have the right to terminate employment at will, with or without case or advance notice (Riordan, 2004).
Disciplinary action may call for any of 4 steps (possible bypass of one or more steps):
1. Verbal warning
2. Written warning
3. Suspension with or without pay
4. Termination of employment

Here are some examples of violations of the Compliance Plan that may result in one or more disciplinary action mentioned above:
Negligently or intentionally providing false or misleading information to Riordan, its key personnel, and other third parties that Riordan is working with
Negligent or intentional violation of any federal, state, or local law regulation
Failure to report another employees conduct which violates any law or regulations
Failure or refusal to cooperate with any Riordans investigation
Engaging in any other conduct which fails to comply with the duties and prohibitions, expressed or implied, set forth in the proposed Compliance Plan for Riordan
In the case of officers and directors of Riordan:
Failure to exercise adequate supervision of subordinate personnel where such failure leads, directly or indirectly, to a compliance incident
Direct and indirect retaliation against any employee who in good faith reports a compliance incident

Employment Policies
Riordan is committed to employing only United States citizens and aliens who are legally authorized to work in the United States, however do not unlawfully discriminate on the basis of citizenship or national origin (Riordan, 2004). Under the Title VII of the Civil Rights Act of 1964, Equal Pay Act of 1963, Age Discrimination in Employment Act of 1967, Title I and Title V of the Americans with Disabilities Act of 1990, Sections 501 and 505 of the Rehabilitation Act of 1973, and Civil Rights Act of 1991 Riordan strongly supports equal employment and advancement opportunities for all persons without regard to race, color, religion, sex, national origin, age, disability or any other status protected by the law (EEOC, 2009). Any issues or concerns about any type of discrimination in the workplace are encouraged to be brought to the attention of any supervisor or the Human Resources Director - Yvonne McMillan ([email protected]). Further, anyone found to be engaging in any type of unlawful discrimination will be subject to disciplinary action, up to and including termination of employment (Riordan, 2004).

Sexual and Other Unlawful Harassment
Riordan is committed to providing a work environment that is free from all forms of discrimination and conduct that can be considered harassing, coercive, or disruptive, including sexual harassment. Actions, words, jokes, or comments based on an individual sex, race, color, national origin, age, religion, disability, sexual orientation, or any other legally protected characteristic will not be tolerated. Any concerns about Sexual and other Unlawful Harassment can be raised without the fear or reprisal or retaliation. Confidentiality of any witnesses or the alleged harasser will be protected to the fullest possible extent (Riordan, 2004).

Compliance with Environmental and Safety Laws
The Occupational Safety and Health Act (OSHA) is a top priority at Riordan. Employees and supervisors receive periodic workplace safety training which covers potential safety and health hazards and work practices and procedures to avoid or eliminate hazards (Riordan, 2004). All employees are expected to obey all safety rules and use caution in their work activities. Any questions or concerns regarding occupational safety must be addressed to Riordans Safety Manager ?? Chad Sterkin ([email protected]). In the case of a legal claim matter, including Alternative Dispute Resolution such as mediation and negotiation, please forward all correspondence to the law firm representing Riordan - Litteral & Finkel.

License and Certification Renewals
All Riordan employees, as well as individuals retained as independent contractors, in position which requires licenses, certifications, or other credentials are responsible for maintaining the current status of their credentials and shall comply at all times with Federal and State requirements applicable to their respective job assignment. To ensure compliance, Riordan will require evidence of current license and credential status.

Security Breaches
At Riordan we consider security breaches very serious. No employee shall disclose or permit the disclosure of, or discuss any proprietary Riordan information data. In case of improper use, disclosure of trade secrets or confidential business information an employee will be subject to disciplinary action, up to and including termination of employment and legal action, even if such breach was unintentional (Riordan, 2004). Confidential information is vital to the interests and success of Riordan. The following examples of confidential information include but not limited to:
Sales Data
Compensation Data
Customer Lists
Financial Information
Marketing Strategies
New Materials Research
Pending Projects and Proposals
Proprietary Production Processes
R&D Strategies
Scientific Data, Formulae, Prototypes
Technological Data and Prototypes

Integrity of Financial Reporting
Under the Sarbanes-Oxley Act of 2002, Riordans management shall ensure that assets and liabilities are accounted for properly in compliance with all tax and financial requirements and saved for at least 5 year period (SearchCIO, 2009). Management shall also ensure that no false or artificial Riordans records are made, and that there are no unrecorded Riordans assets. All Riordans reports of income, expense, assets and liabilities submitted to the governmental authorities shall be accurately made, all transactions shall be executed in accordance with managements authorization, and access to assets shall be permitted only in accordance with such authorization. Any employee who knows or has reason to believe that a transaction is not recorded in compliance with the above requirements shall promptly report such matter to the Director of Accounting and Finance ?? Donald Bryson ([email protected]).

International Business Practices
In the global economy today, Riordan may encounter standards of conduct in business affairs of other nation that differ dramatically from those of the United States. Riordan expects all employees conducting business in China to comply with the local code and laws. No fee, commission, bribe or other thing of value shall be directly or indirectly made, offered, or paid to any elected, appointed, or ruling foreign government official, head of state, or political party for the purpose of influencing any decision within the influence of such official or head of state. Furthermore, no Riordan employee may make any improper payment to any official or employee of any foreign government, or any foreign commercial non-government customer.

Integrity of Business Practices and Adherence to Code
The successful business operation and reputation of Riordan is built upon the principles of fair dealing and ethical conduct of our employees. Riordans continued success is dependent upon its customers trust; all employees owe a duty to Riordan, customers, and shareholders to act in ways that will merit the continued trust and confidence of the public.

This Compliance Plan has been carefully designed to ensure that Riordan will comply with all applicable laws and regulations, and it is expected of the top management, directors, officers, and employees to conduct business in accordance with the letter, spirit, and intent of all relevant laws and to refrain from any legal, dishonest, or unethical conduct. The design of the proposed Compliance Plan has been structured in a way that it can accommodate possible compliance law changes. This document contains confidential and proprietary information and is the private property of Riordan.

Individual

Police Roles and Functions Paper
Write a 1,050 -word response in which you analyze the roles and functions of the Police Roles and Functions Paper
. Address the following:

What are the various functions of a police agency?

Compare how the functions of a police agency differ at the federal, state, and local levels.

What would happen if the various functions and roles of policing agencies were limited in a community?

Format your paper consistent with APA guidelines.

citing and referencing sources according to APA formatting

Times New Roman

Microsoft word

no more than 20% of your paper should be direct or indirect quotation from an outside source.

this teacher is psycho about APA formatting

Individual Paper
Design and create a budget for a Magnet Recognition Program designation and describe how it will advance professional nursing.
Purpose: Nurse Leaders experiences with budget developement are often "lock-step". Often the data are based on historical tracking, and nurse leaders need only to confirm the data. The purpose of this assignment is to give students an opportunity to develop a budget that supports the advancement of the nursing profession, a responsibility of nurse leaders. In developing the budget, the student will be expected to develop an organizational strategy and research the strategy so the most recent professional information and data are used. These data will support the budget that is developed and analysis of organizational implications will be required. For the purpose of this assignment, you will use your employing organization.

This assignment will include:
A summary of the mission, vision, values, and structure of your organization using the format in week 1, an assessment of your organization using the format in week 2 and a power base and political assessment using the format in week 3. (MDAnderson Cancer Center)
Details that support the strategy of the resource you will use to advance the nursing profession based on current literature, evidence-based practice/management and data bases.
A line item budget for one fiscal year that supports your strategy for the advancement of professional nursing. The budget must include but is not limited to revenue, all personnel expenses including fringe benefits, other-than-personnel expenses including but not limited to education/seminars, travel, food (nourishment), office supplies, non-capital equipment, publication/sbuscription, dues, books, celebrations. These line items must be detailed in accompaniny notes explaining them. An analysis of the expected impact on the organization and the nursing profession based on the proposed budget. An evlauation template that can be used to monitor the progress of the advancement of the profession for one, three and five years and more often if indicated. An overview of budgetary requirements needed to reach the three and five year goals. An expectation of the impact on the nursing profession beyond your organization and how this will be realized.

Required Resources
Dunham-Taylor, J. & Pinczuk, J. Z. (2006). Health care financial management for nurse managers: Merging the heart with the dollar. Sudbury, MA: Jones and Bartlett Publishers.

Finkler, S. A. & Kovner, C. T. (2000). Financial Management for nurse managers and executives. Philadelphia: W. B. Saunders Company.

The American Organization of Nurse Executives (AONE) eNews Update. Send name, title, organization, mailing address and email address to [email protected]. Subscription is free.

www1.va.gov/nursing/docs/BusinessCasetoolkit.doc

Assignment Grading Criteria
Content/Development 50%
Subject Matter
Key elements of the assignment covered
Content is comprehensive and accurate
Reflects an understanding of the material
Major points supported by details
Research is adequate/timely
Multiple resources used

Critical/Higher-Order Thinking
Compares/contrasts/integrates knowledge, experience, theory
Analyzes/synthesizes material
Arrives at conclusions/opinions consistent with
researce/evidence provided
Developes new idea/ways of conceptualizing performing

Organization 20%
Uses introductions to provide background information
The central theme/purpose is apparent
Information is effectively summarized
Structure is clear, logical and easy to follow
The theme/central ideas flow throughout the paper
Conclusions/recommendations floow logically
Summary is used to conclude the contents of the paper

Style and Mechanics 30%
APA format used correctly
Citations provided accurately
Headings/subheadings used
Presentation is neat/shows attention to detail
Follows rules of grammar, spelling, punctuations and
sentance structure
Uses transition statements
Uses words precisely
Differentiates researched information from personal
opinions/conclusions.

I can be reached at [email protected] if you have any additional questions.
Thanks

Individual
Global Financing and Exchange Rate Mechanisms Choose one of the following topics. Prepare a 900 to 1,200-word paper in which you analyze one of the following global financing and exchange rate topics:

? Purchasing power parity and the Big Mac index
? Currency hedging
? Hard and soft currencies
? Countertrade
? Financing via letters of credit and EXIM Bank and commercial banks
? Tariff and nontariff barriers
? Roles of international financial institutions (e.g. IMF, World Bank, ADB, etc.)
? Euro currency markets

Define your selected topic.

Explain how your topic is used in global financing operations and describe its importance in managing risks.

Format your paper consistent with APA guidelines.

Individual for SEC/320 University of Phoenix

Vulnerable Areas of Industrial Security Operations Paper and Presentation Select a company from the texts or a company of your choice with facilitator approval.

Write a 500-word paper discussing areas in industrial security where there are vulnerabilities and suggest countermeasures to those vulnerabilities.

Include the following areas:

? Sabotage
? Espionage
? Transportation
? Utility industry security issues, if applicable

Format your paper consistent with APA guidelines including citations and references. Be prepared to share your information with the class.

Choose a policy or mandate of the Patient Protection and Affordable Care Act of 2010.

Write a 1,400- to 1,750-word paper that follows that policy or mandate from inception to implementation.
Include the following:

Description of the process of how it was developed, who was involved in the development, and their respective roles in development

Analysis of the policys or mandates impact on health care delivery, providers, and consumers

Format your paper consistent with APA guidelines.

Paper followshealthcare policy or mandate from inception to implementation and includes the following:
? Description of the process of how it was developed, who was involved in the development, and their respective roles in development.
? Analysis of the policy?s or mandate?s impact on health care delivery, providers, and consumers.
? The paper is 1,400 to 1,750 words in length.
? The introduction provides sufficient background on the topic and previews major points.
? The conclusion is logical, flows, and reviews the major points.
? The paper?including the title page, reference page, tables, and any appendixes?is consistent with APA guidelines as directed by the facilitator. The paper is laid out with effective use of headings, font styles, and white space.
? Rules of grammar, usage, and punctuation are followed; spelling is correct.

Domestic Policy Assignment

When you get past the rhetoric, the basic idea behind the Patient Protection and Affordable Care Act is this: Americans don't have the stomach to let a citizen go without health care, whether he can afford it or not. If there's a way to get people the health care they need, we insist that it be done, regardless of the price.

Currently, this is done through a patchwork of private employer-provided health insurance and government-provided care for those who can't afford private insurance.

Here's the problem: Health care costs have risen, and continue to rise, at a rate much higher than the rate of inflation. As insurance companies struggle to pay claims, they continue to raise premiums. Employers pay higher costs, and many must past those costs on to employees who participate in their company's health care plan. More and more employees can't or won't afford the employee portion of the premium, and more opt out - choosing to go without insurance.

Which employees tend to opt out? The younger, healthier ones figure they're less likely to need the benefits, leaving older employees and employees with chronic health problems in the pool, driving up insurance costs even more. It makes sense in a way, doesn't it? If I go without insurance, and get really sick, the hospital has to treat me anyway, right? It's the law.

This is the problem "Obamacare" attempts to solve by mandating that every American have health insurance - just as states like Texas mandate that all drivers carry liability insurance for their car. But is that Constitutional? Can the government require every American to purchase a product or service? The courts are grinding on that question this semester, and a lot of really smart people disagree on the answer.

Write a 2-5 page college essay on the Patient Protection and Affordable Care Act, focusing specifically on the domestic policy implications of requiring the purchase of health insurance. Submit in Word. Cite your sources.

Resources you may use:

The Patient Protection and Affordable Care Act - Ok, it weighs in at 906 pages, but I wouldn't be a college professor if I didn't at least give you a chance to look at the actual law.
http://www.gpo.gov/fdsys/pkg/PLAW-111publ148/pdf/PLAW-111publ148.pdf

Summary of the Patient Protection and Affordable Care Act:
http://www.healthcare.gov/law/features/index.html

Here's the official Democratic Party summary of the program:
http://dpc.senate.gov/healthreformbill/healthbill04.pdf

Here's the Republican take:
http://grassley.senate.gov/about/loader.cfm?csModule=security/getfile&pageid=24192

SCENARIO
The government has created a committee to investigate the potential of implanting an electronic health record (EHR) into every U.S. citizen. This procedure would involve inserting a chip or radio frequency identification device RFID) into the individual that would contain all medical information. Access to this complete and accurate health information would help to reduce issues pertaining to patient safety and identification.
This is how the chip would work. When the patient arrives at a point-of-care, the chip would be scanned. All of the patient?s health information would be uploaded into the provider?s health information system (HIS). During the encounter, new information would be stored in the HIS. When the patient is discharged, the patient?s up-to-date health information would be uploaded from the HIS onto the patient?s implanted chip.
You have been invited to a round table discussion of the pros and cons of implanting a chip into a patient to store an EHR. You conduct an analysis of this technology by exploring the HealthCare IT News site at http://www.healthcareitnews.com/ and investigate other sources on the internet and in the current literature. You discover there are companies currently producing chips. Read their marketing information for additional insight.
DIRECTIONS
1. You are to research, compose and type a scholarly paper based on the scenario described above.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the APA, 6th edition, as well as the resources in Doc Sharing if you have questions, e.g., margin size, font type and size (point), use of third person, and so forth. Take advantage of the writing service Smarthinking, which is accessed by clicking on the link called the Tutor Source, found under the Course Home tab.
3. The length of the paper should be 2-3 pages, excluding the title page and the reference page. Limit the references to 3-4 key sources.
4. The paper is to contain an Introduction that catches the attention of the reader with interesting facts and supporting sources of evidence, which should be included as in-text citations). The Body of Analysis should present the pros and cons regarding implanting the chip. The Conclusion and Recommendations should summarize your findings and state your position regarding whether the chip should be implanted. Make your case based on the evidence you have collected.
5. NOTE: Review the section on Academic Honesty found in the Chamberlain Course Policies. All work must be original (in your own words).
6. Submit the completed paper to the We Can But Should We? Dropbox by Sunday, 11:59 p.m. MT by the end of Week 4. Please post questions about this assignment to the weekly Q&A Forums so that the entire class may view the answers.

Discuss in 270 words or more some recent examples of mandates imposed by Congress.

AND

Are citizens effectively represented in the legislative process? In 270 words or more, explain the reasons why citizens are, or are not, effectively represented.

This assignment is an exercise in your ability to discuss an issue that raises questions about the difference between how things are or can be and how things should be (is vs. ought).

For this assignment, you will address the following issue: What are the pros and cons of requiring U.S. citizens to have insurance in order to achieve universal healthcare?

In this case, the \"pro\" position agrees that all U.S. citizens should be required to have health insurance. The \"con\" position is that U.S. citizens should not be required to have health insurance.

Your write-up must reflect different perspectives that might be taken by individuals such as gender, race, class, nationality, or age (choose 1 perspective and integrate it throughout the paper).

Paragraph 1: Clear introductory statement, including your position (pro/con) and perspective.

Paragraph 2: Present arguments to support the proposition that U.S. citizens should be required to have health insurance.

Paragraph 3: Present arguments against the proposition that U.S. citizens should be required to have health insurance.

Paragraph 4: Discuss which position you advocate and why.

Be sure that you clearly address each point above and elaborate on your answers. Remember, although you are selecting a pro or con position, you must include arguments for both sides. Although it is not meant as an exhaustive research paper, it will require you to find information to support your arguments. This information must be cited/referenced correctly using APA format. Not citing/referencing information correctly is a violation of the academic integrity policy and will carry a penalty. Completing the Good Scholar Tutorial before completing this assignment is a good way to avoid these errors!

Your write-up should be at least 1.5 pages, and no longer than 3 pages using the following formatting guidelines: 1\" margins, double-spaced, 12pt Times New Roman font. Please be sure to complete this assignment in paragraph form, use proper spelling and grammar, and put your name at the top of the page. Be sure your assignment is submitted as a Word document (.doc or .docx) or other compatible format (.rtf). Assignments submitted in other formats will be given a grade of zero.

This assignment is due: Sunday, September 10, 2017 at 5:00pm

Assignments must be submitted through Canvas, prior to the due date and time to receive full credit. Late assignments may be submitted through Canvas up to 24hrs after the due date, for 50% credit (\"late\" is determined by Canvas). Emailed submissions will not be read or graded.

Note: You must have answered \"Yes\" to the VeriCite consent document in order to submit your assignment through this link.





Grading Guide:

Introduction

Introduction is clear and concise, including pro/con position (2pts) Contains a reference to a group perspective (1pt). Maximum marks: 3

Arguments Supporting Requiring Health Insurance

Presents 2 arguments in support of requiring U.S. citizens to have health insurance (2pts each), continues perspective (1pt). Maximum mark: 5

Arguments Against Requiring Health Insurance

Presents 2 arguments against requiring U.S. citizens to have health insurance (2pts each), continues perspective (1pt). Maximum mark: 5

Discussion/Summary paragraph

Provides a clear statement of position (2pt), Offers support of position- restatement of above arguments okay (1 point). Maximum mark: 3

Formatting

Paper is at least 1.5 - 2 pgs, no longer than 3 pages, 1\"margins, double-spaced, 12pt Times New Roman font. Completed in paragraph form with proper spelling and grammar. Submitted as .doc, .docx, .rtf. Maximum mark: 4 pts

This assignment requires outside sources. All outside information must be cited correctly using APA formatting (in-text citations and reference list). Failure to include both in-text citations and references correctly is a violation of the academic integrity policy and will carry a penalty. If you are unsure how to cite information correctly, it is your responsibility to figure out how to do it correctly (i.e., consult your instructor, TA, the library, Purdue OWL website, etc.)

Hello,

I have uploaded the criteria for this paper. Please read it well before writing. However, I will summarize some of the important aspects below:

- We are making our own argument. The purpose of the paper is to bring together or synthesize at least two works of literature expressing an issue that supports our original thesis.

- we must also support our argument or thesis with an additional 3 sources (research, etc)

- The subject must be debatable

- use traditional argument organization for the paper.

- the intro paragraph must state argument clearly in thesis statement at or near the end of paragraph.

- the conclusion paragraph should restate thesis.

- the 2 literary works (books, poems, short storys) and 3 additional sources (research etc.) all need to be quoted at least once in the paper in support of the argument. All 5 sources need to be in works cited page.

- written at university level

- MLA format, Times New Roman, Word 2007, 12 point font, double spaced.

The paper has to be entirely original as it will be run thru an electronic plagiarism program.

I have two subjects I prefer the paper be written about because I already discussed them with instructor, they are:

1. People with conceal and carry permits should be allowed to carry their gun on university campus.

2. There should be no government mandated gun-free zones in public space.

However, I am open to suggestions. The subject has to be debatable. There are suggestions in the uploads. I would need to discuss a paper outside of these topics before proceeding please.

Thanks so much, I am available by phone or email.
I look forward to talking to you,
Michael

This essay is based on a debate on the topic: Legislatively Mandated Staffing Ratios is Good For Patient Care and Nursing. I need you to state your position on the issue. Your are PRO- TEAM for this topic, not CON.
For this debated essay, please present a clear, well constructed statement of main ideas in your opening statement,, include your position on the issue, please use research based evidence in your example, give specific details that proves A and B and C
Please list at least 10 positive relationship between patient outcomes and nursing relationship with this legislation.
Please research the debate topic.
list some elements of emotional appeal for persuasion

Please use info below and previous papers to complete this paper. T Lavinder wrote my first paper.
I need a 1050-1750-word Self-Assessment and Reflection Paper that conforms to APA format, in which I discuss my personal learning style, which assess my strengths and opportunities for growth, and I need to create an improvement strategy based on this assessment. I also need a minimum of two references (both within the paper and on a reference page). The references should be obtained from the a college Library NOT my attached readings.

It was three weeks into June, and there I was: still surrounded by portfolios. I was part of a Waterford (MI) School District team researching connections between our teaching, the Michigan English Language Arts Content Standards, and the district's new standards-based curriculum. I thumbed through the ten quality portfolios I had kept for in-depth analysis, coming back, once again, to Jenna's portfolio presentation. I remembered her saying,
As I grow, I learn that you need reading and writing skills all through life, you need to vine around it. I have learned a lot this past year, and this portfolio will show how I have grown and bloomed. This will show the evidence of how I vined around every chapter, every topic, every stick and branch I can reach to become the best I can.
When Jenna read her portfolio introduction, we all listened and watched. Peers, parents, and 1, as her language arts teacher, were tangled immediately in her metaphor and its vines of meaning. One of the class portfolio requirements was a self-selected metaphor with explanations of how the portfolio choices fit the symbol. Jenna's choice of the vine was an exquisite description of her fifth-grade learning. Her decision to use "vining" as a verb made it even more complete.
Jenna softly pointed to the spring greens her thin line marker had drawn to swirl and surround her introduction's title page with curls and loops. Yellow buds poked out of the swirls at intervals. The connection didn't stop with the introduction. Each portfolio chapter page held the same vine, but always with additions or growth. Strategies and Thinking had a multitude of yellow buds, not just poking out, but tangled in the vines, and "The vine's thicker," Jenna said. The Choices chapter showed blooming yellow flowers with bright red centers. "The buds are in bloom," Jenna explained. By the Turning Points chapter, her vines were displaying brown maturation surrounding the yellow which was now barely visible. In the last chapter on Quality Evidence, the mature green and brown swirls dominated the page in a thick tangle that almost touched the chapter's title. Jenna was talking about good stuff here. Not only was she drawing growth and change on her chapter title pages, she was showing growth and change with the evidence she chose to include within each chapter. I was thrilled to share in this celebration of Jenna's literacy.
I was reminded of Dorothea Lange, a photographer who documented displaced families and migrant workers during the Depression. During World War II, she photographed American Japanese neighborhoods, processing centers, and camp facilities. She said of her photographs, "You know there are moments such as these when time stands still and all you do is hold your breath and hope it will wait for you" (as cited in Rylant, 1994, p. 1). I felt the same way about the power of Jenna and her portfolio.
What made me keep coming back to Jenna's portfolio and presentation? For Jenna it was the culmination of her literate fifth-grade year. She told all of us a lot about what she had learned. Could Jenna also tell me something about myself and my teaching? Could Jenna's portfolio be the case study for assessment of what was going on in my classroom? Could I somehow use Jenna's portfolio to inform my practice, to see if indeed I had a handle on standards-based curriculum?
Throughout the year I had observed Jenna working hard. She always pushed herself to "write one more line" after the bell or to read "one more chapter" over the weekend. No more was that apparent than the June week before portfolio deadlines when she was at my classroom door every recess and lunch hour to use the computer to generate headings and descriptors. "She even called over the weekend to use my computer," her friend Allison reported the Monday of portfolio week.
Jenna is not "gifted." Her standardized test scores for reading are in the seventh stanine (average). She gave her fourth grade teacher "fits" because she "was slow to finish" any assignment, if she finished at all. Jenna's spelling on her daily work was below average. (Even in her journal she made common errors that most fifth graders catch: "frist," "senences," and "exiting" for exciting.) In September, Jenna came into my classroom reading R. L. Stine. Stine is often a choice of fifth-- grade boys and all fourth graders. I do not observe many fifth-- grade girls, even in September, reading much R. L. Stine. But Jenna did show signs of a writer's gift for observation, even in September. She responded to Up North at the Cabin (Chall, 1992) in a September journal free write:
There is a small wooden bridge that goes over a small stream that leads to the lake, all of the leafs on the trees are all colored with red, orange, and yellow. When I look across the lake it's like a mirror the trees on the other side of the lake are upside down in the water the wind rustles the leafs and I go inside the cabin and the fire is going. I lay with my family and watch the wood burn. It makes us tired and drowsy."
Jenna was an average fifth grader with an outstanding portfolio. Her story could be the story of over two thirds of my students. I put aside the other nine portfolios and concentrated on Jenna's. Her portfolio and the transcribed recording of her portfolio presentation became my primary sources: a collection of artifacts detailing not only what had happened to Jenna's literacy during one school year, but what had happened to my own teaching. As Bissex and Bullock (1987) said,
The process of observing even a single individual sensitizes us that much more to other individuals ... case study research is directed largely toward understanding; such descriptive research requires us to suspend judgement and just look. Researching in this way can be transforming because it changes the way we see others and ourselves. (pp. 14-15)
In a teacher as researcher group I was part of, we had been studying Denny Taylor (1993) and her book, From the Child's Point of View. Taylor's (1993) work taught me to question my own practice as it is reflected in a child's learning. I was drawn to Taylor's view that when teachers question their own practice,
Teachers and children [can] work together, becoming coinformants as the reading writing strategies of the one inform those of the other. This approach enables teachers to rethink the ways in which they can provide realistic instruction in situations that make sense to the children and to themselves. It also enables children to become involved in personal evaluations of the ways in which they are becoming literate. (p. 43)
Hubbard and Power (1993) observe, "The most important tool you have as a researcher is your eye and your view of the classroom life. You need to look hard and deeply at yourself and students at work" (p. 10). That summer, looking first at my own teaching and how it was exemplified by Jenna, and second at the Michigan English Language Arts Content Standards and how they fit into my teaching, Jenna's portfolio became my eye and view back into the classroom.
When I had facilitated the students' portfolio preparation I had used my own teacher portfolio as a model. It had served students as they built their portfolios and helped them reflect upon their own learning. Now I planned to use student portfolios like they had used mine, only this time in reverse, as a model for my teaching and learning, as it was and as it could be. Thus, the double mirror image, reflecting backward, reflecting forward. This study was first initiated by my school district. As I dug deeply into the evidence for my own classroom, I needed to remember the district purpose to find ways to match student learning to a standards based curriculum and to the standards themselves. If I found a match how could I clarify and share my findings with an audience of teachers who wanted to know how the evidence occurred in the classroom, not just that it did? Good teachers can not merely teach, we must be practitioners who understand our craft enough to share it with others. To become a true artist we must draft, compose, revise, reflect, mold, observe, and remodel our classrooms continually Shelley Harwayne (1992) says:
Quality texts are nonnegotiable .... Reflective teachers are also nonnegotiable. They are always asking "Why?" They are always stepping back to ask, "What's working, that I can build on?" "What's not working that I can eliminate?" Our work will always bear the label . . . "to be continued." (pp. 337-338) The evidence in front of me was my invitation to study my craft . . . to reflect on Jenna's portfolio to understand my own teaching, and use that reflection to inform my own classroom of the role of standards.
THE PORTFOLIO PROCESS
My ideas about portfolios and how they can best inform student learning change yearly. Jenna's portfolio was part of my evolving concept of what portfolios should be for fifth graders. Three years before Jenna came to my classroom, it had been a collection of student work, written and published in Writers' Workshop. A growth narrative and a process paper as suggested by Rief (1992) was included. Whatever their shape, portfolios have always served as a "big picture" part of year-end evaluation. They need to help answer the questions of "who a student is becoming and who he or she might become-as a writer and reader" (Atwell, 1998, p. 314). But portfolios must also do more. Atwell (1998) suggests that "our responsibilities as evaluators involve collecting and sifting through the evidence that reveals what a student can do and can't do, understand and doesn't understand, has accomplished and needs to accomplish" (p. 314). However, the student portfolios in my classroom focused on writing.
I wish I had shown them even more of my actual process of assembling the portfolio.
Last year, after observing my principal, Suzanne Antonazzo, evaluate new teachers who were required to have a portfolio, I enlarged my concept of portfolios. Each teacher portfolio showed authentic evidence of teacher growth and reflection and was a showcase of what the teacher practiced in her classroom. I extended my student portfolios beyond a focus on writing to include reading and drew on the concepts concerning authentic evidence I had observed in the new teacher evaluation.
Paralleling this change in focus was my own compilation of a professional portfolio as part of the teacher evaluation process. I drew on many models to assist in building my own personal portfolio. I remembered my experiences with student portfolios and my own observations of new teachers. I studied expert models and considered Graves' (1994) description of his own portfolio:
I begin with myself. I have to renew what it means to keep a portfolio constantly So I put in pieces, or artifacts, that I've written in class, letters, all different kinds of things to reflect my literacy Of course, I'm showing myself even more than the children. I'm going through the process of saying what is important to me. Although I share my portfolio with children, make no mistake, I'm keeping it for myself. I need to do that as the children do. And I need to write short three to four sentence statements about why I've selected the pieces I've put in. (p. 186)
The process was exhausting. I collected piles and piles of teaching materials that I thought might be appropriate for the ten required sections recognized on the formal teacher evaluation. The chapters included: instructional skills, classroom management, planning and preparation, content knowledge, human relations, understanding child development and growth, use of materials, lifelong learner, and goals. Sorting and organizing "all that stuff" was time consuming, but valuable for reflection upon my teaching. To help make a whole out of the different parts and highly varying data I organized each section into its own chapter and connected them with the theme of A Journey of a Lifelong Learner. Finally, I referred to my own process of portfolio building throughout the year as my students worked on their portfolios.
In September, I alerted students to their own portfolio requirements, outlining general criteria along with the changes. Students understood they were to throw nothing away-they would be keeping all drafts, student work, reading records, etc. in designated files. Journals were also viewed as living textbooks of their learning. I shared some of my own ongoing portfolio process: the collection, selection, reflection, and production. Toward the end of the year, we went through my finished portfolio, page by page. Now I wish I had shown them even more of my actual process of assembling the portfolio and not just the beautiful product. The mere weight of the volume suggested the hours of effort, however.
We then drew on our shared experiences. Many of the students had been in the fourth-grade section of Readers' and Writers' Workshop (not Jenna, however) the previous year and I had kept their portfolios for models. These portfolios were also used as a baseline for growth and reflection. After close observation and reflection upon all the available models, the students and I collaboratively set up the criteria and organization for this year's portfolio. The students and I labeled the portfolio sections or chapters: Strategies and Thinking, Choices, Turning Points for Me as a Reader and Writer and Quality Evidence.
PREPARING FOR PORTFOLIO PRESENTATIONS
Discussions and mini-lessons during the weeks before presentations centered on what a quality portfolio should look like. Student-generated focus questions helped target the collection and organization of evidence. Class time was used to set up a rubric with the criteria points we had decided would be evaluated. Students were given plenty of class time to use all their available resources: themselves, their peers, the school, the teacher. More time was spent on developing the logic and reasons for collecting evidence than the product appearance.
During this preparation one lesson reviewed metaphor selection for individual portfolios, drawing examples from the models of previous years. The portfolio metaphor used a student-selected symbol that could "grow" and would metaphorically connect literacy changes. We had studied metaphor in our readings and writings, but our poetry discussions, especially, offered many chances for indepth discussion of symbolism. Brooks and Brooks (1993) describe power of metaphors when they observe that "Metaphors help people to understand complex issues in a holistic way and to tinker mentally with the parts of the whole to determine whether the metaphor works" (p. 116). Another lesson involved small groups writing focus questions for each chapter in order to better guide selection and reflection. Peer conferences, both formal and spontaneous, were held during workshop time the week before scheduled portfolio presentations to rehearse for the presenting of portfolios. Peers used the focus questions and the rubric to center the discussions. Peers asked their partners about their collection of quality evidence which drew from saved student work, drafts and published pieces, reading records, and journals. They wanted to know how this evidence "fit" into the portfolio, how it demonstrated student learning and how the selected theme connected everything in the portfolio together.
Presentations were to happen in the classroom in front of peers, teachers, and invited guests. Guests included parents, administrators, teachers from our own and other schools and from other classrooms at our school. I especially wanted the middle school teachers who would "inherit" these kids to hear the presentations, but in most cases, scheduling could not be worked out. Students understood the expectations for portfolios. The portfolio was a large part of their final "grade" in language arts, as well as being a requirement for entering middle school. Each student would receive extensive feedback on the established criteria they had helped to create. Parents, teachers, peers, and presenting students all used the criteria to evaluate portfolios.
Parents were required to fill out a feedback form and listen to their child's presentation. A letter went home explaining this process. Parents could fill out the form at school if they attended the classroom presentation. If this was not possible, students took their portfolios home and held a student-led conference with their parents. There was never an expectation that parents wouldn't hear their child and respond in writing on the provided form. With a little pressure (and a few phone calls) I had 100% participation. The parent comments were wonderful, full of positive and affirming statements that truly showed they understood their child's learning.
Peers filled out feedback forms during and right after completion of each portfolio. Again, there was never an expectation that peers would not also evaluate each other, positively Active audience listening, questions, and comments, in the end, were purposeful and insightful. I too filled out a form as each student was presenting. I found that my comments were much more pertinent to the individual student if I made them "on site."
This was the context from which Jenna's portfolio emerged. I now turn to how I used Jenna portfolio to help me think about standards and my own teaching.
GETTING GRAPHIC ABOUT CONTENT STANDARDS
With Jenna's portfolio, a year's worth of lesson plans, and the Content Standards in front of me, I knew I first needed to organize my data. I started asking myself questions. When I was confused on how to explain ideas in the classroom, what had I done to clarify simplify, and make sense out of the muddle? If my students didn't understand a concept or were having trouble gaining depth, what did I do that helped? I followed the steps outlined in Figure 1 to design a chart that would help me reflect on all the data.
I began my chart on the computer and the first decision I had to make was labelling the columns. What were the main ideas I wanted to see on my chart? Jenna's Portfolio, Content Standards and Benchmarks, and Classroom Lessons, these were the three concepts I wanted to connect. These became my columns. (See Figure 2)
But where could I start for the horizontal rows? I needed a basis, an anchoring framework. By completely unpacking Jenna's portfolio I realized that I would have the data for the first column, the first set of rows. Everything she included in her portfolio, I included in my chart. Her written words and oral description explaining the inclusions were quoted. The actual physical evidence she included was printed in bold.
In the second column, I matched Jenna's portfolio comments and contents with the Michigan English Language Arts Standards, going back and forth, and back and forth, identifying which was best shown or demonstrated with the evidence I had before me. I found there was much overlapping of content within the standards themselves and I had to be selective on which standards or benchmarks were mostly shown. The chart development process gave me the opportunity to dig deep into content standards. I learned much more about the content standards, what they meant, how they were shown, and which way they could be demonstrated best. Because I mapped the standards onto Jenna's portfolio, the ordering of the standards on the chart resulted in a re-ordering of the sequence of the standards (In Figure 2, I have preserved the original numbering of the standards).



















Many school districts are using professional portfolios as part of their hiring, retention, evaluation, and promotion process. This article provides educators with guidelines and resources for developing professional portfolios that reflect their experiences, training, and achievements as educators. Although the guidelines are presented in the context of educators entering the profession, they can be adapted by educators who have been teaching for several years. You applied for a teaching position in a local school district by sending a letter of interest, a resume, and a completed employment application. A week later, the superintendent's office contacts you and asks you to come in for an interview and to bring your professional portfolio. How would you feel? What would you do? Like the district in this vignette, many school districts are increasingly using professional portfolios as part of their hiring, retention, evaluation, and promotion processes (Green & Smyser, 1995). If you attended one of the growing number of universities that require their teacher education students to complete a professional portfolio representing their teaching experiences and training (Bloom & Bacon, 1995; McCrea, 1998; Pleasants, Johnson, & Trent, 1998), you would probably respond to this request by happily, and perhaps a little nervously, scheduling the interview and reviewing your portfolio. You may realize that sharing your portfolio with others at the interview will help you make a favorable impression and allow you to feel more comfortable as you support your oral responses with visual evidence of your skills and experiences, such as successful reading and content area lessons you have taught (Guillaume & Yopp, 1995). However, if you completed a teacher training program that did not require you to develop a professional portfolio, your excitement about being called for an interview may be combined with a bit of panic and confusion. Once you overcome your panic, you start to work on putting together your portfolio, asking yourself such questions as ? What is a professional portfolio for teachers?; ? When and how should I start to develop my portfolio?; ? What items should I include in my portfolio, and how should I organize them?; and ? How can I package my portfolio? This article is designed to help preservice and inservice teachers and other professionals address these questions and provide them with guidelines for developing professional portfolios that reflect their experiences, training, and achievements as educators. Although the guidelines are presented in the context of educators entering the profession, these guidelines and resources can be adapted by inservice educators who want to develop professional portfolios that allow them to apply for new positions, document teaching effectiveness and professional competence as part of the teacher evaluation process, foster reflection and self-assessment, and identify and address professional development needs. The guidelines also can be used to assist teacher educators in implementing professional portfolios as part of their teacher education programs and in helping their programs move toward performance-based licensing (see the sidebar "Benefits of a Professional Portfolio"). What Is a Professional Teaching Portfolio? A professional portfolio is a thoughtful, organized, and continuous collection of a variety of authentic products that document a professional's progress, goals, efforts, attitudes, pedagogical practices, achievements, talents, interests, and development over time (Winsor & Ellefson, 1995). Portfolios are both product- and process-oriented and involve educators in the purposeful, collaborative, and reflective process of selecting and compiling multiple sources of information that reveal their beliefs, skills, knowledge, accomplishments, unique characteristics, and commitments with respect to a variety of teaching and learning experiences (Guillaume & Yopp, 1995). Through the development of professional portfolios, prospective and practicing teaching professionals can document their development and reflections as educators and can showcase their knowledge, skills, and accomplishments (Antonek, McCormick, & Donato, 1997). Dietz (1994) delineated three types of professional portfolios: a presentation portfolio, a working portfolio, and a learner portfolio. A presentation portfolio is one that documents and showcases a teacher's achievements, strengths, and areas of expertise. A working portfolio is one that contains items that are selected to conform to a set of prescribed competencies and standards to meet requirements for licensure or to certify the achievements of educators seeking national certifications such as the National Board of Professional Teaching standards or the Council for Exceptional Children's Professionally Recognized Special Educator. A learner portfolio offers a framework for reflecting on and providing evidence related to a set of learning outcomes. When and How Should I Start to Develop My Portfolio? The earlier you begin to collect items for your portfolio, the better (Heskett, 1998; May, 1997). The professional portfolio may be assembled near the completion of your teacher education program; however, you can start to select and collect items for inclusion in your portfolio each semester. Therefore, during each semester, it is recommended that you identify and save potential portfolio items by storing them in a box or folder and dating and annotating them so that you will remember their significance when putting your portfolio together (Wolf, 1996). If you are unsure about which items to store for possible inclusion in your portfolio, you may want to speak to your professors, advisor, and peers to help identify potential portfolio items. What Items Should I Include, and How Should I Organize Them? The items included in and the organization of a professional portfolio will vary from individual to individual and will depend on the purpose(s) and context for developing the portfolio (Wolf, Whinery, & Hagerty, 1995). Although others may offer guidance to assist you in identifying potential items, it is your portfolio and therefore your responsibility to select the items to be included. When making these decisions, you must choose from a wide range of potential items that you have produced during your training program. Where appropriate, it is recommended that you include authentic items such as actual products you developed and implemented; work samples from your students; and photographs, recordings, and videos of classrooms and classroom activities. When including photos, video, audio recordings, and samples of students' work, make sure you have the necessary permissions, maintain confidentiality, and use caption statements to provide the reader with a context for understanding the item. In selecting items, carefully examine each potential item and consider what it reveals about your teaching ability, philosophy, strengths, growth, self-reflection, unique characteristics and experiences, as well as who will be looking at your portfolio and for what reasons they will be examining it (Giuliano, 1997). Briefly, in choosing portfolio items, it may be helpful to ask yourself several questions: 1. What does the item reveal about my skills, knowledge, growth, experiences, self-reflections, and attitudes? 2. Is the item consistent with my educational philosophy and best practices? 3. Does the item demonstrate my best work? 4. Is the item free of grammatical and other errors? 5. Is the item authentic, and does it showcase my skills and experiences in working with students, families, and other professionals? 6. What processes and experiences did I engage in to produce the item? 7. What does the item reveal about me on a personal level? Another factor affecting the selection of items is the organization of the portfolio. The organizational structure of the portfolio has a reciprocal relationship with the items selected for inclusion in the portfolio. This means that the items you select may help you determine the ways to organize your portfolio, and the ways you organize your portfolio also may guide you in selecting items to include. Although your portfolio should be structured so that it is easy for others to follow, it can be organized in a variety of ways. Some educators organize their portfolios according to the chronological order in which items were produced; others develop theme-based portfolios (Dollase, 1996). For example, a portfolio of a special educator might be organized around the theme of the actual roles and tasks special educators perform in schools. We propose several potential categories for organizing a professional portfolio and offer a variety of potential portfolio items that relate to these categories. Introductory Information To assist the reader in understanding the organization and value of the portfolio, it is suggested that you include a table of contents (Heskett, 1998). The table of contents also orients the reader to the range of items included in the portfolio as well as assists them in locating specific items of interest. Some individuals supplement the table of contents by including a letter of introduction that provides a summary of the artifacts in the portfolio and states their career goals (Heskett, 1998). This section should also include a title or cover page that provides the reader with your name, address, and telephone number. Background Information The portfolio should include a section that provides background information about yourself. This section offers the reader an overview of some of your professional experiences and achievements. Potential items relating to this section include ? an up-to-date resume; ? transcripts, national and statewide examination results, certification documents, awards, honors, fellowships, and letters of recognition; ? a narrative about yourself or an educational autobiography of your experiences as a learner and a teacher; and ? letters of recommendation. Because many school districts are looking for staff members who can lead extracurricular clubs, teams, and activities, this section of your portfolio can also include a listing of your hobbies, interests, and special talents. In addition, because many school districts are serving students and families from linguistically diverse backgrounds, an indication of the languages you speak can also increase your chances of being hired. Educational Philosophy and Teaching Goals Potential employers will be particularly interested in your educational philosophy and teaching goals as these provide an understanding of the principles that guide you as an educator as well as offer insights into your personality. Because an understanding of your educational philosophy can also help you and the school district determine if you are compatible, an important part of your portfolio should be a narrative statement outlining your teaching goals and your core beliefs about education, teaching, learning, curriculum, assessment, classroom management, diversity, family involvement, technology, and collaboration. The statement can also address how you arrived at these beliefs and include the theorists, theories, and experiences that have shaped your goals and beliefs, as well as the implications of these goals and principles for teaching, learning, curriculum, assessment, classroom management, family involvement, technology, and schools. The educational philosophy section of your portfolio can also be supplemented by relevant papers you have written and assignments you have completed that are consistent with or that expand on your educational philosophy and teaching goals. Fieldwork Experiences Potential employers also will be very interested in your experiences working with a range of students and professionals and in a variety of educational settings; for this reason, I suggest that your portfolio include a section that not only lists the number of fieldwork experiences you have had but also summarizes the nature of these experiences. The section should describe each of your fieldwork experiences, your responsibilities, and the types of students and professionals with whom you worked. This section can also present your observations and reflections regarding these experiences and outline the projects and activities you completed during each fieldwork or practicum experience. The narrative summary of your fieldwork experiences can be supplemented by use of accompanying photographs, recordings, and videos of the settings in which you worked; the students, professionals, and family members with whom you worked; and the products you developed. Educational Assessment Skills Special educators are asked to use their educational assessment skills to participate in many important educational decisions regarding students, including determining students' educational placement and need for related services, identifying teaching and Individualized Education Program (IEP) goals and objectives, assessing students' mastery of skills, and evaluating the effectiveness of the educational programs of their students. Because of the importance of educational assessment, school districts want information displayed in your portfolio about your ability to employ a variety of formal and informal assessment techniques to identify students' needs, develop instructional programs that address these needs, and monitor students' progress on a continuous basis. Your skills at using assessment techniques that are typically part of the multidisciplinary team planning process can be documented in your portfolio by including the following: 1. a comprehensive assessment report you wrote including a school observation; family, teacher, and student interviews; and the administration of several standardized tests; 2. an IEP you developed; 3. products that reveal your participation in the process for identifying appropriate testing modifications, alternative testing techniques, and assistive technology for students; 4. examples of your use of nondiscriminatory assessment techniques with students from culturally and linguistically diverse backgrounds; and 5. a summary of your experiences in differentiating cultural and linguistic differences from learning problems. Your skills at using informal assessment techniques to demonstrate evidence of student learning can be evidenced by inclusion of such portfolio items as authentic/ performance assessments and rubrics you have developed as well as copies of a curriculum-based assessment, a miscue analysis, a running record, and a functional assessment you have conducted. Including examples of a portfolio assessment performed with a student, self-evaluation questionnaires, think-aloud techniques, student journals, and learning logs also can document your ability to perform a variety of student-centered assessment techniques. Examples of teacher-made tests and testing modifications you have employed also can document your skill at designing procedures that provide students with the opportunity to perform at their optimal level. Your ability to employ a range of observational techniques such as anecdotal recording can be revealed through the inclusion of student observations, weekly progress notes on students, and summaries of student reactions to lessons. Because many school districts are using technology-based assessment techniques to evaluate their students, evidence to show your skill at using technology-based testing to tailor assessments to the skill levels of students also would be appropriate for inclusion in your portfolio. Instructional Skills School districts seek teachers who can link assessment and instruction and who can understand, develop, and implement developmentally appropriate instructional programs that promote student learning in a variety of content areas. They look for educators who are knowledgeable about curriculum, learning styles, and instructional resources, and skilled at using learning strategies, peer-mediated instruction, student-centered and culturally relevant instruction, and instructional adaptations. Potential items that can showcase your teaching effectiveness include ? videocassettes or audiocassettes of your teaching; ? evaluations of your teaching from students, instructors, cooperating teachers, peers, and employers; ? samples of students' work as a result of instruction they received from you; ? photographs and/or descriptions of materials, learning centers, and bulletin boards you developed; and ? evaluations of curriculum materials or software programs that you have completed. Your instructional skills also can be demonstrated through the inclusion of product-based portfolio items such as sample lesson plans, units of instruction, instructional materials, cooperative learning activities, learning packets and IEPs you have developed, examples of your use of instructional technology (i.e., Web sites and Internet-based lessons you have developed), culturally relevant instruction, learning strategies, individualized instruction, multi-level instruction, and adapted materials for diverse learners. Classroom Management Skills When making hiring decisions regarding educational personnel, school districts place a high priority on a prospective educator's classroom management skills. In recognition of the importance of classroom management skills, your portfolio can provide evidence that shows you are able to create and manage effective, efficient, and appealing instructional environments that promote learning and foster appropriate behavior in all students. Your ability to design and manage effective learning environments can be demonstrated by such portfolio items as a copy of a behavior change project you conducted to increase an appropriate behavior or decrease an inappropriate behavior of a student or a group of students, graphs to demonstrate your success in helping students acquire new behaviors through use of self-management techniques, and a copy of a classroom management plan that you developed. The classroom management plan can include rules, routines, and procedures that students and teachers follow in your classroom as well as how you would organize space, time, materials, and furniture in your classroom and a drawing or photograph of a classroom you have designed. Other potential portfolio items that address your classroom management skills include self-reflections of your use of different classroom management techniques, examples of your use of student contracts, affective education strategies and peer-mediated techniques, and your analysis of a case study or incident involving classroom management issues. Collaborative Skills The ability to work collaboratively with families and other professionals is important for successful functioning as a special educator. While collaboration skills are employed in all types of special education positions, they are especially important when you are applying to work in inclusion and resource room programs. Therefore, your portfolio should include items that provide an indication of your ability to work collaboratively with families and other professionals, such as a summary of your interactions with families and your experiences teaching or working collaboratively with other professionals, samples of correspondence sent to families and other professionals (e.g., class newsletters and notes to parents), and examples of products you developed for families and products developed with other professionals. Your ability to work collaboratively with others can also be revealed in your portfolio by including items that address your community-based experiences and your involvement in extracurricular activities. For example, your involvement in community events and after-school activities can be documented by copies of thank-you letters you received from community organizations and groups and a summary of your involvement in community events and extracurricular activities. Commitment to Professional Development Education, particularly special education, is a field that is constantly changing and evolving to respond to new research, model programs, instructional strategies, and legislation. In light of these changes, school districts are looking for educators who keep abreast of new developments in the field and continue to develop their skills by engaging in professional development activities. Therefore, you want your portfolio to include items that serve to document your commitment to being a lifelong learner who takes advantage of opportunities to grow professionally. Potential items relating to this section include 1. a listing or summary of conferences and workshops attended, visits to model programs, observations of and meetings with master teachers, presentations you have given to others, and articles you have published; 2. a summary of your involvement in professional and community organizations (e.g., activities, leadership positions held, and memberships in professional organizations) and mentoring experiences; 3. an abstract of a research project you conducted; 4. copies or summaries of articles and books that inform your teaching; and 5. additional training you have received in specific areas (e.g., crisis intervention or peer-mediation training). In addition, your portfolio can include a professional growth plan that includes personal and professional goals and activities for professional development in the future. Reflective Thinking Skills An integral aspect of a professional portfolio is evidence of your reflective thinking, "a means of reliving and recapturing experience in order to make sense of it, and to develop new understandings and appreciations" (Wade & Yarbrough, 1996, p. 64). Through the inclusion of portfolio items that reveal your reflective thinking, you can demonstrate that you are an ethical practitioner who continually examines the impact of your decisions and actions on yourself and others. In addition, examples of your reflective thinking provide prospective employers with insights into how you learn from past experiences and dilemmas, analyze these experiences and dilemmas, view them from multiple perspectives, and apply new learning and perspectives to your future endeavors, goals, and professional development activities. A reflective thinking component of your portfolio also helps connect your experiences and the items included in your portfolio and offers the reader a context for understanding it better. You can build self-reflection into your portfolio in a variety of ways (McCrea, 1998). Each item that you select can include a caption statement reflecting on what the item reveals about your learning or growth as an educator (Wolf, 1996). For example, attached to each portfolio item, you can include such statements as ? Why did I select this item? ? What did I learn from this activity or experience? ? Was this activity or experience successful? Why or why not? ? What would I do differently? and ? What does this show about my growth as a teacher? (Antonek et al., 1997) Your ability to be a thoughtful and inquiring professional can also be documented by including specific reflective thinking items in your portfolio such as reflective journal entries or self-reflective narratives examining lessons you taught, assessment and instructional strategies you implemented, interactions with others, problematic situations you encountered, reactions to case studies, and the impact of students' cultural backgrounds on learning (Dieker & Monda-Amaya, 1997). In addition to using caption statements and including specific reflective thinking items, you can write an essay that reflects on how your portfolio as a whole demonstrates growth and changes in your skills, viewpoints, commitments, and knowledge base. In writing your reflective essay, you can consider the following: ? What is (are) the purpose(s) of your portfolio? ? What principles guided you in developing your portfolio? ? What does the portfolio reveal about you as a professional and as a person? ? What does your portfolio reveal about your experiences in your teacher education program and the skills you have developed as a special educator? and ? What does the portfolio reveal about your beliefs and attitudes about education? How Can I Package My Portfolio? Your portfolio should be neat and manageable in terms of size. It can be bound in a 2" to 3" three-ring binder or assembled using file folders, accordion file folders, and boxes with dividers. Binders are often preferable to folders because they allow you to add or delete items easily and limit the likelihood of items being lost (Stahle & Mitchell, 1993). In packaging your portfolio, consider your organizational framework and use dividers and pages with headings to delineate sections, and place things in sections using a logical sequence such as chronological order or thematic relevance (Giuliano, 1997). Your portfolio can be personalized, so be creative and use your imagination. For example, you may want to decorate your portfolio with photographs, logos, drawings, and other features that showcase your relevant interests, skills, and abilities. However, as you attempt to personalize your portfolio, remember to focus your displays around professionally related themes and features and avoid symbols that may be controversial or misinterpreted by others. You can also use technology and multimedia to create an electronic portfolio. In addition to having your portfolio readily available to others on diskette and CDROM, an electronic portfolio has the added advantage of allowing you to display and showcase your skills at employing technology. Electronic portfolios involve using software and hardware tools to create and record portfolio items and add sound and text. For example, you can use a digital camera to take pictures of a bulletin board you created and a videocassette recorder to record various classroom activities you directed. These recordings can then be scanned into your electronic portfolio. Resources are available to assist you in creating your own electronic portfolio. Several software-based portfolio programs are commercially available to assist you in creating your professional portfolio. These programs allow you to scan and organize portfolio items and enter sound, video clips, graphics, and text. A variety of resources on portfolios are also available through the World Wide Web. Summary Whether you are entering the profession or have been teaching for years, at some point you will probably be asked to develop a professional portfolio. The guidelines presented in this article are designed to assist you in developing your own professional portfolio, and you will want to adapt it to the unique skills and demands associated with your professional responsibilities. REFERENCES Antonek, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. The Modern Language Journal, 81, 15-27. Bloom, L., & Bacon, E. (1995). Using portfolios for individual learning and assessment. Teacher Education and Special Education, 18, 1-9. Dieker, L. A., & Monda-Amaya, L. E. (1997). Using problem solving and effective teaching frameworks to promote reflective thinking in preservice special educators. Teacher Education and Special Education, 20, 22-36. Dietz, M. E. (1994). Professional development portfolio. Boston: Sundance. Dollase, R. H. (1996). The Vermont experiment in state-mandated portfolio program approval. Journal of Teacher Education, 47(2), 85-98. Giuliano, F. J. (1997). Practical professional portfolios. Science Teacher, 64, 42-45. Green, J. E., & Smyser, S. O. (1995). Changing conceptions about teaching: The use of portfolios with pre-service teachers. Teacher Education Quarterly, 22, 43-53. Guillaume, A. M., & Yopp, H. K. (1995). Professional portfolios for student teachers. Teacher Education Quarterly, 22, 93-101. Heskett, M. (1998). Perfecting the professional portfolio. CEC Today, 4, 6. May, A. P. (1997). The professional performance portfolio. In American Association for Employment in Education (Ed.), 1997 job search handbook for educators (p. 18). Evanston, IL: American Association for Employment in Education. McCrea, L. D. (1998,April). Self-assessment tools: Reflective practices with preservice teachers. Paper presented at the annual meeting of the Council for Exceptional Children, Minneapolis, MN. Pleasants, H. M., Johnson, C. B., & Trent, S. C. (1998). Reflecting, reconceptualizing, and revising. The evolution of a portfolio assignment in a multicultural teacher education course. Remedial and Special Education, 19, 46-58. Stahle, D. L., & Mitchell, J. P. (1993). Portfolio assessment in college methods courses: Practicing what we preach. Journal of Reading, 36, 538-542. Wade, R. C., & Yarbrough, D. B. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching and Teacher Education, 12, 63-79. Wilcox, B. L. (1996). Smart portfolios for teachers in training. Journal of Adolescent and Adult Literacy, 40, 172-179. Winsor, J. T., & Ellefson, B. A. (1995). Professional portfolios in teacher education: An exploration of their value and potential. The Teacher Educator; 31, 68-74. Wolf, K. (1991). The schoolteacher's portfolio: Issues in design, implementation and evaluation. Phi Delta Kappan, 73, 129-136. Wolf, K. (1996). Developing an effective teaching portfolio. Educational Leadership, 53, 34-37. Wolf, K., Whinery, B., & Hagerty, B. (1995). Teaching portfolios and portfolio conversations for teacher educators and teachers. Action in Teacher Education, 17, 30-39. ~~~~~~~~By Spencer J. Salend Spencer J. Salend, EdD, is a professor of special education in the Department of Educational Studies at the State University of New York at New Paltz. His research interests relate to educating students with disabilities in general education classrooms and meeting the educational needs of students from culturally and linguistically diverse backgrounds, including migrant students with disabilities. Address: Spencer J. Salend, Department of Educational Studies, SUNY at New Paltz, 75 South Manheim Blvd., New Paltz, NY 12561. BENEFITS OF A PROFESSIONAL PORTFOLIO In addition to providing a picture of your knowledge and skills to prospective employers, professional portfolios benefit educators and schools in a variety of ways. For example, professional portfolios assist educators in understanding the portfolio process and using portfolios to examine the growth and progress of their students (Guillaume & Yopp, 1995). Portfolios help prospective teachers reflect on the complexity and subtlety of the teaching and learning process and serve as a framework for engaging in self-assessment to identify your strengths and weaknesses; to share ideas about teaching, learning, and the profession with others (Wilcox, 1996); to plan for your professional development (Green & Smyser, 1995); and to structure mentoring and collaborative activities (Wolf, 1991). Professional portfolios can also be used to evaluate teacher education programs by offering feedback to validate successful aspects of training programs as well as areas in need of revision.
Copyright of Intervention in School & Clinic is the property of PRO-ED. Copyright of PUBLICATION is the property of PUBLISHER. The copyright in an individual article may be maintained by the author in certain cases. Content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.Source: Intervention in School & Clinic, Mar2001, Vol. 36 Issue 4, p195, 7p

5 paragraph paper. Minimum 4 sentence paragraphs.

1st paragraph: Introduction, Topic (Politics), Focus (Obamacare-protecting pre-existing conditioned individuals), 3 prong thesis statement.

2nd paragraph - 1st prong

3rd paragraph - 2nd prong

4th paragraph - 3rd prong

5th paragraph - Conclusion

On a separate paper (3rd) write which sentence in 1st paragraph is the thesis statement, 2 connotations & 2 denotations in entire paper, a description sentence in each paragraph.

Professor wants me in an assertive voice speaking to the tax payers of the united states, explain the healthcare aspects of politics. The subject matter is Obamacare. I will show that along with this new law in the United States, placed in (year) taking effect in (year), it carries misconception. ------That's part of the cover letter to the assignment so no recycling any of that.

I chose a particular which is something I can relate to. My father is a cancer survivor. If he were denied health coverage, due to his past condition, it would be terrible. It cant read like a research or history report. Definitely opinionated and informative.

I DO NOT WANT THIS WRITER AT ALL " inertia81" Please DO NOT LET THIS PERSON WRITE THIS PAPER!!!!!!!!!!!!!!!!!!!!!


Specific Instructions:
he Final Project is to be organized into two parts and must be a comprehensive discussion of political philosophy and individual rights for the citizens of the Island Nation of Tagg.

Part One:

The Island Nation of Tagg has a very strong patriarchal tradition of "top-down" management. The Council of Elders and the Leader have been very prescriptive in determining the philosophy of the nation and what values it considers important. The Elders and the Leader realize that a more diverse population coupled with the creation of the Constitution (that you provided for them in LS500) and the Statement of Individual Rights, that patriarchal control will come to an end and a more pluralistic and democratic society will emerge.

However, the Elders and the Leader are concerned about the influence of values from the outside with the arrival of outside people in connection with the discovery of oil. Given the material you have studied in the course and your own understanding, you need to provide an analysis and Statement of Individual Rights to guide the Island Nation in establishing its legal philosophy for the future.

Write an introductory supporting analysis that discusses the legal and political philosophical principles that should be adhered to by the Nation of Tagg and its political establishment, which reflect a very open process where the values and legal thinking are set through popular determination. The analysis should cover some of the principles we have covered in class like the natural law, and legal positivism, and draw on some of the historical events we have discussed as well. Remember that the analysis needs to be consistent with the Statement of Individual Rights that you will have identified in the second part of the Final Project.

Part Two:

Revisit the Statement of Individual Rights you created in Unit 2. Consider revising your list based on what you have learned this term. You should include a minimum of five individual rights and no more than ten individual rights. You should clearly state each right, followed by at least two paragraphs that describe the right and the understanding you have attached to the right.

The aim of the Final Project is designed to bring together the concepts of the historical and philosophical evolution of individual liberties and of justice. Your analytical section should include references to historical and philosophical material that you have read as to individual rights and liberties.

The analysis (Part One) should be 3-5 pages in length. The length of the body of your Statement of Individual Rights (Part Two) will vary based on the number of rights you identify and the support you offer for each, but should probably be an additional 3-5 pages in length. The entire Final Project should be between 6-10 pages, if you identify a minimum of five individual rights.

I will upload a paper I wrote that will provide you additional information for this paper after I submit this order. It's the one I wrote for Unit 2.


There are faxes for this order.

Further instructions:

Please note, that the task of the essay is to "debate" the topic, so please include arguments and counter-arguments.

Content of the paper: please be guided by theories such as, but not limited to:

a)Structural functionalism/classical sociology (Durkheim, Parsons, G. Simmel) - who claim that "society makes us "individuals" - this claim heavily rely on the idea of Socialisation. (Modernity)

b)Capacity for agency - Giddens - who rejects the usual sociological emphasis on the ways we are constrained or coerced into conforming behaviour by "society" or its "structures". We are free to to shape our own identity.(Postmodern idea of identity).

c)The point I would like to make in this paper is that: Identity and social structure are in a symbiotic relationship as either cannot exist without the other.

Other ideas which might be worth while mentioning: Norbert Elias - Society is not a structure that is external to people. We are social beings who live in relationships - "figurations".


Bibliography sources:
All referencing sources must be from quality academic books and refereed journal articles.
1. I have used primary sources where relevant.

2. I have used good secondary source material, that is, academic books, book chapters and journal articles.

3. I have at least 4 additional readings (books and/or journal articles)

4. I have not quoted from Wikipedia or other Internet encyclopaedias.
Please keep quotations to minimum.

Thank you

I am sending a outline of paper. Please feel free to make corrections on the outline as needed and correct headings that I need. If you need to add additional information please add. I have already submitted to you 10 references you only need to add 5 more. Must be under 5 years old if possible. If you find any information for the State of Illinios on authorized mandated/disclosure please include in paper.
There are faxes for this order.

Examine 2 to 3 unfunded mandates handed down from the federal Government to states. Be sure to include: detailed descriptions of the mandates; the arguments for and against the mandates; the estimation costs of the mandates; the ability of the states to pay for the mandates and consequences if state(s) do not comply

How does federalism affect policy development? How then does policy development affect the rights of the individual? What is the overall effect? Why should we be concerned? Provide two examples to support your argument.