I reside in Washington DC. SO the paper can be on a position located in DC, MD, VA.

Consider a local law enforcement agency you are interested in. It could be a municipal police department, the county sheriff?s office, state bureaus of investigation, a special-purpose state agency, and the like.

Write a 7-8 page paper in which you:
A. Briefly describe the major factors of the selected law enforcement agency by considering the following:

1.Describe the basic organizational structure, its various functions and purposes within the police agency you selected.
2.Write a job description for the typical police position found in the chosen agency.
3.Outline the recruiting and training programs for the typical police position found in the chosen agency.
4.Discuss the issues confronting police recruitment and training for your chosen agency.

B. Identify and then discuss any challenges and best practices (obtained from the textbook or another source) that best apply to the chosen agency by addressing the following:

5.Describe the context of hazards that are inherent in the police work and police patrols for the chosen agency.
6.Discuss the best practices, procedures, tools, and/or techniques that might be utilized within the chosen agency.

C. Provide at least four (4) credible sources outside of the textbook.

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

The specific course learning outcomes associated with this assignment are:
?Illustrate the nature of police work and describe the training and management of police officers.
?Analyze the development of community-oriented policing and describe its impact on communities today.
?Describe the nature and purpose of criminal investigation, including some investigative techniques.
?Use technology and information resources to research issues in law enforcement operations and management.
?Write clearly and concisely about law enforcement operations and management using proper writing mechanics.

This is assignment 3 for Humanities 111. "Cultural Tour". The instructor gave me an okay to use a virtual tour of The National Gallery of Art in Washington DC. You can use the website to discuss 3 pieces of art in the Gallery which was also discussed in the Humanities 111 text. I would like you to use Leonardo Da VInci art such as "The Last Supper, Madonna and another one of your choosing."

Please see attached for writing instructions and question needing to be answered and met.

One reference should be the class text which is : Sayre, Henry M. The Humanities: Culture, Continuity and Change, Volume I, 3rd Edition. Pearson Learning Solutions, 08/2014. VitalSource Bookshelf Online. Let me know if you have any questions

Law and Policy Case Study
Instructions

Congratulations! You have just been hired by a major security consulting firm that has recently won several contracts to support chief information security officers (CISOs) in the Washington, DC, area. As part of your first consulting assignment, you have been asked to research and write a short case study (three pages) in which you discuss the legal environment (i.e., policies, regulations, and laws) and its impact upon how an organization (e.g., business, government agency, nonprofit) ensures the confidentiality, integrity, and availability of information and information systems. You have one week to complete your assignment.

The immediate audience for your case study is a group of senior managers (stakeholders) in a client organization who are not familiar with information security laws and practices. These managers need a brief overview of the legal environment to assist them in reviewing and commenting upon a new governance policy for their organization?s information security program. Your case study should be general enough, however, that it can be reused with other clients.

Your supervisor has also given you a ?heads up? about a trap that previous consultants have missed when completing similar work for other clients: the termpolicy has two meanings that you must address: (a) government policies (e.g., those issued by federal, state, local, or tribal governments) and (b) organizational policies(e.g., those written to guide an organization?s compliance with laws, regulations, and policies).

Remember to cite your sources in APA format and use only authoritative/scholarly sources such as journal articles, books, government documents, and other industry publications (e.g., trade journals or magazines for health care or security professionals). The title page and list of references are not included in the required page count.

Rubric Name: Law and Policy Case Study
will be attached.

Event sponsorship is an important marketing and communication tool commonly used by organizations. Companies sponsor events with an intention of making a measurable financial return. When soliciting sponsorship, you must be able to persuade prospective sponsor how his business' goals interact with yours. To that end, your sponsorship proposal is actually a business proposal that must help the sponsor accomplish his business goals.

ASSIGNMENT

You are a promoter in the Washington DC area where live music known as Go-Go is very popular. You are promoting a show with Hip Hop Atlanta Star K. Michelle($4,000) and she will perform with the Black Alley Band(3,100) (www.blackalleyband.com). You have the money to cover a venue that holds 250 people. You can only charge $35 per ticket.

Page 1 / Marketing Plan: You must research and find the best avenues of promotion in the DC area. You must add these costs to your expenses. Your promotion must guarantee that 250 people come to your event. Your Marketing Plan should be detailed and explain how you will get 250 people at your event. Your plan must include all expenses and your predicted profit. Your marketing plan must be one page.

You must find four liquor sponsors that help you pay for your event. (Ciroc, Hennesy, Remy Martin, Courvoisier) Without sponsors, you will have no way of profiting from the show. Research and find four liquor sponsors,

Obtain sponsorship guidelines to give you a glimpse into the review and evaluation criteria of your prospective sponsors. The guidelines will also provide you with information regarding submission deadlines, eligibility, proposal review time frame and contact information. Get the names and addresses right.

Remember that your sponsor's motives is to raise their organization's profile. Your research must help you understand the mission of your prospective sponsor. The background information in the guides will help you write a proposal that will be easy to skim for key points such as the nature of the event, how much it costs and what the sponsor stands to gain. Avoid writing a high-priced or an over-packaged proposal.Write a proposal that is specific to each corporation you are approaching. You must also include dates (November 10,2012) when the event will take place and the total dollar amount you are requesting. The amount you request must match the price you are asking for. Take into consideration the amount of people that can attend your event. Include an abstract in the main proposal which must offer a concise description of the project, objectives and the possible outcome. Use available statistics and data from newspapers and news magazines in the main part to support your proposal.You want your proposal to be read thoroughly by organizations you approach. Keep the rhetoric about your organization to a minimum. Avoid making implicit promises. If you think the event will boost your sponsor's sales or corporate image, you must knowledgeably show that in your proposal.One page is required for each sponsor.

This paper is a research on the suspect and circumstances surrounding the recent Washington,DC Navy yard shooting. first, examine the characteristics of workplace violence and identify the categories of workplace violence. identify the"red flags" that existed with the Navy Yard shooter. What could have been done to prevent this tragedy? What are ways that employers can reduce workplace violence?

This research paper has

I have a paper to write on a Cultural Event which I choose the Holocaust Museum, Washington, DC if
this is possible please:
Write a two to three (2-3) page report (500-750 words) that describes your experience.
? Clearly identify the event location, date attended, the attendees, and your initial reaction
upon arriving at the event.
? Provide specific information and a description of at least two (2) pieces (e.g. art, exhibits,
music, etc.).
? Provide a summary of the event and describe your overall reaction after attending the
event.


Visiting a Museum
? It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for
the first time. Find out what there is available to see. In the museum, find out what sort of
exhibitions are currently housed in the museum and start with the exhibits that interest you.
? If there is a travelling exhibition, it?s always a good idea to see it while you have the chance.
Then, if you have time, you can look at other things in the museum.
? Make notes as you go through the museum and accept any handouts or pamphlets that the
museum staff gives you. While you should not quote anything from the printed material when you
do your report, the handouts may help to refresh your memory later.
? The quality of your experience is not measured by the amount of time you spend in the galleries
or the number of works of art that you actually see. The most rewarding experiences can come
from finding one or two (1 or 2) pieces of art or exhibits which intrigue you and then considering
those works in leisurely contemplation. Most museums even have benches where you can sit and
study a particular piece.
? If you are having a difficult time deciding which pieces to write about, ask yourself these
questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or
exhibits would you most want to see saved from the fire? (2) Why would you choose those two
(2) particular pieces?

FIND A RECENT (WITHIN 2 YEARS) PEER REVIEWED SCHOLARLY JOURNAL IN REGARDS TO HYGIENE IN POVERTY STRICKEN KIDS AROUND THE WASHINGTON DC AREA AND CREATE A GRANT PROPOSAL THAT WILL address elements of THIS issue AND:
? Identification of population served
? Documentation of issue: POVERTY (statistical and demographic information)
? Discussion of health concern or disease (You must include a detailed description of HYGIENE and the function AND CORRELATION TO POVERTY)

THIS SHOULD BE AT LEAST 1 PAGE DOUBLE SPACED:
? Program components-TO HELP SOLVE THE HYGIENE PROBLEM IN POVERTY STRICKEN KIDS IN WASHINGTON DC

I have included my topic and dissertation materials. I would like to have the latest source materials cited. I have about one hunderd sources I could fax to you if you would send me a fax number. Keep in mind this is a dissertation proposal. Thanks

A STUDY OF THE POSITIVE EFFECT OF EXTRACURRICULAR ACTIVITY ON ACADEMIC ACHIEVEMENT IN THE DISTRICT OF COLUMBIAS HIGH SCHOOLS
Background
One of the most pressing issues facing school systems is the need to improve academic achievement while struggling with continued budge limitations. Washington DC Public Schools is one school system struggling with academic achievement under budgetary constraints. The District has 83.4% of its students are African American, 9.9% are Hispanic, 5.0% are White, 1.6% are Asian/Pacific Islander, and 0.1% American Indian/Alaskan Native (IES, 2007).
The district had significant gains of 8% and 11% respectively on reading and math in the elementary level and 9% and 9% respectively gains in reading and math on the secondary level for the 2008 District of Columbia Comprehensive Assessment System (DC CAS). The annual per-pupil expenditure is $13,780 for the districts students ranking third national only to New York and New Jersey.
Do to the districts declining tax base; the districts public schools are at a crossroads in finances. The Washington Post (2009, January 19) indicated that Fairfax, Montgomery, Prince Georgies, Prince William, Anne Arundel, Loudon, Howard, Charles, Arlington, Calvert, St. Marys, and Alexandria Counties along with D.C. Public Schools face enormous budgetary burden. With the down turn in economic activity, home sales slowed and declining value of existing homes, automobile sales, and job loss; the tax coffers are dwindling. Therefore, schools systems have to cut spending, many of the extracurricular activities are under the budget ax, at the same time No Child Left Behind (NCLB) standards are increasing (NCLB, 2001).
According to the National Assessment of Educational Progress (2007), the District of Columbias eight graders rank last according to the proficiency index score. There are budget challenges facing the District of Columbia Public Schools, however, none of the challenges are specific to this school district, neither are some of the solutions.
Research Questions
Four research questions are going to be explored with this particular study. The questions are as follows:
1. What effect does athletic participation have on student GPAs?
2. What effect does athletic participation have on student DC CAS math scores?
3. What effect does athletic participation have on student DC CAS English Reading scores?
4. What effect does music participation have on student GPAs?
5. What effect does music participation have on student DC CAS math scores?
6. What effect does music participation have on student DC CAS English Reading scores?
Limitations
This is limited to the tenth grade students in the first semester of school year 2008 2009. One hundred and fifty students will comprise the control group of students not involved in any extracurricular activity and one hundred and fifty students will make up each of the two experimental groups, one of athletes and one group of music students.
Research Design
This is a quantitative study using t test for independent means used at the 0.05% level of significance in order to determine the comparative results of students involved in the athletic or extracurricular activities with students not involved in either activity. Students will be randomly selected using random stratification for all three groups.

PLEASE READ THIS SECTION COMPLETELY. DO NOT SKIP!

I need this paper to the EXACT standards specified below.
The topic I have chosen is 'Flight Crew Resource Management'. I have already turned in the preliminary drafts on this topic & therefore the topic cannot change.
I have include a bibliography of possible sources, refrences I had looked into (not all of them were accepted by the professor; he is an absolutely stickler for primary sources only; his favorite are journals). Maybe it will help you get a jump start.
Also I ask that someone email me or call me with a fax number where I can send copies of my preliminary drafts with the professor's comments & corrections so you can have a better idea of what is expected.
If you have any questions please call me at (614)291-7724 or (210)363-8488 asap.
________________________________________
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COURSE HANDOUT FOR AVN 540

Your major assignment for AVN 540 this quarter is to draft and later submit a written Technical Paper (15 type written, double spaced pages). Note that the syllabus calls for a 7 page DRAFT by the sixth week. It will be edited and returned, you are expected to read and comply with the instructions in that edited draft. The objective of the project is to give you a chance to work in depth in one topic important to Human Factors in Aviation.

The grading criteria for the project are shown in the score sheet included later in this handout (p. 8.)
In addition to the Engineering & Science Library (175 W. 18th ave.), pertinent materials can also be found in the Library in Sullivant Hall (15th and High), the Health Sciences Library (on W. 10th Ave.), and the Biological Sciences Library, in the NE corner of their building at Cannon and 12th Ave. Depending on your topic, you may need to use one or more of these three libraries. There are over 4 dozen special libraries on this campus, and you are expected to find and use them, as needed to do the research for this paper.

REQUIRED Format of the Paper

The preparation of your paper is most important to successful completion of this course. Your paper MUST include a Title Page, a Table of Contents, and the following headings:

ABSTRACT
STATEMENT OF THE PROBLEM
LITERATURE REVIEW
SUGGESTED SOLUTIONS
REFERENCES

Subheadings of your choosing may be added, but these major headings are MANDATORY.

Focus of Your Paper

The paper should emphasize "scientific" issues rather than "operational" issues. For example, most articles in popular aviation magazines such as Flying, AOPA Pilot, etc. are not acceptable because they are "operational" in their focus. They may be used to assist in the identification of an issue of importance but are not acceptable as the central focus of the paper and the required literature review. These are regarded as secondary rather than primary sources of information. A Technical Paper must be based on the primary sources, not secondary ones.

The focus should be on "scientific" issues and solutions as reported in the professional / literature: scientific journals, published meeting Proceedings, Government Technical Reports, and some (not all) textbooks. Some textbooks are too elementary to use in a Technical Paper or cover topics too superficially. Use the papers presented in the Proceedings of the Symposia on Aviation Psychology, the Proceedings of the Human Factors and Ergonomics Society, or some similar professional Conference Proceedings as a model. Finally, the focus of the paper should be some problem within the topic area you have chosen. Do not try to be too broad in covering the chosen area. Rifle in on some (ANY) specific topic; do not try to do all things, for all people, for all time. Identify a problem that is in need of a solution and work on it in depth.

Abstract

The abstract is a short (Maximum 150 words) summary of the paper. It gives your objective in the paper, your method, and what you found. Recommendations of the Journal of Human Factors for what should be in a good abstract are provided later in this handout: read and comply with those directions. To avoid making this sound like an introduction, write it LAST!

Statement of the Problem

Identify a problem within your chosen topic area for the paper that needs to be solved. The rest of the paper should focus on developing the solution for this identified problem. You CAN write this section AFTER the literature review, so it better fits what you actually found in your library research. The emphasis of your paper should be reflected in the Statement of the Problem, which can mention background information, but should be no more than 1-2 pages in total length. Mention of "operational" problems may be made, but they should not be the main emphasis of the paper.

Literature Review

Your most difficult problem in preparing a good Technical Paper will be finding the literature to support your problem statement and proposed solution. However, as mentioned above, one method is to work backwards: do a literature search on a topic, then prepare the Problem Statement and the Solution section AFTER you get a more complete view of the topic from reading and summarizing the literature, which is what this section is all about. Therefore, timing is of utmost importance. To assist you in the matter, you will be required to:
1. Turn in a bibliography after the first week of class
2. Turn in a couple of Abstracts of papers you read the next week, and
3. Decide on a topic / paper title by the third week of class.
You may also be asked to provide both a two-minute oral in class, so be prepared!

The literature review should examine research that has been conducted on the chosen problem leading toward a solution. Look at examples of literature reviews in papers from the Symposium on Aviation Psychology and in the text for the course. Papers published in these Symposia Proceedings can serve as reasonable models of what is expected here.

Suggested Solutions

This section of your paper should be used to provide solutions to the problem you identified. These solutions may be your own solutions or those suggested by authors in the literature you reviewed. This does not need to be a particularly long section. A one to three page summary will do.

References

The paper should contain references not a bibliography. A bibliography is simply a list of books; references are materials you cite in writing your paper. Each time you use an idea from someone else, you should cite a reference to that person?s work. WARNING: Otherwise, you are plagiarizing. That is illegal, violates OSU rules (per University Survey: A Guidebook and Readings for New Students), and will be treated as Academic Misconduct. I am required by the Provost of this University to report all such incidents, and I WILL do that, so be advised.

The proper way to cite a reference is to give the author's last name followed by the year of publication, both in parenthesis, e.g., (Hawkins, 1987). If you include a quote, add the page number in your reference citation: (Hawkins, 1987, p. 84). Each cited reference should be placed in proper form in the Reference section. The Reference section should contain no references to any work that was not called out (cited) in the text and it should contain ALL the references that were called out in the text. References should be listed in alphabetical order by author's last name. Examples of using one acceptable reference format are:

Boff, K.R. and Lincoln, J.E. (1988) Engineering Data Compendium: Human perception and performance. Wright-Patterson AFB, OH: AAMRL.

Hawkins, F.H. (1987) Human factors in flight. London: Gower Press.


You should look for your literature from the following sources (listed in approximately descending order of preference):

1. The International Journal of Aviation Psychology, (Engr. & Sc. Lib.)

2. Proceedings of the First through Eleventh Symposia on Aviation Psychology (On Reserve in Engr. & Sc. Lib. On 18th Ave.)

3. Human Factors Journal (Engr. & Sc. Library)

4. Ergonomics (Engr. & Sc. Library)

5. Journal of Applied Psychology (Ed and Psy Lib - Arps Hall, 1945 N. High St.)

6. Aviation, Space, and Environmental Medicine (Health Sci Lib, 376 W. 10th)

7. The International Journal of Man-Machine Studies, (Engr. & Sc. Lib.)

8. IEEE Transactions on Systems, Man and Cybernetics (Engr. Lib, may be on Closed Reserve: used in several other classes too)

9. Proceedings of the Annual Meeting of the Human Factors Society (Engr. & Sc. Lib.)

10. Proceedings of the Behavioral Engineering Conference (Engr. & Sc. Lib.)

11. Annals of Emergency Medicine (Health Sci. Lib)

12. Government Publications (2nd floor, Engineering Library or write for them)

13. Industrial Publications (Write the appropriate industry)

14. Books as listed in Main Library card catalog

15. Battelle Library

16. Microfich in Main Library

17. ASRS Reports (In California, was: 415-969-3969 ? area code for Moffett Field may have changed by now)
18. NTSB reports of specific accidents (1-202-382-6600)

19. Simulation, Simulation Councils, Inc, LaJolla, CA. (Engr. & Sc. Lib.)

20. Other Sources (Use your own creativity)

When all above are exhausted (but not before), ask the instructor.

While your paper must NOT be based on books (secondary sources) but on journal articles (primary sources), it may refer to single chapters in ?edited? collections of papers. Some of these suitable secondary sources include works like the following (not an exhaustive list):

Boff, K.R., Kaufman, L., and Thomas, J.P. (1986) Handbook of perception and human performance, Vol I & II. NY: Wiley and Sons.

Boff, K.R. and Lincoln, J.E. (1988) Engineering data compendium: human perception and performance. Wright-Patterson AFB, OH: AAMRL.

Hawkins, F.H. (1987) Human factors in flight. London: Gower Press.

Hurst, R. and Hurst, L. (1982) Pilot error: The human factors. New York: Aronson.

Jensen, R.S. (1989) Aviation psychology. London: Gower Press

McCormick, E.J. and Sanders, M.S. (1982) Human factors in engineering and
design. New York: McGraw-Hill.

Roscoe, S.N. (1980) Aviation psychology. Iowa City, IA: Iowa State Press.

Salvendy, G. (1987) Handbook of human factors. NY: Wiley & Sons.

Taylor, R. and Rolfe, J. (1987) Flight simulation. NY: Cambridge University Press.

VanCott, H.P. and Kincaid, R.G. (1972) Human engineering guide to equipment
design. Washington, DC: Superintendent of Documents, U.S. Government Printing Office, 20402.

Weiner, E.L. and Nagel, D.C. (1988) Human factors in aviation. New York: Academic Press.

EVERYONE IS ASSUMED TO HAVE HAD A SECOND WRITING COURSE: X-367.
YOU ARE EXPECTED TO APPLY WHAT YOU HAVE BEEN TAUGHT.

Major Problems in Previous Student Papers

1. Not following directions
a. Paper format
b. Reference format / procedure:
i. references that were not cited in paper
ii. citations in paper not appearing in list of reference
iii. references not in alphabetical order by principal author?s last name

2. No coherence from one section of paper to another

3. Missing major points of the topic because not enough time was spent reading the literature.

4. Technical communication errors
a. Poor paragraph construction
b. Poor sentence construction (especially: misplaced modifiers)
c. Spelling errors
d. Plural vs possessive
e. Typos
f. Plural subject and singular verb form (or vice versa)
g. Wrong word is used:
"to" for "too" or "two"
"their" for "there" or "they're"
?than? for ?then?
"effect" for "affect" (or vice versa)
"were" for "where" (or vice versa)
"weather" for "whether"
?compliment? for ?complement? ( and vice versa)
--- and others ---
k. Split infinitives: adverbs are supposed to come AFTER verbs
l. Redundancy
m. and many, many other writing errors not listed above: learn to edit / proof your work!

5. Few if any graphics in both oral and written papers


Students who want some help can contact:
The Writing Center CALL: 292-5607
147 University Hall
230 North Oval Mall

NOTE: They may have moved or be ?out of business? now.



Foreign students can get additional help from the following source:

Michael Dordick, PhD
English as a Second Language (ESL) Composition Program
60 Arps Hall
1945 North High Street
[email protected]
292-6360
[email protected]
http://esl.osu.edu/noncredit
Also: American Language Program 292-1364
[email protected]


GRADING CRITERIA FOR
AV 540 TECHNICAL PAPER

Written?______
Oral? ______


COMPONENT WEIGHT COMPONENT GRADE SCORE

0 1 2 3 4 5 6 7 8 9 10
CONTENT

Abstract 5 _ _ _ _ _ _ _ _ _ _ __ ____

Statement of Problem 15 _ _ _ _ _ _ _ _ _ _ __ ____

Literature Review 30 _ _ _ _ _ _ _ _ _ _ __ ____

Suggested Solutions 15 _ _ _ _ _ _ _ _ _ _ __ ____

References 10 _ _ _ _ _ _ _ _ _ _ __ ____

EVIDENCE OF PREP. 15 _ _ _ _ _ _ _ _ _ _ __ ____

GRAPHICS 5 _ _ _ _ _ _ _ _ _ _ __ __ _

COMMUNICATION 5 _ _ _ _ _ _ _ _ _ _ __ _ __

TOTAL (Total possible = 1,000) _____ _

------------------------------------------------------------------------------
NOVELTY/CREATIVITY (5-100 points Extra Credit) _____________

Start Time_________ End Time_________ Length______________

Title_________________________________________________________________________

Author(s)_____________________________________________________________________

COMMENTS


________________________________________
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BIBLIOGRAPHY
(has comments put in by professor *PNT*)

Chute, R. D. & Wiener, E. L. (1994). Cockpit/cabin communication: I. A tale of two cultures. In Proceedings of the Eleventh Annual Aircraft Cabin Safety Symposium. Long Beach, CA: Southern California Safety Institute, Inc pp ___-___

Federal Aviation Administration. (1995) Crew resource management training (AFS- 210, AC no. 120-51B). Washington, D. C.

Nader, R. & Smith, W. J. (1994). Collision course: The truth about airline safety. PA: TAB Books. (pp. ___, ___-___, ___-___)

FAA News. "Atlantic coast airlines first to use FAA crew performance program." Sept 1996. (* Professor Noted that {PNT} FAA News is not a source for lit rev however it can be used in problem statement*)

Helmreich, R. L. "The evolution of crew resource management." Oct 1996. (pp. __-__) (*PNT the above is incomplete reference info*)

Chute, R. D. & Wiener, E. L. (1996). Cockpit-cabin communicaiton: II. shall we tell the pilot? The International Journal of Aviaiton Phychology, 6 (3), 211-229

Cardosi, K. M., & Huntley, M. S. (1998). Cockpit and cabin crew coordination (DOT/FAA Report No. DOT-TSC-FAA-87-4) Washington, DC: U.S. Department of Transpotation. (NTIS No. DOT/FAA/FS-88/1)

Foushee, H.C., Lauber, J. K., Baetge, M. M., Acomb, D. B. (1986). Crew performance as a function of exposure to high density, short-haul duty cycles. (NASA Technical Memorandum 88322). Moffett Field, CA: NASA Ames Research Center.

Kayten, P. (1993). The accident investigator?s perspective. In E. Wiener, B. Kanki & R. Helmreich (Eds.), Cockpit resource management. San Diego, CA: Academic Press. (pp. ___-___)
National Transportation Safety Board. (1992). Special Investigation Report: Flight Attendant Training and Performance During Emergency Situations (NTSB/SIR-92/02). Washington, DC: Author.
Vandermark, M. J.. (1991). Should flight attendants be included in CRM training? A discussion of a major air carrier's approach to total crew training. International Journal of Aviation Psychology, 1, 87-94.
Wiener, E. L. (1988). Cockpit automation. In E. L. Wiener and D. C.. Nagel, Human factors in aviation. San Diego: Academic Press. (pp. 433-461)
Burgoon, J. K. (1991). Relational message interpretations of touch, conversational distance, and posture. Journal of Nonverbal Behavior, 15 (4), 233-259.
Degani, A., & Wiener, E. L. (1994). On the design of flight-deck procedures. (NASA Contractor Report No. 177642). Moffett Field, CA: NASA Ames Research Center.
Ginnett, R. C. (1987). The formation process of airline flight crew. In R.S. Jensen (Ed.), Proceedings of the 4th International Symposium on Aviation Psychology, Columbus, OH, (__-__).
Hackman, J. R. (1993). Teams, leaders, and organizations: New directions for crew-oriented flight training. In E. L. Wiener, B. G. Kanki, & R. L. Helmreich (Eds.), Cockpit resource management (pp. __-__). San Diego: Academic Press.
Kayten, P. (1993). The accident investigator's perspective. In E. L. Wiener, B. G. Kanki, & R. L. Helmreich (Eds.), Cockpit resource management (pp. 283-314). San Diego: Academic Press.
Moshansky, V. P. (1992). Commission of inquiry into the Air Ontario crash at Dryden, Ontario. Toronto, Canada.
National Transportation Safety Board (1975). Eastern Airlines Douglas DC-9-31; Charlotte, NC.; September 11, 1974. (NTSB-AAR-75-9). Washington, DC: Author.
National Transportation Safety Board (1988). Hazardous Materials Incident Report: Inflight Fire, McDonnell Douglas DC-9-83, N569AA, Nashville Metropolitan Airport, Nashville, Tennessee, February 3, 1988 (NTSB/HZM-88/02). Washington, DC: Author.
National Transportation Safety Board (1989a). Delta Airlines, Boeing 727-232, N473DA; Dallas-Forth Worth International Airport, Texas; August 31, 1988. (NTSB-AAR-89/04). Washington, DC: Author.
National Transportation Safety Board (1989b). United Airlines Flight 232, McDonnell Douglas DC-10-10; Sioux Gateway Airport, Sioux City, Iowa; July 19, 1989 (NTSB-AAR-90/06). Washington, DC: Author.
National Transportation Safety Board (1992). Special Investigation Report: Flight Attendant Training and Performance During Emergency Situations (NTSB/SIR-92/02). Washington, DC: Author.
Ruffell Smith, H. P. (1968). Some human factors of aircraft accidents during collision with high ground. Journal of Institute of Navigation, 21, 1-10.
Wiener, E. L. (1977). Controlled flight into terrain accidents: System-induced errors. Human Factors, 19, pp. ___-___.
Wiener, E. L. (1985). Beyond the sterile cockpit. Human Factors, 27, pp.__-__.
(* PNT ?don?t dwell on the NTSB reports. Use them as evidence of need for study (i.e. Problem Statement). Literature review should be based on the empirical studies that help us understand the problem, evaluate & justify recommended course of action?*)

I HAVE A COPY OF ANOTHER PAPER WITH THE EXACT FORMAT THAT THE PROFESSOR PASSED IN THE CLASS AS AN EXAMPLE & GUIDELINE TO WRITING THE PAPER. IT IS 'THE PERFECT EXAMPLE' & I CAN FAX IT OR EMAIL IT TO YOU UPON REQUEST.

Please call or email me if you have any questions or cannot fulfill my needs ASAP so I can find other alternatives.

THANK YOU SOOOOO MUCCH!!!
Brijesh Shah

There are faxes for this order.

SECTION 1 ..... 3 Pages and Separate Reference page:

Please develop ideas for a public health program intervention in the small community of Washington DC where 1 out of 30 Adults have HIV/AIDS. You should find a corresponding Healthy People 2010 objective(s) Website. Please keep the information on the health problem and corresponding Healthy People 2010 objective(s) as focused as possible.

It is necessary for you to find information of the highest HIV/AIDS county In Washington DC because that is usually the unit for data collection.

page paper should address the following:

1. Select a problem (at least one Heathy People 2010 objective) **** HIV/AIDS

2. Assess the magnitude of the problem??"include data on incidence or prevalence of the problem

3. List the stakeholders or partners that you will involve in developing a program for this problem, for example, local churches, schools, colleges, organizations, hospitals etc.

4. Review the evidence for a program intervention??"this ideally will be quality evidence-based public health from the Community Guide for Preventive Services or peer-reviewed literature. Please find 5 sources of evidence including peer-reviewed please

5. Describe the applicability of the evidence you have located in Washington DC on HIV/AIDs please.

6. Develop a hypothetical program based on the above steps to address th problem this should include 3??"5 specific and measurable program objectives.

7. Don't forget to include an APA bibiography .... references page.

For the literature search, find 5 peer-reviewed sources about similar program interventions. Be sure to support your work with specific citations from your research.




SECTION 2.....2 Pages and its own Section on the Reference page:

Please Develop a short budget with justification for the HIV/AIDS non-profit outreach program in the community of Washington DC. Consider how you would fund the program. You should look not only at state, federal and local funding streams, but also at grants you might apply for from outside organizations.

*Construct an annual operating budget for your hypothetical program. This budget should include personnel expenses and other operating (non-personnel) expenses. If equipment or facilities are needed, show these in a separate capital budget. The budget must contain revenue as well as costs.

*In addition to the budget itself, please develop a budget justification in two to three paragraphs. Please justify your major choices, addressing both revenue as well as costs. Make sure to indicate who you would be serving and how many people you estimate would utilize your services.





SECTION 3......2 Pages and its own Reference Section on the Reference Page:


explain how you would evaluate the HIV?AIDS program, addressing the following:

*List the 3??"5 measurable objectives you already have wrote about in the above Sections....Revise them if you can improve on them.

*Explain how you will measure the objectives to determine if you have reached your goals. Include a description of how you will get the data with which to evaluate your objectives. Remember the need to be realistic in your use of resources and, wherever possible, aim to use data that are being collected by others please.

*Discuss some of the obstacles you can foresee in this process and how you would try to overcome them.

* Indicate whether the evaluative measures are process (activities) or outcomes.

*Review the budget you created already please. Does your budget reflect the costs for evaluation? If so, do you think it is sufficient? If not, how would you amend to cover the costs of evaluation?




SECTION 4..... The Reference Page Should Include:

Reference in each section in APA format please.

Section 1 References:

Section 2 References:

Section 3 References:


Thank you so much and contact me anytime as I will be working on this as well.

I would like Jillbee7 if possible.
I am including within this email a copy of the previous Units. Unit 2 and 3 will help guide you in this process of Budgetary Museum cuts. There must be 10ten references, 4 pages, and a Bibliography. Any questions please email. I am Requesting Jillbee7 however any writer you have is acceptable. FIND 10 websites that assisted you in this assignment.

Required Work

Unit Four Assignment
Your new museum (the one you situated and staffed in Montana in Unit Two) is a great success. You have been extremely popular with the public. You have been in operation for five years. You survived the great crisis of Unit Three. Unfortunately, you now face a budgetary cutback of 40% due to a national economic downturn. You must immediately make decisions as to where to cut staff and operations. You now have close friends working for you in each of the museums major areas of operation. You have to cut the budget. You have to fire people. You must examine administrative structure, collections, research, public programs, building operations (security, etc.), and all other museum activities. You may cut in any area of the museum (this is part of your responsibilities as director). Consider the functional duties of each staff member before deciding to eliminate a position. Remember that certain positions, such as curators, attract outside grant and contract money. Remember that educational programs are strongly supported by the schools. Remember that collection care is a primary responsibility for the museum. Remember that if the museum closes to the public, there will not by further admission fees. You must defend your actions to the staff, your superiors, and the public. You must meet your ethical mandate to care for collections, but you must also meet your legal and ethical mandate to see that the museum is sound fiscally, while weathering the storms of change on its journey into the future. Above all, you cannot let the museum die financially and disappear, with the loss of all personnel, programs, and collections. Consider the full ramifications of each action you take.

1) Decide where the cuts will be made and write a one-page memo to your staff members indicating where these cuts will impact the museum (e.g., who will be fired) and what the impact will be on internal operations. This memo is for internal use only.

2) Write a one-page memo to your board or supervisor (if you are within a larger organization) explaining where the cuts are being made and what their impact will be on the future of the museum. This is for internal use only. [Hint: These memos must be different since you are dealing with different audiences. Do not repeat yourself.]

3) Prepare a two-page speech to be given to the public at a large rally that has been called in support of the museum during this difficult period. Tell them what you have decided and how this will make the museum better in the long term.

4) Prepare a table showing staffing and costs before and after the cuts. Your total cuts should equal $800,000 in annualized funds.

5) Be sure and examine several Web sites that advise on the content of a good memo to staff, a good memo to your supervisor(s), and a good speech.

6) List at least ten references that assisted you in making the decisions you did in dealing with this terrible fiscal crisis.

UNIT 2
Montana Museum of Native American Art
This is a proposal for developing and staffing a historical museum for the display and appreciation of Native American History and Art. The museum will be located in Billings, Jefferson County, Montana. The museum will be a private museum, funded by the Bureau of Indian Affairs and Resort and Casino interests belonging to the National Congress of American Indians, with a budget of $2,000,000 a year.1 The National Congress of American Indians2 already has a collection of Native American art and artifacts, which it wishes to display and includes hundreds of thousands of art items in four major collection areas. A building to house the museum already exists in Billings, ready for the museum to move into and the director has been chosen. What remains is for staff to be hired and the budget allocated. Staff qualifications for curators and managers are that they have at least a B.A. in art history, museum studies, studio art, library science, or relevant field. Experience will be considered in lieu of a degree. 3
The collections include four areas of art: Paintings, Sculpture, Pottery and Crafts. These collections include both contemporary and historical pieces. According to Michael Wallace, Although art galleries may have the greater funding and the stronger position within political consciousness, museums devoted to history are now more numerous and attract a much broader cross-section of museum visitors.4
According to the International Council of Museums, the following was adopted in 1974 regarding the definition of a museum:
A museum is a non-profitmaking, permanent institution in the service of society and of its development, and open to the public, which acquires, conserves, researches, communicates and exhibits, for purposes of study, education and enjoyment, material evidence of man and his environment.5
According to Susan M. Pearce, Holding and interpreting the human and natural heritage is what museums are all about; and it is the job of those who work in them to do this to the best of their abilities.6 This museum demands the allegiance of all of their workers to maintain the collections and display the culture handed down to this present day by those who value the past and what it can teach us.
Therefore, the staff of the museum will be made up of many people who are specialists in their areas. The following (see table) are to be hired. Their salaries have been researched to match or exceed those of current museum staff all over the world. The salaries of museum personnel have been dwindling in most museums, and some countries have experienced strikes by museum workers because of this. Other museums may get by with reduced staff and salaries,7 but with the generous endowment given to this Museum of Native American History and Art, the following positions and salaries are assured. 8

Rank, Title and Number of EmployeesSalary,
No of Employees in this Rank
Total
$0--Director with overall responsibility
80,20180,2011-- Senior manager with heads of departments reporting to him or her
70,15170,15124 Senior Curators: over heads of four main departments, reporting to Rank 1
50,635
(X 4)205,54034 Junior middle managers, 4 commercial and 4 marketing managers. Rank 3 staff have supervisors and Junior managers reporting to them
30,729
(X 12)368,7484-- Junior manager: lowest level of management: 4 assistant keeper, 4 assistant curators and 2 heads of design and photography departments, 2 office managers.
20,887
(X 12)250,6445-- Supervisor, senior technician; supervisory staff, chief technician, assistant to specialists, senior secretary, graduate trainee.
19,687
(X 7)137,8096-- 1 Senior clerical staff person, 1 technician, minor supervisory roles of 1 senior clerk, 1 senior switchboard, 1 security supervisor. Also includes 2 junior trainee managers.
18,150
(X 7)127,0507-- Skilled grade: skilled but working under supervision, includes 2 craftspersons, 1 salaries and wages clerk, 1 work processor operator, and 3 attendants/security men.
17,416
(X 7)121,9128-- Semi-skilled grade: 1 general driver, 1 general clerk, 2 typist/receptionists.
16,786
(X 4)67,144Total55 Employees$1,429,199 Cleaning people and other contractors for landscape and repair work will be paid by annual contract or by the hour and are not included in the salary budget. The remainder of the budget not allocated for cleaning, landscaping and repair will be for operations and special exhibit expenses, which include advertising, extra security and entertainment.
The city of Billings already has one museum, the Yellowstone Art Museum, which exhibits contemporary art of the region, mostly Western art, relevant to todays West. The Yellowstone Art Museum contains 3000 art objects and is not considered competitive with the type of museum the Native American History and Art Museum expects to be.9
The history of the state of Montana includes a long history of Native American settlements. When the territory was incorporated into the United States, several Indian reservations were located here: Fort Peck Indian Reservation, Fort Belknap Indian Reservation, Northern Cheyenne Indian Reservation, Crow Indian Reservation, Rocky Boys Indian Reservation, Blackfeet Indian Reservation and the Flathead Indian Reservation. There are 15 universities and colleges in the State, both privately and state funded.
Montana is ranked 44th in population in the United States. In 2005, Montanas population was estimated at 935,670 and has increased slightly every year from births and immigration. There are approximately 16,500 foreign-born state residents, accounting for 1.8% of the population. The center of population is located in Meagher County in White Sulphur Springs. A large part of the state is practically unpopulated, with large counties containing only 1-25 people per square mile. Golden Valley County only has 1,200 people, while Yellowstone Countys population is approximately 136,700, over 10 times the number.10
The geographical attractions in the State of Montana include large plains, mountains, rivers, and spectacular vistas. Vegetation includes pines, larch, fir, spruce, cedar, ash, alder, maple and cottonwood trees. Forests cover about 25% of the state. Flowers abound and include orchids and dryads. On the plains sagebrush and many species of grasses are common. The economy is primarily agricultural, with wheat, barley, sugar beets, oats, rye and other vegetables and fruit from gardens and trees. Cattle and sheep ranching, lumber and mineral extraction of gold, coal, silver, talc and vermiculite are part of the economical basis, along with tourism. Tourism brings in millions of visitors a year to Glacier National Park, Flathead Lake, the Missouri River, site of the Battle of Little Bighorn and three of the five entrances to Yellowstone National Park.
Works Cited
BIA. Tribal Budget Advisory Council for Best Western Kwa TaqNuk Resourt and Casino, Polson, Montana. Website at .
National Congress of American Indians. Website found at .
Official State of Montana Vacation, Recration, Accommodations and Travel Information. Official State Travel Information Site. (Census and other demographic information). Website found at .
Pacini, Marina. Guidelines for College and University Galleries and Museums. Southeastern College Art Conference. Oct 2004. .
Prospect. Liverpool museum staff strike for fair pay. Prospect Union for Professionals. News from the NEC. 24 Sep 2007. .
SDMA. San Diego Museum of Art. Museum Staff. .
Shaw, Phyllida. The State of Pay. Kavanaugh Gaynor, ed. Museum Provision and Professionalism by. Routledge Pub. 1994. Most of this book may be found online at .
Staff House Museum. Mining and Local History Museum, Kellogg, Idaho. Paragraph 15, .
State of Montana Fish Wildlife & Parks. Popular Destinations. Website found at .
Yellowstone Art Museum, Billings, Jefferson County, Montana. Website found at .
1 BIA. Bureau of Indian Affairs/Tribal Budget Advisory Council for Resorts and Casinos. More information available at < http://www.ncai.org/BIA_Tribal_Budget_Advisory_Cou.181.0.html?&0=
2 The National Congress of American Indians is the largest Native American organization, and information about it and its many activities may be found at .
3 Pacini, paragraph 27.
4 Wallace, from Kavanaugh, p. 63.
5 Kavanaugh, Museum Provision and Professionalism, 1994. page 83.
6 Ibid. Page 62.
7 Staff House Museum, Mining and Local History Museum, Kellogg, Idaho. Paragraph 15.
8 SDMA, page 1.
9 Yellowstone Art Museum, information found at http://travel.mt.gov/categories/moreinfo.asp?IDRRecordID=564&siteid=1 - 35k
10 Website for the State of Montana may be found at http://www.visitmt.com

UNIT 3

When the crisis breaks, the Museum Director calls a meeting of the Museum Board for assistance in solving problems that have begun to arise. After his appeal, the members of the Board rise to the occasion with various suggestions. They call upon their friends and networks of professionals throughout the nation to help manage this crisis (Cato, 2003).
1. Through Board members personal friendship with a couple of popular writers in the news and art world, the museum director arranges for Time Magazine and ArtNews to cover the installation of the Blessed Virgin of Montana. During the press reception, the director makes an impassioned speech of praise for Ima Donor, who made this possible. The stories come out a week later, just as Ima Donor makes her call to the directors office. While the introductory story in ArtNews is about the Virgin and what she is made of, the majority of the story is about the remarkable woman who has supported the museum so generously and how perceptive she is in matters of the future of art in Montana. The writer wonders at how Ms. Donor could be so intuitive and knowledgeable about the art world so as to encourage appointing these particular artists and academicians to choose the art of the future. The best artworks take the viewer outside his or her comfort zone and provoke discussion and debate (Ackley, 2007, p. 1).
The Time Magazine article, along with coverage of Ima Donor in a feature box, makes mention of the native materials that make up the clothes, face and hands of the virgin, as well as the beaver hide, another product of Montana, in the first section. The bison and deer products, and cicadas that are particularly choice food of Native Americans, are also noted as being unique to this exhibit.
2. The Native American representatives are invited to the special viewing of the installation of the Blessed Virgin of Montana, attended by the artist, who is also a Native American, and the writers from Time Magazine and ArtNews, who interview them all on their approval of the second section of the diptych. The representatives of the Montana Native Americans are so flattered and are so popular at the event that their protest over the first section is only politely listened to, while their approval of the second section is carefully covered. Museum staff lead tours of the other art objects in this particular exhibit, pointing out the relation of the rest of the Montana-oriented artworks to their Native American origins (Alexander, 1979). They are reminded of Heritage Tourism, one of the main reasons that people visit museums: Visitors travel long distances to see, learn about and experience cultural or natural objects, features, landscapes, people, sites, stories and events. Visitors want to learn, see, and do! They travel to heritage sites for a mix of edutainment [sic] experiences (Horn, 2007, para. 5)
3. The women activists who have voiced approval of the use of daycare by the Holy Mother are asked to be part of a panel of experts on childcare, along with directors and workers from the local daycare centers, by the MOPS (Mothers of Pre-Schoolers) organization. The event makes a big splash in the local papers and is well attended by parents throughout the city. The Museum Director attends and is able to put in a word about the value of museums in the development of a childs education and appreciation of fine art. This makes th paper and pleases the governor.
4. The governor of Montana and the senator are sent copies of the newspaper covering the Childcare panel, as well as copies of Time Magazine and ArtNews, along with a cover letter praising them for their perspicacity in becoming leaders of a state with such far-sighted museum directors, donors and artists, since this particular exhibition has now been nationally hailed as ground-breaking (Veverka, 2007).5. The Catholic bishop is sent a carefully-worded statement, written by a theologian, which the museum has underwritten, tying the predominance of Catholicism in Montanas history to this icon and how the materials it is made up of are representative of various kinds of foods and symbols found in the Bible. The Holy Virgin, created from foodstuffs, is likened to the manna found in the desert by Moses. Her child, Jesus, made of cicadas, like the locust which God sent to free the Hebrew people. The bishop delivers a sermon on Sunday using just these points and no boycott is mentioned.
6. The director is thrilled that CNN and talk shows are calling to interview him, but he is careful to invite the Native American artist, Ima Donor, the governor, the senator, the Catholic bishop and a representative of the women activists to join him at the big press conference he schedules, and to accompany him to the talk shows. They all feign disinterest, but show up.
7. The director ignores Rush Limbaugh. This right-wing lunatic is better off ignored, since to acknowledge him is to endorse his validity. Only a few rednecks listen to him, anyway. It is best not to bring a new contingent to his audience, so the talk show is turned down.
8. The director is flattered that the International Arts Council wants to award the museum with the Museum Hero Award in Paris, but he first offers the acceptance honors to Ima Donor and the Senator from Montana, who happily travel to Paris together to accept the award, and thus saves his job. He got the idea from a very old book on Museum Management (Goode, 1895, 20).
9. PETA is cajoled into a meeting with museum preservationists, who explain that the materials used to create the controversial piece of art is made up of insects and animals which had already died of natural causes. None were killed in order to create this masterpiece. To the contrary, the animals and insects are honored by their bodies having been chosen to remain in perpetuity in this valuable and meaningful work of art. The PETA people question the artist on how the animals and insects died and are reassured that the ladybugs, beetles and cicadas were plucked from the ground only after they had lain their eggs and were dying, while the deer and beaver skins were from animals in the zoo that had died of old age. The PETA people are handed complimentary bottles of wine or soda (their choice) and disburse (Kavanaugh, 2002. p. 9).
10. The prominent artists, who are local, are invited to a Museum Board meeting. They are reassured by the Board members, who planned the exhibition, that it was advertised as a national show, which meant that artists from all states could enter the competition. They were reminded the pieces were juried anonymously, so the judges and jurors had no idea that the winner was from another state, or indeed, even if the artist was female or male. (Kavanaugh, 1990, p. 56).
The Board members also point out that though the artist may never have won a competition in the past, her work has been steadily maturing over the years and it is obvious that her new pieces are remarkably well-done and could be considered the work of a now mature and accomplished artist. The artists are encouraged to enter their own works in the next competition so that they might have an opportunity to win it the following year. They quote Barry Scherr, saying It is one thing to raise issues of quality or taste; it is another to make unsubstantiated or erroneous statements on those associated with a given project (Scherr, 2007, para 3).
11. The director is receiving death threats on his home answering machine, so he changes his telephone number and sends the wife and children off to visit the grandparents for a month, until the storm blows over. The director stays with a friend for awhile and alerts the police and FBI, gives them the tape of threats. They agreed that a bodyguard and 24-hour watch over the house was in order. After a few days the police apprehend two teenagers who are wanna-be artists, skulking around the house with cans of gasoline and matches and find that they had also been making crank calls, capitalizing on the publicity that the exhibition brought (Lord, 2000).As a result of these crisis-breaking maneuvers, the Director is able to keep his job and the museum becomes famous as an example of an avant-garde institution (Edson, 1996).

List of References
Ackley, Joseph, November 7, 2007, Support Gu-erilla Art, The Dartmough.com Opinion. .
Alexander, Edward P. 1979, Museums in Motion: An Introduction to the History and Functions of Museums. Walnut Creek, CA: Altamira Press.
Cato, Paisley S., Golden, Julia and McLaren, Suzanne B.. 2003, Museum Wise: Workplace Words Defined. Washington, DC: Society for the Preservation of Natural History Collections.
Edson, Gary and Dean, David (eds.), 1996, The Handbook for Museums. London: Routledge.
Goode, George Browne, 1895, The Principles of Museum Administration. New York: Coultas and Volans.
Horn, Adrienne, 2007, Executive Coaching, Museum Management Consultants, Inc. website: http://www.heritageinterp.com/why.htm.
Kavanaugh, Gaynor. History Curatorship. Leicester: Leicester University Press, 1990.
Kavanaugh, Gaynor. Museum Provision and Professionalism. London: Routledge, 2002.
Lord, Gail Dexter and Barry Lord. The Manual of Museum Management. London: The Stationery Office, 2000.
Scherr, Barry, 2007, Outside Museum Walls, The Dartmouth.com Opinion. .
Veverka, John, 2007, Interpretive Planning & Interpretive Training, World Wide.

There are faxes for this order.

Select two policy areas or three such as welfare reform, education reform and the NCLB legislation, and health insurance reform, Write an essay in which you (1) identify three general points about the policy making process that are part of the multiple streams framework or the advocacy coalition framework and that you consider particularly interesting, and (2) use the two or more policy examples to illustrate how these points are supported or contradicted by the facts in these cases.

(WELFARE REFORM)

??????Of the 9.7 million uninsured parents in the United States, as many as 3.5 million living below
the federal poverty level could read-
ily be made eligible for Medicaid under current law.
?URBAN INSTITUTE
Brief 24, April 2012
Welfare Reform
What Have We Learned in Fifteen Years?
Sheila R. Zedlewski

The Temporary Assistance for Needy Families (TANF) program is the only federal means-tested cash safety net program for poor families with children.1 TANF was created in 1996 to replace Aid to Families with Dependent Children (AFDC), in effect for 60 years.2 Its passage was part of the sweeping Personal Responsibility and Work Opportunity Reconciliation Act, designed to improve the lives of low-income families.
During its 15-year history, TANF has oper- ated in good and bad economic times. What have we learned since its passage? Has the caseload changed substantially? Has the program increased family self-sufficiency? Do we know how to move families into jobs and how to provide critical train- ing and education for disadvantaged parents? How does the program work within the larger safety net? What do we know about family outcomes associated with TANF? What dont we know?
This brief draws primarily from a set of research briefs that address these questions
(box 1).3 The briefs extract lessons for state
and federal policymakers from the best avail- able research. This synthesis, augmented by the research briefs, provides the required background for those interested in the program, as well as ideas for how to strengthen it.
What Is in the TANF Legislation?
Most elements of the original TANF legislation remain in place today. The program was reauthorized only once through the 2005 Deficit Reconciliation Act (DRA), and the American Recovery and Reinvestment Act (ARRA) enacted emergency funds to shore up states programs during the Great Recession.
The key provisions of TANF include giving states primary responsibility for TANF design
within broad federal requirements (table 1). Federal rules require states to meet work partici- pation rates (or face financial penalties), prohibit using federal dollars to fund a familys cash assis- tance for more than five years (with some excep- tions), and provide federal block grant funding fixed in 1996 with a maintenance of effort (MOE) requirement for states. Elimination of federal eligibility for documented immigrants in the United States less than five years was a funda- mental part of the legislation.
The TANF reauthorization strengthened the original work requirements by more narrowly defining allowable work activities and specifying the number of hours that could be spent in each activity. While the new requirements restricted states flexibility by defining the types of activi- ties and the hours certain activities can count, the final federal rules helped states meet their new obligations by allowing them to count hours rather than days of participation and expanding the types of assistance credited toward MOE requirements. The DRA also required states to apply work participation requirements to more of their caseloads, and it updated the basis for credits that can reduce states required work participation rates.
The ARRA provided $5 billion in emergency federal funding for states with a 20 percent match requirement. Funds could be used for cash benefits, emergency assistance, subsidized jobs programs, or supports to help families find work. ARRA also modified the basis for calculating caseload reduc- tion credits, temporarily ameliorating states work participation requirements.
State program rules vary considerably within broad federal rules, leading to extreme variation in the size and make-up of caseloads across the country. Generally state TANF programs can be

??PERSPECTIVES ON LOW- INCOME WORKING FAMILIES
?An Urban Institute Program to Assess Changing Social Policies
?BOX 1. Temporary Assistance for Needy Families ProgramResearch Synthesis Brief Series
All briefs are available at http://www.urban.org/welfare/TANF.cfm.
?1. TANF Recipients with Barriers to Employment, Dan Bloom, Pamela Loprest, and Sheila Zedlewski.
2. Disconnected Families and TANF, Pamela J. Loprest.
3. TANF Child-Only Cases, Olivia Golden and Amelia Hawkins.
4. TANF and the Broader Safety Net, Sheila Zedlewski.
5. TANF Work Requirements and State Strategies to Fulfill Them, Heather Hahn, David Kassabian, and Sheila Zedlewski.
6. Improving Employment and Earnings for TANF Recipients, Gayle Hamilton.
7. Facilitating Postsecondary Education and Training for TANF Recipients, Gayle Hamilton and Susan
Scrivener.
8. The TANF Caseload, Pamela J. Loprest.
These briefs were funded through a contract from the U.S. Department of Health and Human Services, the Office of Planning, Research and Evaluation of the Administration for Children and Families, and can also be found on their web site.
?states: 30 percent of the national TANF caseload lives in California.
TANF program rules, the economy, and other safety net programs affect caseloads. Studies document that declining unemployment and the strong economy in the late 1990s contributed to the post-TANF caseload decline. TANF policy explained roughly 20 percent of the decline. Changes in other policies, primarily expansion of the earned income tax credit (EITC), also reduced caseloads. While there has been little rigorous study of caseload trends during the most recent recession, most experts believe that TANF is less responsive to an economic downturn than its predecessor.
Research also shows that specific TANF poli- cies can significantly affect caseloads. In fact, most TANF changes have tended to reduce caseloads, including declining real benefits, mandated work activities, and diversion policies that require sub- stantial evidence of job search or offer a one-time payment in lieu of enrollment. Sanctions either eliminate a case or create a child-only TANF unit. Time limits reduce caseloads, although so far only modestly, since most do not stay on long enough to reach the limit. On the other hand, policies that allow TANF recipients to retain more of their earn- ings and still receive a benefit increase caseloads.
The caseload decline reflects both an increase in the number of families leaving welfare (exits) and a decrease in the number entering (entrants). Studies show that declining TANF entries play
an important role in caseload decline, although
?characterized by shrinking real benefits, strate- gies that divert families from enrolling, sanctions that penalize families for failing to meet program requirements, and benefit time limits. For exam- ple, 30 states paid maximum TANF benefits at less than 30 percent of the federal poverty level (FPL) in 2008, compared to 17 states in 1996.4 Only one states benefit exceeded 50 percent of the FPL in 2008, compared with 10 states in 1996. Diversion strategies, not part of the pre- TANF entitlement program, were used in
42 states in 2008 to provide short-term assistance or simply discourage enrollment. States also use sanctions amply. For example, 22 states now impose full family sanctions (elimination of the entire benefit) the first time a family fails to meet program requirements. Such a sanction was not allowed in the AFDC program.
How Has the Caseload Changed?
Caseloads have declined dramatically since passage of TANF (figure 1). The steepest decline occurred shortly after passage of TANF during a period of strong economic growth. In her TANF research brief, Pamela Loprest explains that caseloads have increased somewhat following the 2007 recession, although the number of familis receiv- ing assistance remains below prerecession levels. Caseload trends have varied across the states; some declined more than 80 percent between 1997 and 2010 and others, only 25 percent. As
a result, the caseload is concentrated in a few
??2
?An Urban Institute Program to Assess Changing Social Policies
?TABLE 1. The Temporary Assistance for Needy Families Program: Federal Legislation
Legislation Purposes Key provisions
?Personal Responsibility and Work Opportunity Reconciliation Act
of 1996, establishing TANF through 2002
Provide assistance so children could be cared for in own homes or homes of relatives.
End parental dependence on government benefits by pro- moting job preparation, work, and marriage.
Discourage pregnancies outside of marriage.
Encourage formation and mainte- nance of two-parent families.
Strengthen work requirements. Increase family self-sufficiency. Improve reliability of work par-
ticipation data and program integrity.
Emergency funding for state TANF programs in response to recession beginning in 2007.
Give states primary respon- sibility for program design.
Set state work participation rates within 12 categories of activities. Set minimum hours/week to count as participating.
Award caseload reduction credit allowing states to reduce requirement by % of caseload reduction since 1995.
Set time limits on federal benefits.
Fund fixed block grants and require state maintenance of effort (MOE).
Grant bonuses for reducing illegitimacy, achieving high performance.
Define 12 work activities. Define methods for report-
ing and verifying work. Include all families in work
participation requirement. Change the caseload reduc-
tion credit by moving base
year to 2005 from 1995. Broaden expenditures that
count toward MOE. Eliminate bonuses and
establish grants for healthy marriage.
Award $5 billion with state 20% match required.
Increase TANF assistance. Increase short-term benefits. Subsidize employment.
Deficit Reduction Act of 2005, extending TANF through fiscal 2010
American Recovery and Reinvestment Act, effective through fiscal 2010
?Sources: Personal Responsibility and Work Opportunity Reconciliation Act, Pub. L. No. 104-193, 110 Stat. 2105, (1996); Deficit Reduction Act of 2005, Pub. L. No. 109-171, 120 Stat. 4 (2006); American Recovery and Reinvestment Act, Pub. L. No. 111-115, 123 Stat. 115 (2009).
of adults on welfare in 2009 had been on for four years or more. We know little about how many not currently on TANF have accumulated years toward their time limits. We also know little about rates of return to welfare. Some evidence shows that returns declined somewhat between 1997 and 2002 after a two-year period of exiting, but we dont know whether this has continued during a weaker economy.
??increasing exits explain most of the decline in the programs early years. TANF take-up rates, defined as the share of eligible families that enroll, have declined from 79 percent in 1996 to 36 percent in 2007 (the latest data available).
Similar to patterns found in studies of AFDC, the time spent on welfare remains fairly short for most families with adult recipients. For example, administrative data indicate that only 12 percent
??3
?An Urban Institute Program to Assess Changing Social Policies
?FIGURE 1. TANF Caseload and Composition: Millions of Families, Selected Years 4.6
???69.2%
7.7% 23.1%
Single-parent family Two-parent family Child-only cases
?2.3
2000
61.5%
4.0% 34.5%
2.0
2004
54.0%
2.5% 43.6%
1.7
2009
47.3% 4.5% 48.1%
?????????????????1996
Source: Table 3, Characteristics of TANF Active Cases, Various Years. http://www.acf.hhs.gov/programs/ofa/character/.
?Child-Only TANF Cases
As shown in figure 1, in 2009 child-only cases, those without a parent eligible for benefits, make up about half of the TANF caseload, compared with about one in five just prior to TANF imple- mentation in 1996. Only 800,000 adults received TANF cash assistance in 2009. Two-parent fami- lies remain a small share of the caseload5 per- cent in 2009 compared with 8 percent in 1996. While the large increase in child-only cases can be attributed to declining numbers of parent families on TANF, it is critical to understand that in half of TANF cases only the children receive benefits.
Olivia Golden and Amelia Hawkins explain that child-only cases have generated little research given their importance to TANF. About 4 in 10
of these families do not include a parent, and two-thirds of children in nonparental cases live with a grandparent. The 6 in 10 child-only TANF families with parents present include parents ineligible due to citizenship rules (42 percent), par- ents receiving Supplemental Security Income (SSI) benefits and therefore ineligible (34 percent), and sanctioned parents (10 percent).5 The child-only shares of cases and the share in each subcategory vary widely across states. Some variations can be explained by state policy or demographic charac- teristics, but no systematic analysis exists.
Golden and Hawkins describe important connections between nonparental child-only units and the child welfare system. State-specific
?studies have documented that one-third to one- half of these cases involved child protective ser- vices to some degree. Studies have also suggested particular concerns about these childrens well- being. Federal and state policies affect how these TANF cases form by whether local agencies seek kin to care for maltreated children and whether kin can be licensed as foster parents who receive caregiver subsidies as permanent guardians or adoptive parents. These subsidies would typically make them ineligible for TANF.
Child-only units created through parent ineligibility present different questions. Children born in the United States to undocumented immigrants are automatically citizens and eli- gible for TANF if their parents resources are low enough to qualify. (Some states also fund ben- efits to the parents.) In most states, parents who receive SSI disability payments are not themselves eligible for TANF (because the SSI benefit is too high), but their children may be. And states that sanction parents but not their children for some or all rule violations create child-only units. Unlike parents in other child-only cases, sanctioned par- ents may count as work eligible and be included in states work participation calculations.6
Characteristics of Parents Receiving TANF
The characteristics of adults receiving welfare have changed little since passage of TANF. Pamela Loprest reports that some state-specific studies
??4
??application requires extensive documentation of disabilities and, sometimes, multiple hearings. States may connect recipients to legal services
or other providers to help them through the process. A few TANF programs have their own medical assessments that mimic those used by SSI to ensure applicants have a high probability of eligibility. States typically exempt TANF recipi- ents applying for SSI from work activities, which could jeopardize their approval. However, federal rules count SSI applicants in states work partici- pation rate calculations. Some states move SSI applicants into separate state-funded programs so they do not count in the participation rate, and so the applicants waiting time does not count against the TANF time limit.
How Do States Meet the Work Participation Requirements?
In most states, work is TANFs primary focus.
Heather Hahn, David Kassabian, and Sheila Zedlewski describe how most states have met the DRA requirements, despite the weakening econ- omy. States adopted multiple strategies, such as creating more unpaid work opportunities, keep- ing working families in the caseload longer, and moving some families into solely state-funded programs (SSFs) outside of TANF.
Since its inception, TANF has required states to engage at least half of all TANF families with a work-eligible individual and at least 90 percent of two-parent TANF families with two work-eligible individuals in work or work activities. Nearly
all TANF adult recipients are classified as work eligible.7 While states can exclude certain groups from these requirements, federalregulations require states count all work-eligible adults in the participation rate.
With a couple of exceptions, work-eligible TANF recipients must participate in work activi- ties for at least 30 hours a week, including at least 20 hours in a core activity (including employ- ment) and the remaining hours in core or non- core activities (such as education). Single parents with children under age 6 must participate for
a total of 20 hours per week, and teen parents count as participating as long as they are attend- ing school. The DRA carefully defines allowable core and noncore activities and in some cases limits the amount of each activity that can count. Post-DRA regulations allow states to count hourly equivalents toward these requirements. Many states had to set up new systems for reporting and verifying hours of participation to meet the new requirements.
?find evidence of increases in health problems, and administrative data show small increases in the Hispanic and Native American shares of recipi- ents. The share of noncitizen cases has declined.
When TANF first passed, many hypoth- esized that parents in the program would become an increasingly hard-to-employ group as the more work-ready recipients moved into jobs. Yet, the share of the TANF adult caseload with barriers to employment has remained fairly constant.
Dan Bloom, Pamela Loprest, and Sheila Zedlewski report that, generally, studies find most adults receiving TANF have at least one barrier to employment, including low educa- tion, limited work experience, mental or physical health challenges, and caregiving responsibilities for special needs children. Nationally representa- tive and state-specific studies generally find that about 4 in 10 adults on TANF have multiple barriers. Most barriers are associated with lower employment, and the likelihood of work declines as the number of barriers increases.
Programs that identify and serve TANF recipients with barriers to employment are com- plex. States often provide a range of services apart from work supports, including intensive case management, rehabilitative services, job coach- ing, support groups, and referrals. Many create individual plans geared to overcoming multiple, varied challenges.
The literature shows that some services help move these recipients to work. Interventions
that have been tested and rigorously evaluated fall along a continuum of service strategies, from models focused on work experience to those focused on treatment. Evaluations of eight post- TANF interventions conclude that most achieved at least some positive impacts. For example, pro- grams focused on employment that include a mix of job preparation and work experience show small increases in employment, sometimes last- ing for several years. Programs focused primarily on treatment succeed in their immediate goal
of increasing participation in substance abuse
or mental health services. However, increases in treatment participation do not typically translate into better health or employment outcomes. Some evidence suggests that expensive, intensive case management models that include small caseloads and a home visiting component hold promise.
As part of states strategies for serving the hard-to-employ, many help TANF recipients apply for SSI, the federal program for low-income persons with disabilities severe enough to pre- vent work. The complex, time-consuming SSI
??
??Caseload reduction credits can lower the required participation rates. Credits can be earned either by reducing the TANF caseload relative
to a base year or by contributing more than the required MOE on TANF-related activities. The DRA changed the base year from 1995 to 2005, substantially reducing this avenue for achieving credits since most of the TANF caseload declined in the years just after TANF passed. However, excess MOE credits have increased. A state can deduct from its participation requirement the number of cases that could be funded with excess MOE dollars.8 This has allowed many states to earn enough credits to meet their work participa- tion rates. Just prior to the DRA, 17 states met their rates through caseload reduction credits alone, compared with 21 states in 2009.
States employ numerous strategies to achieve these work participation rates. Most states count a combination of job-related education and train- ing and employment activities. Creative strategies include keeping working families in the caseload and removing nonworking families. More gener- ous earned income disregards or small monthly supplements for families with earnings high enough to otherwise disqualify them increase
the share of the adult caseload with earnings.
Full family sanctions cut nonworking families from the caseload. Moving hard-to-employ and two-parent families into SSFs also reduces the nonworking part of the caseload. Diversion strat- egies that offer a short-term cash payment in lieu of enrollment or that require substantial proof of employment search before enrollment also keep nonworking adults off the caseloads.
The national all-families work participa- tion rate has ranged between 31 and 35 percent for most of TANF history.9 Individual states all-families rates ranged from 10 to 68 percent in 2009. Yet, most states were able to meet the fed- eral requirements by combining these work par- ticipation rates with caseload reduction credits.10
What Employment and Education Programs Increase Self Sufficiency?
Policymakers often want to know what strategies would help TANF parents or those with similar characteristics move into employment and long- term self-sufficiency. Gayle Hamilton synthesizes a large body of evidence evaluating such strate- gies, and Gayle Hamilton and Susan Scrivener describe the effectiveness of initiatives to increase postsecondary education and training.
Employment models. Rigorous research shows that both work-first and education-first strategies
?can increase work and earnings compared with having no program, even after five years. But mandatory job search gets people into jobs sooner, and education-first strategies do not ultimately increase likelihood of holding a good job or even more jobs. Mixed strategies that combine high-quality program services (such as training, case management, and support services) delivered by community colleges with a strong employment focus work best. The literature shows a clear role for skills enhancement, partic- ularly when credentials are earned, but job seek- ing and work along with education and training are important.
Other research examines the effectiveness
of subsidized work models that use public funds to create or support temporary work opportuni- ties. These experiments have typically targeted very disadvantaged individuals. The results sug- gest these programs have boosted employment
in the short run but rarely in the longer term. Transitional jobs programsdefined as providing a temporary, wage-paying job with support ser- vices and some case managementmay also cre- ate useful work opportunities and reduce welfare receipt. However, the one available rigorously- evaluated program did not improve longer-term unsubsidized employment or earnings.
Other interventions focus on sectoral training initiatives that connect employment programs
to specific businesses and industries through integrated skills training. One study that rigor- ously tested the effects of such training for low- income individuals (all of whom had completed high school or GED) showed promise based on increased employment and earnings in a two-year follow-up period.
Many studies show that supplementing low-wage workers earnings can promote employ- ment, and longer-lasting effects may be attain- able. Effects are larger when these incentives are combined with job search services. These studies also show that wage supplements can affect work hours since individuals can work less and still maintain income, suggesting an important trade- off in designing incentives.
Other initiatives seek to increase job reten- tion. Current and former TANF recipients have trouble maintaining employment and consistently earnin wages. Programs such as job search assis- tance after a job loss, job coaching, and assistance in accessing work supports such as food stamps and child care may increase employment reten- tion and earnings. Evaluation results have been mixed. Numerous programs have lacked proven impacts, but others showed success. Financial incentives for employment retention along with
??
??promise. Low-income parents in such programs were more likely to attend college full time, earn better grades, and earn more credits. They also registered for college at higher rates.
What Other Services Does TANF Provide?
All discussions about hard-to-employ TANF recipients, work participation rates, and initia- tives to increase employment or education miss
a large part of the TANF program. In fiscal year 2009, states spent 73 percent of TANF funds (federal and state MOE) for purposes other than cash assistance, compared with 30 percent in fis- cal year 1997 (U.S. GAO 2011, 8). This non- assistance includes spending that furthers TANF goals, such as child care, transportation, refund- able tax credits, short-term assistance (including diversion payments), and employment programs. Some spending directly helps current and for- mer TANF cash assistance recipients and some
is directed to a broader population that never received TANF.
A large share of states nonassistance spend- ing (about 30 percent in 2009) gets categorized as other on federal reporting forms, and states were required to provide additional detail on this spending in 2011 (U.S. DHHS 2011). The early results indicate that most goes toward child wel- fare payments and services (25 percent). Other spending is divided across a wide range of activi- ties, including emergency assistance, domestic vio- lence, and mental health and addiction services.
Many low-income families served through the TANF block grant are not reflected in the caseload counts. There is a wide range of non- assistance spending across states: California spent 62 percent of expenditures on assistance for TANF recipients (including cash payments, child care, and transportation), compared with only 20 per- cent in Wisconsin.
How Does TANF Fit with the Broader Safety Net?
Sheila Zedlewski shows how TANF often serves as a portal to other safety net benefits for low- income families with children. Families that enroll in TANF typically get enrolled in the Supplemental Nutrition Assistance Program (SNAP) and Medicaid automatically, and work- ing recipients receive child care subsidies. Most families receive these benefits when they transi- tion off TANF, although rules vary across the states. As noted, TANF programs may help those with significant disabilities apply for SSI.
?job coaching, and close ties between providers or staff and employers seem to work best.
Education models. Whether TANF should promote increased education, particularly post- secondary education, to help recipients to reach self-sufficiency is a long-standing debate. As noted above, the DRA limited how much educa- tion can be counted as a work activity, consistent with results showing that education before job placement does not work better than job place- ment alone. DRA limited vocational training to 12 months for a given recipient, and training and education directly related to employment can only count when combined with 20 hours in a core work activity.
Arguments for increasing education derive from evidence showing more education leads
to higher earnings. Over the last 25 years wages have increased for those with college or more, wages for high school graduates have remained stagnant, and wages for high school dropouts have fallen. People with an associates degree or who completed a certificate program earn more than those with only a high school diploma or GED. Since only one-third of low-income work- ers with children have more than a high school diploma and one-third are high school dropouts, many seek to increase education among this population.
Gayle Hamilton and Susan Scrivener con- clude that the evaluations of models focused on increasing postsecondary education for low-wage workers contradict the broader evidence that more education increases earnings. Initiatives that aim to increase postsecondary education and train- ing typically test whether training occurs and whether the increased education increases earn- ings. Results for recent models that target TANF recipients by combining referrals to community college or training with at least 20 hours a week
of paid work are not encouraging. For individuals with a high school diploma or equivalent, add- ing education to mandated work when compared with a typical work-first program had little or no effect on participation in education or training
or completion of certificates or diplomas. On the other hand, sector-based training models that tar- get individuals with specific aptitudes for specific occupations (such as health care or information technology) and assist with job matching did increase those who began and completed train- ing. Sector-based training programs also increased earnings, although gains were generally modest.
Other programs aim to help those already enrolled in community college stay in school. Performance-based scholarship programs that pay students if they meet academic benchmarks hold
??
??TANF itself represents a relatively small part of the safety net. Medicaid, SSI, SNAP, and the federal EITC expenditures (even considering only the portion focused on families with chil- dren), far exceed spending on TANF. In 2009, 81 percent of TANF families also received SNAP, 98 percent received Medicaid, and 16 percent received SSI. Nonetheless, TANF families com- prise relatively small shares of these programs. They make up about 19 percent of all SNAP households with children and 14 percent of the SSI awards to nonelderly individuals.
Other important parts of the safety net
for TANF families include child care subsidies, Workforce Investment Act (WIA) services, and child support enforcement. TANF parents who work are guaranteed subsidies for child care; other low-income parents not on TANF may also qualify. Rules vary tremendously across states. The latest administrative data indicate that 9 percent of all TANF cases receive child care subsidies. (Since only half of TANF cases have a work- eligible adult and about 30 percent of them engage in work activities, the share requiring child care is relatively small.)
WIA provides employment services (job search and preparation, training and education) that are typically available to low-income indi- viduals outside of TANF. Some states have strong connections between their TANF and WIA programs to create a more streamlined employ- ment support system, while others simply refer TANF clients to WIA agencies. In general, few low-income workers receive WIA employment services owing to limited and declining funds ($3 billion in 2009).
The Office of Child Support Enforcement funds programs to locate parents, establish paternity and support orders, and collect sup- port payments. These services are available automatically for families receiving TANF assis- tance and for other families upon request. The program distributed $26 billion in child support payments in 2009, an important source of sup- port for custodial parents. In 2009, 14 percent of TANF parents received some child support income.
A small share of unemployed TANF parents receives Unemployment Insurance (UI) benefits. When TANF first passed, many hoped that more low-income parents with children would qualify for benefits as they gained more work experience. UI benefits would then reduce the need for cash welfare benefits. While the share of unemployed single parents receiving UI benefits has increased, it is still only 30 percent (Nichols and Zedlewski 2011).
?Studies show that low-income families rarely receive all of the safety net benefits for which they are eligible. Complex program rules and inter- actions often make it difficult to learn about eli- gibility and access services, and participation rates vary across programs. Studies documenting post- TAF coordination of benefits show that some states use several structures such as colocation
of services, but service delivery in most states is uneven. Studies document that the complexity of forms and regulations, hassles and hurdles to get on and stay on the rolls, and unfriendly offices all contribute to low participation.
How Have Families Been Affected?
Most research on the effect of TANF on family and child outcomes concludes it has had few measureable effects. A 2009 book edited by James Ziliak summarizes these findings: Rebecca Blanks chapter outlines what we know about work and welfare participation (see above in the discussion of caseload decline), health and health insurance, child outcomes and child care usage, and family composition and fertility. One caveat is that most reviewed studies reflect only data through 2000 and 2002; in two cases, data carry through 2004.
Blanks review of the evidence concludes that welfare reform reduced health insurance coverage, but the effects on single women were quite small. Also, any evidence of the impact of insurance changes on health outcomes is limited.
Blank also concludes that childrens outcomes do not appear to be significantly affected by wel- fare reform. Some evidence suggests that young children do slightly better if child care subsidies allow newly working parents to place children
in formal child care settings. One motivation of welfare reform was the hope that moving moth- ers into work would increase childrens aware- ness of the value of education and the need to prepare for work, but little evidence supports or refutes these claims. Evidence of any effects of welfare reform on marriage is also quite weak. Cohabitation has increased, but this is likely because single mothers have more need to share incomes. Research continues to show minor effects of welfare reform on fertility.
More recent attention has focused on dis- connected families, a potentially negative effect of welfare reform. As Pamela Loprest explains, many pointed to caseload declines and increases in working single parents as evidence of TANFs success. Yet national and state studies also began to note that a significant minority of former
??
??recipients did not leave welfare with employment. Coupled with declining TANF enrollment, con- cerns were raised about families disconnected from the labor market and cash public assistance (TANF or disability benefits).
One national study estimates that one in five recipients who left TANF in the past two years were disconnected. Among all low-income single mothers, estimates range from 17 to 26 percent. While incomes are low, child support is one important source of income. Many also receive SNAP or housing assistance.
Studies also show that disconnected families are more disadvantaged than other low-income single-mother families. They have a high rate of barriers to work, such as physical and mental dis- abilities. Many live with other adults (about one- third with a cohabiter and one-third with relatives and friends) and one-third live alone. Studies that include cohabiters income show that these families typically still have incomes below poverty.
While the evidence on the length of time spent as a disconnected family is scant, some research indicates that many families move in and out of this state, but a substantial minority are dis- connected for long times For example, one study finds 17 percent of disconnected single-mother families were disconnected for an entire year.
Summing Up
TANF is a very different program than its pre- decessor that primarily paid cash benefits to very low income parents with children:
1. The nature of the caseload and focus of spend- ing have changed dramatically.
???? Only half the TANF caseloadabout
800,000 familiesincludes parents receiving benefits. Child-only units
make up the rest. While 6 in 10 of these families include ineligible parents (due to receipt of disability benefits, immigration status, or sanctioned status), 4 in 10 do not. Children in these families live with relatives (mostly grandparents) or legal guardians.
???? Over 7 in 10 TANF dollars pay for services that do not count as assistance or affect
the caseload counts. Low-income families with children may receive emergency cash intended to divert them from enrolling, child care or transportation assistance, or even a refundable state EITC. In some states TANF dollars help fund child welfare programs.
?2. TANF programs usually focus on moving par- ents who receive benefits into employment.
???? Federal regulations require states to meet
work participation rates of 50 percent
for all families. States employ numerous strategies to count adult recipients in work activities, including incentives that allow parents to keep some TANF benefit when working and penalties that remove nonparticipating families from the case- load. States, on average, only reach a
30 percent work participation rate. The remainder of the requirement is met through credits earned through caseload decline and monies spent on services for low-income families in excess of states MOE requirement.
???? About 8 in 10 parents on TANF have at least one barrier to employment, and 4
in 10 have multiple barriers (poor mental or physical health, lack of a high school diploma, limited work experience, or care of a disabled family member). States often have specialized services for the hardest to employ, although effective solutions seem illusive.
3. Strong evidence is scarce on strategies that move families to self-sufficiency.
???? Rigorously evaluated programs to increase
employment or education among TANF recipients or similar populations have not held much promise, especially in terms of long-term employment or earnings increases.
???? Evaluations of both types of interventions suggest that models combining work with skills training and targeting specific indus- try needs work best.
4. TANF serves as a portal for access to other safety net programs.
???? While TANF families do not make up
large shares of other safety net programs, they do tend to receive other benefits, especially SNAP and Medicaid, to aug- ment TANF.
???? Despite increased labor market experience among single mothers over the last decade, few qualify for UI.
???? While some studies conclude that connec- tions across safety net programs should
be better coordinated, TANFs assistance with access to disability benefits, SNAP, subsidized child care, and employment and child support services fills a critical need for low-income families.
??
??When Congress finally tackles the next reauthorization of TANF (originally due in 2010), it needs to recognize that TANF does not provide much regular cash assistance. Instead, the program lives up to its name of Temporary Assistance for Needy Families. Families in need are more likely to receive a helping hand than what many think of as a welfare check. The programs nature leads to concerns, especially in a weak economy, about parents who cannot find a job or who have a disability and do not qualify for other income supports. The share of low-income single par- ents classified as disconnected from work and cash assistance will likely continue to increase without new reforms.
We could strengthen the safety net through proposals to expand UI coverage for more job losers, offer broad support for specialized training connected to employer needs, subsidize jobs with targeted support services, and guarantee regular, but temporary, cash assistance for families that have no other income. ARRA funded subsidized jobs programs, and states showed they could quickly gear up effective programs. The DRA focused states resources on counting work activities rather than developing and testing programs that effectively move parents into jobs. TANF reauthori- zation should learn from these experiences.
Rep. Gwen Moore (DWI) has introduced the Rewriting to Improve and Secure an Exit Out of Poverty Act (the RISE Act) to overhaul TANF. The bill includes numerous improvements such as updating and indexing of the block grant funds, eliminating time limits on types of work particiption (such as education), and eliminat- ing full family sanctions. These proposals, along with other ideas based on 15 years of experience, should be debated to strengthen TANF and the safety net for vulnerable families.
Notes
1. The other means-tested cash assistance program, Supplemental Security Income, serves individuals with serious disabilities.
2. AFDC was created in 1935 through Title IV of the Social Security Act.
?3. The research briefs were developed under contract to the Administration for Children and Families of the U.S. Department of Health and Human Services.
4. This summary of rule changes is taken from Zedlewski and Golden (2010).
5. The numbers do not add to 100 percent because 14 per- cent of these families cannot be categorized.
6. States may disregard an adult penalized for refusal to work in that month, unless the adult has been penalized for more than 3 of the last 12 months (U.S. DHHS 2011).
7. At state option, single parents of children under age 1 may be excluded. Child-only families are not included.
8. The excess MOE credit is deducted from the number of cases required to participate in work activities.
9. The two-parent rate has averaged between 40 and 50 percent.
10. In 2009, eight states failed to meet the all-families rate but nearly all avoided penalties by providing reasonable cause or submitting corrective compliance plans to HHS.
References
Nichols, Austin, and Sheila Zedlewski. 2011. Is the Safety Net Catching Unemployed Families? Perspectives on Low-Income Working Families brief 21. Washington, DC: The Urban Institute. http://www.urban.org/url. cfm?ID=412397.
U.S. Department of Health and Human Services, Administration for Children and Families. 2011. Engagement in Additional Work Activities and Expenditures for Other Benefits and Services. A TANF Report to Congress. Washington, DC: Administration for Children and Families.
U.S. Government Accountability Office. 2011. Temporary Assistance for Needy Families, Update on Families Served and Work Participation. GAO-11-880T. Washington, DC: U.S. Government Accountability Office.
Zedlewski, Sheila, and Olivia Golden. 2010. Next Steps for Temporary Assistance for Needy Families. Perspectives on Low-Income Working Families brief 11. Washington, DC: The Urban Institute. http://www.urban.org/url. cfm?ID=412047.
Ziliak, James, ed. 2009. Welfare Reform and Its Long-Term Consequences for Americas Poor. New York: Cambridge University Press.
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??This brief is part of the Urban Institutes Low-Income Working Families project, a multiyear effort that focuses on the private- and public-sector contexts for families success or failure. Both contexts offer opportunities for better helping families meet their needs.
The Low-Income Working Families project is currently supported by The Annie E. Casey Foundation.











(EXAMPLE 2)

(No Child Left Behind)Required reading: Andrew Rudalevige, No Child Left Behind: Forging a Congressional Compromise, in Paul Peterson and Martin West, eds., No Child Left Behind? (Brookings Institution, 2003)


Richard Kahlenberg, editor, Improving on No Child Left Behind, Century Foundation Press, 2008, Chapter 1.




Adolino and Blake, Comparing Public Policies, Chapter 10.
Additional Optional Readings: Paul Mann, Collision Course: Federal Education Policy Meets State and Local Realities, CQ Press, 2011.


??Required reading: John Kingdon, Agendas, Alternatives and Public Policies, Epilogue, pages 231-248.


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Assignment:
I am entering to win a Career Stimulus Package scholarship to attend Capella University online Doctoral program. In order to complete my application to win a full-tuition scholarship to Capella University, I need to have written a short essay describing why earning your degree is important to you. Including information about my life and career goals, how education will enable you achieve those goals, and why ONLINE education is right for you. Be creative!!!
Max is 1500 words; I think I would like to submit around 1200 words to be safe. Or I can always add to what you will create for me.
About this scholarship: basically these universities are giving away scholarships because it will be a win/win situation for everyone: the graduate, the school by being able to advertise the graduate who attended the school, and the school will be promoted and much publicity will come out of these scholarships for them through eLearners and intern these schools hope to obtain a higher online student body. More student = more money, hence why these scholarships are win/win.
Bottom line they want to hear how I can be the ideal candidate, what obstacles in life I overcame, why I want to be selected.
Attached is my short resume, a short bio from the Department of Treasury with volunteer work that I have done in the past year.
On the creative front, I have done tons of volunteer work in the past 20 years of my life. Dedicating myself to the community and work. Some creative suggestions to write the essay can be like from what you see on the nutrition facts found on the side of a box of Total cereal. IE: here are all the facts about me and how I have all the ingredients to be a star model student. And give an example of a great ingrediant/ word and how I fit that description. Seriously make it all up, if there is anything I disagree with I will edit myself.
Obstacles in life: I have not really had terrible obstacles to overcome in life, but I am a first generation American, and am the first to graduate from High School and college in my family. My parents are both immigrants that came from Poland. With Obama/ Sotomayor in the same situation people are eating this up. Maybe this can be an obstacle I had to overcome, coming from a poor family and having to pay for all my education through my own hard work and government loans. I am a very strong, smart, independent woman with different views in life but still would never be able to afford such a give as completing this final degree in life. I have innovation and an impact in the community. I love America and all that it has to offer: a beautiful country, independence, diversity, always finding a new way to be happy, creativity, stepping up to the plate and unexpected turns in life.
Goals: Eventually tour and promote the eLearing program, maybe write a book on my experience completing my Doctorial degree online. A PhD in Organization and Management Business will change my life, will add tremendous credibility to my business. This paper needs to create a commercial as to how I can be a good candidate for them. How they can feel good about accepting me. How this can be a win/win situation for the school. I am ready for change, and for new challenges that lie ahead. They need to nominate me as the leader to trust and know and who they can look up to.
Janina Belz 2009 bio, I will also attach. Resume will just be attached.
Janina Belzs 10 year experience encompasses providing consulting support to governmental, international, and non-profit organizations in the Washington DC area. Her background includes services in Information Technology, Enterprise Architecture, Business Process Re-Engineering (BPR), Web/Database development, Training and Communication for such organizations as The World Bank, IBM, AARP, Medicaid, Department of Homeland Security, and The Department of Labor.
Outside of work, Janina is an advocate for community service. She was welcomed by President Obama and First Lady Michelle Obama at the Inaugural Parade joined with 130 AmeriCorps alumni. As an alumnus of AmeriCorps National Service, Janina continues to act as an agent of change in her community. In the past year (2008) Janina has supported her community by volunteering for The Washington Humane Society, The Childrens Law Center, DC Green Festival, taught English for Language ETC, and have built playgrounds for KaBoom!
Janina s associated with the following member organizations: AmeriCorps Alums Policy Liaison and Reserve Corps, Association of Enterprise Architects DC Chapter, Red Cross Disaster Response Team, Business and Professional Womans Foundation, committee member of the Washington Area Bicyclist Association (WABA), and Vice President of her condo association.
For the Treasury Department EMPO contract, Janina will be responsible for the operations and support the Department of the Treasury Enterprise Architecture Management System (TEAMS).

There are faxes for this order.

Business Acumen (financial management, human resources management, and technology management)
o This core qualification involves the ability to acquire and administer human, financial, material, and information resources in a manner that instills public trust and accomplishes the organization's mission, and the ability to use new technology to enhance decision making.
(please use information below this line for 2 pages (550 words)
************************************************************
Example 1-Business Acumen:

In July 2004, I was tasked directly by the Secretary of Veterans Affairs to plan and execute a Dedication Ceremony in honor of the Opening of the G.V. Sonny Montgomery Veterans Conference Room at the VA headquarters in Washington, DC, on October 26, 2004. The renovation of the Department of Veteran?s Affairs main auditorium was to serve as a tribute to The Honorable Sonny Montgomery, Chairman of the House Veterans Affairs Committee for 15 years. This project was true to my heart as I was a recipient of the most notable effort of The Honorable Montgomery, the renowned ?Montgomery GI Bill?, also deemed as the most important piece of legislation of the 20th century. The social impact of the Montgomery GI Bill, has made possible the investment of billions of dollars in education and training for more than 2.5 million veterans. The nation has earned, in return, many times the investment in increased taxes and a dramatically changed society the Montgomery GI Bill (Active Duty) Educational Assistance Program (Chapter 30) was made permanent in June of 1987. The purpose of the Chapter 30 Program was to provide an educational assistance program to aid in the readjustment of service members to civilian life following separation from military service. This program also provides an incentive for recruitment and retention of qualified personnel for the Armed Forces by emphasizing provisions for educational assistance benefits.

As such, I had approximately 3 months to pull together a program and a ceremony befitting the major efforts of the former Chairman of the House Veterans Affairs Committee (HVAC), The Honorable GV Sonny Montgomery. In addition this major event held on October 26, 2004, my staff and I continued to provide our day to day [spelling -- (requires hyphen)] services. Simultaneously we planned other notable events, of equal stature: Annual Robert F. Carey awards; Veterans Day Observance, Award Ceremony iho Fisher House, VA Holiday Activities. With 3 months to successfully execute this event, I pulled together a team and created a vision for the event. The sequence of events included the department?s reception of the Guest of Honor, the program, and reception. Given the guest of honor was approaching 80 years of age, I arranged that he was escorted from his home in Jackson, Mississippi by a VA employee, flown to Washington, DC and billeted at the prestigious Sofitel Hotel in NW Washington, DC (within walking distance to the ceremony venue). My staff and I coordinated the participation of the program participants: master of ceremonies, chaplain, singer, Military District of Washington (MDW) joint colorguard, host, and guest of honor. By continuing positive relationships and building confidence of participants regarding contribution of their efforts. I had to personally hold meetings with each program participant and convince them to participate and the need for their [pronoun agreement: since the antecedent (each) is singular, the pronoun (their) must be singular {his or her}] skill to the overall program. Next, I had to write the script for the program for the master of ceremonies, coordinate related content for the speeches of the host of the event and guest of honor, and presentation items (SECVA certificate, framed and engraved; commemorative writing pens; and ceremonial ribbon).

The sequence of events included the following:

Welcoming
The Honorable Tim McClain
The General Counsel & [Do not use an ampersand except in citations and on the sources page.] Acting Assistant Secretary for Human Resources [human resources is not capitalized unless it is part of a title, e.g., XYZ Corp. Human Resources Department ] and Administration

Presentation of Colors
Military District of Washington Joint Colorguard

National Anthem
Aaron Lee
Office of Human Resources [human resources is not capitalized unless it is part of a title, e.g., XYZ Corp. Human Resources Department ] Management

Pledge of Allegiance
Terri L. Williams, US Army Retired
Office of the Secretary

Invocation
Chaplain Hugh Maddry
Director, VA Chaplain Service

Video Tribute to The Honorable Sonny Montgomery

Remarks by The Secretary of Veterans Affairs
The Honorable Anthony J. Principi

Ribbon Cutting in honor of the
Dedication of the
G.V. Sonny Montgomery Veterans Conference Center


Remarks by
The Honorable G.V. Sonny Montgomery

Benediction
Chaplain Hugh Maddry
Director, VA Chaplain Service

Closing
The Honorable Tim McClain
The General Counsel
And
Acting Assistant Secretary for Human Resources [human resources is not capitalized unless it is part of a title, e.g., XYZ Corp. Human Resources Department ] and Administration


Reception

Our goal was to hold a ceremony which could accommodate 300 guests. This meant extending invitations via all forms of communications (US mail, fax, email, and telephone) to 1000+ guests (2000 total) whom were stakeholders of the event and the guest of honor; which included: personal guests of The Honorable Montgomery?s; White House Staff; VA Senior Staff members (political appointees), VA (HQ) Senior Executive Service (SES?), Members of Congress, Officials form Mississippi State University; Judges of the US Court of Veterans Appeals; Title 38 employees; members of the Senate Veterans Affairs Committee (SVAC), members of the House Veterans Affairs Committee.
I directed the video team to focus on 5 areas of The Honorable Montgomery?s life to ensure we captured his legacy appropriately. The areas were:
1- respected member of the business community(prior to being a member of Congress)
2-military service as a member of the Mississippi National Guard, retired Brigadier General (BG)
3-30+ years as a member of the House of Representatives, and Chairman of the House Veterans Affairs Committee (16 yrs)
4-Montgomery GI Bill (MGIB) and its effect on the 2.5 million service men and women that [people ("women") and animals with names are never "that" they are who] used the benefits, since it [To what does "it" refer? If a pronoun is used without first identifying for what it stands, the reader might be confused.] became public law in 1987
5-The impact of Chairman Montgomery in helping legislation to make the Veterans Administration a cabinet level agency, and ultimately the Department of Veterans Affairs, March 15, 1989, which is currently the 2nd largest agency in the federal government, employing more than 230,000 employees

In August, 2004, I personally flew to Jackson, Mississippi, where, I met with The Honorable Montgomery and the President of Mississippi State University, Dean of Libraries, Frances Coleman. I discussed the project with them and our goals and possible needs to ensure we executed the ceremony to appropriately honor The Honorable Montgomery. The meeting was a success, and allowed me to partner with Mississippi State University (MSU). MSU provided original ?priceless? documents that would be displayed by the department within the conference room display cases forever. The display items included:
1. The original oil painting of The Honorable Montgomery, which hung for 15 years in the House Veterans Affairs Committee on Capitol Hill (approx 6?)
2. The Honorable Montgomery?s shadow box, with each of his Military medals displayed
3. Chairman Montgomery?s nameplate used during his tenure as the Chairman of the Veterans Affairs Committee
4. The Honorable Montgomery, by Mississippi State University
5. A replica of the legislation for The Montgomery GI Bill (MBGI)
6. Photographs of The Honorable Montgomery and various Presidents of the United States.
I held team meetings 3 times per week, for a total of 9, conducted site visits, and pre-ceremonial walkthroughs with my team, the SECVA, DEPSECVA, and Chief of Staff. My team and I successful planned and executed this event and ensured it [What is "it"? Avoid use of undefined pronouns. ] was appropriate for the guest of honor. There were more than 350 guests, whom attended the ceremony; guests included the Chairman of the Veterans Affairs Committee, former VA Secretaries and Deputy Secretaries, members of Congress, and military officials. The Secretary of Veterans Affairs was pleased, the guest of honor, The Honorable Montgomery was very pleased, and we are still receiving favorable comments about this event today. The guest of honor personally called me and stated, ?Thank you all for what you have done for me here in Washington, DC. If I died tomorrow I would be a happy man?.

By raising the bar to support this event, the impact of my efforts ensured that a cabinet level agency and a grateful nation paid its respect for the tireless efforts of a citizen, soldier, patriot, respected congressman and notable public servant, The Honorable G.V. ?Sonny? Montgomery.

SUBJECT: Students attending a NCOES course should not have to take an APFT or weigh-in upon arrival ? these are unit level tasks that need to be completed before reporting

General Topic: NCOES and physical fitness/weight control testing responsibilities

Narrow Topic: Unit level leaders are responsible for physical fitness testing and weight control

Thesis Statement: Unit level leaders have an inherent responsibility to maintain and manage Soldiers physical fitness and weight control standards; therefore, we must hold these leaders accountable for the execution of these tasks.

Outline

I. Abstract

II. Introduction
A. Thesis Statement: Unit level leaders have an inherent responsibility to maintain and manage Soldiers physical fitness and weight control standards; therefore, we must hold these leaders accountable for the execution of these tasks.
B. Main points that support the ?Thesis Statement?
1. Purpose of the NCOES
III. Purpose of the NCOES
A. To build NCO trust and confidence
B. To increase NCOs technical and tactical competence
C. To inculcate the Army core values, professional Army Ethics, and the Warrior ethos
through the corps
VI. Conclusion
A. Main points that support the ?Thesis Statement?
1. Purpose of the NCOES
2. Opposing Arguments
B. Unit level leaders must intimately involve themselves in their Soldiers professional lives in order to meet the challenges and demands of our Army in the future.


potential reference:
TRADOC. (1 October 1998). Physical Fitness Training, FM 21-20. Washington,DC: Headquaters Department of the Army.
TRADOC. (18 December 2009). Army Training and Leader Development, AR 350-1. Washington,DC: Headquaters Department of the Army.
TRADOC. (20 August 2010). Army Physical Readiness Training, TC 3-22.20. Washington,DC: Headquaters Department of the Army.
TRADOC. (27 November 2006). The Army Weight Control Program, AR 600-9. Washington, DC: Headquaters Department of the ARMY.

note : can you please write in active voice

Learning Goals
1. Understand the multiple facets of child development: physical, cognitive, personality, moral, social-emotional, identity, and spiritual development.
2. Understand stage theory, developmental norms, and critical periods.
3. Be familiar with the history and changing perspectives in the field of child development.
4. Understand and be conversant in the important issues in child development, such as health, nutrition, parenting, caretaking, schooling, resilience, gender, and cultural and ethnic diversity.
5. Become familiar with current research and controversies in the field.

Overview Paper
For the Overview, my goal is to:
? Critically analyze the history of this field.
? Comparing and contrasting theories of child development.

Resources
Dependent on the availability of the reading materials, below is the list of resources for possible readings:

Cohen, D. Observing and recording the behavior of young children 4th ed. New York: Teachers College Press.

Crain, W. D. (1999). Theories of development: Concepts and applications 4th ed. Englewood Cliffs, NJ:: Prentice Hall College Division.

Gesell, A., & Ilg, F.L. (1949). Child development: An introduction to the study of human growth. New York: Harper & Row.

Junn, E.N., & Boyatzis, C.J. (Ed.s). (2000). Annual Editions: Child Growth and Development 00/01. New YorK: McGraw-Hill Higher Education.

Lefrancois, G. (2000). Of children (9th ed.). Belmont, CA.: Wadsworth.

Lefrancois, G. (1999). Psychology for Teaching (10th ed.). Belmont, CA.: Wadsworth.

Shaffer, D. R. ( 1999 ). Developmental Psychology: Childhood & Adolescence 5th Ed.

Ulijasjek, S., Johnson, F., and Preece, M. (ed.s). (1998). Cambridge Encyclopedia of Human Growth and Development. New York: Cambridge University Press.

Wood, C. (1997). Yardsticks: Yardsticks : Children in the Classroom Ages 4-14 : A Resource for Parents and Teachers. Greenfield, MA: Northeast Foundation for Children.
Practical, useful, well-organized resource.

Infancy and Early Childhood

Ainsworth, M. D., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment. Hillsdale, NJ: Erlbaum.

Bowlby, J. (1990). A secure base: Parent-child attachment and healthy human
development. New York: Basic Books.

Brazelton, T. B., & Greenspan, S. I. (2000). The Irreducible Needs of Children: What
Every Child Must Have to Grow, Learn, and Flourish. Cambridge, MA: Perseus.

Carlsson-Paige, N., & Levin, D. E. (1987). The war play dilemma. New York: Teachers College Press.


Dunn, J. (1988). The beginnings of social understanding. Cambridge, MA: Harvard University Press.

Montessori, M. (1967). The absorbent mind 6th Ed.(Claude A. Claremont, Trans.). Madras, India: Kalakshetra Publications. (Original work published in 1949)
Montessoris theory of stages, including psychological, language, and physical development .

Brain and Neurological Development

Eliot, L. (1999). What's Going on in There? How the Brain and Mind Develop in the First Five Years of Life. New York: Bantam.

LeDoux, J. (1996). The emotional brain. New York: Touchstone.
Makes brain functions understandable with conversational language and simple diagrams.

Shonkoff, J. P. & Phillips, D. A. (Ed.s). (2000). From Neurons to Neighborhoods : The Science of Early Childhood Development. Washington DC: National Academy Press.

Cognitive Development

Damon, W. & Hart, D. 1(988). Self Understanding in Childhood and Adolescence.
Cambridge: Cambridge University Press

Piaget, J. (1952). The origins of intelligence in children. New York: International
Universities Press.

Piaget, J. (1970). Genetic Epistemology. New York: W.W. Norton

Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York: Basic Books.

Culture

Azibo, D. (1996). African psychology in historical perspective. Trenton, NJ: Africa World Press.
Edited volume of chapters by Akbar, Phillips, Stewart, Carruthers, and others. Highly recommended.

Gardiner, H.W., Mutter, J. D., & Kosmitzki, C. (1997). Lives Across Cultures: Cross-Cultural Human Development. Needham Heights, MA: Allyn & Bacon.
Cross-cultural perspectives on development: physical, cognitive, personality, and gender.


Shujaa, M.J.(1995). Too much schooling, too little education; a paradox of black life in white societies. Trenton, NJ Africa World Press

Suarez-Orozco, C., & Suarez-Orozco,, M.M. (2001). Children of Immigration (The
Developing Child). Cambridge, MA: Harvard University Press.

Tatum, B.D. (1999). Why are all the black kids sitting together in the cafeteria?: And other conversations about race. New York: Basic Books.

Education

Barnett, W. S. (1996). Lives in the balance: Age-27 benefit-cost analysis of the High/Scope Perry Preschool Program (Monographs of the High/Scope Educational Research Foundation, 11). Ypsilanti, MI: High/Scope Press.

Elkind, D. 1993. Images of the young child: collected essays on development and education. Washington, DC: NAEYC.
Essays by the author of The Hurried Child.

Hohmann, M. & Weikar, D. P. (1995). Educating Young Children: Active Learning Practices forPreschool and Child Care Programs. Ypsilanti, MI: High Scope Press.

Kamii, C. 1982. Number in Preschool and Kindergarten: Educational Implications of Piaget's Theory. Washington, DC: NAEYC.
Applying theory to practice.

Family

Cabrera, N. J., Tamis-LeMonda, C. S., Bradley, R. H., Hofferth, S. & Lamb, M. E. (2000). Fatherhood in the twenty-first century. Child Development, 71, 127-136.

Cline, F., & Fay, J. (1990). Parenting with Love and Logic. Colorado: Pinon Press.

Fine, M. J., & Carlson, C. (Eds.). (1992). The handbook of family-school intervention: A systems perspective. Needham Heights, MA: Allyn and Bacon.

Lamb, M.E. (Ed.). (1997). The role of the father in child development 3rd ed. New York: Wiley.

Parke, Ross D. Fatherhood. (1996). Cambridge: Harvard University Press.

Gender

Garbarino, J. (1999). Lost boys: Why our sons turn violent and how we can save them.
New York: The Free Press.

Gilligan, C. (1982). In a different voice: Psychological theory and womens
development. Cambridge, MA: Harvard, MA.

Kindlon, D., & Thompson, M. (1999). Raising Cain: Protecting the emotional life of
boys. New York: Ballantine.

MacCoby, E.E. (1999). The Two Sexes : Growing Up Apart, Coming Together. :Belknap.

Language Development

Bloom, P. (2000). How Children Learn the Meanings of Words (Learning, Development, and Conceptual Change). Cambridge, MA: Massachusetts Institute of Technology.

De Boysson-Bardies, B. (1999). How Language Comes to Children: From Birth to Two Years. Cambridge, MA: Massachusetts Institute of Technology.M. B. DeBevoise, Translator.


Moral Development

Damon, W. (1989). The moral child: Nurturing children's natural moral growth. New
York: The Free Press.

Gilligan, C. (1982). In a different voice: Psychological theory and women's
development. Cambridge, MA: Harvard University Press.

Gilligan, C., & Wiggins, G. (1988). The origins of morality in early childhood
relationships. In C. Gilligan, J. V. Ward, & J. M. Taylor (Ed.s), Mapping the moral
domain. Cambridge, MA: Harvard.


Physical Development

National Institute of Child Health and Human Development NICHDhttp://www.nichd.nih.gov/

Tamborlane, W. V. (Ed.). (1997). The Yale guide to childrens nutrition. New Haven: Yale University Press.

Spock, B. (1946). Baby and child care. New York: Pocket Books.

Resilience

Brooks, R.B. (1994). Children at risk: Fostering resilience and hope. American Journal of Orthopsychiatry, 64, 545-553.

Emery, R. E., & Forehand, R. (1996). Parental divorce and childrens well-being: A focus on resilence. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Ed.s). Stress, risk and resilience in children and adolescents: Processes, mechanisms, and interventions (pp. 64-99).

Neighbors, B.; Forehand, R.; & McVicar, D. (1993). Resilient adolescents and
interpersonal conflict. American Journal of Orthopsychiatry, 63, 462-471.

Werner, E. E. (1989). High-risk children in young adulthood: A longitudinal study from birth to 32 years. American Journal of Orthopsychiatry, 59, 72-81.

Werner, E. E., & Smith, R.S. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, NY: Cornell University Press.

Social and Emotional Development

Bandura, A. (1967). The role of modeling processes in personality development. In W. W. Hartup & N. L. Smothergill (Ed.s). The young child: Reviews of research (pp. 42- 67). Washington, DC: NAEYC.

Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton.

Erikson, E. H. (1980). Identity and the life cycle (2d ed.). New York: Norton.

Freud, S. (1949). An outline of psychoanalysis (J. Strachey, Trans.). New York: W. W. Norton. (Original work published in 1940)

Kegan, R. (1982). The evolving self. Cambridge, MA: Harvard University Press.

Lefkowitz, M. M., Eron, L. D., Walder, L. O., & Huesmann, L. R. (1977). Growing up to
be violent: A longitudinal study of the development of aggression. NY: Pergamon
Press.

Cohen, J. (Ed.). (1999). Educating minds and hearts: Social emotional learning and the passage into adolescence. Alexandria, VA: ASCD.

I will EMAIL materials (Proposal, sample case study/dissertations).

The type of document is DISSERTATION/CASE STUDY

My 75 page dissertation (needs to be APA style), and is a Case Study/Dissertation on a woman/client with Dysthymia (depression) using Cognitive Behavioral Therapy. I?m including the proposal here and please incorporate the proposal into the dissertation and elaborate where needed. I will also email the proposal and sample case studies.

I need the following in the dissertation: Title page (FREE); Signature page (FREE); Preface; Acknowledgments page (FREE); Dedication page (FREE); Table of Contents (please use the table of contents from the proposal); Executive Summary; Statement of the Problem; Hypothesis; Rationale; Literature Review; write-up of the individual case notes (24) sessions; the write-up of the case notes could be a half page to a page for each of the 24 sessions; (for example, Session One; Session two, etc. (for 24 sessions) with an "assessment" at the end of each session (a paragraph or so of how the session went); Results; Discussion; Conclusion; Recommendations; 30 References (FREE) --- (APA style).

A brief duscussion of the diagnosis as it relates to the client (DSM-IV).

I also included (at the end) examples of ?sessions? from other sample dissertations.

What I wrote in the proposal needs to be included in the dissertation, for example, the different CBT techniques that I wrote in the proposal and how they helped the client, etc. --- weaved into the sessions.

FORMAT and REFERENCE STYLE
* Times New Roman font
* 12-point font size
* approximately 275 words per page
* double-spaced pages
* APA
* 1-inch margins
* FREE bibliography/references (30 references)
The references can be different from the ones that I?ve listed.

Please say something about the title (A Budding Therapist and the Caterpillar) and weave it into the case study.

This is the PROPOSAL:

A Budding Therapist and the Caterpillar
Undergoing a Metamorphosis
From a Cognitive Behavioral Perspective
by
Murrey C. Donaldson

A Proposal for a Clinical Case Study Dissertation
To be Submitted in Partial Satisfaction of the Requirements for
the degree of
Doctor of Psychology in Clinical Psychology




Case Study Proposal
Overview of the Study
Dysthymic patients are chronically depressed. Dysthymia is a depressive disorder in which irritable mood is observed by others for 2 years or more in adults and at least 1 year or more in children and adolescents. Dysthymia lasts longer and shows milder symptoms than depression (Butcher, 1987). Symptoms are similar to major depressive episodes (including low mood, fatigue, hopelessness, difficulty concentrating and disruption in appetite and sleep). Absent from the criteria are thoughts of suicide or death. There is a 6.4 percent lifetime prevalence for Dysthymia (Austrian, 2000). This is a proposal for a Clinical Case Study on the treatment of a woman diagnosed with Dysthymia.
The client selected for my dissertation study is a 43-year-old single parent. I chose this client for the following areas of clinical interest: (a) her self-esteem, depression, and anxiety issues; (b) her continuing difficulties in romantic relationships with men; and (c) her fight with obesity from an eating disorder.
The relational model I will be using, Cognitive Behavioral Therapy (CBT), is a relatively short-term, focused psychotherapy for a wide range of psychological problems including depression, anxiety, and personality problems. The focus is on how the client thinks, behaves, and communicates currently rather than on early childhood experiences.

Client Information
The client, as described above, is the oldest of three children of a Middle-Eastern family that emigrated to the United States.
The client took the initiative to request counseling and therapy as part of her own plan to help herself adjust to the demands of community living and to manage her illness. She presented herself with a flat affect and expressed anxiety related to her interpersonal situations and tasks. Interpersonally, she was withdrawn and socially isolated. Behaviorally, she was inactive and unable to work, but able to live independently.

The client reported struggling throughout childhood to live up to her mother?s expectations and secure her father?s love; failing at both. Depression and self-hate were her ever-present and unwelcome companions. They were accompanied by an insatiable craving for food, and (from adolescence on) by a similar craving for sex with inappropriate men. She was plagued with intermittent episodes of depression throughout her life.

She claims to have empathy for the needs of others, both family and friends, that is seldom reciprocal; but feels that she gets little in return. She begrudgingly admits that this is a source of annoyance and bitterness to her.
She has not formulated even vague details of a satisfying adulthood. Instead of looking ahead full of energy and plans, this client is clamped in a vise of psychic conflict and behavioral paralysis. The diagnosis was as follows:
Axis I 300.4 Dysthymic Disorder
Axis II None
Axis III None
Axis IV None
Axis V GAF = 50 (on admission)
GAF = 75-80 (at discharge)
Treatment History
As therapy commenced, the focus was on using cognitive interventions to produce changes in thinking, feeling, and behavior in the client (Kendall, 1991). The client was provided with ideas for experimentation, helped to sort through experiences, and aided in problem solving. Emphasis was placed on influencing the client to think for herself, maximize personal strengths, and acquire cognitive skills and behavior control.
Cognitive Behavioral Therapy focused on how the client responded to her cognitive interpretations and experiences rather than the environment or the experience itself, and how her thoughts and behaviors are related. It combined cognition change procedures with behavioral contingency management and learning experiences designed to help change distorted or deficient information processing (Kendall, 1991).
These new experiences helped to broaden the way the client viewed her world -- they do not remove unwanted prior history, but helped to develop healthier ways to make sense of future experiences. The focus of CBT was not to uncover unconscious early trauma or biological, neurological, and genetic contributions to psychological dysfunction, but instead endeavored to build a new, more adaptive way to process the client?s world.
CBT was used to help the client achieve lasting, positive change in therapy. This was also accomplished by modifying psychological structures through (a) relaxation strategies; (b) guided imagery; (c) meditation; (d) incentives and self-rewards; and (e) social skills training.


Outline for Dissertation
I. Introduction
II. Client Information
A. Presenting problem
B. Client's current symptoms
C. Therapist's observations of client's symptoms
D. Family history
E. Medical history
F. Psychotherapeutic history
G. Substance use/abuse
H. Initial diagnosis
I. Impressions of client
III. Theoretical Bases for Clinical Treatment
A. Beck: Cognitive Behavioral Therapy
IV. Storm Clouds ? Beginning Phase
A. Sessions 1-4
V. Unbearable Pain ? Middle Phase
Looking for Relief in All the Wrong Places
A. Sessions 5-15
VI. Making Peace ? Final Phase
A. Sessions 16-24
VII. Future Treatment Consideration
IX. Concluding Thoughts
References
THE REFERENCES DON?T HAVE TO BE THESE NECESSARILY:

References
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th Ed.). Washington, DC: Author.
Becker, J. (1991). Psychosocial aspects of depression. Hillsdale, NJ: Lawrence Erlbaum Associates.
Barsalou, L. W. (1992). Cognitive psychology: An overview for cognitive scientists. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Beck, A. T., Emery, G., & Greenberg, R. L. (1985). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books.
Beck, A. T., Steer, R. A., Ball, R., & Ranieri, W. F. (1996). Comparison of Beck depression inventories -IA And-II in psychiatric outpatients. Journal of Personality Assessment, 67(3), 588-597.
Bolton, D., Hill, J., O'Ryan, D., Udwin, O., Boyle, S., & Yule, W. (2004, July). Long-term effects of psychological trauma on psychosocial functioning. Journal of Child Psychology and Psychiatry, 45(5), 1007.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
Brewin, C. R. (1996). Theoretical foundations of cognitive-behavior therapy for anxiety and depression. Annual Review of Psychology, 47, 33-57.
Brewin, C. R. (1996). Cognitive interference: Theories, methods, and findings. In G. R. Pierce, B. R. Sarason, & I. G. Sarason, (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates.
Cowan, P. A., Cowan, C. P., Cohn, D. A., & Pearson, J. L. (1996). Parents' attachment histories and children's externalizing and internalizing behaviors: Exploring family systems models of linkage. Journal of Consulting and Clinical Psychology, 64, 53-63.
Dia, D. A. (2001). Cognitive-behavioral therapy with a six-year-old boy with separation anxiety disorder: A case study. Health and Social Work, 26(2), 125.
Goble, W., & Jones, V. (Speakers). (2000). ATTACH conference session: Assessment and diagnosis. (Cassette Recording No. 26-2016). Brookfield, VT: Resourceful Recordings, Inc.
Grinberg, L. (1992). Guilt and depression. London: Karnac Books.
Jacobson, N. S., Dobson, K. S., Truax, P. A., Addis, M. E., Koerner, K., Gollan, J. K., Gortner, E., & Prince, S. E. (1996). A component analysis of cognitive-behavioral treatment for depression. Journal of Consulting and Clinical Psychology, 64, 295-304.
Levy, T. M., & Orlans, M. (1998). Attachment, trauma, and healing: Understanding and treating attachment disorder in children and families. Washington, DC: CWLA Press.
Marcotte, D. (1997). Treating depression in adolescence: A review of the effectiveness of cognitive-behavioral treatments. Journal of Youth and Adolescence, 26(3), 273.
Needleman, L. D. (1999). Cognitive case conceptualization: A guidebook for practitioners. Mahwah, NJ: Lawrence Erlbaum Associates.
Omdahl, B. L. (1995). Cognitive appraisal, emotion, and empathy. Mahwah, NJ: Lawrence Erlbaum Associates.
Perlmutter, M. R. (Ed.). (1986). Cognitive perspectives on children's social and behavioral development. Hillsdale, NJ: Lawrence Erlbaum Associates.
Reber, K. (1996) Children at risk for reactive attachment disorder: assessment, diagnosis and treatment. Progress: Family Systems Research and Therapy, 5, 83-98.
Reilly, C. E. (1998). Cognitive therapy for the suicidal patient: A case study. Perspectives in Psychiatric Care, 34(4), 26.
Schwebel, A. I., & Fine, M. A. (1994). Understanding and helping families: A cognitive-behavioral approach. Hillsdale, NJ: Lawrence Erlbaum Associates.
Sroufe, L. A., Carlson, E. A., Levy, A. K., & Egeland, B. (1999). Implications of attachment theory for developmental psychopathology. Development and Psychopathology, 11, 1-13.
Willimer, J. F. (Eds.). ams, M. B. & Som (1994). Handbook of post-traumatic therapy. Westport, CT: Greenwood Press.
Wright, L. M., Watson, W. L., & Bell, J. M. (1996). Beliefs: The heart of healing in families and illness. New York: Basic Books.


EXAMPLES OF SESSIONS FROM OTHER DISSERTATIONS

Session Seventeen

She spoke again about her altercation with this older man. She asserted that she did not want to be treated that way. She noted that he accused her of being too sensitive, which she resented. She stated, however, that she did not know how to tell him how she felt without jeopardizing what had been, in many ways, a satisfying relationship. I reflected the sadness in her recognition that this man could not be who she wanted. She became sad at this point, and almost tearful. She was more calm and centered during this session. She again took notes, using her computer notebook. As a result, there were long pauses during which she typed in notes, letter by letter.

I reframed her sensitivity in a positive light, noting that she had a right to be aware of and value her own feelings. I restated the conflict between maintaining her own integrity and safety while attempting to get her needs met.

She took note of this comment, but I failed to pursue more fully what this conflict felt like, what the risk was to her safety, how this issue had arisen and been resolved in previous relationships, etc. I think that, in part, I had been trained by her to "tie things up" at the end of sessions in such a way that the most painful but possibly important observations were left unexplored.

The next Monday was a holiday, so we did not meet until the next Wednesday.

Session Eighteen

She presented as unfocused and emotionally distant from the information she was providing. She talked about her unresolved relationship with the older male friend. She also indicated that a man with whom she had a casual acquaintance was coming to town. She hoped to spend time with him, and discussed the possibility of their becoming intimate. After some discussion, she decided that she wanted only a close, platonic relationship.

She spent the remainder of the session describing her feelings of depression, which she reported had been present much of her adult life, in greater or lesser measure. She described her lethargy, fatigue, lack of motivation, tendency toward procrastination, inability to clean her home and tendency to retire to bed early in the evening to "avoid" certain unpleasant realities, including her significant financial problems. I explored these symptoms in greater detail, including their history of development. I explored her history of treatment for depression, including a prior trial of Prozac, prescribed by an internist, which she had found helpful. She said she had thought of making an appointment to obtain another prescription for this medication. We discussed the pros and cons of this decision, and I described to her the psychiatric services offered at the Maple Center. She talked about feeling dysfunctional, and I asked her what that meant to her and felt like. I noted that it was painful to get in touch with those feelings of not functioning as she would like and needing help to feel better.


SIXTH SESSION

Frank and Nina had had a terrible fight this week. He had overheard Nina having a conversation with her family on the telephone. Frank doesn?t speak any Persian, so what he had mistaken for screaming and yelling at her family members, was actually an excited conversation about her brother?s new BMW. He had been upset by the loudness, had said that he couldn?t stand it anymore, slammed the back door and left.
Nina: I didn?t sleep all night. I thought he was gone for good. And then he comes back the next morning like nothing was wrong.
Therapist: Frank, what?s that like for you to hear your partner sound so afraid and helpless?
Frank: I don?t know . . . just everyone screaming. It felt so harsh, I just want to run away from it.
Therapist: So when you heard Nina, in your experience, screaming and seeming harsh, who did she get to be for you in that moment?
Frank: I don?t know what you mean.
Therapist: Well, who did she remind you of?
Frank: (Silence). . . My father. He would scream and yell, and then someone, usually me, would get hurt.
Therapist: I see, so, when you experienced Nina being harsh and loud, childhood memories of your father got reactivated. Nina, what's that like for you to hear?
Nina: Well, it helps me try to understand what happened. I always think about me. Me being too fat. Frank had really wanted to play tennis and I said no. For me its the same as the bathing suit. He always wants me to swim, or play tennis, or dance. And yet when I wear leggings and a sweater and ask him how I look, he makes a face and says he prefers me in a skirt and sweater. He can be so critical. He never compliments me.
Therapist: So, when you experience Frank as rejecting or critical, whose face
does he have on for you?
Nina: Oh, I get it. He gets to be my father too. My father always rejected me because of my weight. He and my brothers were so critical.
From the couples initial interview and from their individual sessions, I had understood that the parents? sexual dysfunction represented the net result of their individual histories.
Frank, like Nina had grown up in a family in which hopes for love were frustrated and substituted for physical and verbal abuse. I began to believe this resultant fear of sex was something they shared, even though both carried hopes for emotional intimacy and mutual support.
Nina?s open acknowledgement of her ?love of sex? matched Frank?s unconscious fear of sex. In trying to rid himself of his own sexual wishes, trying to protect Nina (much like his mother), he was, through projective identification, trying to protect himself from ?a bad father.? It was clear that the couple had a fear of sex and an idea that a mother would be harmed by a bad father, especially his penis. It became clear to me that I was keeping both of their fathers at bay, at least symbolically.
Progression of exercises went slowly for this anxious and phobic couple. One month later, they were still at the Sensate Stage, massaging each other including now breasts and genitals, with only a moderate level of arousal. Frank and Nina?s sexual life, as in other aspects of their coupled life was lacking in ?contextual holding? and ?centered relating,? that is, communication necessary to attenuate the strain put on the dyadic relationship. The frame around their relationship seemed almost invisible at times. In session we continued to work on the negative transferences to each other, reframing them, and understanding what was fueling them. They often experienced each other as rejecting or persecuting. Both felt unaccepted by their partner. Nina, hurting, fearing that Frank is not attracted to her and Frank because he can?t ?give? her what she wants. Both, in the meantime longing to be accepted.
We explored Frank?s inability to ?take,? rather than to ?give.? This insight was immediately relieving for Frank. We also worked on the details of communication between exercises. Specifically, telling each other what they liked and did not like the other to do. I found that with both of them, they were often saying the same things, but the other wasn?t getting ?it.? I also introduced the topic of visual of erotic material to aid in fantasy, and in distraction, so that Frank could begin to focus inwardly, and on what might please him. Nina was not open to this suggestion, again, wedded to her ?ideal? fantasy of how a couple makes love and only thinks of the other. I tried several times to normalize this for her, but to no avail. She repeatedly saw this as further proof that Frank was not attracted to her. Try as I did, I could not get Frank to begin to express any negative feelings toward her or his fantasies of other women.
At the end of the sixth session, Frank announced, that because they were both in couple?s counseling, as well as their own therapy, that they would only be able to afford to come every other week. I explored this with them, and even offered to reduce my fee so that they might be able to stay in couples work every week.
Both Nina and Frank suffered from fear of exposure. For Nina, exposing herself fully to Frank in therapy, and Frank, fearful of doing the exercises wrong, or revealing that he had sexual fantasies, or negative thought about his wife. These were equivalent of the unprotected gaze of family and peers. Sex therapy and marriage too had meant being stared at, looked at , and exposed. I made this interpretation, aimed at their resistance to actively engage in treatment.


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-Perspectives on International Organizations
Objectives: International Organizations are not just "instruments" or "clubs" of
nation states but represent important parts of public administration and actors of
their own in international governance. A unique role is played by the supranational
EU. Describe, compare and evaluate the EU and WTO as international
administrative actors with a view to their democratic legitimacy.

Subject : Is the European Union a state, or what else distinguishes it from other
International Organizations?

Required reading: Wallace 2005, pp. 483-503
Recommended reading: European Commission, COM (2002) 247 final, Pollack
et al. 2010, pp. 481-501

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Assignment Instructions
This assignment is a take-home essay assignment of one question for which the student is expected to develop a 3-4 page essay that fully responds to the question.
Question: Examine the role of risk management within the homeland security enterprise.

The basic equation for risk is defined as R = ?(C*V*T) where R is the level of risk, C is the consequences (public health, our economy, government action, public confidence in our institutions) of an attack, V is an assessment of the vulnerability of a potential target (how hard or easy it would be for it to be hit by terrorists) and T is the threat or the likelihood that a specific target will suffer an attack or disaster from a specific weapon. The Department of Homeland Security has stated that it will apply risk management principles to homeland security operations and has stated that ?Ultimately, homeland security is about effectively managing risks to the Nation?s security? (DHS 2010, 2). Drawing upon your class readings and additional research examine how risk management is used by the homeland security enterprise and how that use benefits such aspects as resource allocation, strategic planning, grant award, or any of the multitudes of other homeland security issues or operations.
Reference:

U.S. Department of Homeland Security. 2010. Quadrennial homeland security review report: A strategic framework for a secure homeland. Washington, DC: Government Printing Office. http://www.dhs.gov/xlibrary/assets/qhsr_report.pdf. (accessed August 10, 2012).



Scoring Rubric:


A copy of the complete scoring rubric for this assignment is attached. The following is a synopsis of that rubric.


Area of Evaluation
Maximum Points
Focus/Thesis 20
Content/Subject Knowledge 20
Critical Thinking Skills 20
Organization of Ideas/Format 20
Writing Conventions 20


Technical Requirements:


Length: 3-4 pages, double spaced, 1" margins, 12 pitch type in Times New Roman font.

Sources: All sources for this assignment must come the assigned reading within the course. You are not limited to the pages assigned from each document, but are limited to those documents only to defend and support your arguments/claims.

Citations/References: You must use the Turabian Reference List (Parenthetical) style for this assignment.

Submission: All work is to be submitted as an attachment to the assignment link by midnight on the Sunday ending Week Six, the due date. All work should be prepared in Microsoft Word format and submitted as an attachment.

This paper must have an abstract. I have also included the Bibliography which must be used and cited in this paper. The Bibliography is below. Please let me know if you have any questions.



Bellomo, Michael. The Stem Cell Divide: The Facts, the Fiction, and the Fear Driving the Greatest Scientific, Political, and Religious Debate of Our Time. New York: AMACOM, 2006.
Bevington, Linda K., Ray G. Bohlin, Gary P. Stewart, John F. Kilner, and C. Christopher Hook. Basic Questions on Genetics, Stem Cell Research and Cloning: Are These Technologies Okay to Use? Grand Rapids: Kregel, 2002.
Carrier, Ewa, and Gracy Ledingham. 100 Questions & Answers about Bone Marrow and Stem Cell Transplantation. Sudbury, MA: Jones and Bartlett, 2004.
Cohen, Cynthia B. Renewing the Stuff of Life: Stem Cells, Ethics, and Public Policy. New York: Oxford University Press, 2007.
DeGette, Diana. Sex, Science, and Stem Cells: Inside the Right Wing Assault on Reason. Guilford, CT: Lyons, 2008.
Fox, Cynthia. Cell of Cells: The Global Race to Capture and Control the Stem Cell. New York: W.W. Norton, 2007.
Friedman, Lauri S., and Hal Marcovitz. Is Stem Cell Research Necessary? Referencepoint Press, 2009.
Green, Ronald M. The Human Embryo Research Debates: Bioethics in the Vortex of Controversy. New York: Oxford University Press, 2001.
Gruen, Lori, Laura Grabel, and Peter Singer, eds. Stem Cell Research: The Ethical Issues. New York: Wiley-Blackwell, 2007.
Herold, Eve, and George Daley. Stem Cell Wars: Inside Stories from the Frontlines. New York: Palgrave Macmillan, 2007.
Holland, Suzanne, Karen Lebacqz, and Laurie Zoloth, eds. The Human Embryonic Stem Cell Debate: Science, Ethics, and Public Policy . Cambridge, MA: MIT Press, 2001.
Humber, James M., and Robert F. Almeder. Stem Cell Research. Totowa, NJ: Humana, 2004.
Juengst, Eric, and Michael Fossel. The Ethics of Embryonic Stem Cells: Now and Forever, Cells Without End. JAMA 284 (2000): 3180-3184.
Kass, Leon R. Life, Liberty, and the Defense of Dignity: The Challenge for Bioethics. San Francisco: Encounter, 2002.
Korobkin, Russell, and Stephen R. Munzer. Stem Cell Century: Law and Policy for a Breakthrough Technology. New Haven, CT: Yale University Press, 2009.
Lanza, Robert, Roger Pedersen, Douglas Melton, John Gaerhart, E. Donnall Thomas, James A. Thomson, and Brigid Hogan, eds. Essentials of Stem Cell Biology. Burlington, MA: Academic, 2005.
Marzilli, Alan. Stem Cell Research and Cloning. New York: Chelsea House, 2007.
Monroe, Kristen Renwick, Ronald Miller, and Jerome Tobis, eds. Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues. Berkeley: University of California Press, 2007.
Mulkay, Michael. The Embryo Research Debate: Science and the Politics of Reproduction. Cambridge: Cambridge University Press, 1997.
National Bioethics Advisory Commission. Report and Recommendations of the National Bioethics Advisory Commission. Vol. 1 of Ethical Issues in Human Stem Cell Research. Rockville, MD: NBAC, 1999. http://bioethics.georgetown.edu/nbac/stemcell.pdf (Accessed June 24, 2010).
__________. Commissioned Papers. Vol. 2 of Ethical Issues in Human Stem Cell Research. Rockville, MD: NBAC, 2000. http://bioethics.georgetown.edu/nbac/stemcell2.pdf (Accessed June 24, 2010).
__________. Religious Perspectives. Vol. 3 of Ethical Issues in Human Stem Cell Research. Rockville, MD: NBAC, 2000. http://bioethics.georgetown.edu/nbac/stemcell3.pdf (Accessed June 24, 2010).
stnor, Lars, ed. Stem Cells, Human Embryos and Ethics: Interdisciplinary Perspectives. New York: Springer, 2008.
Panno, Joseph. Stem Cell Research: Medical Applications and Ethical Controversy. New York: Checkmark, 2006.
Peters, Ted. Sacred Cells? Why Christians Should Support Stem Cell Research. Rowman & Littlefield, 2010.
Peters, Ted. The Stem Cell Debate. Minneapolis: Fortress, 2007.
Potten, Christopher S., Robert B. Clarke, James Wilson, and Andrew G. Renehen, eds. Tissue Stem Cells. New York: Informa Healthcare, 2006.
Prentice, David A. Stem Cells and Cloning. 2nd ed. San Francisco: Benjamin Cummings, 2008.
The President's Council on Bioethics.Human Cloning and Human Dignity: The Report of the President's Council on Bioethics. New York: Public Affairs, 2002. http://bioethics.georgetown.edu/pdbe/reports/cloningreport/pcbe_cloning_... (accessedJune 24, 2010).
Robertson, John A. Science and Society: Human Embryonic Stem Cell Research: Ethical and Legal Issues. Nature Reviews Genetics 2 (2002): 74-78.
Ruse, Michael, and Christopher A. Pynes, eds. The Stem Cell Controversy: Debating the Issues. Amherst, NY: Prometheus, 2003.
Shostak, Stanley. Becoming Immortal: Combining Cloning and Stem-cell Therapy. Albany: State University of New York Press, 2002.
Snow, Nancy E., ed. Stem Cell Research: New Frontiers in Science and Ethics. Notre Dame, IN: University of Notre Dame Press, 2003.
Waters, Brent, and Ronald Cole-Turner, eds. God and the Embryo: Religious Voices on Stem Cells and Cloning. Washington, DC: Georgetown University Press, 2003.
Wertz, Dorothy C. Embryo and Stem Cell Research in the USA: A Political History. Trends in Molecular Medicine 8 (2002): 143-146.
Additional Key Reports on Stem Cell Research
Chapman, Audrey R., Mark S. Frankel, and Michele S. Garfinkel. Stem Cell Research and Applications: Monitoring the Frontiers of Biomedical Research. AAAS / ICS, November 1999. http://www.aaas.org/spp/sfrl/projects/stem/report.pdf (Accessed June 24, 2010).?
Committee on the Biological and Biomedical Applications of Stem Cell Research, Commission on Life Sciences, National Research Council, Board on Neuroscience and Behavioral Health, Institute of Medicine. Stem Cells and the Future of Regenerative Medicine. Washington, DC: National Academies, 2002. Available online at www.nap.edu/books/0309076307/html/ (Accessed June 24, 2010).?
National Academies. Committee on Science, Engineering, and Public Policy (COSEPUP) and Board on Life Sciences (BLS). Scientific and Medical Aspects of Human Reproductive Cloning. Committee on Science, Engineering and Public Policy; National Academy of Sciences; National Academy of Engineering; Institute of Medicine. Washington, DC: National Academy, 2002. Available online at http://www.nap.edu/books/0309076374/html/ (Accessed June 24, 2010).

Each student will write a 2-3 page paper on one original work of art in the greater Washington, D.C. area (or your local city). This can be any kind of object created in any period; the only requirement is that it be something that you can view carefully yourself. You may not write on something that you have not seen personally during the course of the semester.

This is not a research paper. Your observations should be illuminated by the lectures, assignments and readings. It is important to choose something that you can discuss without doing further research (unless you would like to do outside research - you are welcome to do so ??" on the internet, books, etc). If you do use outside sources, they must be properly credited. Please use MLA format.

A typical paper will spend the first page (or less) describing the art work in detail using terms learned in class (ie. sculpture in the round, complementary colors, iconography, etc.) and possibly providing some background about the artist (but not required).

The rest of the paper should be spent comparing/contrasting the object to a work that we discussed in class (or that is in the textbook) ??" talking about how the works are similar and/or different. If you decide to do outside research you may want to talk about the works significance ??" how it may be a political statement or an shows an innovative style, for example.


**I would like my paper to be about the lion statues outside of The Corcoran Gallery of Art in Washington DC (which I saw) and the Chimera of Arezzo. According to the book, the Chimera of Arezzo is Etruscan art from the Classical Art (480-350 BCE). The only term that I could find from the book pertaining to this piece of art of chimera which is a monster invited by the Greeks that has a lions head and body and a snakes tail.**

If you have any questions, feel free to email me. Thank you so much in advanced:)

Hi! ISAK! Thank you for your great help.

Personality Topic 9. Reflect on the material in below resources related to:
1. personality development
2. the stability of personality across time and the potential for personality change (through life experience, psychotherapy or other factors)
3. the role of personality or personality disorders in, or implications for, psychotherapy
4. the nature of vulnerability/risk and its role in ones life experience and outcomes
5. the nature of resilience, hardiness and thriving and its role in ones life experience and outcomes
Select one of the above and regarding that area comment on the three points below:
1. what you have learned in that area that is new to you
2. what your thoughts are about it and how it has changed your thinking
3. how it might apply to or change your thinking regarding some aspect of your current or future professional work in psychology.

Reference
Davis, R. D. (1999). Millon: Essentials of his science, theory, classification, assessment, and theory. Journal Of Personality Assessment,72(3), 330-352. doi:10.1207/S15327752JP720302
Magnavita, J. J. (2005). Components of a Unified Treatment Approach: Psychopathology, Personality Theory, and Psychotherapy. In , Personality-guided relational psychotherapy (pp. 51-76). American Psychological Association. doi:10.1037/10959-003
van Lieshout, C. M. (2000). Lifespan personality development: Self-organizing goal-oriented agents and developmental outcome. International Journal of Behavioral Development, 24(3), 276-288. doi:10.1080/01650250050118259

Sutin, A. R., Costa, P. r., Wethington, E., & Eaton, W. (2010). Turning points and lessons learned: Stressful life events and personality trait development across middle adulthood. Psychology And Aging, 25(3), 524-533. doi:10.1037/a0018751

Vandewater, E. A., & Stewart, A. J. (2006). Paths to late midlife well-being for women and men: The importance of identity development and social role quality. Journal Of Adult Development, 13(2), 76-83. doi:10.1007/s10804-006-9004-1

McAdams, D. P. (1994). Can personality change? Levels of stability and growth in personality across the life span. In T. F. Heatherton, J. Weinberger (Eds.) , Can personality change? (pp. 299-313). Washington, DC US: American Psychological Association. doi:10.1037/10143-027

Whitbourne, S. K. (1986). Openness to experience, identity flexibility, and life change in adults. Journal Of Personality And Social Psychology, 50(1), 163-168. doi:10.1037/0022-3514.50.1.163

Jones, C., & Meredith, W. (1996). Patterns of personality change across the life span. Psychology And Aging, 11(1), 57-65

Costa, P. R., Yang, J., & McCrae, R. R. (1998). Aging and personality traits: Generalizations and clinical implications. In I. Nordhus, G. R. VandenBos, S. Berg, P. Fromholt (Eds.) , Clinical geropsychology (pp. 33-48). Washington, DC:American Psychological Association.

Bood, S., Archer, T., & Norlander, T. (2004). Affective Personality in Relation to General Personality, Self-Reported Stress, Coping, and Optimism. Individual Differences Research, 2(1), 26-37.

Arntn, A., Jansson, B., & Archer, T. (2008). Influence of affective personality type and gender upon coping behavior, mood, and stress. Individual Differences Research, 6(3), 139-168.

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Customer is requesting that (ISAK) completes this order.

Report specifications:
Table of Contents

1. Executive Summary

2. Company Description

3. Strategic Focus and plan

Mission/Vision

Goals

Core Competency and Sustainable Competitive Advantage

4. Situation Analysis

SWOT Analysis

Internal Strengths and Weaknesses

Management

Offerings

Marketing

Personnel

Finance

Manufacturing

Research and Development (R & D)

External Opportunities and Threats

Consumer/Social

Competitive

Technological

Economic

Legal/Regulatory

Industry Analysis

Competitor Analysis

Company Analysis

Customer Analysis

5. Market-Product Focus

Marketing and Product Objectives

Target Markets

Points of Difference

Positioning

6. Marketing Program

Product Strategy

Price Strategy

Promotion Strategy

Place (Distribution Strategy)

7. Financial Data and Projections

Past Sales Revenues

Five-Year Projections

8. Organization

9. Implementation

10. Evaluation and Control



1. Executive Summary

The Executive Summary sells the marketing plan to readers through its clarity and brevity. The summary should present a description of the product/service, its target market, and its need within the market. The summary should also provide an overview of the main points of the plan and should emphasize an action orientation.



2. Company Description

The company description should highlight the recent history and successes of the company or organization.



3. Strategic Focus and Plan

While not included in all marketing plans, the Strategic Focus and Plan sets the strategic direction for the entire organization.

One approach to crafting a strategic focus is Porters four generic business strategy model.


Mission/Vision

The Mission/Vision statement is a qualitative statement that specifies the markets and product lines in which a business will compete. A mission statement can dramatically affect the range of a firms marketing activities by narrowing or broadening the competitive playing field. An effective mission statement must be clear and direct.



Goals

The Goals section of a marketing plan sets both financial and non-financial targets. Goals should be in quantitative terms, where possible, to facilitate measuring the companys future performance.

An example of a non-financial goal: It is recommended that Philip Morris diversify its product lines to achieve 50 percent of sales revenue in non-tobacco products in the next five years.

An example of a financial goal (note it is specific and measurable): It is suggested that XYZ Inc. increase sales from $10 million in 2000 to $15 million in 2001.



Core Competency and Sustainable Competitive Advantage

Whereas the mission defines the scope of a business or business unit and the goals define its strategic performance dimensions, its business unit competencies determine the means for achieving success.

An example of a competitive advantage: McDonalds competitive advantage is its large number of restaurants, more than double its competitors, making it more convenient for customers than any other fast food restaurant in the world.

4. Situation Analysis

The essence of the situation analysis is taking stock of where the firm or product has been recently, where it is now, and where it is headed. The situation analysis is the first of three steps in the planning stage.


SWOT Analysis
The SWOT analysis is an effective short-hand summary of the situation analysis. The acronym is used to describe an organizations internal Strengths and Weaknesses and its external Opportunities and Threats. This analysis provides a solid foundation as a springboard to identify subsequent actions in the marketing plan. The SWOT analysis can be effectively presented in a tabular format followed by a text discussion that elaborates on the information in the table.

An analysis to identify internal strengths and weaknesses usually includes the following areas in an organization:

When analyzing: Consider:

Management experience level, management style, size
Offerings uniqueness, quality, price,
Marketing type and scope of marketing plan
Personnel quality and experience of workforce
Finance sales revenues
Manufacturing quality and dependability of suppliers
R & D plans for continual product improvement, R & D budget



An analysis to identify external opportunities and threats usually includes the following factors:

When analyzing these factors: Consider:

Consumer/Social size and stability of market
Competitive number and size of competitors
Technological the effect of technology on any facet of the business
Economic current and projected economic situation of market
Legal/Regulatory the effect of legal and regulatory factors on any facet of the business


Industry Analysis

The industry analysis section should provide the backdrop for a more detailed analysis of the competition, the company, and the customer. An in-depth analysis will give both internal and external readers of the plan confidence in the companys ability to understand its own industry.

Competitor Analysis

An effective analysis of the competition should demonstrate that the company has a realistic understanding of its major competitors and their marketing strategies. As in with the industry analysis, a realistic assessment makes readers feel confident that the marketing actions in the plan are well grounded.

Company Analysis

The company analysis provides details of a companys strengths and marketing strategies that will enable it to achieve its marketing goals.

Customer Analysis

A thorough customer analysis answers the question: Who are our customers? Understanding your customers and what they want is critical in satisfying them and providing genuine value.


5. Market-Product Focus

Marketing and Product Objectives

Setting product objectives and identifying target market segments significantly increases the chance that a product will be successful. The objectives and goals should be stated in measurable terms so that they can be measured during the program implementation and control phases of the marketing plan.

Target Markets

Because an organization cannot satisfy the needs of all consumers, it must concentrate its marketing efforts on the needs of specific niches or target markets. In describing the target markets, consider why a particular target market was selected and how the product or service meets the needs of the target market.


Points of Difference

Points of Difference are those characteristics of a product that make it superior to competitive substitutes. The greatest single factor in a new products failure is the lack of significant points of difference.


Positioning

A products unique points of difference are communicated by way of a positioning strategy.



6. Marketing Program

Everything that has gone before in the marketing plan sets the stage for the marketing mix actions---the 4 Ps----covered in the marketing plan. Product, price, promotion, and place (distribution) strategies are all detailed in the Marketing Program section of the plan.

When describing these strategies: Include these elements:

Product Features, brand name, packaging, service, warranty


Price List price, discounts, allowances, credit terms, payment period


Promotion Advertising, personal selling, sales promotion, publicity

Place Outlets, channels, coverage, transportation, stock level



7. Financial Data and Projections

All the marketing mix decisions covered in the marketing program have both revenue and expense effects. In this section of the marketing plan, both past and projected financial data is included. A key indicator of what future sales will be is to examine past sales.


8. Organization


A marketing program needs a marketing organization to implement it. This section of the marketing plan may iclude an organizational chart with both current and projected positions represented.

9. Implementation Plan

The implementation plan shows how a company will turn plans into results. To implement a marketing program successfully, hundreds of detailed decisions are often required. These marketing tactics are detailed operational decisions essential to the overall success of marketing strategies. Unlike marketing strategies, marketing tactics involve actions that must be taken immediately.


For each strategy describe what has to be performed to carry it out. For example, if the plan calls for adding television advertising, implementation might involve contacting an ad agency and arranging a meeting, agreeing on objectives, targeting audiences, and scheduling a flight of advertisements. If the plan calls for increasing the price, a breakeven schedule of alternative prices might be performed.


10. Evaluation and Control

The purpose of the control phase of the strategic marketing process is to keep the marketing program moving in the direction set for it. In the control phase, the marketing manager compares the results of the marketing program with the goals in the written plans to identify deviations. The marketing manager then acts on the deviations to correct the negative and exploit the positive ones.

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This paper would be submited to turnitin.com for plagirism check.

useful website: blackboard.com

Blackboard SWOT

Strength:
- number of awards
- 60% market share. Industry leader.
- Merged with WEBCT
- Partnership with U.S military
- Partnership with Microsoft
- Feedbacks from strong universities such as University of British Columbia, Illinois Chicago, San Francisco, Texas, Princeton
- The backbone programming of Blackboard is in Java and what makes it different is importing API packages into each other instead of importing packages into just classes which is what normally programmers do. This gives the Enterprise system the ability to grow very large and easier to maintain.
- Blackboard Building block feature allows external programs to integrate with in blackboard easy. This would turn into memory saving advantage where blackboard server limit will not be pushed
Weakness:
- Not user friendly. Too many clicks to get tasks done. Not easy to find your way in there. Complicated.
- Have been growing in terms of functionality very aggressively with out thinking about ease of the end user
- Uncontrollable purchasing codes from out side have been making the sytem chaotic
- There is not though for overall design. No consistency
- Poor customer service
- Blackboard inc. tries to be the host server for its client which make them focus on server management rather than their design which is their core competency. In addition, traveling users confidentiality is not secure. For example a university student information in Canada would have to travel all the way to Washington DC, where blackboard server is hosting and come back.
- Blackboard servers seats in different cities of US and the head office does not do a good job in managing them all. That makes them slow to responding their clients
Opportunities:
- To incorporate what users like best with other systems (Competitors of blackboard) such as WEBCT
- Use new programming technology Ajax will help to be more user friendly and interactive and timely
- Use their partners most advanced technology. US military always has the most advanced technology.
- Opportunity of grow in Europe an Asia. The language of blackboard system could easily transfer by just loading different language packages. If I am teaching
French then I can load French language in my blackboard course easily. There is no need of computer or technology knowledge and there is no need for extra programming with in the system
Threads:
- Fully open source systems such as: angels, Moodle, Skai which are cheaper. Since blackboard target its academic institutions and academic institutes like the idea of open source since it fit into their political model.
- Blackboard law suits
- There must be more


For this marketing plan we target Academic institutes. Using Ajax programming language for the next version of blackboard which would be 7.8.
To do this the front interface of Blackboard needs a complete rewrite. Means some of the API will be closed.
Since Ajax is new there are not many expert programmers in this area. Blackboard incorporate needs to conduct programs to help their developer be an expert with Ajax. It needs to make resources available to them. On the other hand, institutions who are their clients need to upgrade their developers to support new version. (Note: sometimes universities would purchase the license and would be their own host instead of fully outsourcing it. This is because they want to have a better control over the system).


Blackboard pricing factor:
Since this is B2B price is negotiable and therefore, no clients would get the same price
For the version 7.8 that we are creating price depends on if:
New client
Existing client
Hosted
Hosting
In addition, there is a core price for blackboard basic package and in addition to that there are the following functions:
- Content: Is and area belong to each user. A virtual hard drive. User may upload documents and share them with other users
- Community: for example a philosophy department of a university can form a community of all the philosophy students and faculties with in all campuses. To share ideas, events. networking tool
Institution may choose to purchase these additional features.





Promotion:
Blackboard usually promote through:
-its website
- Behind black board: is a community of all external blackboard developers. (Developers who are hired by institutions not by blackboard Inc itself)
- Conferences

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1. Essay (60% weighting)
An essay shall be prepared and submitted by each student. The essay shall have a length of 3000 words (+/- 250 words) plus footnotes and bibliography, and be bound in A4 format. The inclusion of photographs, plans, drawings, your own sketches and other relevant images is required to enhance and clarify your text. Although described as an essay, your work may be divided up with headings and/or sub-headings to help present your thoughts. Opportunity for general and particular discussion about the essay will be provided.

Essay Topic

Planning is underway for a year of memorable celebrations to mark the Centenary of Canberra in 2013. It will be a special anniversary not only for Canberrans but for all Australians. The organising group, known as Canberra 100, offers on its website a vision statement and some goals for these celebrations. These are as follows:

Vision
All Australians proudly celebrate and share in the centenary of Canberra, our nations capital - the city that tells the story of our country's freedom, spirit, achievements and aspirations.
Goals
???? Increase the pride and ownership of Australians in their capital.
???? Fully engage the community of Canberra, the Capital region, and the broader Australian community in the celebrations.
???? Establish enduring international recognition of Canberra, and its role as the capital.
???? Build the positive image and reputation of Canberra as a city and community.
???? Build lasting legacies of community value through memorable celebrations and high quality projects.
???? Create impetus for future development of the National Capital.

Your essay shall examine and discuss these aspirations and provide a descriptive summary of your proposed ideals and lasting legacies, in whatever form, that will take Canberra confidently into the next century. In your response you should compare and contrast Canberra with one or more of the national capital cites discussed in lectures( THESE ARE -WASHINGTON DC, OTTAWA, BRASILIA, LONDON, BOGOTA) and tutorials. This examination and discussion should note the unique challenges of designing national capitals to respond to cultural values, complex roles and functions, public expectations, regional context and national identity.
The essay must also demonstrate an understanding of not only the design parameters of national capital cities and their planning, but also, an appreciation of contemporary social and environmental values and imperatives inherent in the design of cities.

List of suggested texts (SOME POSSIBLE SOURCES)
oBeatley, Timothy with Peter Newman, Green Urbanism Down Under: Learning from Sustainable Communities in Australia, Island Press, Washington, 2009.
oFreestone, Robert, Urban Nation ??" Australias Planning Heritage, CSIRO Publishing et al, 2010.
oFreestone, Robert, Designing Australias Cities: Culture, Commerce and the City Beautiful, 1900-1930, UNSW Press, 2007.
oGaines, Jeremy and Stefan Jager, Alan Speer and Partner: A Manifesto for Sustainable Cities, Think Local Act Global, Prestal Verlag, Munich, 2009.
oGordon, David (editor), Planning Twentieth Century Capital Cities, Routledge, London and New York, 2006, 2010.
oHeadon, David, The Symbolic Role of the National Capital ??" from Colonial Argument to 21st Century Ideals, National Capital Authority, Canberra, 2003.
oKriken, John Lund with Philip Enquist and Richard Rapaport, City Building: Nine Planning Principles for the Twenty-First Century, Princeton Architectural Press; 2010
oNational Capital Authority, The Griffin Legacy : Canberra, the nation's capital in the 21st century, Canberra, c2004.
oNational Capital Planning Commission (USA) and Frederick Gutheim (Consultant), Worthy of the Nation ??" The History of Planning for the National Capital, Smithsonian Institution Press (City of Washington), 1977.
oNewman, Peter, Timothy Beatley and Heather Boyer, Resilient Cities ??" Responding
to Peak Oil and Climate Change, Island Press, 2009.
oOverall, John, Canberra ??" Yesterday, Today & Tomorrow - A Personal Memoir, Federal Capital Press, Canberra, 1995.
oPegrum, Roger, The Bush Capital: how Australia chose Canberra to be its federal city, Watermark Press, 2008. The 1983 edition (published Hale and Ironmonger) is also relevant and available in the UC Library collection.)
oReid, Paul, Canberra following Griffin ??" a Design History of Australias National Capital, National Archives of Australia, Canberra, 2002.
oStatham, Pamela (ed), The Origins of Australias Capital Cities, Cambridge University Press, 1989.
oWestcott, Geoff, Back to Basics: Breakthrough Proposals for the Australian Environment, UNSW Press, Sydney, 2009.

Please write about Albert Durer
The teacher wants us to visit the National Gallery of Art in Washington DC and the write about him.
So please try to find the information about him in the museum website.
You also could use other websites for more information about him but please try to have something that shows that I visited the museum.
Also if you could add pictures of some of his most famous paintings, it would be great.
Thank you,