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July 16, 2025

Court Case Presentation

By Academic Wizard Blog

Court Case Presentation

Using the case outline (Part I: How the Courts Address or Respect Our Rights as Citizens)

you submitted inWeek 6, prepare and submit a presentation, using a narrated PowerPoint

The presentation will include:

● Name the case

● Discuss the facts of the case

● Discuss the history of the case (what laws or legal action was taken)

● Discuss the issues or the facts of the case and legal questions the court must

decide.

● Discuss if the court’s decision or holdings were for the plaintiff or the

defendant and the reasons for the decision.

● Discuss the concurring and dissenting opinions from the judge or if a jury trial,

the jury.

Court Case Presentation

● References slide with aminimum of 2 scholarly sources.

Important: In this assignment, you are expected to elaborate on the points youmade in

the prior assignment inWeek 6. This assignment will be graded on your strength to

elaborate and explain the facts of the case, proper use of visual aids, good narration,

presentation of the case, and howwell you stick to the case. Do not copy-paste the outline

into this and call it complete.

Requirements

● Length: The presentation should be 7-8 slides long if using PowerPoint

excluding the title and reference slide. If you choose to do a video or narration,

the length requirement should not exceed 5minutes.

● Font should not be smaller than size 16-point ● Parenthetical in-text citations included and formatted in APA style ● Title/Introduction slide required

● References slideminimum of 2 scholarly sources in addition to textbook if

cited)

● You can narrate your presentation by using speaker notes to elaborate on the

content on the slides.

Court Case Presentation

What is the name and background of the case?,
What are the key facts and legal history of the case?,
What legal questions did the court need to decide?,
What was the court’s final decision and why?,
Were there any concurring or dissenting opinions?

July 16, 2025

California Tobacco Legislation 2016

By Academic Wizard Blog

California Tobacco Legislation 2016

Review a Legislative Session. Becoming familiar with the legislative process is an important skill for public health advocacy, prevention, and policy.

Step One: Review the Senate Floor session for March 10th 2016: http://calchannel.granicus.com/MediaPlayer.php?view_id=7&clip_id=3442 Navigate to ~24 minutes into the video. There is a lag on getting the session started. After that there is a remaining 1 hour 15 minutes in length. Please review it in its entirety. The session video should be opened using Google Chrome or Firefox (Internet Explorer will not work effectively for this video)

· That day, the California Legislature passed a set of landmark public health bills:

SBX2-5	Electronic cigarettes (Leno)
SBX2-7	Tobacco products: minimum legal age (Hernandez)
ABX2-7	Smoking in the workplace (Mark Stone)
ABX2-9	Tobacco use programs (Thurmond)
ABX2-10	Local taxes: authorization: cigarettes and tobacco products (Bloom)
ABX2-11	Cigarette and tobacco product licensing: fees and funding (Nazarian)

Step 2: Each bill that was passed that day has the potential to impact improvements in public health. After reviewing the video, students will select two bills that interest them and then, research and describe.

1. Using the video or the bill text, you will briefly describe legislation you just viewed from the March 10, 2016 session.

· Select 3 bills and describe each in 3-6 sentences (See the list of bills reviewed at the legislative session in the chart above.)

· Tell us why each bill interested you in learning more.

· Be sure to include two specific facts you learned about each bill

**The bill text can be found by looking through the agenda on the right-hand side of the screen or by using the “quick search” in the upper right-hand corner

California Tobacco Legislation 2016

Step 3: Review Chapters 1 & 2 in your text. Then:

1. Focusing on your text share/describe a two (2) aspects of the policymaking process you saw take place while viewing the video.

2. Using the internet, briefly research and describe (2-3 sentences) the policymaker that wrote one of the policies you described above. Expand upon the section on p. 32 in the text about policymakers and connect to your description. Why may the policymaker support this policy?

3. Describe why government intervention is considered appropriate for the population?

California Tobacco Legislation 2016

What are three bills from the March 10, 2016 session and what do they aim to do?,
Why did these particular bills interest you?,
What are two specific facts you learned about each bill?,
What two aspects of the policymaking process were evident during the session?,
Who authored one of the policies, and why might they support it?

July 16, 2025

Wollstonecraft and Gender Equality

By Academic Wizard Blog

Wollstonecraft and Gender Equality

What did Wollstonecraft see as the key to obtaining the independence of women? How is that connected to their ability to choose their life plans? What would second and third wave feminists argue remain as obstacles to gender equality after equal education is achieved? Do you think that the thinkers we read this week would believe that gender equality has been accomplished?

What did Wollstonecraft see as the key to obtaining the independence of women?,
How is that connected to their ability to choose their life plans?,
What would second-wave feminists argue remain as obstacles to gender equality after education?,
What would third-wave feminists identify as remaining issues?,
Would the thinkers we read this week believe gender equality has been achieved?

Wollstonecraft and Gender EqualityGeneral Comprehensive Response:

Mary Wollstonecraft, one of the earliest advocates of women’s rights, believed that education was the fundamental key to women’s independence. In her groundbreaking work A Vindication of the Rights of Woman (1792), she argued that without a proper education, women could not reason, develop virtues, or become truly independent citizens. Wollstonecraft viewed education not only as a tool for intellectual growth but as a pathway to full participation in society—politically, morally, and personally.

This emphasis on education directly connects to women’s ability to choose their own life paths. Without knowledge, critical thinking, and self-reliance, women would remain dependent on men—economically, emotionally, and socially. By receiving the same education as men, Wollstonecraft argued, women could make informed choices about careers, relationships, and their contributions to public life. In essence, education enables autonomy.

However, second-wave feminists—active during the 1960s and 70s—recognized that equal education alone was not enough. They highlighted institutional barriers such as workplace discrimination, wage gaps, lack of childcare, and the unpaid labor of housework as enduring obstacles. Simone de Beauvoir, Betty Friedan, and others noted that even educated women were often relegated to domestic roles or faced professional glass ceilings.

Third-wave feminists, emerging in the 1990s and beyond, expanded the conversation to include issues of intersectionality, focusing on how race, class, sexuality, and gender identity intersect to create unique challenges for different groups of women. They would argue that systemic racism, transphobia, and cultural norms still perpetuate inequality—even when formal education is accessible.

Given the ideas of Wollstonecraft and later feminist thinkers, it is unlikely that any of them would consider gender equality to be fully accomplished today. While major strides have been made in education and legal rights, persistent gaps in political representation, economic parity, and social expectations remain. The thinkers studied this week would likely argue that gender equality is still an ongoing project—one that requires continued attention to both structural barriers and cultural attitudes.

Wollstonecraft and Gender Equality

July 16, 2025

Lowering the Drinking Age

By Academic Wizard Blog

Lowering the Drinking Age

Should the alcohol drinking age be lowered from 21 to 18? Yes or no? Why?

A) has to be 3 – 4 pages long

B) It has to be double space and one-inch margins on all sides

C) It has to be typed in Times New Roman Font (12)

D) Written in MLA format and it must contain a separate Works Cited page. Needs to have at least 4 citations from 4 different reputable sources.

E) No Wikipedia is allowed.

F) You must provide statistical and/or specific current or historical events or facts to augment your thesis.

Lowering the Drinking Age

Should the legal alcohol drinking age be lowered from 21 to 18?,
Why should or shouldn’t the drinking age be changed?,
What statistics or historical events support your position?,
What reputable sources can back your claims?,
How does this issue affect society public health and youth responsibility?

Comprehensive General Response:

Thesis:
No, the legal drinking age should not be lowered from 21 to 18. While 18 is the age of legal adulthood in many areas of life, alcohol consumption presents unique risks to adolescent brain development, public safety, and social responsibility that justify keeping the drinking age at 21.

Argument 1: Health and Brain Development
Scientific studies have shown that the human brain continues to develop well into the mid-20s. Alcohol consumption during adolescence can interfere with the development of the prefrontal cortex—the region responsible for decision-making, impulse control, and judgment. According to the National Institute on Alcohol Abuse and Alcoholism (NIAAA), underage drinking is linked to increased risks of memory problems, academic struggles, and long-term dependency.

Argument 2: Public Safety and Drunk Driving
After the National Minimum Drinking Age Act of 1984 raised the legal drinking age to 21, the U.S. saw a significant decrease in alcohol-related traffic fatalities. According to the National Highway Traffic Safety Administration (NHTSA), drunk-driving deaths among people aged 16–20 dropped by 61% between 1982 and 1998. Lowering the age could reverse that progress and lead to more dangerous roads, particularly for teens who are inexperienced drivers.

Argument 3: Social and Educational Impacts
College campuses already face challenges with binge drinking, and lowering the legal age may worsen the issue. A 2019 study by the Centers for Disease Control and Prevention (CDC) reported that alcohol is a factor in many cases of campus sexual assault, injury, and academic failure. Legal access at 18 could lead to increased alcohol availability and peer pressure in high schools as well, since many seniors are already 18.

Argument 4: International Comparisons and Context
Some argue that countries with lower drinking ages don’t face the same issues. However, European nations like Germany and France are also struggling with youth alcohol abuse. According to the World Health Organization (WHO), Europe has some of the highest rates of alcohol-related problems among young people, even where the legal age is lower. Culture, education, and enforcement—not just legal age—impact outcomes.

Lowering the Drinking Ag

Conclusion:
Keeping the drinking age at 21 is not about denying adulthood but about protecting young people during a critical period of growth and development. The statistics clearly show a correlation between higher drinking ages and reduced alcohol-related harms. Until there are better systems of education and regulation in place, the drinking age should remain at 21.

Works Cited (MLA format placeholder — you must update with actual sources and page numbers):

National Institute on Alcohol Abuse and Alcoholism. Underage Drinking. www.niaaa.nih.gov.
National Highway Traffic Safety Administration. Traffic Safety Facts: Alcohol-Impaired Driving. www.nhtsa.gov.
Centers for Disease Control and Prevention. Excessive Alcohol Use and Risks to Youth. www.cdc.gov.
World Health Organization. Global Status Report on Alcohol and Health. www.who.int.

July 16, 2025

Zine on Global Racism

By Academic Wizard Blog

Zine on Global Racism

Global Racism (Spring 2025) Zine Course Final Assignment

The purpose of this final assignment is to help guide you on a topic of your choice concerning racism. It is also to get your critical ideas and visions into a creative and alternative dissemination format. A zine is a self- published and self-circulating work that has typically been created and circulated by an individual or a collective. Historically, it provides social, political, cultural, gender, class, etc. information to marginalized communities free of charge or based on a small donation. In short (5-page double-space written content), this is a DIY project. This can be a digital zine (shared link) or a hardcopy (printed) zine submission. You may use Canva or whatever tech savvy app, or media outlet you know to create your zine. If you decide to do your zine digitally, please paste the link to your zine on Canvas. Get creative and share what you know, but YOU MUST back it up with historically and structural accurate scholarly information! Thus, your analysis will be critical! You must include three concepts from the reading but only one can be from the week you presented on the readings. All readings cited will be based on class readings. Feel free to use lecture notes and class films sporadically. You must use six readings and correctly cite them at the end of your zine.

Pick your research topic: Use your imagination and choose something that will be exciting to learn or inform others on. Your zine can be on a specific topic concerning racism in the past, ongoing, or currently, such as settler colonialism, labor exploitation, indigenismo/mestizaje, slavery, sexual violence and the law, trans. rights, the Zapatistas and the state, South African or Palestinian Apartheid, occupation, the holocaust, May, the Uyghur, Armenian, Myanmar genocide, a book, or a movie, etc.

What is your research topic?

Briefly describe why you chose your research topic?:

Zine on Global Racism

Dr. Nicolas

Pick at least THREE concepts from the course: Your concepts should help you understand and analyze the topic you are studying such as, structural racism, whiteness, settler colonialism, colonialism (colonial), imperialism, decolonization, genocide. Be specific and direct with your concepts.

Identify your THREE concepts that we have read on and briefly describe how they will/have help you understand your topic:

Format Guidelines: 5 or more double-spaced pages of written content on your zine. Your last page should contain the work cited/bibliography. Either Chicago Style Citation or MLA Citation is required. Images, of course, are strongly encouraged!

Zine on Global Racism

What is your research topic?,
Why did you choose this research topic?,
What three course concepts will you use to analyze your topic?,
How do these concepts help you understand your topic?,
What are the format and citation requirements for the final zine?

July 16, 2025

Roles of the Media

By Academic Wizard Blog

Roles of the Media

Roles of the Mass Media in Democracy

The central idea of democracy is that ordinary citizens should control what their government does.

The media can help citizens help themselves

Popular Sovereignty requires an knowledgeable and informed citizenry

Roles of the Media #1

Watchdog over government

Protected by the First Amendment

No prior restraint

High standards for proving libel/slander

Examples?

Roles of the Media

Roles of the Media #2

Clarify what electoral choices the public has

What political parties stand for

The qualities/positions of candidates

Problem deciding what is important versus what is interesting

Examples?

Roles of the Media #3

Present a full and enlightening set of ideas about public policy to the public

Pros and cons about policies that have already been in place

Alternative policy ideas

Examples?

Is the News Biased?

Professional bias

Journalists tend to be liberal but media tycoons (owners of the mass media) are conservative=> balance

“Biases” in Political News

Nationalism: Pro-America

Ethnocentric point of view in most news reports about foreign affairs

Dependence on U.S. government news sources

 most foreign news coverage supports U.S. foreign policy.

“Biases” in Political News p.2

Pro-Capitalism

Free market

Free trade

Anti-welfare type programs

Ex. Socialized medicine

Episodic, Fragmented, Incoherent coverage of political informati

“Biases” in Political News p.3

Negativity and Scandal

Infotainment

The massive invasion of entertainment values in political reporting

Sensation and scandal replace stories about domestic policies, foreign policies, international issues, etc.

Affect of the Media on Public Opinions and Policy

Agenda-setting effects — the topics that get the most coverage in the media are the same ones that most people say are the most important problems

The media’s framing or interpretation of stories affects how people think about political problems.

In other words, not changing opinions as much as telling people what to think about and how to think about it

Affects of the Media

Fueling Cynicism

Attack journalism: serious consideration of the issues or of the behavior of institutions has lost out to regular coverage of personal misbehavior.

Negativity bias=Cynicism

Roles of the Media

What are the three major roles of the media in a democracy?,
How does the First Amendment protect the media?,
What is meant by media bias and what types are discussed?,
How does the media influence public opinion and policy?,
What is infotainment and how does it affect political reporting?

July 15, 2025

Math as a Sixth Sense

By Academic Wizard Blog

Math as a Sixth Sense

Find a Ted Talk that discusses Mathematics as its primary topic.

Summarize the video. What did you find interesting? What were your key takeaways from the video? How do they relate to your previous experiences with Math?

You need to include a citation of the video you found using APA format. Be sure to put your information in your own words.

The initial post and responses should be in your own words and demonstrate critical thinking, analysis, and expected level of knowledge. Initial posts and replies should be in complete sentences and in paragraph form. You should not have bullet points as they are not in complete sentences or paragraph form. Copy-pasting may result in a zero.

Which TED Talk did you choose and what is it about?,
What did you find interesting in the video?,
What were your key takeaways?,
How do these ideas relate to your previous math experiences?,
Provide an APA citation for the video.

Math as a Sixth Sense🧠 Comprehensive Summary:

I watched “How math is our real sixth sense” by Eddie Woo ted.com+14ted.com+14youtube.com+14ed.ted.com. Eddie Woo, a high school mathematics teacher, presents math as a fundamental human ability—a way to understand patterns, structure, and beauty in everyday life. He describes math as an innate “extra sense” that we all develop, illustrating this by mapping the intricate geometry of spirals in nature, from snail shells to hurricanes, and connecting them to the Fibonacci sequence and the golden ratio.

What fascinated me most was his concept of math as a “sixth sense.” It reframed math for me—not as a set of rules, but as a descriptive language of the natural world. His animated examples, like overlaying spirals over real flowers and galaxies, made abstract concepts feel tangible. It was eye-opening to see how math reveals hidden harmony in the world around us.

📌 Key Takeaways:

Math is less about calculation and more about pattern recognition, akin to a sensory tool.
Curiosity drives mathematical discovery; asking the right questions is more important than memorizing formulas.
Visualization deepens understanding—seeing rather than just computing enhances insight.
Everyone has a math instinct that can be nurtured, not just taught through methods or memorization.

Math as a Sixth Sense

🤔 Personal Reflection:

I used to struggle with geometry and algebra, focusing on formulas rather than patterns. Woo’s approach reminds me that I learned best by drawing shapes and exploring relationships visually. His emphasis on intuition and curiosity aligns with how I eventually grasped math—by noticing patterns in music, nature, and even games. This talk reinforced why I prefer visual and exploratory methods in learning.

July 15, 2025

Fractions Discussion Post

By Academic Wizard Blog

Fractions Discussion Post

As part of your learning experience, active participation in discussions is essential. An important part of the final grade will be based on your participation. You will be evaluated on the quality and quantity of your participation in the discussion forum that corresponds to the grading rubric.

To meet the minimum participation requirements, you will post relevant content 3 different days during the week. The first post is due by day four of the week by 11:59PM, Eastern Time. Once you make the initial post, you will see other people’s posts. You will post replies on at least two additional days by day seven of the week by 11:59PM, Eastern Time.

Instructions for the initial post:

Share a personal story about a time in your life when you found fractions difficult. This can be from years past or current to today. What did/do you find so difficult about them? How did/can you overcome your issues with fractions?

Fractions Discussion Post

If you’ve never found fractions difficult, why do you think that is? Share some tips or tricks for classmates who may be struggling with fractions.

Your initial post should be a minimum of 100 words. Be sure to put your information in your own words.

Instructions for replies:

Reply 1: Respond to a peer and/or your instructor. Your replies should add to the conversation.

Reply 2: Respond to a peer and/or your instructor. Your replies should add to the conversation.

回复
Fractions Discussion Post

Share a time when you found fractions difficult.,
What made fractions difficult for you?,
How did you overcome your difficulty with fractions?,
If you’ve never struggled with fractions, why?,
What tips or tricks can you share with others?

July 15, 2025

Probability & Statistics Exam 2

By Academic Wizard Blog

Probability & Statistics Exam 2

Round final answers to the fourth and write as a probability (decimal) unless otherwise stated.

Problem 1

1. You have the opportunity to play two games. Create a probability distribution (table) and compute the expected value for each game. Round to the second.

o Game 1: A spin on the roulette wheel with a $70 bet on the number 15 and $150 bet on red for one spin of the roulette wheel. (Recall: A Roulette wheel has 38 numbers with 18 black, 18 red and 2 green. The colors are equally spaced from each other. If you place your money on the correct color (Black or Red), you win the equivalent of your bet (even money). If you place your money on a specific number you win 35 times your bet. If you do not land on your bet (color or number) you lose your money. (6 pts)

o Game 2: You roll a regular six-sided die and win 4 times whatever number you rolled. The game costs $7 to play. (6 pts)

Which game would you choose to play and why? (3 pts)

2. Suppose a life insurance company sells a one year, $450,000 term life insurance policy to a 55-year-old man for $380. The probability the man dies during the year is 0.00067. Create a probability distribution for this problem then find and interpret the expected value of this policy for the insurance company. (10 pts)

Problem 2

The Centers for Disease Control and Prevention reported that diastolic blood pressures (in mmHg) of adult women in the United States are approximately normally distributed with a mean of 85 and a standard deviation of 6. Be sure to include the calculator commands and a graph of the situation for each part below.

A. What blood pressure represents the bottom 38% of blood pressures? (4 pts)

B. What proportion of women have blood pressures that are more than 93? (4 pts)

C. Would it be unusual for a blood pressure to be more extreme than 66? Find the probability and z-score and explain using both. (9 pts)

Probability: _____________

z-score: _________________________________________________________________________________

_______________________________________________________________________________________

D. What two blood pressure measurements hold the middle 48% of women’s blood pressures? (4 pts

E. Doctors only want to warn women about their blood pressure if it is unusually high. At what blood pressure measurement would doctors start to warn their patients (when is it unusually high)? (4 pts)

Probability & Statistics Exam 2

Problem 3

An industrial machine is known to produce defective components at a 12% rate. We are interested in the number defective components. Round to the fourth for all parts.

1. A sample of 4 components is taken. A. Create the probability distribution. (5 pts)

B. Find the mean and standard deviation. Interpret the mean using the word expect. (4 pts)

Mean = ____________________ Standard deviation:________________________

Interpretation: _________________________________________________________________

_____________________________________________________________________________

2. If a sample of 14 components is taken (use the same probability of success as above). (4 pts each)

A. Find the probability that at least 8 parts will be defective (show calculator commands).

B. Find the probability that at most 6 parts will be defective (show calculator commands).

C. Find the probability more than 3 parts will be defective (show calculator commands).

D. Find the probability that fewer than 6 parts will be defective (show calculator commands).

Problem 4

These problems are not related to any previous problems and are separate from each other.

A. Would it be unusual for a data value to be more extreme than 2.68 standard deviations from the mean? Find the probability and explain by z score and probability. (Draw a picture and show calc commands) (7 pts)

B. Would it be unusual for a data value to be more extreme than – 1.35 standard deviations from the mean? Find the probability and explain by z score and probability. (Draw a picture and show calc commands) (7 pts)

C. For 24 trials that follow a binomial distribution with the probability of failure at 23%, find the probability of exactly 11 successes. (Use your calculator to do this, not by hand, and show your calc commands) (4 pts)

D. Find the grade in our class for the following student and show your work. (7 pts)

Exams = 80%, Homework = 10%, Quizzes = 5%, Classwork/Discussions = 5% AND your lowest exam score gets dropped

Exam 1 :90 Exam 2: 87 Exam 3: 59 Exam 4: 68 Final Exam: 86 Homework: 78

Quizzes: 72 Classwork/Discussions: 98

Probability & Statistics Exam 2

Create a probability distribution and compute expected value for Game 1 and Game 2.,
Choose which game to play and explain why.,
Create a probability distribution for the life insurance policy and find the expected value.,
For a normal distribution (mean = 85, SD = 6), find blood pressure representing the bottom 38%.,
For a binomial distribution with p = 0.12, find the probability that at least 8 of 14 parts are defective.

July 15, 2025

Financial Literacy Reflection

By Academic Wizard Blog

Financial Literacy Reflection

Instructions: Respond to the following questions in a word document and upload. Show your work or explain in detail how you arrived at your answers.

Only 17 U.S. states require students to take a personal finance course before graduating from high school. Of these, only 6 require that students actually pass the test.

Test your own financial literacy knowledge here (http://research.library.gsu.edu/c.php?g=115931&p=815765), and then discuss your reaction to your score.
Were you satisfied with your score? Were you surprised?
How did you learn the financial knowledge that you do have?
How important is widespread financial literacy to the health of modern society?

Were you satisfied with your score?,
Were you surprised by your score?,
How did you learn the financial knowledge that you do have?,
How important is financial literacy to modern society?,
What is your overall reaction to your financial literacy score?

📄 General Response:

Financial Literacy Reflection

Financial Literacy Reflection

After taking the financial literacy quiz provided by Georgia State University, I had a mixed reaction to my score. I was somewhat satisfied because I performed decently, but I was also surprised at how many practical questions I found myself uncertain about. The quiz covered a wide range of everyday financial topics such as credit, interest, taxes, and insurance—areas we all interact with but often overlook in formal education.

I realized that much of my financial knowledge comes from personal experience rather than formal instruction. Growing up, I learned a lot from watching how my parents managed household expenses and by making my own budgeting mistakes as I started working and saving. I also picked up valuable tips from financial literacy videos online and from reading blogs and social media posts focused on budgeting, saving, and investing.

Widespread financial literacy is crucial to the health of modern society. It empowers individuals to make informed decisions, avoid debt traps, plan for retirement, and build generational wealth. When people understand the basics of finance, it also reduces economic stress and promotes more responsible consumer behavior. A financially literate society contributes to a more stable economy and reduces the burden on social safety nets.

In conclusion, this quiz reminded me that financial literacy is a lifelong journey. Even those who are “good with money” can always learn more. It also highlighted the need for more structured financial education in schools to better prepare students for adult life.

Financial Literacy Reflection

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