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January 21, 2024

Millennials & Reshaping The Workforce

Introduction

Experts predict that millennials makeup to 35% of the global Workforce and overtake the Workforce as the generation boomers and generation X are retiring (Lulla n.p.). The millennials have been reported to be the largest generation in the Workforce since 2016. Notably, generations can be determined by the birth year, maturity, location, and actual occurrences that impact their identity (Twenge et al. 1117). The Workforce in the US is anticipated to change dramatically in the subsequent five years, with the millennials accounting for most employees (Lulla n.p.). This paper will evaluate the reasons and the processes through which the millennial generation is reshaping the Workforce.

The millennium generation has been influenced by higher technology and greater acceptance of nontraditional values and families (Bannon, Ford & Meltzer 62). Millennials adapt quickly to new working conditions, such as technological innovation and electronic interactions, thanks to advancements in remote working (Twenge et al. 1126). On average, millennials approach management in a very different way than previous generations. As managers, these value-driven internet users rewrite the organizational rules around engagement, feedback, and team building (Bannon, Ford & Meltzer 64). In terms of performance reviews, millennial administrators shift away from the traditional annual performance evaluation in favor of periodic check-ins and project-based assessments.

Millennials & Reshaping The Workforce

Providing specific, actionable input to workers is a persistent challenge for managers of all ages. This is particularly true for millennials who manage Generation X. Weekly, or biweekly one-on-one meetings are preferred by millennials because they facilitate course corrections before workers fall short of performance goals (Jerome et al. 1). On the other hand, Generation X often expects authority leaders to gain their respect and have little patience for generic platitudes or idle chatter (Twenge et al. 1130). Therefore, there a probability of getting overwhelmed by the constant barrage of emails, slack alerts, instant messages, and automatic status updates. Millennial managers, like their workers, must strike a balance between continuous touch and uninterrupted focus time on big-picture tasks.

Millennial employees are characterized by extreme confidence, achievement-focused, team players, technology utilizers, and generally active workers (Bannon, Ford & Meltzer 65). They tend to gain experience over obtaining a degree. According to Millennials, to be assigned to higher positions in the business, one must demonstrate their expertise and experience and the length of time he/she has had them (DeVaney, 11). Millennials agree that the more experience an organization has, the more profitable it will be (Levenson 257). The situation has made it difficult for fresh graduates to acquire jobs as they are viewed to have no experience other than just the academic skills they gain from college.

Millennials & Reshaping The Workforce

Millennials have contributed to flexibility in the workplace. In an age where we can operate from any location at any time, the ability to create and manage virtual teams is crucial. Millennials, as digital natives, are accustomed to instant communication through a range of channels (DeVaney 11). They are comfortable using these interactive platforms for feedback, coaching, and project management and are adept at assembling teams across disparate geographies and time zones (DeVaney 13). Millennials embrace flexibility in the Workforce in that they can work from home and still make companies profitable.

In comparison to previous generations of managers, millennial managers are more likely to recruit remote workers and allow current employees to work from home (Bannon, Ford & Meltzer 62). This has mainly been demonstrated during the coronavirus pandemic. Various communication channels such as Zoom, Microsoft Teams, and Skype have been adopted using smartphones and laptops have allowed several companies to work remotely through virtual management.

Millennials & Reshaping The Workforce

Millennials have also altered the leadership style in the workplace. They are aware of the skeptical power dimensions and embrace leaders who embody the company’s mission (Andert 71). When they step in as leaders, Millennials portray respect, charisma, and kind listening. Notably, millennials prefer a collaborative and competitive work environment, unlike generation X and the baby boomers (Twenge et al. 1126). Growing up in a world of infinite knowledge, millennials understand that no single individual has all the answers, and they accept diversity within teams, including gender, ethnicity, and age. That is excellent news for companies. According to (Jerome et al. (1), diverse teams consistently outperform homogeneous groups on all dimensions of success, from creativity and efficiency to decision-making quality and organizational performance.

To millennials, legitimate authority must be gained, not presumed or bestowed upon them due to their age (Levenson 261). Millennials thrive and perform best under the leadership of outstanding executives who understand and contribute to the company’s mission and vision (Bannon, Ford & Meltzer 61). They define a successful leader as one who is receptive to criticism and considers their perspectives while making decisions (Andert 68). The impact of millennials has resulted in a rise in organizational empathy and transformational leadership in empowering employees to improve efficiency and ensure the organization’s sustainability. Apathetic management causes unnecessary tension that harms morale and increases attrition among Generation X, who are usually more concerned with completing their assigned project than whether the project sparks joy. When Millennials assume leadership roles, they behave like leaders who are admired, charismatic, and receptive (Andert 69). Additionally, millennials employ open communication in the workplace to avoid employees being blindfolded from change.

Millennials & Reshaping The Workforce

More than any previous generation, millennials desire to work for organizations representing their ideals (Levenson 261). The days of instantaneous response to a corporate strongman’s word in the workplace are over. The millennial generation no longer operates under policies dictated by the leader’s place of authority and title (Jerome et al. 1). This generation is highly suspicious of and conscious of power dynamics. As the lines between work and life begin to blur, millennials want meaning in their work. This necessitates a reconnection of duties or routine activities to more significant priorities and mission-driven work. According to Levenson (259), when a millennial’s ideals align with their job, it can result in an energizing, passionate engagement that motivates the entire team to new heights of success.

Millennials have been a dominant force behind embracing transparency in workplaces (Jerome et al. 1). They greatly value openness in the workplace. Millennials serve as a substantial segment of the Workforce, and their heightened calls for transparency from the executive have produced effective results (Travis & Price, 7). They want correspondence throughout the organizations they work for so that all individuals are kept knowledgeable. Millennials ensure that every employee is aware of the organization’s change and participates in the organization’s decision-making.

Millennials & Reshaping The Workforce

Conclusion

Millennials are reshaping the Workforce by leveraging their technology skills and the retiring age of the Baby Boomers, their desire to work in organizations that represent their values. Additionally, millennials’ value for experience over academic qualification is a significant reason why the generation is reshaping the Workforce. Millennials have embraced flexibility in their workstations by adopting interactive platforms for feedback, coaching, and project management to achieve the desired change. They have also increased demand for organizational transparency in decision-making and adopted a collaborative perspective over a competitive one within administrative teams. Millennial managers are reshaping the workplace in various ways, from the proliferation of remote units to instant performance feedback.

Works Cited

Andert, Darlene. “Alternating leadership as a proactive organizational intervention: Addressing the needs of the Baby Boomers, Generation Xers and Millennials.” Journal of Leadership, Accountability, and Ethics 8.4 (2011): 67-83.

Bannon, Shele, Kelly Ford, and Linda Meltzer. “Understanding millennials in the workplace.” The CPA Journal 81.11 (2011): 61-65

DeVaney, Sharon A. “Understanding the millennial generation.” Journal of financial service professionals 69.6 (2015): 11- 14.

Jerome, Alicia, et al. “Millennials in the workforce: Gen Y workplace strategies for the next century.” E-Journal of Social & Behavioral Research in Business 5.1 (2014): 1.

Levenson, Alec R. “Millennials and the world of work: An economist’s perspective.” Journal of Business and Psychology 25.2 (2010): 257-264.

Lulla, Aram. “The Millennial Managers Are Here: Four Ways Millennials Are Reshaping The Workplace (Again).” Forbes, 2019, https://www.forbes.com/sites/forbeshumanresourcescouncil/2019/12/03/the-millennial-managers-are-here-four-ways-millennials-are-reshaping-the-workplace-again/?sh=31649743e044.

Twenge, Jean M., et al. “Generational differences in work values: Leisure and extrinsic values increasing, social and intrinsic values decreasing.” Journal of management 36.5 (2010): 1117-1142.

January 21, 2024

Court Cases Impact – Education Service

By AssignmentHelp Samples

Court Cases Impact – Education Service

Introduction

It has been 45 years since groundbreaking legislation made it possible for students with learning impairment to attend similar community schools as children without special educational accommodations. The first special education services aimed to discourage irresponsibility among at-risk children living in urban slums. Urban school districts developed manual training courses to complement their general education courses. Over time, there have several court cases and legislative action that has influenced policy direction on special education in the United States. This paper outlines several legal cases, legislative and executive action that has influenced the evolution of special education, the personal abilities enhanced in service provision, and the best practices developed.

Court Cases Impact – Education Service

Supreme Court Decision Brown v. Board of Education of Topeka (17 May 1954)

Topeka’s Panel of Education, a lawsuit in which the U.S. Supreme Court collectively (9–0) resolved on 17 May 1954, that ethnic favoritism in communal schools breached the fourteenth constitutional reform prohibits states from refusing balanced protection of the laws to any person within their authority. In this massive lawsuit, the Supreme Court ruled that isolating children in public learning institutions based on ethnicity was unlawful (Brown v. Board of Education of Topeka, 1954). It effectively terminated authorized racial separation in the United States’ communal schools, overturning the 1896 Plessy v. Ferguson case’s “separate but equal” concept.

After two preponderance verdicts and cautious, if obscure, wording, Brown’s Supreme Court’s resolution against the education panel encountered significant opposition. Along with the palpable anti-discriminatory, some legal theorists thought the verdict violated legal proceedings by depending heavily on sociological evidence rather than criterion or current law (Brown v. Board of Education of Topeka, 1954). Today, education is perhaps the most important function of state and local government. Brown has since been seen as similarly significant in banning inequity on the grounds of impairment by Congress. This ruling significantly impacted subsequent disability statutes, such as the Education for All Handicapped Children Act (E.H.A.) and the Americans with Disabilities Act (A.D.A.).

The Elementary and Secondary Education Act (ESEA) (9 April 1965)

The Primary and High School Education Act of 1965 (ESEA) (P.L. 89-10) was endorsed into law by President Lyndon B. Johnson on 9 April 1965 (Paul, 2016). It culminated in the proliferation of state education agencies and the states assuming a larger role in education policymaking. This legislation elevated education to the forefront of the nation’s fight against poverty and established a precedent for fair access to high-quality education. The ESEA is a sprawling piece of legislation that funds elementary and high school education while stressing high prospects and transparency.

As prescribed by the Act, funds are authorized for professional advancement, teaching materials, educational program funding, and parental involvement promotion. On 9 April 1965, the Act was signed into law, and its appropriations were to be carried out over five years (Paul, 2016). Since the Act’s inception, the government has reauthorized it every five years. Numerous updates and modifications have been implemented during these reauthorizations.

Court Cases Impact – Education Service

Pennsylvania Association of Retarded Children (PARC) v. Commonwealth of Pennsylvania (8 October 1971)

Pennsylvania Association for Retarded Citizens (PARC) v. Commonwealth of Pennsylvania, 334 F. Supp. 1257 (E.D. Pa. 1971) was litigation in which the complainant sued the defendant (PARC), currently known as The Arc of Pennsylvania, over a statute that empowered communal schools to refuse free schooling to learners who had attained the age of eight but had not yet achieved the intellectual age of five. Notably, the State had exploited the statute on several instances to refuse liberal public schooling to children who struggled to integrate into learning settings and colleges.

It was the first significant court case establishing disability equity for students. The U.S. District Court for the Eastern District of Pennsylvania filed and settled the lawsuit between 1971 and 1972. Since the vocabulary adopted in this situation is obsolete compared to common use, the term “mentally retarded” entails any mental infirmity. The petition argued that every child, even if they have an intellectual disability, is entitled to receive liberal education (PARC v. Commonwealth of Pennsylvania, 1971). Additionally, it was claimed that not having access to free schooling services would have a detrimental effect on a child’s growth.

Court Cases Impact – Education Service

While intellectually disabled children would gain disparately relative to other kids, they would learn self-help skills. Additionally, the more schooling disabled children get, the more they will prosper in the future. Pennsylvania’s schooling legislation at the time called for the denial of students’ due process rights in addition to their right to a liberal communal education. Plaintiffs contended that this was both illegal and unfair.

Judge Masterson of the United States District Court issued a consent decree declaring the current legislation limiting children from six to twenty-one years of age unlawful (PARC v. Commonwealth of Pennsylvania, 1971). Additionally, it was claimed that Pennsylvania was accountable for offering free communal schooling to all children; it implied that no kid, regardless of disability, could be restrained from accessing free communal educational services by the Commonwealth. The level of education and preparation provided to disabled children had to be comparable to general students.

Mills v. Board of Education of the District of Columbia (17 December 1971)

The litigation of Mills against the District of Columbia’s education panel in 1971 was a lawsuit that brought major reforms in the education sector. The court determined that learners with impairments must receive community schooling regardless of their ability to pay for it (Mills v. Bd. of Education, 1971). The decision established that Columbia’s district education board was not permitted to refuse these persons access to publicly funded educational opportunities. Exceptional students included those with emotional and intellectual disorders, as well as those with behavioral problems.

Court Cases Impact – Education Service

The case included children who were refused educational opportunities due to their perceived exceptionalities. The exceptionalities included mental retardation, emotional disturbance, physical handicap, and hyperactivity (Mills v. Bd. of Education, 1971). The education board failed to offer training for these youngsters, resulting in a violation of the board’s regulations. The State seems to have decided that all children should receive an education and that classes should be established after Congress appropriated funds.

The judge determined that if adequate funds are not available to cover all of the system’s necessary and desirable resources and programs, the accessible finances must be distributed properly such that no kid is completely expelled from a communally funded schooling. The schooling must be compatible with their requirements and with the potential to take advantage of it. The inefficiencies of the District of Columbia communal education system, whether due to inadequate financing or managerial incompetence, cannot be allowed to affect the exceptional or disabled kid disproportionately.

Court Cases Impact – Education Service

Congressional Investigation of 1972

Congress commenced an investigation to determine the population of children with compensatory education requirements was being treated unacceptably. According to the Commission of Education for the Disabled, there were almost eight million kids in need of learning disability education (Chiamulera, 2017). The extent of the issues confronting America’s impaired learners became clear in 1972 when a legislative report reported that 1.75 million youngsters with impairment were not obtaining schooling services, two hundred thousand were institutionalized, and another 2.5 million received an inadequate education.

Section 504 of the Rehabilitation Act of 1973

The 1973 Rehabilitation Act’s Section 504 was the country’s pioneer impairment civil liberty statute. It forbids inequity against disabled persons in federally funded services and paved the way for the passage of the A.D.A. (Gargiulo & Bouck, 2019). It has been updated several times to ensure its continued usefulness. Section 504 mandates recipients to offer adequate educational program to learners with disabilities that are tailored to their unique needs in an identical manner that services to learners without infirmity are tailored to their needs. According to the Section 504 regulations, an adequate education for a student with a disability can include regular classroom instruction, regular classroom instruction with supplemental services, and special schooling and correlated services.

Court Cases Impact – Education Service

If a school district violates any clause of the Section 504 law or regulations, the district is considered to be out of compliance (Gargiulo & Bouck, 2019). Initially, Office for Civil Rights (O.C.R.) makes an effort to put the school system into voluntary compliance by negotiating a remedial action concession. If O.C.R. is incapable of obtaining voluntary adherence, imposition action may be taken. For example, O.C.R. can initiate administrative proceedings against the recipient to terminate the recipient’s Department of Education financial assistance.

Notably, Section 504 applies to eligible students with disabilities who attend schools that receive financial aid from the federal government. To qualify for Section 504 protection, a learner must have a physical or intellectual disability that significantly restricts single or multiple main life tasks, has a report of such a disability or is recognized as possessing such a disability (Gargiulo & Bouck, 2019). Additionally, it extends to all public elementary and secondary schools and the majority of private schools and colleges that receive federal funding.

Court Cases Impact – Education Service

Consequently, Section 504 ensures that individuals with disabilities have the right to equal accommodations when participating in these services and events. To be protected by Section 504, a learner must be between the ages of three and twenty-two, depending on the curriculum and state and federal law (Gargiulo & Bouck, 2019). An impairment, chronic disease, or other illness that significantly impairs or abates a learner’s capacity to access education in a schooling setting due to a training, behavioral, or health-based position is considered an impairment under Section 504.

As per Section 504, any individual can recommend a learner for the appraisal (Gargiulo & Bouck, 2019). While anybody, such as parents or a physician, can request, O.C.R. has indicated in a staff notice that the school district must also have cause to hold the student requires Section 504 services due to a disability. Placement resolutions need to be undertaken by a team of individuals informed concerning the infant, the significance of the assessment information, the available induction options, the criteria for the least restrictive setting, and comparable facilities.

Court Cases Impact – Education Service

Mattie T. et al. v. Johnson (1975) – A Mississippi Specific Case

Before 1975, individuals with severe disabilities received little or no training. Individuals with moderate mental retardation were classified as “educable” and provided the ability to acquire basic academic skills and social skills. Individuals with more serious disabilities were classified as “trainable” and instructed in self-help and social skills (Mattie T. et al. v. Johnson, 1975). The first class action case was brought in 1975 to support all Mississippi learners with infirmities and those accused of having an impairment.

The lawsuit sought to hold the Mississippi Department of Education (M.D.E.) accountable for failing to assure that local institution districts acknowledged, evaluated, and provided adequate schooling programs to children with impairment (Mattie T. et al. v. Johnson, 1975). The parties entered into a Consent Decree in 1979. For more than two decades, the M.D.E. consistently refused to adhere to the initial decree’s criteria. After more than a year of lengthy consultation, the teams reached an agreement in the summer of 2003 on a revised concession proclamation that would remain in force until 2011.

Court Cases Impact – Education Service

The latest concession proclamation includes enhancements to Child Find, the Least Restrictive Environment (L.R.E.), and the non-biased evaluation of minority learners for compensatory learning. The M.D.E. has retained the services of multiple federal experts to support the State in enforcing the provisions of the concession injunction. Attorneys from the Center and co-counsel (Southern Disability Law Center) closely track the State’s progress.

Education of All Handicapped Children Act (E.H.A.), otherwise known as Public Law 94-142 (29 November 1975)

Congress established the E.H.A. in 1975 to assist state and local governments in securing the interests of Hector and other kids, infants, children, and toddlers with impairment, as well as their families, in meeting their requirements and enhancing outcomes (Alvarado & Rodriguez, 2018). President Gerald Ford signed the E.H.A. into law which necessitated all states that obtained funds from the national government to offer equivalent access to schooling for kids with impairment.

Legislative proposed for all disabled students to have a privilege to educate and create a mechanism for holding State and local school bureau responsible for offering schooling services to all disabled kids (Alvarado & Rodriguez, 2018). Originally, the legislation concentrated on guaranteeing that disabled youngsters have entry to schooling and fair and reasonable procedures for enforcing the law. The legislative incorporated a comprehensive framework of legal counterbalance known as systemic protections to protect children’s and parents’ rights.

Court Cases Impact – Education Service

Additionally, the Act mandated school districts to establish administrative processes by which parents of impaired children could appeal to their offspring’s education. After exhausting governmental remedies, parents were given the authority to request judicial review of the administration’s decision.

This decree commanded that all community schools obtaining federal finances to provide equal schooling chances and lunch daily to students with physical and intellectual impairment. Public institutions were expected to assess disabled students and develop an instructional strategy with parent feedback that mirrored the training experience of non-handicapped learners as closely as possible.

Additionally, P.L. 94-142 provides a clause stating that impaired learners should be put in the slightest prohibitive setting possible—one that grants for the greatest probable interaction with non-disabled learners. Segregated schooling is appropriate only where the existence or seriousness of the condition precludes the achievement of academic goals in the normal study halls (Alvarado & Rodriguez, 2018). The legislation provides a fair and just legal provision that ensures an impartial hearing when parents of disabled children have a dispute with the school system.

Court Cases Impact – Education Service

The bill was passed to ensure that children who need special education services have access to the services and ensure that decisions regarding programs for students with disabilities are made fairly and reasonably (Alvarado & Rodriguez, 2018). Additional goals include defining special education-specific management and auditing standards and offering federal assistance to states to educate students with disabilities.

Public Law 99-457, Amendment to All Handicapped Children Act (8 October 1976)

Public Law 94-142 is a 1975 federal law that ensures free community schooling and related programs to all impaired children ages 5 to 21 (DREDF, 2021). This legislation was revised in 1986 by Public Law 99-457, which expanded the age range for critical care to include children ages 3-5. Additionally, in a section titled Infants and Toddlers, states were given the option to expand these programs, designated timely intercession program, to kids aged between birth and three years. Today, it has a sizable impact on public education, with about 10% of all students receiving special education.

There were no exemptions: neither the seriousness nor the type of the handicap, nor the absence of an adequate educational program, nor even a lack of available funds, were considered.

Handicapped Children’s Protection Act [HCPA] (6 August 1986)

The HCPA represents a major victory for civil liberties and disability activists. It builds on the 1975 Education for All Handicapped Children Act (EAHCA). According to Powell (2015), the EAHCA requires that public schools receive federal financial assistance have nondiscriminatory access to training and food dispensation for students with impairment; the HCPA introduces a provision addressing litigation expenses for people who win in a case based on the EAHCA.

Court Cases Impact – Education Service

It amends the E.H.A. to provide for the payment of fair lawyers’ fees, legal costs, and expenses to the parents or guardians of a disabled child who win in a civil action based on the EAHCA to uphold the youth’s privilege to a liberal adequate public schooling (Powell, 2015). EAHCA determines that such charges be focused on market rates for the type and quality of services rendered in the region in which the litigation occurred. It prohibits the payment of certain fines, expenditures, and costs with finances given to the State under such Act.

EAHCA provides the defined provisions of the Rehabilitation Act of 1973 relating to bias against the impaired based on grants and services from the national government shall be implemented in compliance with stipulations on kindergarten, elementary, high school, and adult schooling programs and services (Powell, 2015). Additionally, it allows for communal access to court decisions and an unofficial process for resolving complaints.

It provides that involvement in a casual complaint settlement meeting with the local educational department, State, or transitional educational department shall not impact the convenience or provision of any privileges of the disabled child’s parents under such Act’s procedural safeguard provisions (Powell, 2015). EAHCA establishes an anti-retaliation clause concerning the implementation of, the exercise of jurisdiction under, or the right protected by legislation to support all impaired children’s education.

Court Cases Impact – Education Service

Public Law 101-476, modification of P.L. 94-142 (1 January 1990)

The amendment is based on the 1954 landmark desegregation case Brown against Topeka’s education panel (347 U.S. 483). The statute was called the Individuals with Disabilities Education Act (IDEA) by public law 101-476, which modified Public Law 94-142 (Powell, 2015). It mandated that each learner have a personal transition scheme as part of their I.E.P. by 16. The strategy enables the coordination of various programs and interagency collaborations to assist students in transitioning to post-secondary functions such as independent living, technical training, and supplementary schooling experiences (Powell, 2015). IDEA increased two new programs to the perspective of related programs such as social work and recovery therapy. Additionally, autism and horrific brain injury were added as different disability types.

Individuals with Disabilities Education Act (IDEA) (4 June 1997)

The IDEA is an American statute that guarantees that learners with disabilities receive a Free Appropriate Public Education (FAPE) customized for their requirements (DREDF, 2021). IDEA is divided into four sections the common provisions, help for the training of all kids with impairment, both elementary school-age children and preschool programs. Section C covers toddlers and youngsters with disabilities, while section D deals with federal activities to enhance the support programs for children with impairment.

Court Cases Impact – Education Service

P.L. 105-17 preserves the main engagement of initial federal laws in this region, encompassing the promise of FAPE in the least prohibitive setting for all children with disabilities, as well as the guarantee of due process and procedural protections. Under section B of the IDEA, school districts’ responsibility to guardians planted private institution learners with impairment (DREDF, 2021). IDEA Part B can provide benefits to disabled students in private schools if their parents place them. Simultaneously, it imposes no restrictions on private schools.

Congressional amendments to IDEA (3 December 2004)

IDEA 2004 aims to re-entitle IDEA in accordance with No Child Left behind (NCLB) and bring education statute up to date (Lipkin & Okamoto, 2015). Notably, a difference in I.Q. performance is no longer needed to diagnose a particular learning impairment. Response to Intervention (R.T.I.) can be used in conjunction with special education evaluations since R.T.I. interventions are evidence-based. The teams that design individualized education programs (I.E.P.s) depend on academic-reviewed publications. Therefore, student evolution is tracked daily using written measurable objectives.

Without determining if the behavior is a symptom of the impairment, a learner with an impairment could be detached to a provisional alternative environment for up to forty-five academic days if the conduct involved a firearm, illicit substances, or bodily injury (Lipkin & Okamoto, 2015). The model of an educational dispute-resolution framework was explained—changes in special education eligibility and assessment processes.

Court Cases Impact – Education Service

No Child Left Behind or Every Student Succeeds Act (2015)

The Every Student Succeeds Act (ESSA) is the primary federal law governing elementary and secondary general education (Alvarado & Rodriguez, 2018). It applies to all students enrolled in public schools. When ESSA was enacted in 2015, it supplanted the contentious NCLB. Although the two laws are distinct, they share certain characteristics. States must consider more than test scores when assessing schools under ESSA. NCLB placed a premium on academic achievement and evaluated schools largely based on state reading and math test scores.

At the moment, states are required to administer oral and mathematical tests to learners in grades three up to grade eight and once in secondary school. Notably, states are accountable for school performance (Alvarado & Rodriguez, 2018). The law establishes a structure, but it is a malleable one. Under the federal system, each State can establish its targets for student achievement.

Court Cases Impact – Education Service

American’s with Disabilities Act (A.D.A.)

In 1990, the A.D.A. was endorsed into law. Civil liberty legislation restrains inequity against individuals with an impairment in all aspects of life, such as employment, education, and transportation (DREDF, 2021). The legislation’s objective is to guarantee that individuals with impairment have equal liberties and chances. The Act also governs the delivery of educational services to public and private schools.

The A.D.A. covers nonsectarian private schools, but religious organizations, private schools, and institutions operated by religious organizations are not; the A.D.A. provided additional protection when used in conjunction with Section 504 acts (DREDF, 2021). For qualified students with disabilities to perform critical job functions, reasonable arrangements are necessary. It is true for any aspect of a special education program that is community-based and includes work preparation or placement.

Personal Abilities Enhanced in Service Provision

Having solutions available for children to use when confronted with unexpected questions or significant changes in test-taking habits will help relieve some of the uncertainty that students experience during these phases. Teens will face important exams with courage and preparedness thanks to special education tutoring. Children with learning impairment who obtain compensatory education coaching are much more comfortable in the classroom than children who do not. Such satisfaction can result in fewer behavioral issues, such as Anger, Depression, Frustration, and Anxiety. Similarly, tutors can help students define their specific learning styles through an individualized Education Plan (I.E.P.), allowing them to learn how to become and stay responsible for their learning needs.

Court Cases Impact – Education Service

Trying to interpret information while keeping up with the rest of the group can be difficult. Students with special needs frequently panic as instructors and peers advance to new concepts and skills, particularly when a new study is scheduled to expand on formerly bestowed knowledge. When such learners have admittance to compensatory education coaching, they will have plenty of opportunities to revisit challenging subject matter, practice new techniques for correctly conceptualizing and comprehending certain subjects, and plan for the transition to more complex content.

Best Skills and Practices Developed

While all school districts want to narrow the performance gap and improve results for learners with special needs and others who fail, school and district policies are not always coordinated to accomplish this goal. Districts that emphasize outcomes have been effective in raising performance for students with special needs and other students who struggle.

Students’ significant developments include concerning consultation; local educational agencies (L.E.A.s) are now expected to meet with private institution administrators before performing child discovery activities in private institutions (DREDF, 2021). Similarly, there is no individual right to care since school districts are required to offer a genuine opportunity for equal inclusion in their special education program for impaired private institution learners who are parentally placed and who reside within their district.

Court Cases Impact – Education Service

Each child must have a written Individual Educational Plan (I.E.P.) created by a team comprised of the teacher, parents, and other individuals with specialized training and experience working with disabled children. Among the accommodations that can be used are illuminated textbooks, additional time for exams or tasks, peer help with note-taking, and regular feedback (Gargiulo & Bouck, 2019). Additional approaches include an additional collection of the workbook for home study, computer-assisted teaching, expanded print, conclusive reinforcement, and conduct modification schedules. Class schedule reorganization for visual aids, desired seating arrangements, lecture recording, oral examinations, and individual contracts are also included.

Students who struggle to meet grade-level expectations need more time for instruction to catch up and keep up with their peers. This extra time can be used to pre-teach content, reteach the day’s lesson, fix missed foundational skills, and correct misunderstandings at both the elementary and secondary levels. Many schools have added counselors, social workers, or paraprofessionals to address students’ social, emotional, and behavioral needs to increase demand for these services.

Court Cases Impact – Education Service

Conclusion

Although law-driven school reform programs have fallen short of their full potential, they have resulted in significant educational gains. Not only does special education tutoring help students change how they handle learning, but it also allows them to gain a better understanding of themselves and how their minds work. Children are more capable of asking for support when they need it and pushing for teaching and testing approaches that will enhance their lifelong learning experiences.

Court Cases Impact – Education Service

References

Alvarado, J. L., & Rodriguez, C. D. (2018). Education of students with disabilities as a result of equal opportunity legislation. In The Palgrave Handbook of Education Law for Schools (pp. 297-314). Palgrave Macmillan, Cham.

Brown v. Board of Education of Topeka (1954) 347 U.S. 483

Chiamulera, C. (2017). The Court’s Role in Supporting Education for court-involved Children. Retrieved 28 April 2021, from https://www.americanbar.org/groups/public_interest/child_law/resources/child_law_practiceonline/child_law_practice/vol-36/nov-dec-2017/the-court-s-role-in-supporting-education-for-court-involved-chil/

DREDF. (2021). A Comparison of A.D.A., IDEA, and Section 504. Retrieved 28 April 2021, from https://dredf.org/legal-advocacy/laws/a-comparison-of-ada-idea-and-section-504/

Gargiulo, R. M., & Bouck, E. C. (2019). Special education in contemporary society: An introduction to exceptionality. Sage Publications.

Lipkin, P. H., & Okamoto, J. (2015). The Individuals with Disabilities Education Act (IDEA) for children with special educational needs. Pediatrics, 136(6), e1650-e1662.

Mills v. Board of Education of District of Columbia (1971) 348 F. Supp. 866 (D.D.C. 1972)

Mattie T. v. Johnston, 74 F.R.D. 498 (N.D. Miss. 1976)

Paul, C. A. (2016). Elementary and secondary education act of 1965. Social welfare history project.

PARC v. Commonwealth of Pennsylvania (1971) 334 F. Supp. 1257 (E.D. Pa. 1971)

Powell, J. J. (2015). Barriers to inclusion: Special education in the United States and Germany. Routledge.

Seligmann, T. J. (2017). Flags on the play: The Supreme Court takes the field to enforce the rights of students with disabilities. J.L. & Educ., 46, 479.

January 21, 2024

1929 Stock Market Crash

By AssignmentHelp Samples

1929 Stock Market Crash

Bruner, Robert F., and Scott C. Miller. “The Great Crash of 1929: A Look Back After 90 Years.” Journal of Applied Corporate Finance 31.4 (2019): 43-58. https://doi.org/10.1111/jacf.12374

According to Bruner and Miller (45), recent research indicates an alternative interpretation for the great crash of 1929, an assembly and technology transition that spurred growth in the economy and financial market unpredictability rather than credit growth and consumerism. On the contrary, The Dow Jones Industrial Average (DJIA) index nearly doubled between early 1926 and spring 1929, rising from 158 to 308, indicating a rapid economic boom (Bruner & Miller 52). However, there is no proof that anyone in 1929 might or should have predicted a substantial drop in American output or jobs.

Bruner is a professor at the University of Virginia and teaches and conducts research in finance. At the same time, Miller is an economic historian at Yale University and has a research interest in financial crises. Therefore, they are a credible source of information on the financial crisis. Similarly, the author uses outside sources and cites external sources and lists outside sources on a reference page.

1929 Stock Market Crash

Richardson, Gary, et al. “Stock Market Crash of 1929.” Federal Reserve History (2013). Stock Market Crash of 1929 | Federal Reserve History

Richardson et al. (n.p.) observe that the financial bubble took place when people were hopeful about the future. Automobiles, telephones, and other emerging inventions became widely available. Common men and women were putting increasing amounts of money into stocks and bonds, leading to stock prices reaching new highs On the New York Stock Exchange (Richardson et al. n.p.). On the other hand, the Federal Reserve believed that stock market speculation diverted money away from more beneficial purposes, such as trade and manufacturing.

The website is a credible source of information as it ends with .org. Richardson is an economics professor at the University of California and a Federal Reserve structure historian in Richmond’s research division. Therefore, it is a credible information source on financial crises, and the authors use outside sources, cite external sources, and list outside sources in the bibliography section.

1929 Stock Market Crash

Kabiri, Ali. The Great Crash of 1929: A Reconciliation of Theory and Evidence. Springer, 2014. https://doi.org/10.1057/9781137372895

Understanding the financial markets boom and bust in the United States in the 1920s is critical for developing strategies to mitigate economic downturns’ potentially damaging impact (Kabiri, 23). The author uses new data to clarify what contributed to the stock market boom in the 1920s and the 1929 crash and whether 1929 was a bubble or not, and whether it could have been expected.

Ali Kabiri is an analysis associate at the monetary markets organization LSE and an economics lecturer at the University of Buckingham in the United Kingdom. He is also a visiting research professor at Yale University and Columbia Business School in the United States. Therefore, he is a credible source of information on financial crises, and the information is valuable because it is backed up by historical evidence to support it.

1929 Stock Market Crash

James, Harold. “1929: The New York Stock Market Crash.” Representations 110.1 (2010): 129-144. https://doi.org/10.1525/rep.2010.110.1.129

The October 1929 stock exchange crash in the United States is unquestionably the most prominent financial crisis in history (James 129). The collapse of 1929 is a significant concern in that it is a dominant event. The economy in the United States was obviously slowing, and construction had peaked several years earlier, in 1926, and had since dropped off. Notably, financial market uncertainty has risen in recent years due to market globalization (James 137). With each financial crisis, the memory of 1929 is revived as part of a call for a radical rethinking of policies aimed at economic liberalization.

James is a finance and economics historiographer pursuing European and American economic history. He is also a History Professor at Princeton University. Therefore, he is a credible source of information on the history of the financial crisis. Similarly, the author uses outside sources and cites external sources and lists outside sources on a reference page.

1929 Stock Market Crash

Klein, Maury. “The Stock Market Crash of 1929: A Review Article.” Business History Review, vol. 75, no. 2, 2001, pp. 325–351., http://doi.org/10.2307/3116648

The collapse of the stock exchange in 1929, a significant tragedy that continues to haunt the nation’s recollection, has gotten relatively limited recognition from academics in the past seven decades, with far less consensus on its causes and consequences (Klein 325). As per the literature analysis, the disagreements and disputes over the crash indicate much concerning what can and cannot be recognized with certainty about the impact as they do about possible responses to the crash’s conundrum. Unlike other stock market crises, the Great Crash resulted from a sequence of events that spanned months (Klein 337). For example, around seventy million stocks were exchanged during the famous eight frantic sessions, which was more than any month before March.

Klein is an American historiographer and author of books on the railway industry and American history in the 19^th century. He is a former history professor at the University of Rhode Island and, therefore, a credible source of information on the financial crisis history. Similarly, the author uses outside sources and cites external sources and lists outside sources on a reference page. Use APA referencing style.

January 21, 2024

Computing Policy Ethics

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Computing Policy Ethics

Reasons for Installing a Filtering Software for blocking Adult Content Websites

Aristotle’s famous four cause concepts of the ethics of purpose expound on the reason for supporting the installation. Formal cause outlines the logic of the software. The reason behind the installation of the software is to uphold the moral well-being of children visiting the library facility (Moor, if Aristotle were a computing professional 14). Secondly, material cause entails the composition of the software. It contains filtering components that block the websites containing materials deemed inappropriate for children.

Similarly, efficient cause evaluates functionality. The software verifies a website address or a link against databases of websites used for malicious purposes, which is very useful. According to Moor (if Aristotle were a computing professional 14), output cause examines the software’s projected success. The software is very successful since it can limit user internet access by filtering options such as keywords.

Computing Policy Ethics

Conceptual issues on the nature of computerized activities are essential in the formulation of new computing policies. Based on the principles of justice, moral impartiality is allowed for policy implementation, especially in testing whether exceptions to the existing guidelines are justified. In analyzing the public library situation, lack of internet content restrictions is morally harmful to the young population who use the same computers. The filtering software installation policy is ideal based on just consequentialism ethics since moral impartiality does not provide an exception. By providing an exception, other public facilities will do so. The consequences of giving the underage community access to adult-rated content cannot be publicly allowed. Every rational, impartial person will regard the filtering software installation policy as just.

The majority of internet users in the facility are adults. Formulating a policy that will enforce access restriction will be based on the implied behavior of the users. Parental guideline laws that determine age limits for behavior activities are in the context regarded as just. Such laws form part of the ethics of principles. For instance, the Children’s Internet Protection Act (CIPA) stipulates that subject filtering solutions in schools and libraries prevent indecent images and harmful files. The laws are properly enacted and do not unjustifiably violate anyone’s fundamental human rights. Computer ethics evaluate the application of policies in the assessment of the morality of conduct. According to Grodzinsky and Tavani (32), internet filter software boosts cybersecurity defenses, thus preventing the sharing of copyright-protected files via peer-to-peer file sharing sites. Spafford (46) notes that it also covers the facility against hackers using malware, ransomware, and other cyber-attacks.

Computing Policy Ethics

Reasons for not installing a Filtering Software for blocking Adult Content Websites

The problem of infringement of privacy is fundamental in the context of this paper. The software’s installation process should not proceed as it conflicts with salient privacy issues such as decisional, informational, and accessibility privacy. Additionally, the internet filter software could collect information about the user’s internet activities for sale to third parties without their consent (Lester n.p). Theoretically, the classification of privacy anchors on seclusion, control, non-intrusion, and limitation. There is a linkage between privacy and the ethics of existentialism. It holds that existence comes before essence (Tavani 13). Therefore, the importance of the internet user access policy is not significant; what matters is creating personal responsibility and values of your own life. Each individual holds decisional privacy of what to do with his or her own life. The concept claims that there are no moral standards for evaluating conduct.

Ethics promotes virtue, with human nature seeking happiness based on rationality. The installation does not improve the pursuit of most mature individuals in the set-up to gain rational pleasure from the facility’s resources. Markedly, consequentialism evaluates the justification of an action based on its consequences. Evaluation of outcomes relies on the selection of the most suitable benefits to the largest group under the ethics of utilitarian consequentialism (Moor, Just consequentialism, and computing 68). Therefore, based on utilitarian consequentialism, the software’s installation should not proceed as it prevents adults from having the best internet experience, with them being the majority of internet users.

Computing Policy Ethics

Evaluation of consequences in hedonic consequentialism relies on the ability to generate pleasure without causing pain (Moor, Just consequentialism, and computing 65). Failure to install the software will not cause immediate pain to the facility’s computers’ young internet users. Meanwhile, it will leave the adult internet users with enough freedom to enjoy their internet activities. However, the problem of consequentialism is that it is difficult to forecast the result of an action before its execution.

According to Moor (Just consequentialism and computing 67), collectively, all individuals desire knowledge, security, freedom, ability, and opportunity and resources that he describes as gifts of autonomy. Naturally, human beings are concerned about their happiness and independence with little consideration of others’ happiness and freedom. In such a situation, ethics dictate that one should not harm enjoyment or decrease others’ autonomy gifts. Ideally, the benefits of autonomy are elementary human rights. As such, the principle of justice demands their protection.

Computing Policy Ethics

Possible Alternative

The facility should partition computer rooms based on age. Those computers for use by children are installed with filtering software, while those for the adult sector do not need the installation. For successful implementation, entry to adult computer rooms should require the user to produce a national identification document. The partitioning anchors on the user population need to ensure consideration of everyone. Such an alternative ensures that an individual’s happiness and autonomy are protected and promoted simultaneously.

Position and Reasons behind it

I support the installation of the internet content filter software for the public library. In their efforts to exploit opportunities brought about by change, most software producers produce software without ethical consideration. For instance, most website developers ignore the imposition of so-called parental guidelines restricting the underage population from accessing adult content. Such a situation has created an ethical gap in the public library facility in our discussion context that is solvable legally and socially by installing internet content filter software. As mentioned above, the existence of policy vacuums on technology usage creates legal and social issues. Inadequate knowledge of the appropriate use of a new technology substantially drives gaps in computer ethics.

Computing Policy Ethics

The just consequentialism concept utilizes beneficial consequences in assessing the merits of the filter installation software as an impartiality test (Moor, Just consequentialism, and computing 68). It ensured that the policy was just, and it could be made right. The benefit of just consequentialism is that reasonably good consequences of a computing policy do not ignore justice’s fundamental issue. Therefore, based on just consequentialism, ethical computing policies should protect the happiness and gifts of autonomy of the others at the very least if it cannot promote them. Similarly, the distinction between interest-focused and right-focused concepts of privacy is essential in the formulation of ethical computing policies. It is necessary to view privacy as individual interests rather than fundamental rights.

According to Grodzinsky, Keith, and Marty (358), software developers cannot evaluate individual customers’ ethics or their perspectives, hence the need for computing policies for imposing ethics in technological developments. Internet privacy is no longer an issue for users. According to Lester (n.p.), with advancements in technology, anonymous web-browsing services are available that adult users can exploit.

Works Cited

Grodzinsky, Frances S., Keith Miller, and Marty J. Wolf. “Ethical issues in open source software.” Readings in Cyber Ethics (2003): 351-366. http://digitalcommons.sacredheart.edu/computersci_fac/20

Grodzinsky, Frances S., and Tavani, Herman T. “Online file sharing: resolving the tensions between privacy and property interests.” ACM SIGCAS Computers and Society 38.4 (2008): 28-39. https://doi.org/10.1145/1497054.1497056

Lester, Toby. “The Reinvention of Privacy”| It used to be that business and technology were considered the enemies of privacy. Not anymore. The Atlantic, 2001, https://www.theatlantic.com/magazine/archive/2001/03/the-reinvention-of-privacy/302140/.

Moor, James H. “If Aristotle were a computing professional.” ACM SIGCAS Computers and Society 28.3 (1998): 13-16.

Moor, James H. “Just consequentialism and computing.” Ethics and Information technology, 1.1 (1999): 65-69.

Spafford, Eugene H. “Are Computer Hacker Break-Ins Ethical?” Journal of Systems and Software, vol 17, no. 1, 1992, pp. 41-47. Elsevier BV, https://doi.org/10.1016/0164-1212(92)90079-y.

Tavani, Herman T. “Philosophical Theories of Privacy: Implications for an Adequate Online Privacy Policy.” Metaphilosophy, vol. 38, no. 1, 2007, pp. 1–22. JSTOR, www.jstor.org/stable/24439672 .

January 21, 2024

Assignment – The Existence of God

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Assignment – The Existence of God

Atheist Position

Atheists hold that God does not exist. According to them, there is too much suffering in this world that cannot reconcile with the Christians’ traditional view of God as omnipotent, omniscient, and omnipresent (Singer & Hare 170). They argue that an all-powerful God would not allow such a massive scale of suffering to happen in the contemporary world. The theist argues that today’s suffering is due to the free will of human beings. However, atheists say that free will does not account for all the suffering in the world with issues like flooding, drought, and fires resulting from human free will (Singer & Hare 171). Atheists also deny the attribution of the suffering to the sins of the first parents Adam and Eve. They claim that such a concept is immoral, and also it would limit the suffering to humans only as such animals would be free of the suffering, something that is not true in the real world. They are still affected by drought, floods, and fires.

Assignment – The Existence of God

Theist Position

Based on the argument of the principle of cause and effect, the universe must have a reason since, for every material effect, we see there is a cause that came before it, as discussed by Aristotle (Edward 49). The cause of the universe in religious teachings is God, the creator. However, atheists claim the universe occurred from a singularity, probably the Bing bang theory. It popped into existence from nothing being a natural event that behaved supernaturally; therefore, it would not have followed the laws of nature. According to Aristotle, everything in motion is caused by something else. However, it is impossible to have an endless series of moved movers. An unmoved mover must exist who is an efficient cause (Edward 52). The unmoved mover must be an eternal substance that is immaterial, and that causes everlasting motion hence a supreme being who is God.

The truism also backs the concept of Aristotle that a design demands a designer. The universe looks designed with the various aspects of nature; therefore, based on the ideas of big explosion, they don’t bring order or functionally intricate designs into existence (Edwards 34). Hence it proves that the creation of the universe is from a supernatural omnipotent and omniscient designer. Theist argues that the presence and knowledge of God occur naturally in the hearts of every human. The ontological argument gives strong evidence of the existence of a maximally great being (Adams 88). Similarly, the presence of the truth is self-evident as claiming there is no truth is self-refuting. Since the Christian religious doctrines refer to God as the truth, then His existence is evident too.

Assignment – The Existence of God

Morality as a Basis for analyzing the Existence of God

Atheist Position

Morality deals with the principles of right and wrong. Atheists believe that there is the existence of morality without the presence of God. According to atheists, right and wrong are arbitrary (Singer & Hare 172). Meaning they anchor on random personal choice rather than any reason such as the existence of God. Therefore, there is a pre-existing knowledge of what is good or bad independent of God. From the above information, theist argument of something being right because God wills it or being wrong contrary to God’s command is misplaced because right and wrong are not meaningless without God. According to Adam (84), there is a logical conflict in that a perfectly good God would allow horrendous evil to exist, which fuel further proof God does not exist.

Secondly, Christians use reasoning and intelligence on matters of morality. Christians emphasize things not described in the gospel, such as opposition to abortion, homosexuality as distinctively Christian morality (Singer & Hare 173). Atheist observes that Christians do not practice most of the gospel’s teachings, such as the Gospel emphasis on helping the poor. The claim that knowledge of right and wrong is given meaning through the Gospels and epistles in the bible is theoretical. Therefore, such claims that even though right and wrong have a sense in the atheist world, it is because they understand it, but they do not know since they lack the gospel revelation is misguided.

Finally, evolution elaborates on the existence of morality without God. Atheists more favor it as it comes with evidence. The human capacity to think and reason has evolved, leading to more moral consideration (Singer & Hare 176). Similarly, the golden rules that govern morality result from the evolution of ethical discourse with some traditions such as the Confucian holding golden rules, yet they are not religious. Even when you evaluate other social mammals other than human beings, there is an evolution of social behavior forms linking with part of moral principles such as taking care of family members. Additionally, they practice fairness as a moral obligation by rewarding good behavior with good behavior and bad behavior with retribution.

Assignment – The Existence of God

Theist Position

Theists believe that there is no morality without God. They believe that God has uncovered abundant about bad and good to every person for their accountability. God has organized the natural world’s control so that happiness and morality are unvarying (Singer & Hare 178). However, morality is so demanding, with every human need counting equally and morally. Therefore, Sidgwick developed solutions to the concept of utilitarianism principle, which holds that the right action is the one that produces the greatest happiness for the most significant number. The utilitarianism theory anchors on egoism, self-happiness and utilitarian principle, which cares for the majority’s happiness with both concepts conflicting.

According to Sidgwick, the most practical solution to utilitarianism concepts is introducing God since God cares for everyone’s morality and moral lives (Singer & Hare 179). Without the hope of the universe’s governance and in life after death, life is insignificant and not worth living. Theists argue that no one knows or understands God’s reasoning. Therefore, it is incomprehensible but factual that God has reasons for allowing some evils based on morality’s rationality. It then answers the reasons for God allowing suffering in the world that atheists have explored.

Assignment – The Existence of God

Linking the case study to motivation for moral behavior

Atheist Perspective

There are many examples of virtuous people who we can see and relate to, such as Bill Gates and his fight against poverty as such, Jesus is not the only viable inspiration of morality (Singer & Hare 175). Similarly, religious motivation for moral behavior anchors on mortality and the reward or punishment in life after death, which occurs as a self-interest motivation (Singer & Hare 174). Additionally, there are many examples of unethical behavior among religious people.

Theist Perspective

Christians’ inspiration anchors the recognition of value in their moral behavior, which my friend should pursue. Additionally, she should note that from a theist perspective, religious belief has the power to change people’s lives, as she witnessed during her time in prison (Singer & Hare 182). As proved earlier, God’s existence is beyond question, and therefore she should seek universal validation in her actions, which is pleasing God. Based on utilitarianism, a belief is acceptable if it makes people happy and does not inflict self-harm. Notably, Christians promote ethical constraints in exploring ideologies for their moral outcomes (Singer & Hare 184). By acknowledging the conditions in itself, it does not produce the original motivation thus cannot replace Christian teachings.

Assignment – The Existence of God

Conclusion

As Adams acknowledges, much of the discussion in religion’s analytical philosophy has offered a narrow understanding of the problem. When one faces horrendous evil, he or she may question the worth of life and God’s power and goodness. It is the perspective from which atheist question God’s existence and the role of God in morality. Similarly, it is the point at which theists acknowledge the need for universal validity through living in a way that pleases God. It also highlights God’s care for morality and the hope of the universe’s governance and life after death. Use MLA referencing style.

Works Cited

Adams, Marilyn McCord. “Horrendous Evils and the Goodness of God.” Philosophy of Religion 1999, pp. 82–90

Edwards, Rem B. Reason, and religion: an introduction to the philosophy of religion. Wipf and Stock Publishers, 2016.

Singer, Peter, and Hare, John. Moral Mammals: Does Atheism or Theism Provide the Best Foundation for Human Worth and Morality? A Place for Truth 2010, pp.169-194.

January 21, 2024

Donald Trump vs. Michael Bloomberg

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Donald Trump vs. Michael Bloomberg

Introduction

Moses, Trump and Bloomberg have had great influence in the American Landscape. This paper gives a detailed comparison and contrast of Robert, Michael and Donald on political interests and managerial style. It also evaluates financial prudence and accountability as well as career paths and philanthropy. This paper concludes on a personal opinion based on the personal contributions they have made to the United States of America.

All the three have similarity in that they had political interests. Robert Moses never held elected office but he was unsuccessful in his attempts for a post of governor of New York under the Republican party. However, he held several city and state offices. In 2000 Bloomberg shifted his political affiliation from a Democrat to a Republican in attempts to vie for mayoral position in New York City which he later won. Bloomberg was inaugurated as mayor of New York City in January 2002. Donald Trump is the forty fifth president of the United States of America. He vied for the presidency on a Republican ticket, defeating Hillary Clinton of the Democratic party during the 2016 presidential election.

Donald Trump vs. Michael Bloomberg

Michael Bloomberg and Donald Trump have a similarity of being famous as maverick bosses. For instance, Bloomberg is famous for setting policies about main conference room in his corporation to be removed chairs to avoid dragging meetings. Additionally, Bloomberg Incorporation lacked office doors at the headquarters as well lack of official job titles. Similarly, Donald Trump is famous managerial style and decorum. He developed the art of seeing opportunity where others saw nothing such as the redevelopment of the Commodore Hotel which seemed impossible. Additionally, Trump went against fundamental economic principles when pursuing business deals. For instance, when competitors reduced prices to crowd him out of the industry, he raised prices believing that the rich would purchase for luxury. Markedly, Robert Moses leadership is viewed as one of the most efficient. He is renowned for being impatient for results coupled with single- mindedness in pursuing his proposed urban reconstruction programs.

Both Trump and Robert Moses have similarities in that they had interest in real estate developments of New York City. Trump in the 1980s and 1990s had made massive investment as a private developer in real estate such as Barbizon Hotel Plaza, Holiday Inns Corporation, Hilton Hotels Casino among others. Certainly, Robert Moses is also known as the master builder of New York. Moses’ public projects includes seven major bridges, 658 playgrounds, 416 miles of highway, seventeen public swimming pools as well over two million acres of parklands throughout the state. They are also reported to have had discrimination against people of color in their state programs. Trump’s discrimination is evident in the immigration policies and racism agenda such as black crime while Moses’ is evident in separating beaches for whites and people of color as well as the New York City housing project undertaken in Manhattan.

Donald Trump vs. Michael Bloomberg

One major difference between Robert Moses and Donald Trump was the manner in which each of them utilized the funds under their accountability. Moses mastered the art of utilizing federal funds and promoted the establishment of public authority to oversee the public expenditure. On the other hand, Trump is renowned for investing massively which led to heavy losses of $ 1.2 billion during 1990 when the real estate market declined. Trump’s organization required massive loans to keep from collapsing which depicts poor financial management.

Robert Moses and Michael Bloomberg have differences in that Robert Moses was a devoted civil servant who served as president of Long Island State Park Commission as well chairman of State Parks Council among other state offices. Conversely, Michael Bloomberg was an astute businessman who launched his first company Innovative Market Systems in 1981. The company grew tremendously and in 1986 it changed name to Bloomberg Inc. Bloomberg became a multi-millionaire and invested in media properties, Bloomberg also is on record to have heavily ventured into philanthropy in the late 1990s through his private foundation he had set up. There is no detail linking Robert Moses to philanthropy.

Conclusion

As illustrated above, Robert Moses, Donald Trump and Michael Bloomberg have contributed greatly to the U.S economy and New York City. Robert Moses was the inspiration behind the Urban Planning of New York City during the twentieth century. Donald Trump made a great contribution towards growth of New York City through his massive investment in real estate in the city. Notably, Michael Bloomberg efforts in stabilizing New York’s economy and to a greater extend the U.S economy by handling the East Coast Blackout in 2003 as well funding thousands of affordable housing units are outstanding. All those contributions offered hope of achieving the American dream.

Works Cited

IMDb. (2019). “American Experience” The World That Moses Built (TV Episode 1989) – IMDb. [online] Available at: https://www.imdb.com/title/tt0511747/.

November 15, 2023

Academic Poster-Psychology

By Assignment Expert Blog, Samples

Academic Poster-Psychology

COMPLETE AN ACADEMIC POSTER IN POWERPOINT ACADEMIC POSTER TEMPLATE (SEE FOLLOWING LINK)

This aims to provide the student the opportunity to demonstrate competency in disseminating the information integral to the role of the psychiatric mental health nurse practitioner.

Submission Instructions:

Academic Poster-Psychology

To complete this assignment, address the following criteria:

Posters should include the following content:
A Project Title should be placed towards the top of the poster including the authors’ names and university affiliations.
An Introduction section should highlight the problem addressed in a brief literature review with citations and your hypothesis or hypotheses.
The Purpose section: The poster states the objectives of this inquiry relative to the overall evidence-based literature review on this topic. The PICO question WE HAVE BEEN DEVELOPING (SEE ATTACHEMENTS, PLEASE INCLUDE IN THE PICO QUESTION NOW ON THE SPECIFIC PHARMACOLOGICALCLASSIFICATION / MEDICATION USED TO COMPARED TO MINDFULLNES IN THE PICO?) should be added here.
The Methods/Search Strategy section. An overview of how you studied your primary source(s): Describe the evidence-based solution. How was it developed? Include the theoretical framework (if applicable). Identify databases searched and inclusion/exclusion criteria. A literature flow diagram SPECIFIC TO THIS PICO QUESTION must SHOW IN this assignment.

The Results The poster describes the search, the number of studies included, and the level of evidence (only Level 1 or Level 2 articles should be used).
The Synthesis of Evidence. The poster briefly describes the synthesis of the evidence, including major trends and notable gaps, by comparing and contrasting each article.
The Implications for Practice section. The poster includes recommendations for practice, education, or future research based on the review and synthesis of the evidence. Specifically, discuss the implications of the PMHNP role.

Academic Poster-Psychology

A References section. Ensure your references include at least 8 references (BOOK OR JOURNAL ARTICLES) FROM 2019 UP TO NOW with four primary research articles INCLUDED. Primary articles describe studies in which the authors collected the data themselves. References must be in the current APA format 7th edition. REFERENCES WILL NOT BE ADDED IN THE POSTER, INSTEAD, PLEASE ADD THEM TO A WORD DOCUMENT SINCE THERE IS NOT ENOUGH SPACE IN THE POSTER TO DEVELOP ALL THE INFO REQUESTED ABOVE. REFERENCES (8) IN TOTAL, 4 OF THEM NEED TO BE PRIMARY JOURNAL ARTICLES. FOR BOOK REFERENCES MAKE SURE TO INCLUDE PAGE NUMBER. IN GENERAL, PLEASE INCLUDE VOLUME, ISSUE, PAGE RANGE, AND DOI for articles. NO WEBSITES ALLOWED. PLAGIARISM MUST BE LESS THAN 10 %.
Rubric:

– Project Title: Thoroughly, accurately, and clearly reflect the content of the presentation.

– Introduction: The abstract states the objectives of this inquiry relative to the overall evidence-based literature review on this topic. Identifies a creative, focused, and manageable topic that addresses potentially significant and previously less explored aspects of the topic, problem, and/or project.

– Purpose: States the purpose of the study and why it is important to practice and/or patient care. Background information is engaging and leads to a clear purpose statement. Relevance to advanced practice nursing and the field of psychiatry is articulated well.

– Search Strategy: The poster identifies databases searched, inclusion/exclusion criteria, number of studies included and level of evidence. Methods are appropriate to address aim/question and connected to the purpose of the research; Identifies method used to support thesis or answer the research question.

– Synthesis of Evidence: The poster briefly describes the synthesis of the evidence that includes major trends and notable gaps in the research. Thorough comparison and contrast of findings are provided and relate to the main discussion points in the order of their appearance in the purpose statement. Focus is on research findings rather than research methods. Study limitations that might have led to different findings are discussed. Gaps and controversies that exist in the literature are clearly discussed.

– Implications for Practice: Does the poster present significance to psychiatry and is it relevant to the advanced practice nurse role? Does it include recommendations for practice, education, or future research based on the review and synthesis of the evidence? Thorough comparison and contrast of findings are provided and relate to the main discussion points in the order of their appearance in the purpose statement.  FOCUS ON RESEARCH FINDINGS RATHER THAN RESEARCH METHODS.

– Writing: Identifies a creative, focused, and manageable topic that addresses potentially significant and previously less explored aspects of the topic, problem, and/or project. Writing is fluid, precise, and clear; lexicon of the field is clearly explained and defined; the tone is professional; vocabulary and syntax are mature; scholarly style and format are accurately used.

– The ABSTRACT (MUST CONTAIN ONE) is concise and coherent.

– Overall Appearance: The abstract presents significance to psychiatry and is it relevant to the advanced practice nurse role? Overall, visually appealing; not cluttered; colors and patterns enhance readability; Uses font sizes/variations which facilitate the organization, presentation, and readability of the research Graphics (e.g., tables, figures, etc.) are engaging and enhance the text content is clearly arranged so that the viewer can understand order without narration.

Academic Poster-Psychology

-APA Formatting: Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. The references contain at least the 8 required current scholarly academic reference. Ensure your references include at least 8 references (BOOK OR JOURNAL ARTICLES) FROM 2019 UP TO NOW with four primary research articles INCLUDED. Primary articles describe studies in which the authors collected the data themselves. References must be in the current APA format 7th edition. REFERENCES WILL NOT BE ADDED IN THE POSTER, INSTEAD, PLEASE ADD THEM TO A WORD DOCUMENT SINCE THERE IS NOT ENOUGH SPACE IN THE POSTER TO DEVELOP ALL THE INFO REQUESTED ABOVE. REFERENCES (8) IN TOTAL, 4 OF THEM NEED TO BE PRIMARY JOURNAL ARTICLES. FOR BOOK REFERENCES MAKE SURE TO INCLUDE PAGE NUMBER. IN GENERAL, PLEASE INCLUDE VOLUME, ISSUE, PAGE RANGE, AND DOI for articles. NO WEBSITES ALLOWED. PLAGIARISM MUST BE LESS THAN 10 %. Use APA referencing style.

September 26, 2023

Court Case Report

By AssignmentHelp Samples

Court Case Report

Each student will be given monthly Legal Updates in Modules. Each student will select a court case to report on. The following format will be used to describe the selected court case:

Citation
Topic

III. Issue

Facts
Findings
Reasoning

The report on this case should be clear and concise using at least 300 words as you describe this court case.

Case:

COVID-19 (a variety of cases)

(Home School)

Children’s immediate enrollment in a public school was in their best interest absent evidence that their mother (mother and father shared joint custody) was competent to teach them. D.R.D. v. J.D.D. (N.Y. Sup., 158 N.Y.S.3d 549), November 2, 2021. Court Case Report. The Supreme Court, Monroe County (state of New York) held that absent evidence that children were obtaining an “age-appropriate schooling or instruction” and that mother had the pedagogical competence to instruct children, children’s immediate enrollment in public school was in their best interests, on the order to show cause brought by the children’s father. After the children’s mother unilaterally decided to home school the children. The mother offered no evidence of her employment, college degree, experience as a teacher, or any educational training.

Furthermore, the mother provided no evidence for her assertion that mask-wearing required by the public schools in response to COVID-19 pandemic was unhealthy, there was no evidence that children participation in school activities or were given such an opportunity. In addition, the father’s custodial rights were violated.

(Educational Malpractice – university setting)

Student’s claims against university, arising from education moved online in response to COVID-19, were not barred by educational malpractice doctrine.

Michel v. Yale University (D. Conn., 547 F. Supp. 3d 179), July 7, 2021.

The United States District Court, D. Connecticut stated that student failed to state a claim for a breach of contract against university (Yale) after the university transitioned from in-person teaching to virtual instruction (teaching) in response to the COVID-19 pandemic. The university undergraduate regulations provided a “suspension provision” which explicitly reserved the university’s right to temporarily suspend, at its discretion and judgment, its operations in response to emergencies, specifically citing “public health” concerns being among emergencies that might require suspension of operation. Court Case Report. Thus, the university decided to suspend in-person education in light of the COVID-19 pandemic which represented an exercise of its administrative authority as a university, and such authority could not constitute a breach of authority.

(Health)

Court Case Report. Mask mandate generally requires masks in schools to COVID-19 “could not be justified” under the regulation governing disease control measures. Corman v. Acting Secretary of Pennsylvania Dept. of Health (Pa., 266 A.3d 452), December 10, 2021. Note: Many years ago, a relatively old and very experienced school lawyer from Texas shared with me a very good piece of advice and I have never forgotten it and use it very often): Watch (be very attentive to) those cases that come out of Pennsylvania! The Supreme Court of Pennsylvania held that “Mask mandate” requiring most individuals to wear facial coverings while inside schools as a means of controlling the spread of COVID-19 could “not be justified under “catchall provision” in regulations governing disease control measures, directing the Department of Health or local health authority to take “any other disease control measure” when necessary to protect the public from the spread of infectious diseases. Catchall provision “limit” other available control measures to those appropriate for surveillance of a disease, which meant continuing scrutiny of all aspects of occurrence and spread of the disease that were pertinent to effective control. Masks were a general “prophylactic measure” (preventive measure, treatment, or device) that provided no means by which scrutinize or closely supervise the occurrence and spread of COVID-19 or any disease. Use APA referencing style.

August 24, 2023

Deaf Students – Hearing Impairment

By AssignmentHelp Samples

Deaf Students – Hearing Impairment. Discuss the characteristics of these students and how to integrate them into the classroom. How might these students be taught in the classroom and what strategies/methods seem to work best? Please include other considerations such as the environment and use of technology. Be sure to discuss the benefits and limitations to the approaches mentioned.

Characteristics of Students who are Deaf or Hard of Hearing

Students who are deaf or hard of hearing have unique characteristics that should be considered in the educational setting. These characteristics can vary depending on the degree and type of hearing loss, as well as individual factors. Students who are deaf or hard of hearing can exhibit a range of characteristics that can vary depending on the severity and type of their hearing loss, as well as individual factors. Deaf or hard of hearing students often rely on visual cues, such as lip-reading, facial expressions, and body language, to understand communication. These students may have difficulty understanding speech, especially in noisy environments or when the speaker is at a distance. Similarly, language development can vary depending on factors like early identification of hearing loss, exposure to language, and interventions received.

Deaf or hard of hearing students may face challenges in developing language skills, including vocabulary, grammar, and reading/writing abilities. Hearing loss can sometimes affect academic performance, particularly in subjects where listening and auditory processing play a significant role. Likewise, communication barriers can impact social interactions, self-esteem, and the development of social skills. It is important to recognize that these characteristics can vary greatly among deaf or hard of hearing students. Collaborating with the student, their parents/guardians, and relevant specialists can help tailor support and accommodations to meet their specific needs. Deaf Students – Hearing Impairment.

How to integrate them into the Classroom

Communication Methods

Some deaf or hard of hearing students may use sign language as their primary mode of communication. American Sign Language (ASL) is one example. Others may rely on lip-reading to understand spoken language. Clear speech, facial expressions, and visual cues can aid in communication. Likewise, written communication, such as notes or text-based discussions, can be helpful for students who prefer or rely on written language.

Sign language interpreters facilitate communication between deaf or hard of hearing students and their hearing peers and teachers, enabling effective participation and understanding. However, there is a limitation in that availability of qualified sign language interpreters can be limited, and scheduling may be challenging. Interpreters also require proper training and coordination to ensure accurate communication.

Assistive Technology

Some students may wear hearing aids to amplify sounds. It’s important to ensure that the classroom environment is conducive to their effective use. Similarly, students with cochlear implants can benefit from supportive technology, such as personal FM systems or other assistive listening devices. Notably, incorporating visual aids like captions, visual timers, and visual schedules can enhance understanding and engagement.

The benefit of Assistive Listening Devices (ALDs), such as personal FM systems or sound field systems, improve sound amplification, making it easier for students to hear and understand the teacher’s voice in the classroom. The downside is that ALDs may have limitations in terms of range, interference, or background noise. Students may also need to be trained in the proper use and maintenance of these devices.

Classroom Environment

Reducing background noise and echo in the classroom can help students with hearing loss focus on the teacher’s voice or communication. It is important to consider seating deaf or hard of hearing students where they have a clear view of the teacher, interpreter (if applicable), and visual aids. Similarly, there should be adequate lighting allows students to see facial expressions, visual cues, and sign language more easily.

The benefit of creating an inclusive environment fosters a sense of belonging, promotes social interaction, and supports the overall development of deaf or hard of hearing students. However, depending on the severity of hearing loss and individual needs, some students may still require additional accommodations or specialized services to fully access the curriculum.

Accommodations and Modifications

Providing captioned videos or subtitles for multimedia content helps in ensuring equal access to information. As an instructor it is important to encourage students to take visual notes, use graphic organizers, or create diagrams to help process and retain information. If necessary, it is important to provide extended time for assignments, exams, or class activities to accommodate any additional challenges due to hearing loss.

The benefit of providing captioned videos or subtitles for multimedia content ensures that deaf or hard of hearing students have equal access to audiovisual materials. However, the limitation is that captioning may not always be available for all educational resources or real-time interactions in the classroom. It may require additional time and effort to provide captions for all materials.

Collaboration and Inclusion

Instructors should also encourage students to work collaboratively, fostering a supportive and inclusive classroom environment. Similarly, they should promote awareness and understanding among classmates about hearing loss, communication strategies, and the importance of inclusive practices. Instructors should also collaborate with the student, their parents/guardians, and any relevant specialists to develop an IEP that outlines specific goals, accommodations, and modifications.

Deaf Students – Hearing Impairment. Encouraging collaborative activities and peer interactions fosters social integration, builds communication skills, and promotes the exchange of ideas among all students. However, deaf or hard of hearing students may face communication barriers or require additional support to fully participate in group activities. Clear communication guidelines and facilitation may be necessary. Use APA referencing style.

August 24, 2023

Technology and Global Politics

By AssignmentHelp Samples

Technology and Global Politics. Analyze the role of technology in shaping global politics, with a focus on cybersecurity. Examine the challenges and implications of cyber threats, including state-sponsored hacking, information warfare, and attacks on critical infrastructure. Explore the impact of social media on elections and political processes. Investigate the role of platforms like Facebook, Twitter, and YouTube in shaping public opinion, disseminating information, and influencing voter behavior. Discuss the challenges associated with misinformation, disinformation, and fake news, and evaluate the effectiveness of measures taken by platforms, governments, and civil society organizations to mitigate these issues. Assess the potential benefits and risks of digital diplomacy in international relations. Discuss how technology, including social media platforms and digital communication tools, has transformed diplomatic practices and public diplomacy efforts.

The Role of Technology in Shaping Global Politics Focusing on Cyber Security

Technology has played a significant role in shaping global politics, particularly in the realm of cyber security. Today, cyber threats have become a major concern for governments and organizations worldwide. State-sponsored hacking, information warfare, and attacks on critical infrastructure are among the many challenges and implications of cyber threats.

The growth of technology has led to an increase in the use of cyberspace for both legitimate and malicious purposes. The internet and other digital technologies have made it easier for individuals and organizations to communicate and share information. However, they have also created new vulnerabilities that can be exploited by cybercriminals and state actors. As a result, cyber threats have become a major concern for governments, as they seek to protect their citizens and national interests from cyber-attacks.

The implications of cyber threats are significant, particularly when it comes to critical infrastructure. Cyber-attacks on infrastructure, such as energy grids and financial systems, can have serious consequences for national security and the functioning of society. State-sponsored hacking and information warfare can also have political implications, such as interfering with elections or influencing public opinion.

The challenge of addressing cyber threats is complex, as it requires cooperation and coordination among governments, the private sector, and international organizations. Governments must take steps to strengthen their cybersecurity defenses, through initiatives such as increasing investment in cybersecurity research and development, improving information sharing, and building partnerships with the private sector. Organizations must also take action to protect themselves and their customers from cyber threats, through investments in cybersecurity technologies and employee training.

The role of technology in shaping global politics is significant when it comes to cybersecurity. Cyber threats pose a serious challenge to governments and organizations around the world, with implications for critical infrastructure and national security. Addressing these threats requires a comprehensive approach that involves government, public, and private stakeholders. By taking proactive steps, society can reduce the negative consequences of cyber threats and create a more secure digital environment for all.

The Impact of Social Media on Elections and Political Processes

Social media platforms like Facebook, Twitter, and YouTube have had a significant impact on elections and political processes in recent years. These platforms have played a major role in shaping public opinion, disseminating information, and influencing voter behavior. They have also become increasingly sophisticated in their ability to target individuals with specific messages based on their interests and behaviors.

One of the primary ways that social media has impacted elections is through the dissemination of information. Social media platforms allow political candidates and groups to reach large audiences quickly and cheaply, without the need for expensive advertising campaigns. This has made it easier for outsider candidates and groups to gain traction and challenge established political forces. However, the ease with which information can be shared on social media has also created opportunities for misinformation and “fake news” to be spread.

Social media platforms have also played a role in shaping public opinion and influencing voter behavior. By using data analytics and targeting tools, political groups and campaigns can create highly personalized messages that are designed to appeal to individual voters. This can make it easier to target specific demographics and increase the effectiveness of political communication. However, it can also lead to the creation of echo chambers, where individuals are only exposed to information that confirms their existing beliefs and biases.

Social media has had a significant impact on elections and political processes in recent years. The ability to disseminate information quickly and cheaply has changed the way political campaigns are run, and the use of data analytics and targeting tools has made it easier to shape public opinion and influence voter behavior. However, there are also concerns about the spread of misinformation, the creation of echo chambers, and the potential for foreign interference in domestic politics. As social media platforms continue to evolve, it will be important for society to develop strategies to address these challenges and ensure that elections remain free and fair.

Challenges Associated With Misinformation, Disinformation, and Fake News during Electioneering Procuress

Misinformation, disinformation, and fake news have become major challenges in today’s world, particularly in the context of politics and elections. The ease with which false information can be disseminated on social media platforms has created a breeding ground for these issues. This has led to a reduction in public trust in the news media and politics, and has even influenced voting behavior. Platforms, governments, and civil society organizations have taken various measures to mitigate these issues, such as fact-checking, providing warning labels on misinformation, and increased cooperation between platforms and governments. While these measures have had some moderate success, they have not been able to completely eliminate disinformation and fake news, and new methods of spreading false information continue to emerge. Ultimately, the fight against misinformation, disinformation, and fake news will require a combination of technological, social, and regulatory solutions, as well as increased media and digital literacy among the general public.

Benefits and Risks of Digital Diplomacy in International Relations

Digital diplomacy, which refers to the use of technology to conduct diplomacy and public diplomacy, has the potential to bring a range of benefits to international relations. One of the most significant benefits of digital diplomacy is that it allows diplomats to communicate with one another and with foreign audiences quickly and easily. This can help to increase understanding between nations and reduce the risk of misunderstandings and conflicts. Digital diplomacy also provides a platform for public diplomacy, which can be used to showcase a country’s culture and values, and to engage with foreign audiences.

However, there are also risks associated with digital diplomacy. The speed and ease of communication enabled by technology can lead to misunderstandings, and there is a risk that messages can be misinterpreted or taken out of context. There is also the potential for cyber-attacks and cyber espionage, which can compromise national security. Additionally, the use of social media platforms for diplomatic communication can be problematic, as these platforms are owned by private companies and are subject to their own rules and regulations.

Digital diplomacy has transformed diplomatic practices and public diplomacy efforts, offering a range of potential benefits such as increased communication and understanding. However, it also poses risks such as misunderstandings, cyber-attacks, and potential issues with the use of social media platforms. As the use of digital diplomacy continues to evolve, it is important for diplomats and policy makers to continue to assess and mitigate these risks to ensure that digital diplomacy is used effectively to promote international cooperation and understanding. Use APA referencing style.

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