Watch videos and answer

I’m working on a Law question and need guidance to help me study.


First, make sure you watch the video in this week’s module about courts and the opiod crisis. Watch the video and read the short article on the same page as the video link.

What do opiods have to do with the state courts? How has the opiod crisis affected state courts?

Tell me one more thing you learned from the video or the article.


After watching the video in our module this week about the California Judiciary, answer the following questions: (you can watch the speech, and down below the video, you can read along as well.)

How many judges did Governor Brown appoint in his final year in office?

What was the racial and gender make-up of his appointees?

What is Access 3D? Briefly describe it’s 3 parts.

The Judge says there are 4 challenges faced by the California Judicial System.

Choose one of those challenges and describe why it’s important. Give us one idea of how CA can face that challenge.

Then respond to another student who chose a different challenge to discuss. Tell us one additional way that the challenge they discussed can be addressed (your own idea).

Social Service Program Development

I’m working on a Social Science question and need guidance to help me study.

Assignment Description

Prior to developing a program, you need to do the following:

  • Identify an existing gap in the strategies or skills used to address the problem you identified for your Unit 3 assignment. The gap could also pertain to the sustainability of the strategies or the improvement in the quality of social service delivery addressed in your Unit 6 assignment. You need to identify a gap in the existing strategies that you have read about and presented on.
  • Conduct additional research for peer-reviewed resources to determine an appropriate program. Your program needs to be based on peer-reviewed research, but can also be guided by your experience in the field.
  • Interview one social work leader who is an expert in your particular problem area to learn about strategies and skills that may address the identified problem.

Assignment Instructions

In your paper:

  • Identify and describe a problem that arises from a gap in the existing best practice strategies.
    • Assess this gap based on what you learned when completing your previous macro-level assignments in Units 3 and 6.
    • Explain how the problem emerged from your previous macro-level analysis.
  • Develop a social service program to address the identified problem, using multiple sources of knowledge, including research-based knowledge and practice wisdom. Use the following format:
    • Vision statement.
    • Mission statement.
    • Goals.
    • Objectives.
    • Methods and activities.
    • Implementation plan.
    • Evaluation metrics.
  • Identify the method of evaluating the program. Be sure it identifies how you know if the program is helpful or not, and how you measure change in your social service program.
  • Integrate technology into the program. Identify at least one technology (or way to use technology) in your program and support your chosen method with content from your literature review.
  • Integrate theory by using multiple sources of research and practice wisdom in the social service program.
    • Use this section as an annotated bibliography to show content you have learned about theory and how to use it in your program.
  • Reflect on the process of developing a social service program to target a specific problem. In your reflection:
    • Demonstrate how you integrated theory and practice when completing this assignment.
    • Write your summary from the annotated bibliography above as it synthesizes the literature more directly to address your identified problem.
  • Provide leadership in promoting sustainable change in service delivery.
    • Evaluate the feasibility and sustainability of the program. Support your assessment with peer-reviewed literature.
    • Discuss how you provide leadership in promoting sustainable change in service delivery and practice.

    Additional Requirements

    Your paper should meet the following requirements:

    • Written communication: Written communication is free of errors that detract from the overall message.
    • APA formatting: Resources and citations are formatted according to current APA style and formatting standards.
    • References: 10–12 scholarly resources. All literature cited should be current, with publication dates within the past 5 years.
    • Font and font size: Times New Roman, 12 point.

Discuss, in your own words using 500 words or more, how virtualization may create it’s own security vulnerabilities.

I’m studying for my Computer Science class and need an explanation.

Discuss, in your own words using 500 words or more, how virtualization may create it’s own security vulnerabilities.

Use at least three sources.Include at least 3 quotes from your sources enclosed in quotation marks and cited in-line by reference to your reference list. Example: “words you copied” (citation) These quotes should be one full sentence not altered or paraphrased. Cite your sources using APA format. Use the quotes in your paragaphs. Stand alone quotes will not count toward the 3 required quotes.

Need references along with clickable links in APA format.

Work, Energy and Power

I’m studying and need help with a Physics question to help me learn.

You can print it out and write directly on it, or you can type in your answers. I do expect to see work for problem solving questions, and so you are expected to write those out or make use of some equation editor software (I recommend just writing it out). You can write out the answers on separate paper if you do not want to print it.

Work, Energy and Power Worksheet.docx

The file uploaded to the dropbox must be a single pdf format. If you do not have a scanner make use of the Camscanner app you can download for free on your phone.

Topic: Week 3- Gender Specific & Gender Informed Assistance

I’m trying to learn for my Writing class and I’m stuck. Can you help?

One page/double space/APA..

This is a graded discussion: 5 points possible due Aug 30 Week 3- Gender Specific & Gender Informed Assistance No unread replies.No replies. After reviewing the articles from this week, list AND discuss three things as a helping professional you think should be done for gender specific or gender informed assistance for criminal justice involved women. Be sure to cite from at least one article this week and give examples to support your ideas.

200 words Max

Discussion 4 paragraphs

I need support with this English question so I can learn better.


Going to college is a dream come true for thousands of students a year. But getting there and staying there is not always an easy task. Coming into a college is often perceived as crossing a border of a kind, coming into an institution of higher education where not all students always feel welcomed or comfortable. There are many reasons for that, but teachers and administrators are not always aware of what has happened in a students’ past experiences or what is happening in their current lives outside of school. Yet, one can argue that to be effective teachers and successful students, we have to bridge that gap and work to understand and support each other.

In the past few days, we have completed readings and watched videos that deal with the issue of educational borders or barriers, whether those include childhood trauma, economic hardships, unsupportive families, and often deep inequalities. Martin Luther King Jr. gave us insight into the purpose of education, but then Malcolm X, Sherman Alexie and the four California students from First Generation showed us that the path to learning is not necessarily a smooth one.

Barriers to education are things that prevent students from attending school or completing their schoolwork. Some barriers are physical, such as a shortage of schools or transportation to them while others may be related to the circumstances in which a student lives, such as financial struggle, unhealthy family environments, learning disabilities or simply lack of encouragement or support. These barriers can result in students dropping out of school early or never attending at all, and we have to find a way to fight that.

In order to address the issue, we will look at our own experiences and barriers in relation to what the authors we have worked with over the last couple of weeks.

Reading and Writing Skills

Over the course of this assignment, we will continue to work on developing key academic reading and writing skills, which you will use throughout your career as a student and which constitute the basis of most scholarly writing. You will be focusing on developing a strong thesis, summarizing a text concisely and clearly, and making an argument using your own experiences as support (information).

Focusing Questions

Now that you briefly understand what we are doing with this assignment and why we are doing it, I will now introduce our guiding questions. Through our reading and writing over the next few weeks, we will be considering and discussing the following: What claims about education does your author make? What educational barriers have you faced? Can you find any connections between your experiences on those of the individuals we have read and watched?

Assignment Overview

The section below outlines the specific requirement of this assignment.


The purpose of this assignment is to:

  1. Read and respond to a college-level text.
  2. Compose college-level writing.
  3. Produce an academic summary of an article.
  4. Respond to a topic with an original argument.


This assignment will help students meet the following Student Learning Objectives, as stated on the course syllabus:

  1. Use personal experiences to provide evidence in support of an argument.
  2. Synthesize researched material from multiple texts to create and support an argument in response to a prompt. Draw direct evidence from texts in support of claims and analyze how that evidence supports the claim.
  3. Utilize the various phases in the writing process—prewriting, writing revision, and proofreading—to produce clear, articulate, well-supported, well-organized essays.
  4. Avoid plagiarism by properly citing quoted, summarized, and paraphrased material using MLA format.


Compose a summary and response essay, between 700-900 words in length, in which you clearly summarize one of our class texts (or one of the trauma videos/ OTHER VIDEO OF TRAUMA or the experience of one student from First Generation) and then respond to it by agreeing or disagreeing with the author’s ideas based on connections between the author’s claims and your own experiences.

Note that you are not allowed to use any outside articles or sources.

Please make sure to review your lecture on Writing a Summary and Response.

More Specifically, the paper should have four paragraphs:

  1. Introduction: The introduction should introduce the readers to the idea of educational borders. It should introduce the article you have chosen to summarize. It should end with a thesis that states how the article relates to your experiences in education so far.
  2. Summary: Your summary of the one text you chose formatted in Academic Summary format.
  3. Response: Ideas and points you acceptdisagree with examples from your own experiences. This should be formatted in PIE paragraph structure.
  • In the Point (topic sentence), you should name what you agree or disagree with the author about.
  • The Information will give an example of your personal experiences to show why you agree or disagree. The
  • Explanation will explain to the reader how your experiences prove that the author is correct or wrong in his/her assertions.

4. Conclusions: Restates your thesis and provides a final thought.

NOTE: Since you are citing an article or video, don’t forget your Works Cited page.


Summary and Response Essay Rubric

Summary and Response Essay Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeINTRODUCTION

10.0 to >7.5 pts

Well Done: Well-developed introductory paragraph introduces the essay’s topic and the chosen text. The writer expresses a clear thesis statement that agrees or disagrees with the original author’s thesis statement and major support. Located at the end of the introduction, the thesis expresses the central idea of the paper.

7.5 to >5.0 pts

Strong but Needs a Few Changes: Introductory paragraph contains some background information on the essay’s topic. It introduces the chosen text. The thesis demonstrates engagement with text and a clear compelling argument in response to the text, regarding its effectiveness or significance, though may be lacking in specificity or detail.

5.0 to >2.5 pts

Almost There: Introduction states the thesis, but does not sufficiently introduce the topic of the essay/does not introduce the chosen text. The thesis responds to text, though argument may be vague or lacking in critical engagement.

2.5 to >0 pts

Not Yet: Introduction is too brief to properly introduce the topic, or it does not include a thesis.

10.0 pts

This criterion is linked to a Learning OutcomeCONCLUSION

5.0 to >3.75 pts

Well Done: Conclusion summarizes the main topics without repeating previous sentences; writer’s opinions are logical and well thought out.

3.75 to >2.5 pts

Strong but Needs a Few Changes: Conclusion summarizes main topics. There are some final thoughts but those might be unclear.

2.5 to >1.25 pts

Almost There: Conclusion summarizes main topics, but is repetitive. The thesis is not clearly restated.

1.25 to >0 pts

Not Yet: Conclusion does not adequately summarize the main points, restate the thesis or give final thoughts.

5.0 pts

This criterion is linked to a Learning OutcomeSUMMARY PARAGRPAPH

15.0 to >11.25 pts

Well Done: The summary follows the four steps of an academic summary. It shows a clear understanding of the major ideas of the reading. The student can clearly distinguish between the major claims and statements and the less relevant digressions or details in the reading, and her summary is focused on the former and not the latter.

11.25 to >7.5 pts

Strong but Needs a Few Changes: The summary follows at least three of the four steps of an academic summary. It shows a a good understanding of the text, but may have missed some important claims.

7.5 to >3.75 pts

Almost There: The summary follows at least two of the four steps of an academic summary. It shows basic understanding of the text, but misses major claims or supports.

3.75 to >0 pts

Not Yet: The summary does not follow the four step academic summary structure.

15.0 pts

This criterion is linked to a Learning OutcomeRESPONSE PARAGRAPH

15.0 to >11.25 pts

Well Done: The response paragraph is formatted as a PIE paragraph with a clear Point, Information and Explanation. Responses use detailed support and examples in abundance to make the writer’s major points come alive.

11.25 to >7.5 pts

Strong but Needs a Few Changes: The response follow PIE paragraph structure, but at least one of the three parts (point, information, explanation) lacks details or depth.

7.5 to >3.75 pts

Almost There: The response has at least two of the three elements of a PIE paragraph, or it includes all three PIE elements but they all lack detail and depth.

3.75 to >0 pts

Not Yet: The response is not yet formatted in PIE paragraph structure and does not yet include enough details about the writer’s personal experiences as related to the text.

15.0 pts

This criterion is linked to a Learning OutcomeGRAMMAR AND MLA FORMATTING

5.0 to >3.75 pts

Well Done: Adheres to all assignment requirements regarding MLA formatting, length, and topic. Grammar is largely free of errors.

3.75 to >2.5 pts

Strong but Needs a Few Changes: Adheres to assignment requirements concerning length and topic with very few MLA or grammar issues.

2.5 to >1.25 pts

Almost There: Mostly adheres to assignment requirements concerning length and topic with few MLA formatting or grammatical issues.

1.25 to >0 pts

Not Yet: Does not yet adhere to essay length or topic requirements and includes consistent MLA formatting or major grammar issues.

5.0 pts

Total Points: 50.0

EEC6611 Early Childhood Education

I’m studying for my Communications class and don’t understand how to answer this. Can you help me study?

Last week you had a big cleaning day in your program. The children took their chairs and toys outside and scrubbed them down with soapy water and brushes. Today a dad came in with a complaint that he does not pay tuition for his children to do your cleaning. Basing your response on Montessori’s ideas about real jobs and responsibility, what would you say?

Then respond to the following:

As you observe children scrubbing toys and chairs, what would give you clues that they are learning? Include all kinds of learning, not just mathematics and literacy (although you can certainly discuss those too).

1. My response to the father would be- “children want to partake in taking care of themselves and their environment. Montessori believed that if the child is capable of a task, giving them the opportunity to do so will help increase their competence. Also, allowing children to take responsibility will aide in building their self-esteem because children have a great interest in real work. They always want to “help”.”

Observing students completing their task to scrub their toys and chairs, an indicator for me that they are learning would be the child’s focus on the activity and the engagement in helping each other complete the task. For example, if I see a student is taking their time, I know they are focused and want to do their best. If I see a student rushing, screaming “I’m done!!!!” I will probably believe they are uninterested in the idea of learning to clean and find another developmentally appropriate activity for them to engage in, perhaps even assisting their peers in putting items away where they belong.

2. This actually happened at one of the classes at our center a couple of years ago. A parent called me to file a complaint against a teacher because she had made the students clean their desks after they did a painting activity. The children actually loved the idea of cleaning up themselves with sponges and it directly relates to Montessori’s concept of offering children a key to guide their exploration of the world (pg 41). My response to the parent back then was that it was part of the curriculum and that the teachers were there to guide the children to be independent and learn about the environment around them which is not to far off from what I would respond with now having more knowledge on Montessori’s “Beauty and Order” concept. Parents often feel they should not burden children with chores such as cleaning up and this does not prepare them for the world. If this would’ve happened now, I probably would have responded the same way but I would have added that engaging the child in real-life work like cleaning, is beneficial and enhances the child’s self-esteem as it makes them feel proud. It also allows them to be independent and gives them responsibility.

Topic 3 DQ 2 Comment 6

I’m studying for my Nursing class and don’t understand how to answer this. Can you help me study?

***Comment this**

1. Gélinas, C., Bérubé, M., Chevrier, A., Pun, B. T., Ely, E. W., Skrobik, Y., & Barr, J. (2018). Delirium Assessment Tools for Use in Critically Ill Adults: A Psychometric Analysis and Systematic Review. Critical Care Nurse, 38(1), 38–49.

This source is a study conducted to analyze the development and psychometric properties of delirium assessment tools for critically ill adults to determine their effectiveness and efficiency. The study focused on five different existing assessment tools including the (Confusion Assessment Method for the Intensive Care Unit (CAM-ICU), Cognitive Test for Delirium, Delirium Detection Score, Intensive Care Delirium Screening Checklist (ICDSC), and Nursing Delirium Screening Scale. Two individuals then set a standard scoring scale and sored each tool from 0-20 based on effectiveness, quality, implementation, etc. It was found that the Confusion Assessment Method for the Intensive Care Unit (CAM-ICU), with a score of 19.6, and the Intensive Care Delirium Screening Checklist (ICDSC) with a score of 19.2, were teh most effective tools. The ranking continues with the Nursing Delirium Screening Scale (13.6), the Delirium Detection Score (11.2), and the lowest scored, less effective tool, the Cognitive Test for Delirium with only 8.2. This source will be able to help me with my change proposal because I can analyze why these certain tools scored so high and develop similar tools to implement in my facility. The negative with this article is that it did not really consider outside factors aside from the assessment tool that may affect how they are used.