Discuss about the history of religious and political thought in the United States (the relationship between the Church and the people of Israel).

Parameters: This is an informal paper, so no outside references are necessary, but if you would like to reference a resource, please cite parenthetically, i.e. (Wright, p.17). Your summary should be submitted as a Word document in 12-point Times New Roman font, double-spaced, and with indented paragraphs, page numbers, and headings when and where appropriate.

Purpose: This summary gives you the opportunity to read and to reflect upon a passage of scripture (especially Chapters 911) that has had an enormous impact upon the history of religious and political thought in the United States (the relationship between the Church and the people of Israel).

Please Note: Please use proper in-cite citation and overall source citation

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Should people be able to take original works and re-purpose them to create something new?

Review the content in the resources folder, and watch the TED talk The Art of Asking, by Andrea Palmer.
Take a stance on copyright and the idea of artistic expression in a 350-400 word blog entry. Consider Andrea Palmers talk, The Art of Asking, as well as the other related topics found in your own research particularly Creative Commons. Should people be able to take original works and re-purpose them to create something new? Do you think that this is a good thing or a bad thing for expression? Put yourselves in the shoes of the content creators when considering these ideas.

You may use examples from your life, but you MUST refer to historic events and precedents to help make your point.

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Can a private club 501(c)(3) or a 501(c)(4) discriminate on the basis of Gender?

Can a private club 501(c)(3) or a 501(c)(4) discriminate on the basis of Gender? I want to know the effect on California Law, Federal Law, the California Franchise Tax Board, and the IRS regarding gender discrimination in non-profit organizations.

The Roosters Foundation and Roosters Inc were formed more than 40 years ago with the mission of serving at-risk children in orange county. Roostersfoundation.org. It has held itself out as an all men’s club and has at part of its “creed” “. . . an organization that stands for busy worldly men . . .”

The current Board, our client, has recently admitted women to the club and is getting lots of pressure from a few old members who don’t like the change. The decision to bring women in was not for any legal compliance but because it was the right thing to do. Now, however, the Board is looking for a legal brief to support the position that it is illegal for them to exclude women from the club.

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What kinds of information from this source are useful for the social historian?

2 Part assignment, each one should be 1-2 pages long.

For part A , you are to provide a comparative analysis of the accounts of two Abbasid Caliphs, al-Mansr (r. 754-775 CE) and al-Ma mn (r. 813-833 CE) as presented in al-Masds The Book of Golden Meadows. For your convenience, a link to the reading can be found here.

In addition to doing a general assessment of the primary source reading, address the following questions in your analysis:

1. The early Abbasid Caliphs were rulers who enjoyed absolute power. Does al-Masds accounts portray this?

2. Would you say that al-Masds account portrays the Caliphs in a favourable light? What do you think al-Masd is trying to accomplish in these accounts?

3. Do these accounts provide any insight into how these Caliphs viewed their responsibility and role as Islamic rulers?

4. In your assessment, how objective would you say are al-Masds accounts as a historical source?

LINK TO THE READING
https://sourcebooks.fordham.edu/source/masoudi.asp

For part B, please read the excerpt On the Franks (link below) by the medieval Arab poet and essayist Usma b. Munqidh (d. 1188), taken from his famous memoir, Kitb al-Itibr (Book of Instruction by Example). Usama b. Munqidh was born a year before the First Crusade and died just a year after Salh al-Dns recapture of Jerusalem in 1187. These selections give us a rare glimpse at the social history of the period the lived experiences of people rather than mainstream political or economic history. For this assignment, do an assessment of the historical value of this primary source reading on the history of the Crusades. What kinds of information from this source are useful for the social historian? What does it tell us about the lived experience of people during this tumultuous and violent period? Be sure to include in your analysis what you think the authors general opinion of the Franks is.

LINK TO READING
https://sourcebooks.fordham.edu/source/usamah2.asp

Instructions

This is an essay-style written assignment. Although you do not need a thesis or argument, you should write your answer in a clear, organized, and thoughtful way. A rubric has been made available to you to use as a guide. You are only to use the material assigned to you (see the link above). Be mindful of grammar and spelling. Use full sentences and paragraphs; do not use point-form. Your essay should be between 1-2 double-spaced pages. Please cite your work and use either CMS or MLA citation formatting rules. In-text citations are acceptable. Please note that your assignment will be subjected to a plagiarism checker (TurnItIn) when submitted.

Please separate the two parts, each with its own work cited page.

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Discuss how this view derived from that eras realistic expectations for theatrical representation.

During the nineteenth century, King Lear was thought to be unfit for the stage. Discuss how this view derived from that eras realistic expectations for theatrical representation. Describe how Shakespeares own theatre was not devoted to realism, and how the play only returned to theatrical prominence when modern practitioners began to once again employ the theatrical conventions of the early modern period. Be sure to mention:Universal lighting.The proximity of the audience.The lack of realistic scenery or stage effects.
You must address ALL of the issues in the above prompt, incorporating this information into well-structured paragraphs.The title King Lear must be italicized (not underlined or put in quotation marks) every time you use it within the body of your essay. DO NOT, HOWEVER, ITALICIZE THE NAME OF THE CHARACTER KING LEAR. IF YOU DO, YOUR PAPER WILL FAIL!!!!!!!!!!!
You must quote directly from the play in your essay. This means from the written text of King Lear, Broadview Anthology of British Literature Edition, ISBN 978-1-551-119670. Follow the quotation guidelines for Twelfth Night as described above. If you only quote from King Lear, no Works Cited page is needed. Where differences occur between Quarto and Folio texts, the Broadview edition lists both version. You can quote from either one and list the line numbers from either one. For the purposes of this paper, there is no need to specify whether you are quoting from Quarto or Folio.The Professors lecture notes for Lear are posted on Canvas to help you write this essay. If you choose to quote from any of the published works cited in these lecture notes, you must do so in proper MLA format and list the quoted work on a Works Cited page.
Examples:
George C.D. Odell writes that Tates mangling was castigated for a century and a half (1: 53).
OrTates adaptation of Lear was castigated for a century and a half (Odell 1: 53).
You would then add a Works Cited Page (which does not count toward the page-count of your paper) with the following entry:
Odell, George C.D. Shakespeare from Betterton to Irving. [1920] 2 vols. New York: Benjamin Bloom, 1963.

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Evaluate how the Constitution (1982), transformed the landscape (or not) for social activism during the last 40 years.

Evaluate how the Constitution (1982), transformed the landscape (or not) for social activism during the last 40 years.

Once you’re logged in go to go to courses and then click on history and then you go to modules and scroll down to week 12 and you will find everything you need there to answer the question please if something is confusing let me know

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Discuss which policy or program is the most effective solution for solving the problem you have identified.

Follow the steps of the project in the order they are written in order to complete the worksheet. There are six parts to the project. Be sure to read the instructions for each part and complete each part in full.

Write your response to each step below the prompt. Responses must adhere to the minimum length requirement for each step. Each paragraph must be a minimum of five complete sentences in length.

Getting Started: Assignment Overview
For this assignment, we will consider the relationship between higher education and economic mobility. Read The Barriers to Mobility: Why Higher Eds Promise Remains Unfulfilled. This article examines the role of higher education in achieving upward economic mobility and alleviating economic inequality. While a college education has long been thought to be the key to climbing the socioeconomic ladder and achieving the American Dream, the article and the research upon which it is based show that not only is this increasingly no longer the case, but that higher education may in fact serve to solidify existing inequality.

There are numerous factors that have contributed to this shift. In other words, the broader problem of barriers to mobility is actually the result of many different problems. For this assignment, we will analyze these individual problems and evaluate existing public policy solutions.

Use the Resources for Research linked in the Project Module in Canvas to complete the research for this project.

Part One: Identify the Problem (10 points)
Based on the assigned article, identify ONE problem that contributes to the barriers examined in the article. State the problem below. Minimum Length: One complete sentence

Part Two: Identify TWO Public Policy Solutions (30 points total)
Using the sources provided in the Project Module, research existing FEDERAL OR STATE public policy solutions and identify two policies that address the problem you identified in Part One.
For each policy or program, address the following in paragraph form.
Minimum Length: Two Paragraphs

Name of the policy/program
What is the goal of the program?
What benefits are provided by this program?
Who is the program intended to benefit?
What are the requirements to qualify for the program?
How is this program related to the problem youve identified?
Link to program/policy website

Part Three: Evaluation of Public Policy Solutions (20 points)
Thoroughly explain each solution in detail. Compare and contrast the effectiveness of each solution in addressing the problem you have identified. Minimum Length, Two Paragraphs

Part Four: Evaluate Impact of Selected Public Policy Solution (20 points)
Discuss which policy or program is the most effective solution for solving the problem you have identified. Evaluate the impact of this solution. Be sure to take into account the relevant background/history of the problem, and review the logic, reasoning, and feasibility of the solution. Is there anything that your selected policy solution does not take into account?
Minimum Length: Two Paragraphs

Part Five: Reflect on the Problem Solving Process (10 points)
Reflect on how you thought about and approached this project. Consider whether you have completed the problem solving process thoroughly, adequately, or superficially, and explain why you would describe your approach to the process in this way. Discuss an example from your project where you considered the need for further work.
Minimum Length: One Paragraph

Part Six: MLA Works Cited (10 points)
Cite all sources used according to the MLA Works Cited Page format.

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Explain how this key passage helps us to better understand the whole of Walden.

1. Before writing, carefully read the instructions for this entire assignment.
2. Compose your responses in a separate document.
3. Label and number the headings for each paragraph. (A1, A2, B, C1, C2, D1, D2)
4. Proofread your writing for spelling, grammar, and overall clarity.
A. Big Ideas

A1. Write a paragraph (approximately 150-250 words) that identifies and explains one of the big ideas discussed by Thoreau in Walden. [20 points]

a. Clearly state this big idea in the paragraphs topic sentence.
b. Explain Thoreau’s reasons for taking this position.
c. Explain why this idea is important to Thoreau.

A2. Write a second paragraph (approximately 150-250 words) that identifies and explains a second big idea discussed by Thoreau in Walden. [20 points]

a. Clearly state this second big idea in the paragraphs topic sentence.
b. Explain Thoreau’s reasons for taking this position.
c. Explain why this idea is important to Thoreau.

B. Primary Text

Select a specific passage (approximately 150-250 words) from the text of Thoreau’s Walden that functions as a kind of key to understanding the whole of Walden. You may choose any passage you believe meets this criterion.

a. Type out, word for word, the text of your key passage in full.
b. Use quotation marks and supply a page number in parentheses.

C. Analysis of Primary Text

C1. Write a paragraph (approximately 150-250 words) that identifies the main idea of the key passage you selected from the primary text. [20 points]

a. Clearly state the main idea of your key passage in the paragraphs topic sentence.
b. Identify the reasons given in the passage in support of this main idea.
c. Include citations from your key passage that provide evidence for your argument. Use quotation marks and supply page numbers in parentheses.

C2. Write a second paragraph (approximately 150-250 words) that explains why, in your view, the selected passage is a key to understanding the whole of Walden. [20 points]

a. Clearly state your reason for choosing this passage in the paragraphs topic sentence.
b. Explain how this key passage helps us to better understand the whole of Walden.
c. Connect your explanation to both of the big ideas identified in section A.
d. As needed, include citations from your key passage that provide evidence for your argument. Use quotation marks and supply page numbers in parentheses.

D. Pop Culture Comparison

Find an example from pop culturea scene from a movie or TV show, a song, a book, a commercial, a YouTube video, etc.that touches on the same topic as your cited key passage. Avoid generalities and try to choose a particular scene from a show or a particular set of lines from a song. (For example, you might choose a scene from a movie or TV show where someone wants to be alone and then compare that scene to Thoreau’s reasons for wanting to be alone.)

D1. Write a paragraph (approximately 150-250 words) that describes your example from pop culture. [10 points]

a. Clearly identify your pop culture example in the paragraphs topic sentence.
b. Describe the relevant details associated with your example. The more specific you can be, the better. Focus on details that will be useful for your comparison.

D2. Write a second paragraph (approximately 150-250 words) that explains how your example is both similar to and different from what Thoreau says in your key passage. [10 points]

a. Clearly identify the main point of overlap between your pop culture example and your key passage in the paragraphs topic sentence.
b. Compare and contrast the details of the example with details from your key passage.
c. Include citations from your key passage that provide evidence for your argument. Use quotation marks and supply page numbers in parentheses.

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Compare and contrast the Body Project prevention program to an alternative prevention program of your choosing.

2: Assessment of The Body Project
Go to: The Body Project Collaborative website at www.bodyprojectcollaborative.com
Visit the Facilitator Supportive Website
Register an account (free) to set up a username and password
Log In with username and password Resources
Training Videos Sessions (1 4)
Watch and critique training video sessions 1 – 4 (approx. 15 minutes each)
Discuss the pros and cons of this program (required readings)
Outcome measures: How can we tell if this program is successful?
Take a stand: Do you think EDs can be prevented? Do you think this program will help?
Compare and contrast the Body Project prevention program to an alternative
prevention program of your choosing.
Length: 4 pages double spaced

The reading in the attachments may be useful

The Videos:
first: https://youtu.be/e-t-L4xsINs
Second: https://youtu.be/Ear0twALY94
Third: https://youtu.be/zsGL2zRutcI
Fourth: https://youtu.be/91jksv-3tS4

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