Why does Molotov believe a “second front” should be opened in 1942?, history homework help

Read Chapter 22 as well as the Transcript of the
Roosevelt-Molotov Meeting
. Once all reading is complete, respond to the following items
with a minimum of 300 words, in your own words, no citing:

1. Why
does Molotov believe a “second front” should be opened in 1942?

2. If
such a front is opened, what does Molotov predict?

3. If
such a front is not opened, what does he fear might occur?

4. Given
that a second front in France was not opened until June, 1944, what do you
think the effect of that delay may have had no longer-term U.S.-Soviet
relations?

———————————-

ROOSEVELT MOLOTOV MEETING MAY 30, 1942

OFFICIAL TRANSCRIPT

Saturday,
May 30,1942,11 A. M.

Present: The President, Mr. Molotov, Admiral King, General Marshall,
Mr. Hopkins, Messrs. Pavlov and Cross


 
After a brief private conference between the President and Mr. Molotov,
conversations were resumed at 11 A.M. The President asked
Admiral King whether there was any special news from the Pacific. The Admiral replied that there was
nothing of importance save some momentary disagreement between General
Macarthur and Admiral Nimitz as
to an operation against the Solomon Islands.  Admiral King thought this
difference was due to a misunderstanding, since Admiral Nimitz had in mind a specific project for destruction of
installations rather than anything like a permanent occupation.

  Opening the general discussion, the
President remarked to Admiral King and General Marshall that he first wished to
place them au courant with the questions Mr.
Molotov had raised, and he hoped that Mr. Molotov himself would then put the situation before them in detail.
Mr. Molotov, the President continued, had just come from London, where he had been discussing with the
British authorities the problem
of a second (invasion) front in Western Europe. He had, the
President added, been politely received, but had as yet obtained no positive commitment from the British. There was
no doubt that on the Russian front the Germans had enough
superiority in aircraft and mechanized
equipment to make the situation precarious. The Soviets
wished the Anglo-American combination to land sufficient combat troops on the
continent to drive off 40 German divisions from the Soviet front
. We
appreciated, he continued, the difficulties of the situation and viewed the
outlook as serious. We regarded it as our obligation to help the Soviets to the best of our ability, even if
the extent of this aid was for
the moment doubtful. That brought up the question, what we can do
even if the prospects for permanent success
might not be especially rosy. Most of our difficulties lay in the realm of ocean transport, and he would in
this connection merely remark
that getting any one convoy through to Murmansk was already a major
naval operation. The President then suggested that Mr. Molotov should treat the
subject in such detail as suited his convenience.

 Mr.
Molotov thereupon remarked that, though the problem of the second front was
both military and political, it was predominantly political.
There was an essential difference between the situation in 1942 and what it
might be in 1943. In 1942 Hitler was the master of all Europe save a few minor countries. He was the chief enemy of everyone. To be sure, as was devoutly to be
hoped, the Russians might hold and fight on all through 1942. But
it was only right to look at the darker
side of the picture. On the basis of his continental dominance, Hitler might throw in such
reinforcements in manpower and material that the Red Army might not be
able to hold out against the Nazis.  Such a development would produce a
serious situation which we must face. The Soviet front would become
secondary, the Red Army would be
weakened, and Hitler’s strength would be correspondingly greater, since he
would have at his disposal not only more troops, but also the foodstuffs and
raw materials of the Ukraine and
the oil wells of the Caucasus. In such circumstances the outlook would be much
less favorable for all hands, and he would not pretend that such developments were all outside the range
of possibility. The war would
thus become tougher and longer. The merit of a new front in 1942
depended on the prospects of Hitler’s further advantage, hence the
establishment of such a front should not be postponed.  The decisive element
in the whole problem lay in the question, when are the prospects better for the United Nations: in 1942 or in 1943.

Amplifying his remarks, Mr. Molotov observed that the
forces on the Soviet front were large, and,
objectively speaking, the balance in quantity
of men, aviation, and mechanized equipment was slightly in Hitler’s
favor. Nevertheless, the Russians were reasonably certain they could hold out.  This was the most
optimistic prospect, and the Soviet morale was as yet
unimpaired.  But the main danger lay in the probability that Hitler would try to deal the Soviet Union a
mighty crushing blow. If, then,
Great Britain and the United States, as allies, were to create a new front and to draw off 40 German
divisions from the Soviet front,
the ratio of strength would be so altered that the Soviets could
either beat Hitler this year or insure beyond question his ultimate defeat.

 Mr.
Molotov therefore put thisquestion frankly: could we under-take such offensive action as would draw off 40
German divisions whichwould be, to tell the truth, distinctly
second-rate outfits? If the answer should
be in the affirmative, the war would be decided in 1942.
If negative, the Soviets would fight on alone, doing their best, and
no man would expect more from
them than that. He had not, Mr. Molotov added, received any positive
answer in London. Mr. Churchill had
proposed that he should return through London on his homeward journey from Washington, and had promised Mr.
Molotov a more concrete answer on his second visit. Mr. Molotov admitted he
realizedthat the British would have to bear the brunt of
the action if a second front
were created, but he also was cognizant of the role the United States plays and
what influence this country exerts in questions of major strategy. Without in
any way minimizing the risks entailed by a second front action this summer, Mr. Molotov declared his government
wanted to know in frank terms what position we take on the question of a second front, and whether we were
prepared to establish one. He requested a straight answer.

  The difficulties, Mr. Molotov urged, would not
be any less in 1943. The chances of
success were actually better at present while the Russians still have a solid
front. “If you postpone your decision,” he said, “you will have eventually to bear the brunt
of the war, and if Hitler becomes
the undisputed master of the continent, next year will unquestionably be tougher than this one.”

 The President then
put to General Marshall the query whether de
velopments were clear enough so that we could say to Mr.
Stalin that we are preparing a second front. “Yes,” replied the General.
The President then authorized Mr. Molotov to inform Mr. Stalin that we expect
the formation of a second front this year.

Official American Press
Release

Issued by the White House,
June 11, 1942

  The People’s Commissar
of Foreign Affairs of the Union of Soviet Socialist Republics, Mr. V. M.
Molotov, following the invitation of the President of the United States of
America, arrived in Washington on May 29 and was for some time the President’s
guest.  This visit to Washington afforded an opportunity for a friendly
exchange of views between the President and his advisers on the one hand and
Mr. Molotov and his party on the other.  Among those who participated in
the conversations were:  The Soviet Ambassador to the United States, Mr.
Maxim Litvinoff; Mr. Harry Hopkins; the Chief of Staff, General George C.
Marshall; and the Commander in Chief of the United States Fleet, Admiral Ernest
J. King. Mr. Cordell Hull, Secretary of State, joined in subsequent
conversations on non-military matters.

  In the course of the conversations full
understanding was reached with regard to the urgent tasks of creating a second
front in Europe in 1942.
  In addition, the measures for increasing and
speeding up the supplies of planes, tanks, and other kinds of war materials
from the United States to the Soviet Union were discussed.  Also discussed
were the fundamental problems of cooperation of the Soviet Union and the United
States in safeguarding peace and security to the freedom-loving peoples after
the war.  Both sides state with satisfaction the unity of their views on
all these questions. 

  At the conclusion of the visit the
President asked Mr. Molotov to inform Mr. Stalin on his behalf that he feels
these conversations have been most useful in establishing a basis for fruitful
and closer relations between the two governments in the pursuit of the common
objectives of the United Nations.

Official Soviet Press
Release

711/6111/1 : Telegram.  The translation of this
telegram was sent on June 13, 1942, to Secretary of State Hull by Ambassador
Litvinov.  It was transmitted to President Roosevelt on June 17.

The People’s Commissar for Foreign Affairs of the Soviet Union (Molotov) to
President Roosevelt

[Translation]

London, June 12, 1942.

  Before returning to my country I
allow myself once more to express to you, Mr. President, the great satisfaction
I feel in having reached a full understanding concerning the urgent
tasks connected with the creation of a second front in Europe in 1942
 for
speeding up the rout of Hitlerite Germany and concerning co-operation of our
countries in the post-war period in the interests of all freedom-loving
peoples. 

  Please accept my sincere gratitude
for the cordial reception and hospitality offered to us by you, Mr. President,
and the Government of the United States of America, and my best wishes to you
personally and to the people of the United States of America.
 
Vyacheslav Molotov

senior fitness, health and medicine homework help

This week’s assignment: please be in own words no pleadrism

Short Answer

1. What are the safety considerations that you need to keep in mind when planning a cardiovascular program for your older adult clients? Discuss the issues and the solutions. (5)

2. What forms of cardiovascular exercise would you recommend for a client in a wheelchair? Explain the reasoning behind your answers. (3)

3.Summarize the phases of a Strength and Endurance Program as outlined in your course text. How do the recommendations for older adults differ from those you would use with a healthy, young adult? (6)

4. If you had a client who had trouble getting her heavier groceries from her car to her home, what strength exercises would you recommend for her? Explain your choices. (3)

5. Discuss the limitations you should consider when working with a client who has had a hip repair or replacement. (3)

Learning Experience (20)
Choose one of the following learning experiences. Perform the experience as instructed and write a 250 word essay describing your experience and what you gained from participating. Provide a comprehensive explanation of your findings, including the answer to the learning experience, as well as how this knowledge can benefit you in your service to your future clients, friends, and/or family.

1. Perform each of the exercises listed in this Unit. List as many additional exercises as you can for each of the major muscle groups. What are the specific benefits of each exercise versus another exercise for the same body part? When might some of these exercises be more appropriate than others you have used?

2. Make a list of the top five exercises that you would recommend for your older clients and describe in detail why you chose them. Address safety factors, effectiveness, range of motion, benefit to risk ratios, etc. Include the instructions for each exercise that you choose.

Maximum grade: 40

poster presentation

Poster Presentation

Students this project will allow you to formulate and hypothetically develop your own research project. The purpose of this project is for the student to follow all of the different steps in a research project on an already published article and presented as a poster presentation. A poster session or poster presentation is the presentation of research information by an individual or representatives of research teams at a congress or conference with an academic or professional focus. The work is usually peer reviewed. Poster sessions are particularly prominent at scientific conferences such as medical congresses.

Students will select a nursing research already published and following the article information you will create a poster presentation that include the below information:

The outline of the poster should include the following tabs (minimum requirements)

Abstract Outline:

-Title of Project

-Problem Statement: what is the problem that needs fixing?

-Purpose of the Project

-Research Question(s)

-Hypothesis

-Methodology (Qualitative vs. Quantitative)

-Steps in implementing your project

-Limitations

Results (Pretend results)

-Conclusion

-References

I have attached an example of a poster presentation for guidance. The due date for the poster presentation is WEEK 13. Please feel free to be artistic and provide graphs and data. You are welcome to use any poster template. Please submit it via turn it in.

write a research outline

IN WHAT WAYS DOESNOT LEARNING HOST COUNTRY LANGUAGE AFFECT CAREER OPPURTUNITY?

EDUC 1150

Research Paper Outline (WORTH 20%)

­­­­­­­­­­Academic research and writing are amongst the most challenging and important tasks faced by post-secondary students. The ability to locate quality research and discern and clearly communicate the value of that research to others is a distinguishing feature of the truly educated, critical thinker. While many students think their research and writing abilities are strong, the standards in post-secondary are often very different than those required in high school or the workplace. Moreover, no matter who you are (elementary school student to university professor) and no matter what your current abilities, your writing and analytical skills can always be improved.

The purpose of this assignment is to:

1) explore an issue of relevance to contemporary higher education in depth,

2) learn how to analyze and assess the merits of ideas in scholarly papers and other forms of research (e.g., government or business reports; scholarly books),

3) learn to cite and acknowledge the scholarly sources on which your analyses are grounded appropriately using APA format and,

4) introduce you to standards of post-secondary scholarly work by presenting logical, well-structured analyses in a concise research paper outline format.

Requirements:

This assignment is independent. However, it will be done in conjunction with your group project.

1.Find at least 2 peer-reviewed academic sources that pertain to your specific “group research question”.

2.Prepare a research paper outline and reference list in APA style.Length: 1 -1.5page double-spaced (12 font, Times, Times New Roman, or Arial) plus 1-page reference list.

How to Develop AResearch Paper Outline

For this assignment your task is to find a topic that is:

  • “debatable” (i.e., has at least 2 different views on it); AND
  • “researchable” (i.e., you will be able to find articles on it in one or more academic disciplines).

THUS: A paper outline that discussed the physical, emotional, and mental effects of marijuana would not meet the first criteria as it would be descriptive only, with little to debate. A paper outline that discussed whether hockey players who are found to have used steroid should be removed from the NHL Hall of Fame would not meet the second criteria, as there is no academic literature on this topic.

IN ADDITION: Ensure you avoid ethical (“should”) questions such as “should abortion be legal/illegal? Should stem cell research be legal?,etc” for three reasons:

  1. To be effective in an academic sense, such arguments require the use of sophisticated philosophical concepts and arguments.
  2. There tends to be little scholarly peer-reviewed academic literature on these kinds of topics.
  3. People tend to pick these topics because they hold strong views on them and as a consequence resort to making arguments based on emotion rather than logic. Such arguments are not appropriate in academic contexts.

Outline:

Using the following format, provide a hard copy of your thesis statement, outline, and reference list. The outline should be in point form OR short sentences EXCEPTyour Introduction and thesis statement (which must be written out in proper sentence format).

  • Title Page(on a separate page)
  • Introduction:
  • Research Statement: (2-3 paragraphs)
  • Provide a thesis statement, which is one sentence that summarizes the argument of your paper. This statement must include both the PRO (thesis statement) and CON (counter point) sides of your research question.
  • An example: For the research question How does social media impact student learning? could write the following research statement:
  • “Some educational experts claim that social media use can improve university students’ grades (your thesis statement-how you plan to argue the question) while others claim that it is related to lower grades” (con-counter-point-a relevant point that does not support your thesis statement, but one that needs to be addressed for a well-rounded argument).
  • Summary of Argument (point form)
  • Supporting source for “pro” side of topic(point-form)
    • Include brief summary of the source
    • Include analysis of the source. Is it sufficient, relevant, representative? Do the conclusions add up? Note: If the source doesn’t answer your research question directly, explain what information it does provide that is relevant to your question.
  • Opposing source for “con” side of topic”. (point-form)
    • Include brief summary of the source
    • Include analysis of the source. Is it sufficient, relevant, representative? Do the conclusions add up? Note: If the source doesn’t answer your research question directly, explain what information it does provide that is relevant to your question.
  • References:(On a separatepage)
  • Reference List in proper APA format (a minimumof 2scholarly sources*)
  • Conclusion. (point form)
    • Briefly sum up your sources and how each contributes to your research question.
    • Draw a conclusion based on your evaluation of the sources and their answers to your research question (i.e., take a stance).
    • Present a thesis statement based on your conclusion (see Resource Links below).

Submission:Hand in a hard copy of your assignment (see Requirements above) at the start of class on the due date and submit electronic links of your articles to moodletitled Contemporary Views: Scholarly Sources.

Resource Links:

KPU Library link for general help in academic writing (thesis statements, citations, writing papers, avoiding plagiarism etc.):

http://libguides.kpu.ca/c.php?g=183909&p=1212998

Sources on how to write a thesis statement and research paper components:

https://owl.english.purdue.edu/owl/section/1/1/

https://owl.english.purdue.edu/owl/resource/588/01/***

http://www.indiana.edu/%7Ewts/pamphlets/thesis_statement.shtml

http://english.ttu.edu/Kairos/3.1/news/paradigm/thesfrms.htm

https://owl.english.purdue.edu/owl/resource/545/01/

EDUC 1150: PLAGIARISM TUTORIAL (WORTH 5%)

Purpose:Understanding the meaning and committing one’s self to the value of academic honesty is essential to becoming an educated person. In class, we will cover KPU’s guidelines on academic honesty. Nonetheless, it is important we dedicate particular attention to plagiarism because it is widely believed many plagiarism cases occur due to students’lack of understanding as to what constitutes this academic offence. To ensure you are not one of those students who unintentionally plagiarizes and is subsequently penalized, it is necessary for you to have a full and complete understanding of the various forms of plagiarism and their implications in terms of academic penalties.

Requirements:At least one week prior to the due date of your Contemporary Views in Education assignment, complete all three parts of the KPU library online “Academic Integrity & Plagiarism Tutorial.”

The tutorial may be found at: http://libguides.kpu.ca/plagiarism

Submission: If you successfully complete all 3 parts of the tutorial, you will be awarded a digital badge that will be displayed on your Moodle profile that your instructor will be able to view.THUS you do not need to submit a hard copy of the badge.

Evaluation:You will receive 5% if you complete the tutorial by the due date listed in the course syllabus.

Notes:

Week 3: Management and the Motivating Organizational Environmen

Required Resources

Cohen, S., Eimicke, W., & Heikkila, T. (2013). The effective public manager: Achieving success in government organizations (5th ed.). San Francisco, CA: Jossey-Bass.Readings

    • Chapter 3, “How to Find and Keep Good People (pp. 47–74)
    • Chapter 4, “Developing Effective Working Relationships” (pp. 75–90)
  • Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage.
    • Chapter 6, “Path-Goal Theory” (pp. 115-136)
  • Laureate Education. (2014a). Decision making in the federal government: The Wallace S. Sayre Model. Baltimore, MD: Author.
  • Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
    Retrieved from the Walden Library databases.
  • Perry, J. L., Hondeghem, A., & Wise, L. R. (2010). Revisiting the motivational bases of public service: Twenty years of research and an agenda for the future. Public Administration Review, 70(5), 681–690.
    Retrieved from the Walden Library databases.
  • Trinka, J. (n.d.). What’s a manager to do? From GovLeaders.org. Retrieved from http://govleaders.org/whats_a_manager_to_do.htm

Discussion 1: Employee Motivation

Most organizational leaders agree that motivating employees is key to organizational productivity. As a result, organizational leaders have long struggled to determine the formula for motivating their employees, from vacation time to family benefits, to intrinsic rewards such as personal satisfaction from serving the community, state, or nation. In addition to individual preferences for motivational strategies, employees who work for certain kinds of organizations may find some commonality in motivators. For those who work in the public sector, effective motivational strategies may be quite different than they would be for those in a for-profit organization.

For this Discussion, review this week’s Learning Resources. Consider various strategies used to motivate employees in public and nonprofit organizations. Then, think about a public or nonprofit organization with which you are familiar; select two motivational strategies you believe would be most effective in that organization given the leadership style of one leader you are familiar and the motivational needs of his/her subordinates.

With these thoughts in mind:

Post by Day 3 a brief description of the public or nonprofit organization you selected. Then, describe at least two motivational strategies you believe would be most effective for employees in the organization, and explain why. Finally, explain how you might apply these strategies in the organization. Be specific.

Be sure to support your postings and responses with specific references to the Learning Resources and other current literature in the Walden Library.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Discussion 2: Reflection: What Motivates You

Public or nonprofit organizations often do not have the funds to reward the employees with bonuses, salaries, and additional monetary benefits. Whether this is a factor in the motivation of public and nonprofit organizations is a matter of debate. In any case, reviews of the relevant literature reveal that work motivation among public sector and nonprofit employees and managers may be very different from that of their private sector counterparts (Perry, Hondeghan, & Wise, 2010).

With these thoughts in mind:

Post by Day 4 your perspective on the differences in motivation between employees of public and private organizations. Then, from the lens of an employee or student of public and nonprofit organizations, explain the intrinsic factors that motivate you to perform at high levels. Finally, as a manager in a public or nonprofit organization with limited financial resources, explain how you might reward, recognize, and support employees to maintain or increase employee motivation.

Soc 308 W4 Racial & Ethnic Groups D2

Jose Vasconcelos proposed the assimilation of ethnic groups in Mexico into a new “cosmic race.” This concept is discussed in the readings as well as in The Cosmic Race. More information can be found with a web search.

After reviewing your text, the linked document above, and others found in your web search, describe what Jose Vasconcelos means by a cosmic race and then evaluate the cultural ramifications of this idea. Compare this evaluation with the melting pot ideal of the US. Use these two examples to infer the role of national or cultural identity to a given society.  

Your initial post for each discussion should be a minimum of 250 words. Use scholarly sources to support your responses. Include citations and references in APA style.

Understanding Maritime law

Read

Answer the following questions:

1) The J. Gerber case was about damage of steel being shipped from what country to the United States? Why does the Court of Appeals find that the ship owner is not responsible for the damage to the steel?

2) Which section of Chapter 28 of the US Code deals with ‘Rights and Immunities of Carrier and Ship’? In your words, what is the definition of ‘carrier’ under Chapter 28 of the United States Code? (quoted definitions will earn 0 points)

3) The President of the International Tribunal for the Law of the Sea is from what country? In your words, explain the function of Tribunal for the Law of the Sea.

4) In American jurisprudence Force Majeure includes not just acts of God but what else?

Support your answers using proper APA citation.

Administrative Authority

Under the constitutional separation-of-powers provisions, laws are enacted by the legislature, administered by the executive, and interpreted by the judiciary. For years, the U.S. Supreme Court has been interpreting this delegation of power, and determining which powers can be delegated, to whom and to what extent. Given the Court’s power to interpret these matters, reflect on how the Supreme Court has set the parameters for the delegation of power. In light of these parameters, can any procedural safeguards be put in place?

For this Assignment, select a U.S. Supreme Court case where the court interpreted delegation of power (constitutional delegation clause). Create a case brief using the Pyle article template. Include in your brief the Bluebook citation for the case.

Submit by Day 6 a 5- to 6-page case brief. Include in your brief what you learned about this case in terms of the interpretation of the delegation of power.

Readings

  • Harrington, C. B., & Carter, L. H. (2015). Administrative law & politics: Cases and comments (5th ed.). Washington, DC: CQ Press.
    • Chapter 3, “The Constitutional Authority of Agencies” (pp. 84–94)
    • Chapter 4, “The Statutory Authority of Agencies”
    • Chapter 9, “Enforcement of Administrative Policy
  • Harvard Law Review Association, et al. (Eds.). (2015). The Bluebook: A uniform system of citation(20th ed.). Cambridge, MA: Author.
    • Rule 10
  • Cass, R. A. (2016). Delegation reconsidered: A delegation doctrine for the modern administrative state. George Mason Legal Studies Research Paper No. LS, 16-07. Retrieved from http://www.law.gmu.edu/assets/files/publications/working_papers/LS1607.pdf
  • Pyle, C. (1999). How to brief a case. Retrieved from http://www.lib.jjay.cuny.edu/research/brief.html
  • Note: Follow this format for the case brief for your Assignment.

    Optional Resources

12-14 Slides, Exclusionary rule

Powerpoint presentation for a new class in police academy explaining the Exclusionary Rule citing case laws. No plagiarism please, it gets checked. I am including the scoring guide so please hit “distinguished” in all categories.

The exclusionary rule was created by judges, through case law, to prevent police misconduct. It prohibits the use of evidence obtained in violation of a person’s constitutional rights. The exclusionary rule was established in the case of Weeks v. United States (1914) for federal application and was subsequently applied to the states in the 1961 case of Mapp v. Ohio.

You have been tasked with putting together a training presentation for a new class in the academy. The presentation will address the exclusionary rule, the impacts of the exclusionary rule, and exceptions to the exclusionary rule. In PowerPoint format, address the following:

  1. The circumstances that gave rise to the creation of the exclusionary rule, citing the Weeks case.
  2. The circumstances that gave rise to the extension of the exclusionary rule to the states, citing the Mapp case.
  3. How public policy impacts the balancing of individual rights and societal needs in a Fourth Amendment interpretation.
  4. How the courts have interpreted the exclusionary rule since its creation in your specific jurisdiction, using two court cases as examples.
  5. How one possible exception to the exclusionary rule works, using the following scenario for analysis: You are a supervising police officer and one of your rookie patrol officers, Patrolman Mark, asks you a question about something that happened on his shift. Along with Officer Kennedy, Mark tells you he was executing a search warrant issued for 221B Elm Street. Unfortunately, they went to 212B Elm Street instead and entered the home of Ms. Cook, finding a stack of laptops that turned out to be stolen property. Cook thought she had been caught and did not complain about the search warrant issue. Mark says he is glad they caught Cook but does not want to get in trouble. Is Mark in trouble for the search?
  6. The impact of the court decisions on police procedure.

Be sure to review the Exclusionary Rule Scoring Guide to ensure that you understand the criteria for this assignment.

Requirements

  • Written communication: Must be free of errors that detract from the overall message.
  • Resources and citations: Format according to APA guideline.
  • Required slide count: 12–14, not including the title slide or the references slide.
  • Required number of references: A minimum of four.

Scoring Guide

Criteria Non-performance Basic Proficient Distinguished
Recognize how court decisions addressing the exclusionary rule impact police procedures.
18%
Does not recognize how court decisions addressing the exclusionary rule impact police procedures. Partially addresses how court decisions addressing the exclusionary rule impact police procedures. Recognizes how court decisions addressing the exclusionary rule impact police procedures. Analyzes how court decisions addressing the exclusionary rule impact police procedures.
Explain the possible impacts of public policy on the balancing of individual rights and societal needs in Fourth Amendment interpretation.
18%
Does not explain the possible impacts of public policy on the balancing of individual rights and societal needs in Fourth Amendment interpretation. Presents a partial picture of the possible impacts of public policy on the balancing of individual rights and societal needs in Fourth Amendment interpretation. Explains the possible impacts of public policy on the balancing of individual rights and societal needs in Fourth Amendment interpretation. Comprehensively analyzes the possible impacts of public policy on the balancing of individual rights and societal needs in Fourth Amendment interpretation.
Describe exceptions to the exclusionary rule in a Fourth Amendment interpretation context.
18%
Does not describe exceptions to the exclusionary rule in a Fourth Amendment interpretation context. Describes some exceptions to the exclusionary rule in a Fourth Amendment interpretation context. Describes exceptions to the exclusionary rule in a Fourth Amendment interpretation context. Thoroughly describes exceptions to the exclusionary rule in a Fourth Amendment interpretation.
Illustrate an exclusionary rule exception based on hypothetical analysis.
18%
Does not illustrate an exclusionary rule exception based on hypothetical analysis. Describes an exclusionary rule exception while providing only a partial hypothetical analysis. Illustrates an exclusionary rule exception based on hypothetical analysis. Illustrates an exclusionary rule exception based on a comprehensive hypothetical analysis.
Evaluate the possible impact of public policy associated with the creation of the exclusionary rule.
18%
Does not evaluate the possible impact of public policy associated with the creation of the exclusionary rule. Evaluates some possible impact of public policy associated with the creation of the exclusionary rule. Evaluates the possible impact of public policy associated with the creation of the exclusionary rule. Evaluates the possible impact of public policy associated with the creation of the exclusionary rule with detailed reasoning.
Communicate effectively in writing.
10%
Does not communicate effectively in writing. Communicates in writing
in a manner that is not
fully articulate in form,
format, or content.
Communicates effectively in writing. Communicates effectively in writing in form, format, and content throughout the entire submission.

ergonomics – human factors at work

Instructions-

1.This is a open book examination. You can use textbook, internet or any other book. However, if you do so, please cite your references in any format at the end of the answer.

2.There are total four questions. The grade assigned is mentioned at the end of the question. Make sure you answer all of the questions.

Questions-

1. What are the main occupational factors associated with musculoskeletal conditions at work? (5 Points)

2. What are the main risk factors for falls in retail operations? How they can be prevented. (minimum 300 words – 6 Points)

3. State and explain personal and environmental factors that affect physical work capacity.(minimum 300 words- 6 Points)

4.Summarize the important points you learned in this class and how you will incorporate them in your daily routine.(minimum 300 words- 3 Points)