Category: Article Writing

How the beliefs of Christianity affect Christian perspectives and actions towards American political polarization.

Write a 1,200-word academic paper on how the beliefs of Christianity affect Christian perspectives and actions towards American political polarization. Begin with an introductory paragraph that clearly introduces Christianity as your assigned religion and American political polarization as the chosen topic. End the first paragraph with a strong and academic thesis statement that clearly states your argument. For example, “This paper will describe how the beliefs of Christianity affect Christians’ perspectives and actions towards American political polarization.”
In the body of the paper, provide at least three points that support your thesis statement. Each point should be supported by written research and include proper citations in MLA/APA/Chicago style. Ensure that four out of the five citations come from scholarly sources. Avoid using long quotations to artificially increase word count.
Conclude the paper with a paragraph that restates the thesis and summarizes how it has been proven throughout the paper. Additionally, discuss potential further research that could be conducted at a selected religious site. Include a bibliography on a final page, listing all references in alphabetical order.
Remember to adhere to the following guidelines:
– Maintain a double-spaced format throughout the paper.
– Avoid using filler content and focus on being concise and pithy.
– Approach the topic from an academic perspective, avoiding personal opinions or “hot takes.”
– Describe the religious tradition as they would describe themselves, ensuring accuracy and respect.
– Use specific examples and evidence to support your arguments.
– Ensure the paper is at least 1,200 words long in the final draft.
– Revise the paper based on feedback received on the first draft.
Please note that the chosen topic is American political polarization, and the assigned religion is Christianity.

International Business and Entrepreneurship in Emerging Economies

please chose one area listed below and design a research topic
and chose 2 articles which are related to the topic of your choice, and writing 300 words each analysis.
1. Management Issues and Controversies
2. The Eurozone Political Economy
3.International Business and Entrepreneurshipin Emerging Economies
4.Corporate Finance and Investment
5. Modern Theory of Banking and Finance
6.International Strategic Management
7. Global Business Environment (MGT5179)
8, Management Across Cultures & Comparative Management
Analysis structure should follow
Article title, authors and date
Area of research
Thematic information – What is the work about?
Approach/Methods used
Main findings
Gaps filled
Limitations
Relevance

please respond. to. Jennifer with 400. words a p a. style citations and referenc

please respond. to. Jennifer with 400. words a p a. style citations and references
Hello,,
My understanding of college students has not changed but has grown. I have a better handle on the legal issues facing higher education and the students we serve. This course will only enhance my current position within my university. Legal challenges and issues in higher education can affect my office and the students. The university can get distracted from the mission if we ignore ensuring a safe and legal environment.
My first practical lesson came from the first discussion in this course. The future of higher education is a commercial commodity, and there is a need for accountability and the student as the product’s consumer. When those products are unmet, the student can seek that accountability through the courts. Diver (2020) writes that there is a collaborative relationship between the institution and the student.
My second practical lesson was gained from the course readings. One point that stands out is the general introduction. Kaplin (2020) discusses the systems within higher education, where the university sets policies, procedures, and rules for how the university governs. In my current position, student conduct is integral to the university. Those policies in the Student Code of Conduct must mirror the laws outside the university.
My third practical lesson was the knowledge I gained from all aspects of this class. Understanding the law and how it works with or affects higher education can only strengthen my ability to work in senior administration of Student Affairs.
With each course that I have taken through Liberty University, the School of Education’s theme of “Preparing Socially Responsible Candidates Who Are Culturally REAL.” which stands for “Respecting all people, Exhibiting inclusive practice, Advocating for equity, Loving unconditionally.” resonates in my mind daily (Liberty University, SOE (School of Education), 2024). This acronym has made me realize that my work would not have been done without Christ. Keeping in mind the REAL acronym as a part of my daily journey, my service to our students grows. A verse that comes to mind for me is Proverbs 4:23, “keep your heart with all vigilance, for from it flow the springs of life” (ESV, 2016).
Diver, A. (2020). Invitation to trusteeship rather than treat? higher education, human rights, and student litigation: A response to Fulford (2020). Higher Education Quarterly, 75(1), 22–34. https:/Links to an external site./doi.org/10.1111/hequ.12260.
English Standard Version Bible. (2001). ESV Online. http://esvLinks to an external site..literalword.com/
Kaplin, W. A., Rooksby, J. H., Hutchens, N. H., & Lee, B. A. (2020). The law of Higher Education: Student version. Jossey-Bass.

Find a peer-reviewed journal article related to exercise-related injuries. Find an article that you find interesting

Purpose
The purpose of this critical thinking inquiry is for you to locate and summarize a single, peer-reviewed, experimental research study on the topic of exercise-related injuries. NOTE: no reviews or meta-analyses will be accepted!
Task
You will be using either the Library Research Guide in our Canvas site or Google Scholar for this assignment.
Criteria for Success
Submit the full pdf of the article (3 points)
Summarize the study (9 points). Describe what you learned (3 points). Follow the steps below:
Research on Exercise-related Injuries
Step One: Find a peer-reviewed journal article related to exercise-related injuries. Find an article that you find interesting. Please include original research articles only…no reviews of literature or meta-analyses will be accepted. The article should be an actual research study including the following sections: abstract, introduction, methods, results, and discussion/conclusion.
Step 2: Download and save the pdf of the full article to be submitted with your assignment. (3 points)
Step 3: In your own words, summarize the research (i.e. purpose, methods, and results). (6 points)
Purpose of the study:
Methods of the study:
Results of the study:
Step 4: Tell us one thing you learned from the study. (3 points)
Please submit using a word document.

please respond to Wanda. with. 400. words. a p a style. citations and references

please respond to Wanda. with. 400. words. a p a style. citations and references
In higher education, learning outcomes are evaluated to get data that can be used to make broad statements about student populations (Russell and Markle, 2017). While exploring this week’s module, Continuum and Culture of Assessment the findings identify 3 phases of assessment essentials. The phases are identified as planning, implementation, and improving and sustaining.
Planning Phase
According to (Banta and Palomba, 2014) in this phase, stakeholders are engaged and purpose identified; a written plan, with milestones established over multiple years, will guide successful process. Additionally, an initial step in planning is to identify and involve relevant stakeholders (Banta and Palomba, 2014). Planning is also the initial managerial function, determining what should be done in the future consisting of setting goals, objectives, policies, procedures, and other plans needed to achieve the purposes of the organization (Leonard and Trusty, 2016). Planning stage is also summed up as comprised of defining goals and learning outcomes, selecting correct methods of assessment, and developing the assessment plan.
Implementing Phase
The second phase of the continuum is identified as implementation phase. This phase includes leadership, resources, data, collection strategies, and educating stakeholders, assessing resources and processes, assessing outcomes and sharing the data findings. Implementation furthermore outlines the controls for monitoring and adjusting implementing of the planning phase (Kotler and Keller, 2012). Summed up, implementation is basically the collection of data, analyzing data, interpreting the results of the data and utilizing the findings.
Improving and Sustaining Phase
The third and final phase of the assessment continuum is the improvement and sustaining process. During this phase, stakeholders ensure the validity of data collected in the implementation stage and evaluate the assessment process to ensure result validity. The improvement and sustain phase is summed up as promoting a culture of assessment, using assessment results for continuous improvements, monitoring progress and sustaining assessment efforts.
The initial planning phase, at the course level can enhance individual classes contributing to the broader program and educational institution goals. At the program level, a well thought out and organized strategy will contribute to desired learning outcomes.
Improving and sustaining at the course level is critical use of cultivating a culture of assessment which will enhance the instructors’ opportunity to promote student success based on teaching practices. At the program level, promoting a culture of assessment can further sustain continuous improvements to rapid changes in the higher education environment.
Each one of the phases teach us to pay attention to Habakkuk 2:2-3 (KJV) which states: And the Lord answered me, and said, “Write the vision, and make it plain upon tables, that he may run that readeth it”. “For the vision is yet for an appointed time, but at the end it shall speak, and not lie: though it tarry, wait for it; because it will surely come, it will not tarry”.
God is faithful and will carry out his plans and purposes at His appointed time. The plan, the implementation and sustaining it’s all in His divine workmanship.

References
Banta, T. W. & Palomba, C. A. (2014). Assessment essentials: Planning, implementing, and
improving assessment in higher education (2nd ed.). San Francisco, CA: Jossey-Bass.
Kotler, P., & Keller, K. L. (2012). Marketing Management (14th ed.). Pearson Education, Inc.
Leonard E. C. & Trusty K. A. (2016). Supervision: concepts and practices of
management (Thirteenth). Cengage Learning.
Manning, S., & Dierking, R. (2015). Jossey-Bass Higher Education Series. John Wiley & Sons
Inc.
Russell, J., & Markle, R. (2017). Continuing a Culture of Evidence: Assessment for
Improvement. ETS Research Report Series, 2017 (1). 1-10. doi: 10.1002/ets2.12136

please respond to Elizabeth. 400. words. a p a. style.
There are three phases o

please respond to Elizabeth. 400. words. a p a. style.
There are three phases of the continuum of assessment essentials: assessment planning, implementation, and sustaining and improving the process (Banta & Palomba, 2014). Each phase is vital in ensuring that assessment methods in higher education are effective and contribute to student learning and the institution’s improvement.
Assessment Planning Phase
The assessment planning phase involves setting clear objectives, selecting appropriate assessment methods, and establishing a timeline for assessment activities (Banta & Palomba, 2014). This phase is important because it lays the groundwork for effective assessment by ensuring that assessment goals align with institutional objectives, stakeholders are involved in the planning process, and resources are allocated appropriately. This phase also helps establish the framework for collecting and analyzing data to measure student learning outcomes accurately. The assessment planning phase is highly adequate for addressing different aspects of higher education assessment across all levels.
At the course level, the assessment planning phase must align with specific learning outcomes and objectives. The assessment methods must be designed or selected to measure student achievement of course-specific skills, competencies, and knowledge. This phase needs to incorporate strategies for program-level assessment, such as capstone projects or portfolio assessments, to evaluate students’ cumulative learning experiences.
At the institution level, the assessment planning phase plays a crucial role in aligning assessment practices with the institution’s mission, goals, and strategic priorities. This involves institutional assessment activities with broader institutional effectiveness initiatives, such as strategic planning and accreditation processes. The assessment planning phase can ensure that assessment practices at the institutional level are integrated into the overall institutional framework and contribute to institutional improvement and accountability.
Judgment
The essentials of assessment planning are highly adequate for addressing different aspects of higher education assessment. They provide a comprehensive framework for aligning assessment activities with institutional goals, involving stakeholders, allocating resources effectively, and upholding ethical standards. Assessment planning should build a culture of assessment that is evident in every part of the university (Boylan-Fick & Sadowski, 2006).
Proverbs 16:3 stresses the importance of planning as it says “Commit to the LORD whatever you do, and he will establish your plans” (New International Version, 2011). In the context of assessment planning, this verse highlights the significance of aligning assessment activities with the overarching goals and mission of the higher education institution.
Implementation Phase
During the implementation phase, assessment leadership is established with advocates present at the classroom, department, and college levels, while coordination occurs at the institutional level (Banta & Palomba, 2014). After developing a data collection strategy, it is important to allocate resources toward creating or acquiring suitable measurement tools. As many faculty and staff lack the necessary skills to develop or utilize reliable and valid measures, orientation and training are required in order for them to effectively participate in outcomes assessment. After gathering assessment data, it should be systematically organized, analyzed, summarized, and communicated effectively to encourage actionable steps (Banta & Palomba, 2014).

This phase includes essentials such as the selection of assessment methods, formative and summative assessment, data collection and analysis, and continuous improvement. These essentials are critical for addressing different aspects of higher education assessment, but their adequacy may vary depending on the context and implementation fidelity. This phase should include assessment practices that promote sustainability within higher education by utilizing various assessment practices (Makovskaya, 2022).
During the implementation phase, the data collection and analysis can present a challenge at the program and institution level. Most evaluation processes of courses that are completed by students are developed by professors for specific course purposes. Programs and institutions will need to aggregate this data in order to utilize these evaluations at the program or institutional level, and this tends to add complexity to the data analysis (Rickards & Stitt-Bergh, 2016).
Assessment methods must be carefully selected to align with learning outcomes and provide valid and reliable evidence of student achievement. Data collection and analysis are essential for generating meaningful assessment results that inform decision-making. Formative assessment provides ongoing feedback to support student learning, while summative assessment evaluates student achievement at the end of a course or program. Continuous improvement ensures that assessment activities contribute to enhancing student learning and program effectiveness. Utilizing assessment of student academic learning is critical to the future sustainability of higher education institutions (Lpez, 2002).
Judgment
The essentials of implementation are critical for ensuring that assessment activities generate meaningful data and contribute to improving student learning and program effectiveness. However, the extent to which these essentials are adequate may vary depending on the implementation fidelity and the alignment of assessment methods with learning outcomes.
Proverbs 4:25-27 states, “Let your eyes look straight ahead; fix your gaze directly before you. Give careful thought to the paths for your feet and be steadfast in all your ways. Do not turn to the right or the left; keep your foot from evil.” When you consider this verse and how it relates to assessment, it encourages diligence and steadfastness in the implementation of assessment activities, ensuring that educators remain focused on the goals and objectives of the assessment process.
Improve and Sustain Phase
Processes are sustained and improved during the third phase of outcomes assessment (Banta & Palomba, 2014), this phase can be considered an evaluation phase. If assessment evidence lacks credibility for stakeholders, it may be necessary to consider improvements in data collection methods. Leaders responsible for assessment should oversee the examination, dissemination, and responsive action based on assessment findings. Allocating resources for implementing improvements is crucial. Regular reassessment of the assessment plan and procedures is necessary, with adjustments made as needed (Banta & Palomba, 2014).
Judgment
The essentials of evaluation are crucial for establishing a culture of assessment focused on continuous improvement and accountability. However, the extent to which these essentials are adequate depends on the institution’s commitment to using assessment results effectively and transparently.
Ecclesiastes 3:1 states, “There is a time for everything and a season for every activity under the heavens.” This verse serves as a reminder of the importance of reflection and timing in the improve and sustain phase of assessment. It encourages institutions of higher education to take the necessary time to review assessment results thoughtfully, reflect on their implications, and make informed decisions for improvement.
REFERENCES
Banta, T. W., & Palomba, C. A. (2014). Assessment essentials: Planning, implementing, and improving assessment in higher education. John Wiley & Sons, Incorporated.
Brownell, M. T., Benedict, A. E., Leko, M. M., Peyton, D., Pua, D., & Richards-Tutor, C. (2019). A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices. Remedial and Special Education., 40(6), 338–355. https://doi.org/10.1177/0741932518824990Links to an external site.
DeLuca, C., Chapman-Chin, A., & Klinger, D. A. (2019). Toward a teacher professional learning continuum in assessment for learning. Educational Assessment, 24(4), 267–285. https://doi.org/10.1080/10627197.2019.1670056Links to an external site.
New American Bible. 2002. https://www.vatican.va/archive/ENG0839/_INDEX.HTMLinks to an external site.
Su, Y. (2015). Ensuring the continuum of Learning: The role of assessment for Lifelong Learning. International Review of Education, 61(1), 7–20. https://doi.org/10.1007/s11159-015-9465-1

Assessment Traits Requires Lopeswrite
Assessment Description
Directions: After r

Assessment Traits Requires Lopeswrite
Assessment Description
Directions: After reading Chapter 1 and reviewing Chapter 10 of your textbook, create a 10-12-slide PowerPoint Presentation addressing the below.
The goal of this assignment is to address how the individual selected became whom they are today or who they were using concepts learned in Topic 1.
This assignment should be in a third-person narrative and include a scholarly research-based discussion.
Select a famous person and describe their childhood/background (where they lived, one- or two-parent household, siblings, good in school, adopted, abuse, barriers, etc.).
Look ahead to Chapter 10. According to Baumrind’s parenting styles, discuss the suspected parenting style used (e.g., permissive parenting style).
Discuss social challenges (e.g., culture, SES, bullying, gender identity). Discuss any biological, cognitive, and socioemotional processes that can be identified.
What period of development was pivotal for this person and why? Use research to support claims.
Examine influences on this individual’s development using concepts from the textbook (e.g., cohort effect, issues in development, nature versus nurture, continuity vs. discontinuity, early vs. late experiences). What made this individual who they are today or who they were?
Use three to four scholarly resources to support your explanations. Apply relevant topics as discussed in the textbook and other resources you have located and read (the textbook can count as one source). In addition, credible websites such as .org, .mil, .gov, and .edu are acceptable, however, cannot serve as primary sources to support this assignment.
Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style/format.
Include speaker notes below each content-related slide that represents what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 100 words per slide.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, including an APA formatted reference slide, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. I included the book and reference for the work. please let me know if I’m missing anythings

Please respond with 450. words. a p a. style citations and references
For your D

Please respond with 450. words. a p a. style citations and references
For your Discussion Thread, explain the three phases of the continuum of assessment essentials. Include your judgments of the extent to which various essentials of the continuum are adequate for addressing the different aspects of higher education assessment at the course, program, and institution levels. Evaluate how various essentials of each of the three phases of the continuum can be utilized to contribute to establishing a culture of assessment.

Please one article of 500 words on the importance of financial planning. Please

Please one article of 500 words on the importance of financial planning. Please avoid copying and pasting or using AI tools. You can research and get info online, but make sure you read, understand, and use your own words to ensure zero plagiarism results

RESEARCH PAPER: ASSESSMENT MODELS, PROCESSES, AND ACCREDITATION
STANDARDS ASSIGN

RESEARCH PAPER: ASSESSMENT MODELS, PROCESSES, AND ACCREDITATION
STANDARDS ASSIGNMENT INSTRUCTIONS
OVERVIEW
To carry out assessment and accreditation processes in higher education, there need to be
theoretical models that assessment practitioners can use to guide their efforts. The Joughin and
Macdonald Model of Assessment in Higher Education exemplifies such a theoretical model.
Over time, such models must be adapted to incorporate the changing nature of assessment and
accreditation. Universities and colleges use the guidance of such models to create their own
assessment processes, one example being the Liberty University PLACE assessment model. It is
vital that all stakeholders at the institution be involved in planning and conducting assessment
processes, which can be done by incorporating them into appropriate stages of an institution’s
assessment processes. These stakeholders need to be aware of the standards the institution’s
regional accreditation agency has developed to ensure the assessment processes carried out will
produce improvements across the institution and the documentation necessary to demonstrate
that the accrediting agency’s standards are being met.
INSTRUCTIONS
For this assignment, compose a paper with the following:
1. First, recommend three ways the Joughin and Macdonald Model of Assessment can be
improved; one recommendation is needed for each of the following:
a. To better reflect the current definition of assessment.
b. To better reflect the purpose of assessment.
c. To better reflect the approaches to assessment.
2. Then, you will analyze the stages of the Liberty University PLACE Process of
Assessment described in the Watch: Assessment Models, Processes, and Stakeholders
item located in this module and suggest ways to incorporate specific, appropriate
stakeholders into different stages of the Liberty University process. Transcript is attached
3. Finally, categorize the scope of regional accreditation standards and note the specific
stakeholders who would be involved in addressing each specific category of standards.
Your paper must be 5 pages (not including the required title, abstract, and reference pages).
Support the content of your paper with at least six different sources from scholarly peer-reviewed
sources and/or the Bible. At least four sources must have been published within the past five
years, and at least one source must be from the Bible. A source can be cited more than once.
Current APA style must be followed throughout your paper.
Note: Your assignment will be checked for plagiarism.If report ismore than 2% I. will you. to redo. Please. no. Also. please. do. not use AI generator , AI tool. or chatbots. Please original Work