This is a capstone project for international relations. The topic is humanitarian intervention in international relations.
Attached is my approved proposal for my capstone project.
Instructions:
IRE 405 Capstone –
Final Draft Guidelines, Summer 2022
Compile the entire
document including:
Official cover page
with name and student number
200 word Abstract
Table of Contents
All sections
previously submitted, including revised:
o Introduction
o
Literature
Review
o
Methods
o
Results/Discussion
o
A
new
Conclusions
section (approx. 500 words) consisting of:
Summary of findings: what did
you discover?
Any Limitations
of
the research: what practical limitations did you encounter on data collection?
Suggested Future
Research:
where would you see this research going, given more time and resources?
references section in
APA
appendices (e.g., survey instrument, tables, consent forms, etc.)
This should be 6000-7000 words, in 12-point Times New Roman font, double spaced throughout,
with page numbers beginning with page one of the Introduction.
A Powerpoint Presentation is required too for the Capstone Defense.
Instructions
Capstone Defense
Instructions, IRE 405
You will be
asked to give a Capstone Defense (30 minutes, or 15-20 min. presentation
followed by 10-15 min. Q&A). This will be a PowerPoint presentation
delivered to a committee of three CMMC faculty members and one external judge.
I recommend a
slide or two for each section of your Capstone. Remember to address:
1.
Introduction: What is the study
about? What is the Research Question or Research Questions? What drew you to
this topic (personal interest)?
2.
Literature Review: Key categories of
previous research that you discovered, as well as some highlights of the
articles. (Remember to cite in APA!)
3.
Methods: What were your
methods? Who/what/when/where of data collection. What kind of analysis did you
use? How do you protect confidentiality of subjects’ personal information? What
about privacy? Etc.
4.
Results & Discussion: What did you find?
What were some categories of research that you discovered? Did this confirm or
contradict previous studies? Consider how you might represent data here with
graphs, tables and charts, etc. This is an appropriate place for lengthier quotes
from interviews.
5.
Conclusions: Reiterate the findings
of your study. Describe limitations of the study, and also possibilities for
future research and what you would do if you had more time and resources?
Helpful hints
for delivery of presentation:
· Use
keywords or phrases on your slides
· Elaborate
on these using your notes
· Include
citations in APA for anything that is:
o
Aquote
o A paraphrase (a
summary of an idea that is not yours originally)
· Include
relevant graphics and multimedia in your presentation. Embed multimedia.
· Utilize
hand gestures to reinforce ideas and key points in your presentations
· Speak
clearly
· Check
your pace (make sure you’re not talking too rapidly, a common behavior)
· Practice
your presentation before hand
· Dress
professionally
· If
a virtual presentation is required, you MUST have your camera ON
· Keep
to time (15-20 minutes for PPT).
Author: admin
-
“Humanitarian Intervention in International Relations: A Comprehensive Study and Future Implications”
-
“The Evolution of Evolution: From Philosophical Ideas to Scientific Theory”
A theory is an idea about how something in nature works that has gone through rigorous testing through observations and experiments designed to prove the idea right or wrong. When it comes to the evolution of life, various philosophers and scientists, including an eighteenth-century English doctor named Erasmus Darwin, proposed different aspects of what later would become evolutionary theory. But evolution did not reach the status of being a scientific theory until Darwin’s grandson, the more famous Charles Darwin, published his famous book On the Origin of Species. Darwin and a scientific contemporary of his, Alfred Russel Wallace, proposed that evolution occurs because of a phenomenon called natural selection.
-
Title: Heart Disease Risk Assessment and Prevention Plan
Heart disease is the #1 killer of men and women in the US, but many cases are preventable. There are important steps you can take to lower your risk.
This interactive tool estimates your risk of coronary heart disease and provides personalized tips for prevention. Anyone can use it, but it’s most accurate for people who have never had any type of heart disease. If you have heart disease, be sure to talk to your doctor about your risk.
To estimate your risk of heart disease and learn about ways to lower that risk, take a few minutes to answer some questions about your health, background, and lifestyle. Your Disease Risk can’t tell if you’ll get heart disease or not, but it can tell you where to focus your prevention efforts—because the best way to fight heart disease is to stop it before it starts!
1.Get to the assessment page by clicking on the link below.
Mayo Clinic Heart Disease Risk CalculatorLinks to an external site.
2. Begin the Heart Disease Risk Calculator by entering your information and selecting “Continue”.
3. Continue to enter your personal information on each page and the select “Continue”.
4. After you complete each page, you will receive a “30 year risk” percentage and a “Take action” section that shows your lowered risk if you begin some suggested lifestyle changes. 5. Take a screenshot (as in the example above) of your full results (save as a .png, .jpeg, or .pdf). It must include the following for full credit:
Your 30-year Heart Disease Risk percentage
Your Take action percentage (If 30-year percentage is very low, you may not receive this percentage)
Your suggested lifestyle changes
6. Submit your saved screenshot (.jpeg, .png, or .pdf) that includes all required information for 10 points. -
Title: From Teaching to Instructional Design: Navigating the Transition Successfully
Kindly revise according to the comments in the document. I was allowed to cite legitimate online articles and I found some:
https://www.td.org/atd-blog/transitioning-teachers-moving-from-education-to-talent-development
https://www.mckinsey.com/industries/education/our-insights/k-12-teachers-are-quitting-what-would-make-them-stay
https://elearningindustry.com/transitioning-from-teaching-to-instructional-design-how-overcome-common-challenges
https://www.digitallearninginstitute.com/blog/transitioning-from-teaching-to-instructional-design
https://drlukehobson.com/blog1/transitioning-from-teacher-to-instructional-designer
If there’s some parts that you absolutely can’t find a source for, just frame it as a question or inquiry that will be later on investigated. -
Title: “Exploring the Life and Art of Lavinia Fontana: An Interview Project”
Instructions included. The artist that the assignment is based on is lavinia fontana.
I have a handout that explains the entire assignment in more detail and includes possible interview questions. You will have to turn in a works cited with your submission as well, so keep that in mind and one of them MUST BE SCHOLARLY. -
Public Information Officer’s Response to Elks Lodge Embezzlement Scandal Title: “Fighting for Justice: The Truth Behind the Elks Lodge Embezzlement Scandal”
Scenario: You are the public information officer for a small state agency, which has limited law enforcement capabilities. Two of your special agents are involved in an undercover investigation, which shows that a local Elks Lodge group, The Benevolent and Protective Order of Elks, #203, has had over $450,000 stolen over 5 years by its own bookkeeper. Despite your own investigation proving this, the Elks group has decided not to believe your agency and believe the bookkeeper. The Elks group has a state senator as part of its membership, who is now putting pressure on your state agency and its executive director to back off, despite the issue of several state and federal laws being broken. The state senator is threatening hearings to expose overreach by the agency, which in part seems as an effort to hide the Elks’ culpability. If the Elks were found to have been the victims of an embezzlement, it would hurt their image and ability to fundraise, and donors might distrust where the funds go. Portions of the investigation have been leaked to the media, likely by the Elks group, presenting the state agency as a bully with unnecessary investigative authority.
Task 1: Create enough believable data, based off of the scenario above, on what the investigators found, which would showcase how the rotary bookkeeper was able to steal over $450,000 from a local non-profit group. Detail what Elks groups are, the ways that they fundraise their money, and how each fundraiser might have been harmed by the bookkeeper absconding. This also means detailing out each revenue source within the Elks Lodge itself (such as the bar, event bookings, etc), that the bookkeeper could have stolen from.
Task 2: Develop a communications plan which counters the Elk’s claims of unfair investigation to the media. You cannot go into too many specifics of the case as it may harm the investigation or the prosecutor’s ability to prosecute the bookkeeper. From your Task 1, limit exactly what you can and cannot reveal about the case, in order to protect the investigation but also prove that your state agency is not creating a malicious prosecution of a valued non-profit in the community. -
“Community Demographic Analysis for Developing a Healthy People 2030 Community Plan”
Course Project: Healthy People 2030 Community Plan
Over the next 5 weeks, you will establish a community plan for a chosen community. This week you will start on your signature project for this course. Conduct a Demographic Analysis of the selected Community. -
“Exploring Contraceptives: A Comprehensive Guide to [Specific Contraceptive Method]” Instructions: 1. Open PowerPoint and click on the “Design” tab. 2. Under “Custom,” select “Slide Size” and then click on
Your poster will be created as one slide in PowerPoint.
Under “Custom,” select your width and height. (Typical sizes range from 40cm x 60 cm)
Be sure to select “Ensure Fit” to avoid lost information.)
You must do this step before you create your poster.
Detailed instruction if still needed: power point poster instructions detailed.
THINGS THAT MUST BE INCLUDED IN YOUR POSTER
Contraceptive Class
Contraceptive Type (specific)
Manufacturer (and/or) Place performed
Cost
Risks
Benefits
Contraindications
Side Effects
Efficacy
Typical Use Pregnancy Use Rates
Perfect Use Pregnancy Rates
To receive full credit your contraceptive poster should contain…(please also review the rubric)
A specific contraceptive method not just the class.
All ten components of the contraceptive method: class/type, manufacturer or place performed, cost, risks, benefits, contraindication, side effects, efficacy, typical use pregnancy rates, perfect use pregnancy rates
Lots of color and Creativity (make it hang on the wall worthy)
Correct and accurate information (APA reference typed small at the bottom of the slide)
1 Page poster -
“A Tale of Two Empires: A Comparative Analysis of the Aztec and Spanish Empires in Mesoamerica” “The Aztec Society: Commerce, Conquest, and Social Structure”
ANTH 325 Archaeology of Mesoamerica Spring 2024, Comparative Essay Due Tuesday, April 30th by 11:59pm
General Topic: Comparison between the Aztec and Spanish Empires
Coverage: All course materials with emphasis on Part 3 of the course
Technical Requirements: 2.5-3 pages, double-spaced, 12-point Times New Roman font, 1-inch margins, pages numbered at the bottom of all pages.
Summary Instructions: This comparative essay will give you the opportunity to critically reflect on what you have learned about the Aztec and Spanish American Empires during Part 3 of the course. Your essay should include information from multiple modules (at least two), demonstrating that you understand the course content sufficiently to go beyond simple summarization to synthesize, compare, and contrast empires drawing upon multiple themes (social and economic structures, warfare, ideology, urbanism, or technology). Your essay should include details on three of these themes. In your discussion, you should also consider how those themes intersect and provide specifics regarding the evidence upon which your comparisons rely.
Grading:
Basic Elements
1. Introduction: Clearly identify the empires that you are comparing (including who, what, and when). Then identify the themes that will be your focus (approx. 0.5 pages; 15 points)
2. Compare/contrast: Briefly consider how empires compared or contrasted across three themes, selecting from social and economic structures, warfare, ideology, urbanism, and technology. Include an example or other specifics clearly indicating whether the evidence you are drawing upon is archaeological, ethnohistorical, or both (at least 0.5 pages per theme; 20 points per theme).
3. Conclusion: Were the Aztec and Spanish Empires more similar or different? Did they share more in common in some ways than others? Why do you think this was the case? What does this comparison reveal about the history of empires? (approx. 0.5 pages; 25 points)
Basis for evaluation
1. Competency: Discussion reflects knowledge and engagement with all course content, including the readings and in-class materials. An effective essay will selectively interweave specific detail to make an argument.
2. Efficiency: Available space is used effectively to discuss key ideas, evidence, specific examples, and critical discussion.
3. Critical Thinking: Evidence of critical thinking about course content. Your essay should go beyond basic facts to critically evaluate those facts.
Essay Sources: You must draw not only on lectures and exercises, but also the readings from Part 3 of the course. Your essay must cite readings with in-text parenthetical references [Example: (Smith 2008:120)] and provide a full bibliographic list of works cited at the end. Bibliographic references should be formatted using the Society for American Anthropology Style Guide (https://www.saa.org/publications/the-saa-press or see next page). See also the bibliographic list provided on the next page.
Spelling and grammar: I am most interested in your critical thinking about course content, reflecting a solid grasp of material presented in readings, lectures, exercises, and discussions. That said, chronic misspellings and grammatical errors may result in a grade reduction.
Bibliography
Sources should come mainly from Part 3 of the course (readings listed below), but you are welcome to draw on other sources from prior modules if appropriate.
Berdan, Frances F.
2007 Connuity and Change in Aztec Culture: From Imperial Lords to Royal Subjects. In Globalizaon
and Change in Fieen Cultures, edited by George Spindler and Janice E. Stockard, pp. 1-23. Thomson Wadsworth, Belmont.
Berdan, Frances F.
2021 A Battle Far Afield. In Everyday Life in the Aztec World. Cambridge University Press, Cambridge.
Deagan, Kathleen
1995 After Columbus: The Sixteenth-Century Spanish Caribbean Frontier. In The Archaeology of a
Sixteenth-Century Spanish Town in Hispaniola, edited by Kathleen Deagan, pp. 419-456. University Press of Florida, Gainesville.
Hirth, Kenneth and Deborah L Nichols
2017 The Structure of Aztec Commerce: Markets and Merchants. In The Oxford Handbook of the
Aztecs, edited by Deborah L. Nichols and Enrique Rodríguez-Alegría, Oxford University Press, Oxford.
Oudijk, Michel R., Mahew Restall
2007 Mesoamerican Conquistadors in the Sixteenth Century. In Indian Conquistadors: Indigenous
Allies in the Conquest of Mesoamerica, edited by Laura, E. Mahew and Michel R Oudijk, pp.28- 63. University of Oklahoma Press, Norman.
Smith, Michael
2008 Form, Meaning, and Urban Planning. In Aztec City-State Capitals. pp. 124-150. University Press
of Florida, Gainesville. Smith, Michael
2011 Family and Social Class. In The Aztecs, by M. Smith, pp. 125-139. Blackwell.
Smith, Michael
2011 Temples and Ceremonies. In The Aztecs, edited by M. Smith. Blackwell.