Category: Essay Help

This final writing assignment allows you to present an analysis of the best reasoning on each side of your issue. In the process, you will get to demonstrate some of the key skills you have learned during this course. In particular, you will demonstrate the ability to create high-quality arguments on both sides of an issue, to support your reasoning with scholarly sources, and to provide a fair analysis of the strength of the reasoning on each side. Use the same topic as you did on your previous papers and make sure to incorporate any relevant feedback you got from the instructor on your previous writing assignments. For an example of how to complete this paper, take a look at the Week 5 Example paper (in the classroom). Your paper must include the following sections, clearly labeled: Introduction Introduce readers to your topic; include a brief preview of what you will accomplish in this paper. (approximately 150 words) First Argument Present the best argument on one side of the issue. (approximately 150 words) Express your argument in standard form, with the premises listed one by one above the conclusion. Defense for First Argument Support the first argument as well as you can, using academic sources to demonstrate the truth of key premises. You may also choose to clarify the meaning of key premises and to explain how your reasoning supports the conclusion. Opposing Argument Present the best argument on the other side of the issue . Express your argument in standard form. Defense of Opposing Argument Support the opposing argument as well as you can, using academic sources to demonstrate the truth of key premises. You are welcome as well to clarify the meaning of premises and/or to explain the reasoning further. Analysis of the Reasoning Evaluate the quality of each argument, addressing whether key premises are true and whether the conclusion logically follows from them. Analyze arguments for any fallacies committed or for any biases that may influence either side. Do you feel that one argument makes a much stronger case than the other and why?

Discuss whether Iran is really a theocracy. Iran has an Expediency Council that decides when it is in the state’s interest to follow Islamic doctrine. Would this suggest the country is a theocracy or something else? What other elements of Iranian government structure and operation support your argument that Iran is or is not a theocracy? Please find attached Chapter 16 and use it as reference to answer those 2 questions. reference for that chapter is: Powell Jr., G. B., Dalton, R. J., & Strom, K. (2015). Comparative politics today: A world view (11th ed.). Retrieved from https://redshelf.com

Part III: Goal-Planning Session & Intervention
Complete a Goal-Planning Form with your client addressing the specific developmental/skill area the two of you selected. *Include Goal-Planning Sheet having interventions in appendixes. (You will need to create this.)

Objectives of your plan need to be concrete and measurable. Provide a concise explanation of the goal plan form and the methods/strategies that will be used as interventions to accomplish client goals
• If you administered an assessment in Part II, you will need to discuss the results prior to completing this form. Connect results to skill area and goals. If you have not done so previously, introduce client to a strategy that the client can use to help accomplish goals.
• Overall purpose of the goal-planning form is to leave the client with a plan to follow after the two of you have stopped meeting.

This part should answer the followings: objectives could be reached through specific interventions?; goals or objectives are stated in concrete and measurable ways?; and goals or objectives are described with the language of counseling theory you chose?

Part IV: Counseling Progress & Outcome
Counseling progress.
Write a brief summary of the course of treatment.
Treatment outcome.
Measure what you accomplished during the time spent with your client. How did you measure the effectiveness (i.e., measurable outcomes, assessments)? Discuss the overall impact you believe your counseling sessions made on your client. Additionally, reflect on your experience with this young client (e.g., what did you learn about yourself? What was challenging for you and what was rewarding? Do you like working with this age group?)

Part III: Goal-Planning Session & Intervention
Complete a Goal-Planning Form with your client addressing the specific developmental/skill area the two of you selected. *Include Goal-Planning Sheet having interventions in appendixes. (You will need to create this.)

Objectives of your plan need to be concrete and measurable. Provide a concise explanation of the goal plan form and the methods/strategies that will be used as interventions to accomplish client goals
• If you administered an assessment in Part II, you will need to discuss the results prior to completing this form. Connect results to skill area and goals. If you have not done so previously, introduce client to a strategy that the client can use to help accomplish goals.
• Overall purpose of the goal-planning form is to leave the client with a plan to follow after the two of you have stopped meeting.

This part should answer the followings: objectives could be reached through specific interventions?; goals or objectives are stated in concrete and measurable ways?; and goals or objectives are described with the language of counseling theory you chose?

Part IV: Counseling Progress & Outcome
Counseling progress.
Write a brief summary of the course of treatment.
Treatment outcome.
Measure what you accomplished during the time spent with your client. How did you measure the effectiveness (i.e., measurable outcomes, assessments)? Discuss the overall impact you believe your counseling sessions made on your client. Additionally, reflect on your experience with this young client (e.g., what did you learn about yourself? What was challenging for you and what was rewarding? Do you like working with this age group?)

OVERVIEW
For the instructional supervisor, understanding the value of and the design in the school’s teacher evaluation process and instrument is critical to the supervisor’s ability to help faculty meet their instructional expectations. This assignment is the second of two teacher evaluation instrument assignments. In this assignment, candidates will review all of the school teacher observation instruments submitted by their peers in the previous teacher evaluation instrument discussion board assignment, determine three to be personally rated as the best of those submitted, choose one to be the best of the three, and complete a written analysis.

• Review the copies of observation instruments in the Teacher Evaluation Instrument item Discussion Board Forum.
• Select 3 evaluation instruments that you rate as the best among all provided.
• Choose one instrument that you would rate as best from the three finalists.
• Write an essay of at least 500 words, providing rationale for the top three choices.

OVERVIEW
For the instructional supervisor, understanding the value of and the design in the school’s teacher evaluation process and instrument is critical to the supervisor’s ability to help faculty meet their instructional expectations. This assignment is the second of two teacher evaluation instrument assignments. In this assignment, candidates will review all of the school teacher observation instruments submitted by their peers in the previous teacher evaluation instrument discussion board assignment, determine three to be personally rated as the best of those submitted, choose one to be the best of the three, and complete a written analysis.

• Review the copies of observation instruments in the Teacher Evaluation Instrument item Discussion Board Forum.
• Select 3 evaluation instruments that you rate as the best among all provided.
• Choose one instrument that you would rate as best from the three finalists.
• Write an essay of at least 500 words, providing rationale for the top three choices.

Perhaps the most challenging of the skeptic’s claims is that we have no way of distinguishing the real world from hallucinations. Most of us have had dreams we thought were real while we were in them. Movies like The Matrix raise the question of how we know anything is real. This is often called the “brain in a vat” problem. When it comes right down to it, can I be sure that I’m not just a brain in a vat in someone’s laboratory, in a long-running dream state or being fooled by carefully planned illusions? Or maybe I’m a bit of computer code, an artificially intelligent character in some massive, hyper-detailed version of the Sims. How would I know?

And that’s the question for this week’s journal. Is there a way out of the skeptic’s challenge? I’d like your own ideas–don’t look up what other people have said. Is there anything that we can know for sure? (If so, what? How do we know it’s true?) Or is it best to follow Sextus Empiricus’ advice and just withhold judgment on everything?

Perhaps the most challenging of the skeptic’s claims is that we have no way of distinguishing the real world from hallucinations. Most of us have had dreams we thought were real while we were in them. Movies like The Matrix raise the question of how we know anything is real. This is often called the “brain in a vat” problem. When it comes right down to it, can I be sure that I’m not just a brain in a vat in someone’s laboratory, in a long-running dream state or being fooled by carefully planned illusions? Or maybe I’m a bit of computer code, an artificially intelligent character in some massive, hyper-detailed version of the Sims. How would I know?

And that’s the question for this week’s journal. Is there a way out of the skeptic’s challenge? I’d like your own ideas–don’t look up what other people have said. Is there anything that we can know for sure? (If so, what? How do we know it’s true?) Or is it best to follow Sextus Empiricus’ advice and just withhold judgment on everything?

The role of the instructional supervisor often includes resolving personal issues among faculty members. Sometimes the issues involve preferences and sometimes the issues involve school policy. Resolution skills require full assessment of the situation, knowledge of school policies, and knowledge of researched best practices. Following textbook chapter readings, candidates will be presented with case studies at the end of designated chapters and tasked with using gleanings from each chapter content to resolve the case study issue. INSTRUCTIONS For each Textbook Chapter 12 Reflection, the candidate will: • Read the designated chapter text for the modular week. • Review the case study provided at the end of the chapter. • Summarize the case, in a written essay and provide solution to the situation, aligning solution rationale with chapter content.

The role of the instructional supervisor often includes resolving personal issues among faculty members. Sometimes the issues involve preferences and sometimes the issues involve school policy. Resolution skills require full assessment of the situation, knowledge of school policies, and knowledge of researched best practices. Following textbook chapter readings, candidates will be presented with case studies at the end of designated chapters and tasked with using gleanings from each chapter content to resolve the case study issue. INSTRUCTIONS For each Textbook Chapter 12 Reflection, the candidate will: • Read the designated chapter text for the modular week. • Review the case study provided at the end of the chapter. • Summarize the case, in a written essay and provide solution to the situation, aligning solution rationale with chapter content.