Social Science homework help

Please provide a 12-15 page critical analysis on the following. Please make sure you have a clear thesis as the last sentence of the introduction, with discussions and analysis of your ideas in the body paragraphs.

Discuss a counterterrorism operation. Choose from one of the three:

British Malaya

U.S. Philippines

U.S. Afghanistan

Paper must show the Main Theme: Hero’s rejection or affirmation of position by cultural influence with example of
Sub theme: Personal fight of happiness VS cultural stance
Sub theme: Cultural suffering for the greater good
Sub theme: Peers opinion on cultural approval
Sub theme: Women who are not suppose to be the hero bases on gender for the cultural role
from each source: “Rising out of Hatred” by Eli Saslow Article “How the Story of “Moana” and “Maui holds up against cultural truth by Doug Herman (SMITHSONIANMAG.COM) Article The dramatic truth story behind Disney “Mulan” by Natalia Klimczak Short story “The Ones Who Walk Away from Omelas” by Ursula K. Le Guin

Select and then define a significant social issue faced by the justice system, evaluate the scope and consequences of the issue, and analyze society’s responses to the issue (including public policies and other less formal responses). Papers should also present a clearly reasoned alternative, supported by scholarly research.

While the following example can be modified to suit your needs, this outline is likely to result in a high-quality Final Paper:

Identify the problem. Be sure to narrow your problem enough to allow a focused examination.
Describe the individual, social, and criminal justice system implications of this problem. Discussion of implications should be supported by accurate research data.
Summarize what experts say about the problem.
Explain what you, as a society, have done to remedy this problem. Consider public policies and other, less formal responses.
Analyze to what extent public policies and other, less formal responses are effective in addressing this problem.
Propose an alternative solution to the problem.
Analyze why the alternative is, or can be, an effective response to the problem. Remember to consider negative consequences of the alternative response.
Conclude with your thoughts about your chosen social problem. This is a good place to include personal opinions, assuming you wish to share them in a research paper.
In short, define a problem, discuss the response, and provide alternative responses to the problem. For example, your problem could be drug use/abuse, with a focus on prescription drug abuse among teenagers. Your description of the problems should be fact based, relying on expert opinion. Your alternative response can be an adjustment of current policy or a new direction. For example, you may propose longer prison sentences, or legalization of all drugs. Be creative, although suggestions must be supported by scholarly research

Must use at least 3 scholarly sources in addition to the course text, at least three of which can be found

Collica, K. & Furst, G. (2012). Crime & society.

Writing an analytical paper based on Michael Johnston’s Deep Democratization theory (the second textbook).

Johnston uses recent events such as the global economic crisis and the Arab Spring, to demonstrate that we can assess vulnerabilities to corruption and the effects of reforms, and use this information to identify potential new practices to control or even prevent corruption. He offers a fundamental reappraisal of ways to check abuses of wealth and power. You may state your analysis on any kind of corruption, or corruption in general (that may imply a rather deep issue within their culture). The paper must integrate wherever appropriate literature, theoretical explanation/elaboration, arguments, and issues are examined during the whole course. Students should draw on the feedback/comment offered in the class discussion on the working paper.

MOST IMPORTANTLY, this paper’s content should integrate the best readings around the paper topic. Library and online research are expected for this paper and it is IMPORTANT that the paper reflects research beyond the readings for the class (including your critical comments that reflect your learned knowledge from assigned readings).

Choose four of the following questions to answer. Each is worth 25% of your overall test grade.

Choose two of the following:

1) Based on “The Apology” by Plato – (i) provide an elucidation of Socrates’ indictments; (ii) elaborate his defences against these charges; (iii) provide three arguments to convince your reader that the asking of questions can count as a form of corruption (specifically, an act that can corrupt others); and (iv) provide three arguments to convince your reader that the asking of questions may not count as a form of corruption (specifically, an act that can corrupt others).

2) Based on lectures and “The Apology” by Plato – Socrates never advances positive knowledge, but seeks knowledge by attempting to discover what cannot be a case of knowledge based on the reasons others offer as evidence for that “knowledge”. How does this largely negative exercise help us discover/move towards knowledge?

3) Ethical Egoism – (i) provide an elucidation of the various versions of ethical egoism that exist (look to the textbook AND my lecture(s)); (ii) provide two arguments not included in the TEXTBOOK for why ethical egoism (specify which version(s) you are referencing) contains internal tensions/confusions/problems that make the position implausible; and (iii) provide two arguments for why even if ethical egoism is true/plausible (specify which version(s) you are referencing), ethical egoism does not challenge our ability to engage in practical ethics together.

3) Utilitarianism – (i) elaborate what utilitarianism amounts to as described in the textbook; (ii) provide four arguments not referenced in the textbook to suggest that utilitarianism suffers from tensions/confusions/problems; and (iii) defend utilitarianism on two grounds not offered by the textbook itself.

4) Kant’s Deontology – (i) elaborate Kant’s account of deontology (his Categorical Imperative); (ii) outline four issues not referenced in the textbook to argue that Kant’s deontology suffers from tensions/confusions/problems; and (iii) defend Kant’s deontology on two grounds not offered by Kant himself.

5) Virtue Ethics – (i) elaborate Aristotle’s account of virtue ethics; (ii) outline four issues not referenced in the textbook to argue that virtue ethics suffers from tensions/confusions/problems; and (iii) defend virtue ethics on two grounds not offered by Aristotle himself or the textbook.

Choose two of the following:

6) “All Animals are Equal” by Singer – (i) elaborate Singer’s argument in this piece; (ii) outline three issues not referenced in the textbook to argue that Singer’s argument suffers from tensions/confusions/problems; and (iii) defend Singer’s argument on three grounds not offered by Singer himself or by the textbook.

7) “Animal Citizenship” by Donaldson and Kymlicka – (i) elaborate the authors’ argument in this piece; (ii) outline three issues not referenced in the textbook to argue that the authors’ argument suffers from tensions/confusions/problems; and (iii) defend the authors’ argument on three grounds not offered by the authors themselves or by the textbook.

8) “Should Trees Have Standing? Toward Legal Rights for Natural Objects” by Stone – (i) elaborate Stone’s argument in this piece; (ii) outline three issues not referenced in the textbook to argue that Stone’s argument suffers from tensions/confusions/problems; and (iii) defend Stone’s argument on three grounds not offered by Stone himself.

9) “The Biocentric Outlook on Nature” by Taylor (Section IV – The Denial of Human Superiority) – (i) elaborate Taylor’s argument in this section; (ii) outline three issues not referenced in the textbook to argue that Taylor’s fourth section suffers from tensions/confusions/problems; and (iii) defend Taylor’s argument in his fourth section on three grounds not offered by either Taylor or the textbook.

Book: Environmental Ethics for Canadians (2016). Ed. Byron Williston. Second Edition. Oxford University Press.

Public Order Crimes include, but are not limited to drugs and alcohol. In this two part assignment you will dive deeper into anti-drug legislation as well as identify different public order crimes.

Part I: Anti-Drug Legislation Matrix

Complete the matrix by selecting three states to add below Federal. Then, answer each question listed in the first row for each corresponding law.

Is marijuana illegal?
What are the penalties for possession of cocaine?
What are the penalties for possession of heroin?
What are the penalties for possession of prescription drugs?
What is the blood alcohol level for a driving while intoxicated (DWI) or driving under the influence (DUI) crime?
Is there extreme DWI or DUI? If so, what is the punishment?
Federal

1. Where do you see the largest variance between federal and state anti-drug legislation?

2. What is the purpose of anti-drug legislation in relation to public order crime?

3. How does asset forfeiture work under both federal and state anti-drug legislation? How is jurisdiction determined?

Part II: Public Order Crimes

Identify at least two public order crimes other than alcohol and drugs. Provide an example of each and possible penalties for your examples.

Physical, emotional, and sexual abuse can have a devastating impact on a child and his or her family members. Social workers need to understand how to recognize and respond to cases of abuse expertly and efficiently. With an empathetic and helpful social worker, victims/survivors of abuse can take their first step onto the long road toward healing. For this Assignment, read the case study Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon and then consider what you would do if you were a social worker and had to report a parent of suspected child abuse.

By Day 7
Submit a 2- to 4-page paper in which you review the approach taken by the social worker in Brandon’s case. Identify how the social worker might have used the ecological model to understand Brandon’s situation based on a person-in-environment perspective. Explain the use of the ecological model in this case on micro, mezzo, and macro levels. Describe strengths the social worker may have missed in assessing Brandon and his mother. Review the challenges that the social worker identifies and explain the impact the abuse could have had on Brandon had his strengths not been identified and addressed. Please use the Learning Resources to support your answer.

Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Below is the prompt about Brandon.

Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems.

At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB gun under his pillow in case someone entered the home to assault him again. Brandon had flashbacks when trying to fall asleep and described feeling like he was floating outside of his body when he thought of his abuse. He had seen a television show where victims spoke at the parole hearings of their perpetrators, and he spent many hours thinking about what he would say if he went to his father’s parole hearing in 3 years. Brandon felt like he loved his father very much and that his father was a great father except for when he hurt him. Brandon identified wanting to feel less worried, sleep better, and fight less with his mother as primary treatment goals.

I worked with Brandon in both individual and family sessions to address his symptoms of depression and post-traumatic stress disorder (PTSD). Utilizing the trauma-focused cognitive behavioral therapy approach, early sessions focused on coping skills and emotional regulation. As Brandon became more comfortable with expressing feelings and utilizing coping skills, he began discussing his sexual abuse history and the ongoing effect this experience had on his life. I met with Brandon’s mother for collateral sessions in order to help her identify and process her own feelings about his abuse and to develop skills to support Brandon through his treatment. Brandon’s mother was provided with psychoeducation regarding childhood sexual abuse, and her belief that her son would become a violent sexual offender as a result of his experience was challenged through cognitive behavioral therapy. She agreed to meet the agency psychiatrist, and after the initial consultation she agreed to have Brandon meet with the doctor. After a psychiatric evaluation, Brandon was prescribed a low dose of antidepressant medication.

Brandon completed a trauma narrative that addressed the details of his sexual abuse experience, his disclosure of the abuse, and the trial and subsequent imprisonment of his father. Brandon included a description of his feelings at each point in his narrative, as well as what he learned in treatment about childhood sexual abuse and coping skills to deal with uncomfortable feelings and impulsivity. Brandon shared his trauma narrative with his mother, who provided a safe and supportive space during this experience through the use of skills learned and practiced during collateral parent sessions. Brandon’s symptoms of depression and post-traumatic stress decreased steadily during the course of treatment. After 8 months of sessions and the successful completion of his trauma narrative, the family and I agreed that Brandon was ready to terminate trauma-focused treatment. Brandon continued receiving medication management with a psychiatrist and transitioned into home- and community-based treatment that focused on his ongoing impulsive behaviors.

Hide Assignment Information
Turnitin®
Turnitin® enabledThis assignment will be submitted to Turnitin®.
Instructions
For this assignment, write a letter to someone related to the local issue you highlighted on the week 8 forum. You don’t need to provide your return address for the assignment, but you’ll need to include it if you decide to send your letter. Provide the name, position, and mailing address of one person you could contact regarding the local issue at the top of your submission. Then write a four paragraph (no more than 2 single spaces pages, including references) letter using this format:

Paragraph 1: introduce yourself and explain the problem;

Paragraph 2: explain the relevant history of the problem (cite your sources);

Paragraph 3: explain concepts and theories related to the problem (cite your sources and relate to course materials if possible); and,

Paragraph 4: propose possible solutions and explain what you want this person to do.

Your letter should have a professional tone and look and follow standard letter format. Add legitimacy to your claims by providing citations using the Turabian style and include a list of your references (required). Use 12 pitch, Times New Roman font and 1 inch margins. Include your last name in your file name and upload your work in a .doc or .docx file by Sunday of week 8. lastnamefirstnamefinalclasssectionumber example: GonzalesJose final IRLS21001 A template is attached for your convenience. see also https://owl.english.purdue.edu/owl/resource/653/01/

my discussion: In recent years, the phrase of Think globally, Act locally, has been echoed across the world. With the same idea, communities around the globe are focusing on their local environments to establish a secure global environment through collaborative efforts[1]. Communities implement numerous solutions that are environmentally conscious in their daily actions and decisions. Every little bit of effort towards climate change has an impact that aggregates towards a transformative global effect. For example, Ecosystem and biodiversity conservation significantly contributes to the achievement of global environmental sustainability and development goals[2]. Biodiversity is the core of economic activities such as fisheries, forestry, and agriculture. More than have half of the world’s population depends on natural resources for their basic and livelihood needs. The conservation of the environment has become a community and a global responsibility.

Civil and community organizations have become active and vital in the sustainable management of natural resources at the local level. This is through the development of various strategies such as control of soil erosion, afforestation, re-afforestation programs, and preservation of those plant and animal species that are threatened by extinction[3]. Indigenous people are the agents of change in the world, and therefore leaders within the local level are the role models in environmental protection, conservation, and effective management programs. On the other hand, at the global level, different nations have enforced environmental laws and regulations to promote sustainable use of natural resources, pollution control, and global biodiversity[4]. Organizations such as United Nations Environmental Programme (UNEP), United Nations Development Programme (UNDP), and other global environmental bodies have been in the frontline in providing financial funding and research to nations across the world towards the achievement of the environmental sustainability and development goals. Therefore, the environment has become a “Think Globally, Act Locally” issue on our planet.

[1] Paris, David C. “Think Globally, Act Locally.” (2017): 4-7.

[2] Murray, Dale. “Think Globally, Act Locally.” In The Global and the Local: An Environmental Ethics Casebook, pp. 384-451. Brill, 2017.

[3] Ibid 4-7.

[4] Ibid 384-451

In 2011, the U.S. Government released the first ever (and only) strategy to specifically address homegrown violence inspired by radical ideologies (Empowering Local Partners to Prevent Violent Extremism in the United States) which was followed by a more detailed Strategic Implementation Plan for Empowering Local Partners to Prevent Violent Extremism in the United States. These documents resulted from the identification of violent extremism and terrorism inspired by al-Qaeda as the “preeminent security threats” to the United States. Analyze this strategy and evaluate its effectiveness today to deal with the full range of domestic terrorism threats including from right wing, left wing/anarchist (Antifa) and Jihadi homegrown threats. Describe what elements you think are missing or should be reinforced in order to have a comprehensive and effective strategy to deal with homegrown terrorist attacks (regardless of the underlying ideology or political motivation). [See note]

Terrorism is politically motivated violence against non-combatants in order to spread fear (terrorize) and to force some change in policy. Terrorists attack indirectly (in civilian disguise) and against “soft targets” in order to strike fear and get attention to gain support for their cause (recruits, funding, propaganda). They seek revenge, renown, and reaction and are all about scaring civil society and making themselves known. So global news media agencies and the internet are both perfectly suited tools for terrorists to spread their message. How can we reduce terrorist use of the media and the internet as a tool for their evil purposes? Address both the media and the internet separately in your answer.

**Note: This course is focused on politically motivated violence that is commonly called terrorism, and which always has some purported underlying cause. Do not address deranged massed shooters with serious mental dysfunctions as that is well outside the scope of this course. These people cannot be deterred and many often expose ideology as a reason when that is really just a distraction from the real proximate cause of the attack – their mental illness.

Respond to the questions below with at least 500 words and 3 sources, only use the pdfs I provide, thanks.

1. Explain the roles of HSINT in countering agro-terrorism threats within the homeland.

2. Elaborate on the responsibilities of HSINT in countering pandemics.

3. Provide an example of how HSINT could be employed most effectively if the United States suffered a terrorism-related agro-terrorism attack or faced a nationwide pandemic.