Is there a strong sense of validity in explaining juvenile delinquency and behav

Is there a strong sense of validity in explaining juvenile delinquency and behaviors through development and neuroscience?
Culpability has often been discussed in various circles pertaining to adolescence. What age, if any, do you gauge is a “good” age to state a juvenile is culpable for their actions, particularly delinquent/criminal?
Do you agree that waivers helps decrease criminality among adolescents or does it increase?
Cite sources

unless other sources are clearly identified. My name is ________

This page lists six short-essay questions and provides links to any resources necessary to answer them. You will submit your answers to these questions in the next (and final) section of the course. 
As you read through these questions, please remember that we’ll be looking to see the application of the ideas reviewed in the previous interactive activities. You will upload your answers in a single Word document in the next course section.
Important! You must provide answers to all parts of these six questions.
First…
If you’ll recall back to Section 1.3, you submitted an Integrity Pledge that the work in this seminar is your own work. Please type the Integrity Pledge at the top of your submission. 
“I do honest work. The words in this exercise are mine

After rephrasing the following problem statement, use it to write a research pa

After rephrasing the following problem statement, use it to write a research paper to support the thesis statement that if there is a deliberate process for equipping women in religious roles then they will experience respect and empowerment and a sense of support in fulfilling their calling by in depth research on the Feminist Theory and Intersectionality Theory.
Feminist Theory provides the foundation for addressing gender inequality, and Intersectionality Theory ensures the experiences of Black women are analyzed through the dual lens of race and gender, providing a more comprehensive understanding.
Problem:
Black women remain significantly underrepresented in leadership positions across industries, despite efforts to promote diversity and inclusion. They face unique challenges that are often overlooked in traditional mentorship programs, resulting in limited career growth and leadership opportunities.
Background:
Research highlights systemic barriers that hinder the advancement of Black women in leadership, including implicit bias, unequal access to tailored mentorship, and the compounding effects of racism and sexism. For example, the “2020 Women in the Workplace” report by McKinsey & Company and LeanIn.org revealed that Black women face a lack of sponsorship and advocacy at critical career junctures. Studies on mentorship programs also show that many fail to address the intersectional challenges faced by Black women, leaving a gap in effective leadership development. Additionally, qualitative feedback from surveys conducted with professionals and mentees suggests that Black women often feel unsupported and undervalued in their leadership journeys, leading to higher attrition rates.
Historical and contemporary examples, such as the leadership of Fannie Lou Hamer in civil rights advocacy, demonstrate the transformative impact of tailored mentorship that acknowledges and addresses systemic barriers. However, these examples remain the exception rather than the norm, underscoring the need for structured, research-based mentorship models specifically for Black women.
Relevance:
Underrepresentation of Black women in leadership has broader social and economic implications. Organizations miss out on the diverse perspectives that drive innovation and inclusive decision-making. Moreover, the lack of representation perpetuates systemic inequities, undermines social mobility, and reduces career satisfaction for Black women. This program’s focus on empowering Black women through mentorship aims to address these gaps, creating a more equitable pathway to leadership and fostering a more inclusive professional landscape.
Proposal:
This research seeks to develop and implement the Women’s Mentoring Network Program, a structured mentorship initiative designed to address the unique challenges faced by Black women in leadership. The program will include targeted training for mentors, emphasizing intersectionality and systemic barriers, and will measure outcomes through both qualitative and quantitative methods. By equipping mentors with the tools to support Black women effectively, this program aims to increase representation, improve career satisfaction, and establish a replicable model for addressing leadership disparities
The paper should be written as follows
1- Introduction (2-4 pages)
2 – Feminist and Intersectionaity Theories (14-18 pages)
3 – Conclusion (2-4 pages)
Total – 18-26 pages
The bibliography of this paper should have no
fewer than 25 sources with at least 7 or more
from the past 10-15 years

Because lessons do not stop when a student leaves the classroom, purposeful coll

Because lessons do not stop when a student leaves the classroom, purposeful collaboration with other teachers, staff, and families can help reinforce and expand the student’s knowledge and skills. Whenever possible, teachers should try to engage families in ways that encourage them to have their child practice the math skills at home. Having both the teacher and parents/guardians on the same page helps to support the student.
Read the case study to inform the assignment.
Case Study: Fiona
Grade: 9th
Age: 14
It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Prior to this year, she was receiving instruction in the resource setting. At her eighth grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts. Fiona understands basic concepts of algebra but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance has been measured two years below grade level and her reading performance one year below grade level. Fiona’s general education math teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her being pulled out for resource at this time.
The following goals have been identified by the special education teacher collaborating with the general education math teacher for Fiona:
Simplify addition, subtraction, multiplication, and division equations [e.g., (2x + 6) + (4x + 7) = 6x + 13].
Solve expressions with variables (e.g., 3x = -24).
Write and solve the algebraic equation in a real-life word problem.
Part 1: Strategies
As the special education teacher, select two researched-based instructional strategies that could be used to help Fiona meet her identified goals.
Instructional strategies should include:
Explicitly teaching related vocabulary
The use of the concrete-representational-abstract strategies
Graphic organizers
Mnemonic devices
The use of assistive technology
In 250-500 words, summarize the recommended instructional strategies, rationalizing their appropriateness for Fiona’s goals and ability to help motivate Fiona to meet her goals. Include specific tips for implementation.
Part 2: 3 Day Unit Plan
Design a comprehensive mathematics unit plan based on the goals identified for Fiona. Outline three sequenced lesson plans, using the “3 Day Unit Plan Template.”
Your unit plan must include:
Appropriate augmentative and alternative communication systems and assistive technology to make the lesson content more accessible.
Integration of both formative and summative assessments to demonstrate mastery and support the generalization of learning for the student.
Integration of an appropriate ELA writing standard related to Fiona’s third identified goal.
Part 3: Home Connection
In 250-500 words, explain how you plan to involve Fiona’s parents in meeting her goals. Include a specific at-home activity to help in her continued success.
While APA format is not required for the body of this assignment, sold academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

I’m sending the comments he left for this paper I had previously submitted, I ne

I’m sending the comments he left for this paper I had previously submitted, I need it revised as the question of topic above was not answered properly before hand, and I need done what he’s asking specifically in citing the page number from the course which I’ll leave the name of below. This is from my professor: “You have less than the required word count and while you missed the correct answer, you also provided a citation from the text which is also incorrect. This in itself can be construed as an issue, for which you must be sure you are citing the correct page and the correct information. You must use the textbook to pass this course. Remember, an essay must include 5 paragraphs starting with the introduction. You identified research instruments used for data collection, but these are not measurement tools. For the measurement of the study, what does the text identify as the tools? Refer to pages 97-100. You are also missing your citations which include the author’s last name, year, and page number.” So with that I need responses typed, using a standard font, 12-point type size, double-spaced, with overall neatness and readability. Use at least a few references from the book and is CORRECTLY CITED as mentioned above after each citing from the book, as that is a big part for the grading. The course book is: “The Practice of Research in Criminology and Criminal Justice”
Ronet D. Bachman, Russell K. Schutt, 2023 Sage Publishing./
ISBN.13: 978-1-071-85779-3

Assignment 1 (1 Page) Answer the Questions *Make At least one reference to Chap

Assignment 1 (1 Page) Answer the Questions
*Make At least one reference to Chapter 1 of Essentials Of Real Esstate Law
https://bookshelf.vitalsource.com
Login details will be available only for the assigned writer.
An Overview of Real Estate
In the interest of conducting a lively, engaging discussion, please keep the following in mind:
Opposing viewpoints are critical to any vibrant discussion, but remember to use internet etiquette and respect your classmates’ views and opinions. Provide constructive feedback or ask clarifying questions if you do not understand a classmate’s comment.
Most importantly, have fun interacting with the unit content, your classmates, and your instructor!
Refer to your course syllabus or the Discussion Rubric posted in Course Documents for discussion requirements.
*How do the courts treat real property and personal property?
To see how the courts treat one type of property, consider the scenario of a broken engagement. When it comes to a broken engagement, learn how one state’s courts treat this property type. Please read Gaden v. Gaden, 272 N.E.2d 471 (N.Y. 1971). In Gaden, real property was the “engagement gift” instead of personal property, like the engagement ring.
Answer the following questions:
*What was the court’s decision? What was the dissenting judge’s argument?
*Would the outcome in Gaden be different if the court treated the engagement ring as a different property type? Why, or why not?
*Remember to reference the property law rules in your answer and analysis.
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Assignment 2 (1 page) Review Unit 1 Seminar PowerPoint
1/2 page of Notes ( as if you were listening to the professor present the powerpoint)
1/2 page of key take aways of the PowerPoint. References and citations are not necessary.
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Assignment 3 (1/2 page) Expound on the topic with at least 150 words to include asking one question to Brandon G and citing 1 reference.
Brandon G Posted
Hello class!
The Court of Appeals of New York (1971) reversed the appellate division’s decision and reinstated the trial court’s judgment. The court held that Civil Rights Law § 80-b (1965), allowing for the recovery of property given in contemplation of marriage, applied to the real property in question. This was because the sole consideration for transferring the property to the wife was the contemplation of marriage, which did not occur. Since the former husband would bear the complete financial loss of the down payment in case of default, the court ruled in his favor for the return of the property (Gaden v. Gaden, 1971).
Justice Breitel dissented, arguing that applying Civil Rights Law § 80-b (1965) to real property in this context was inappropriate. His position was that this law was meant to apply to personal property, such as engagement rings, and not complex cases involving real property. Breitel argued that the majority’s interpretation could disrupt established property laws and transactions concerning real estate (Gaden v. Gaden, 1971).
If the court treated the engagement ring as personal property rather than real property, the outcome might differ due to the unique treatment of personal property in property law. Civil Rights Law § 80-b (1965) explicitly contemplates recovery of personal property given in contemplation of marriage. Engagement rings, as conditional gifts, are typically subject to return if the marriage does not occur, regardless of fault in breaking the engagement. However, real property has greater legal complexity and involves considerations of title transfer, financing, and equity contributions.
-Brandon
Gaden v. Gaden, 272 N.E.2d 471 (N.Y. 1971)
New York Civil Rights Law § 80-b (1965). Gifts made in contemplation of marriage. Retrieved from https://1-next-westlaw-com.us1.proxy.openathens.net/Link/Document/FullText?findType=L&pubNum=1000060&cite=NYCRS80-B&originatingDoc=I24471c60171d11e78e18865f4d27462d&refType=LQ&originationContext=document&transitionType=DocumentItem&ppcid=10be92f499304a1bb57a8cca358d9857&contextData=(sc.Search)
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Assignment 4 (1/2 Page) Answer the Professor’s 2 questions from her response to Brandon G post. Site at least one reference.
Professor Navarro Posted,
Brandon, great start to our discussion.
I appreciate how you highlighted the application of New York Civil Rights Law § 80-b (1965) and its focus on gifts given in contemplation of marriage. Your explanation of Justice Breitel’s dissent, particularly his concern about the broader implications for real property law, provides valuable context for understanding the legal complexity of this case.
Your analysis of the potential outcome if the engagement ring had been treated as personal property is sharp. You correctly point out that personal property, such as engagement rings, is often treated differently under property law due to its conditional nature.
However, I’d like to expand on your point about legal complexity:
*what do you think about the potential for equity considerations to influence the court’s decision if real property had involved joint contributions or improvements by both parties?
Class, Brandon raised a great point about how real property has greater legal complexity compared to personal property.
*How do you think courts should balance the equitable interests of both parties when resolving disputes over real property given in contemplation of marriage, especially if one party made significant contributions to the property after the gift was made?
Thanks for sharing.
– Prof.

Posted in Law

Instructions: • Review your articles/sources and continue writing your 25 -page

Instructions:
• Review your articles/sources and continue writing your 25 -page literature review due this week.
• Submit your Draft Thesis Or Creative Project Literature Review
• Participate in the Week Eight Forum on Methodology (Forum 8)
Thesis or Creative Project Literature Review (See Appendix 1: MA Theses and Appendix 2: MA Creative Project of the 2012 Capstone Manual)
A 25 page creative project or literature review is due at the end of Week 8. The literature review focuses on how the creative project experience fits into the discipline. Specifically, it introduces the project and places it in a larger context that includes a discussion of how this experience helps the student meet the program objectives. It provides the current state of accumulated knowledge as it relates to the project.

· Describe how completing this project is consistent with the course of study.
· Articulate the objectives the student hopes to achieve through the completion of this project.
· Provide a short conclusion and transition to the next section.
Thesis Literature Review: reviews the literature on a specific research question. The literature review focuses on discussing how other researchers have addressed the same or similar research questions. It introduces the study and places it in larger context that includes a discussion of why it is important to study this case. It provides the current state of accumulated knowledge as it relates to the student’s specific research question.
· Summarize the general state of the literature (cumulative knowledge base) on the specific research question:
– Study one: summarize to include researcher’s findings, how those findings were obtained, and evaluation of biases in the findings.
– Study two: summarize to include researcher’s findings, how those findings were obtained, and evaluation of biases in the findings.
o Include a minimum of at least three of the most important studies.
o Include a short conclusion and transition to the next section.

To help you meet your final paper requirement. Please review the rubric and Capstone Manual for more specific guidelines on expectations; however, please note you are to provide comprehensive analysis of details, facts, and concepts in a logical sequence. You should demonstrate a higher- level of critical thinking necessary for 500-600 level work. You are to provide well-supported ideas and reflection with a variety of current and/or world views in the assignment. You are expected to present a genuine intellectual development of ideas throughout assignment. You should thoroughly understand and excel in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is required. Overall format of assignment needs to include an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates your ability to plan and organize research in a logical sequence. You are expected to use at least of 25 or more references in your literature review.
Submission Instructions:
Please note: Papers will be automatically added to and checked against the standard Turnitin repositories. Originality reports will be returned to the faculty and student in roughly 15 minutes of the submission. Multiple submissions are allowed.
Rubric for Graduate Level 600+ for weekly Literature Review/Final Paper
Focus/Thesis — 10%
Content/Subject Knowledge — 20%
Critical Thinking Skills — 20%
Organization of Ideas/Format — 20%
Writing Conventions (Grammar & Mechanics) — 20%
Use of Computer Technology/Applications — 10%
Graduate Grading Rubric.pdf: edge.apus.edu/access/content/group/science-and-technology-common/ITCC/ITCC698/Graduate%20Grading%20Rubric.pdf
Searching for Literature Reviews: Before You Write, You Have to Find: http://www.youtube.com/watch?v=3Vw1-rljpuQ
Reviewing a Sample Literature Review (Part I): http://www.youtube.com/watch?v=zswuIJ7-hB4
Writing Format: APA
What is Plagiarism: http://www.plagiarism.org/
What is Plagiarism and How to Avoid It: http://www.youtube.com/watch?v=eIsLV9zOOe0
Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/resource/560/01/
APA and MLA Citation Game Home Page: http://depts.washington.edu/trio/quest/citation/apa_mla_citation_game/
APA Game (This will only function correctly on a mobile device or a modern web browser)
Writing Help: http://apus.campusguides.com/writing/thesiscapstone
You may also rent or purchase the books on Amazon at a very reasonable price (specifically Prime members) and download it too.
The APUS End of Program Assessment Manual for Graduate Studies (aka the EOP Manual) is located at http://apus.libguides.com/APUS_ePress/EOP_Manual.
The EOP Manual presents the requirements for formatting your capstone paper or thesis. You will also need to consult your program’s style guide.
Also consult the library’s Writing Help – Thesis/Capstone page and the Research Methods Information Guide for tips on formatting and structuring your thesis.
Instructions+Accessing+the+APUS+Online+Library.docx: https://myclassroom.apus.edu/shared/commonfolder/science-and-technology-common/ITCC/ITCC698/Instructions%2BAccessing%2Bthe%2BAPUS%2BOnline%2BLibrary.docx