Discussion 1- simple 250 words

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Juvenile Justice – Putting it in Perspective

 
In Chapter 1 of the text, our author talks about “putting it all into perspective.” After reading chapters 1 and 2 and reviewing the video Young Kids, Hard Time (this video is recommended, but not required), select one of the juveniles from your reading, the movie, or you may speak from personal experience and a particular juvenile in mind. Address the three questions in the following quote from the video:

https://www.youtube.com/watch?v=g3lw6PMjj40

“In a world that demands justice when the unthinkable becomes reality, there are no easy answers when that reality involves minors. The United States has the highest incarceration rate in the world and remains the only nation that, in rare circumstances, will sentence its juveniles to life without parole. Is it a solution? Does it work? Do we care?”

Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7 and continue to support your arguments with examples from the required material(s) and/or other scholarly resources. Review your classmate’s opinions in light of your understanding of the juvenile justice system.  In your response posts, support one of the positions below:

  1. Depending on the serious nature of the crime, juveniles should be tried in an adult court and be subject to adult punishments.
  2. Juveniles should not be punished with sentencing in adult prisons.
  3. Juveniles deserve a second chance. They should not be tried as adults or serve time in adult prisons.
  4. Sentencing juveniles to adult prisons is like saying society has given up and there is no treatment that can affect their adult potential. It is the responsibility of society to treat juveniles and that treatment should be administered in juvenile facilities.

POL 201 Week 5 DQ 2

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Ashford University

POL 201: American National Government

Week 5 discussion Question 2

Voting and Turnout

 The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). While during the last decade many initiatives have been undertaken to increase voter participation, concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities.

Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud.

In your initial post of at least 200-250 words, summarize recent developments in several states enacting voter ID laws. Explain the pros and cons on both sides of the debate about these laws. Share your own experience with the relative difficulty or ease of voting in your locale. Draw your own conclusion about the debate over voter ID laws. Finally, share your perspective about whether voting in the U.S. should be made easier or harder. Justify your conclusions with facts and persuasive reasoning.

Fully respond to all parts of the question. Write in your own words. Support your position with APA citations totwo or more different resources required for this discussion. By Day 7, respond to at least two of your classmates’ initial posts. Your peer responses each must be at least 75 words. They must demonstrate critical thinking (e.g., ask a relevant question about your peer’s post while explaining why your question is significant, or state a perspective that contrasts with your peer’s while explaining or justifying your position).

Reference:

Pintor, R., Gratschew, M., & Sullivan, K. (2002). Voter turnout rates from a comparative perspective. In R. Pintor & M. Gratschew (Eds.), Voter turnout since 1945: A global report. Stockholm, Sweden: The International Institute for Democracy and Electoral Assistance. Retrieved from http://www.idea.int/publications/vt/upload/Voter%20turnout.pdf

 

Assignment 3: Cultural Activity Report- TONISKY ONLY

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Assignment 3: Cultural Activity Report
Due Week 10 and worth 100 points

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience.   Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 111. For instance, one might go to the same museum as done for HUM 111, but this HUM 112 report will focus on entirely different works and displays. 

  1. Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this. 
  2. Write a two to three (2-3) page report (500-750 words) that describes your experience.
    • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
    • Provide specific information and a description of at least two (2) pieces.
    • Provide a summary of the event and describe your overall reaction after attending the event.
    • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text. 

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area. 

Visiting a Museum 

  • It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
  • If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
  • Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums. 
  • Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
  • Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
  • The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
  • If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?  

Attending a Performance

  • Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement. 
  • Try to do a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock music, rap, country music, gospel music, comedy routines, your kid’s dance recital, your international friend’s wedding, high school plays, renaissance fairs, etc. Instead, think of college level or professional recitals, string quartets, symphony orchestras, opera, jazz, some stage dramas, etc. 

  • Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
  • Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
  • Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
  • Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off. 
  • Most long musical performances have at least one (1) intermission. If the lights start blinking, it is the sign that the performance is about to begin. 
  • Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.  

Note: If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.  

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the course shell for reference)
  • Include a cover page containing the tile of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
  • Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
  • Use technology and information resources to research issues in the study of world cultures.
  • Write clearly and concisely about world cultures using proper writing mechanics

 

 

Points: 100

Assignment 3: Cultural Activity Report

Criteria

 

Unacceptable

Below 60% F

Meets Minimum Expectations

60-69% D

 

Fair

70-79% C

 

Proficient

80-89% B

 

Exemplary

90-100% A

1. Clearly identify the event location, date attended, the attendees, and initial reaction upon arriving at the event.

Weight: 25%

Did not submit or incompletely identified the event location, date attended, the attendees, and initial reaction upon arriving at the event.

Insufficiently identified the event location, date attended, the attendees, and initial reaction upon arriving at the event.

Partially identified the event location, date attended, the attendees, and initial reaction upon arriving at the event.

Satisfactorily identified the event location, date attended, the attendees, and initial reaction upon arriving at the event.

Thoroughly identified the event location, date attended, the attendees, and initial reaction upon arriving at the event.

2. Provide specific information and a description of at least two (2) pieces.
Weight: 30%

Did not submit or incompletely provided specific information and a description of at least two (2) pieces.

Insufficiently provided specific information and a description of at least two (2) pieces.

Partially provided specific information and a description of at least two (2) pieces.

Satisfactorily provided specific information and a description of at least two (2) pieces.

Thoroughly provided specific information and a description of at least two (2) pieces.

3. Provide a summary of the event and describe the overall reaction after attending the event.

Weight: 25%

Did not submit or incompletely provided a summary of the event and did not submit or incompletely described the overall reaction after attending the event.

Insufficiently provided a summary of the event and insufficiently described the overall reaction after attending the event.

Partially provided a summary of the event and partially described overall reaction after attending the event.

Satisfactorily provided a summary of the event and satisfactorily described overall reaction after attending the event.

Thoroughly provided a summary of the event and thoroughly described overall reaction after attending the event.

4. Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.

Weight: 5%

Did not submit or incompletely used at least the class text as a reference. Did not submit or incompletely included connections you made between things observed in your activity and things learned in the course and text in your report.

Insufficiently used at least the class text as a reference. Insufficiently included connections you made between things observed in your activity and things learned in the course and text in your report.

Partially used at least the class text as a reference. Partially included connections you made between things observed in your activity and things learned in the course and text in your report.

Satisfactorily used at least the class text as a reference. Satisfactorily included connections you made between things observed in your activity and things learned in the course and text in your report.

Thoroughly used at least the class text as a reference. Thoroughly included connections you made between things observed in your activity and things learned in the course and text in your report.

5. Clarity, writing mechanics, referencing, and APA formatting requirements.

Weight: 15%

More than 8 errors present

7-8 errors present

5-6 errors present

3-4 errors present

0-2 errors present

Exercise 7: Use el pronombre y la forma correcta del verbo.

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Exercise 7: Use el pronombre y la forma correcta del verbo.

 

 

____________________________

gustar   faltar   quedar   molestar

 

encantar   fascinar   interesar

____________________________

 

 

 

1. A mi ______ __________ la poesía romántica. 

 

2. A nosotros ______ ________ estudiar lenguas extranjeras. 

 

3. A las muchachas ______ _______ la música de Julio Iglesias. 

 

4. A Juan y a Ramón ______ ___________ practicar los deportes. 

 

5. A ti no _____ _________ el café. 

 

6. A la profesora no ______ ________ preparar los exámenes.

 

7. Al consejero _____ ____________ los estudiantes. 

 

8. A los atletas ____ ___________ el gimnasio. 

 

9. Tenemos $500 y pagamos $350 por la matricula. ___ ___________ $150. 

 

10. A los doctores ____ ________ la medicina. 

 

11. A nosotros ____ ________ las pizzas. 

 

12. A ellos ____ __________ la violencia. 

 

13. En la Argentina bailan mucho. A ellos ____ ______ el tango. 

 

14. Nosotros deseamos buscar el vocabulario. ____ __________ un diccionario. 

 

15. Uds. desean llamar a los amigos. ____ ________ un teléfono. 

 

16. A los estudiantes ________ ________ las vacaciones. 

 

17. A mí ________ _________ los actores. 

 

18. A Ud. _________ ____________ solamente diez dólares. 

 

19. A Alberto y a Juan _______ ____________ el béisbol. 

 

20. A ti _______ ____________ trabajar. 

 

21. A Marisa _____ _____________ la música popular. 

 

22. Nosotros terminamos una clase de español y ahora, _________ _______ dos clases 

 

de español.

 

Knowledge Check / Week 1 / ECO/561 ECO 561 ECO561

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1 . Revenue increases when

 

  • A. producer surplus increases
  • B. producer surplus decreases
  • C. consumer surplus increases
  • D. consumer surplus decreases

 

 

 

2 . An increase in the price of an inelastic good

 

  • A. decreases revenues
  • B. decreases the percentage change in quantity less than the percentage change in price
  • C. increases revenues
  • D. increases the percentage change in quantity more than the percentage change in price

 

 

 

3 . Price elasticity of Demand increases when

 

  • A. the number of complementary goods decreases
  • B. the number of substitute goods decreases
  • C. people become more price sensitive over time
  • D. people become less price sensitive over time

 

 

 

4 . The purpose of a market in a market system is to

 

  • A. allow government to control what is sold
  • B. set constraints between buyers and sellers
  • C. bring buyers and sellers into contact
  • D. allow an organization to set prices in relation to their products

 

 

 

5 . By specializing in the production of one good, a company is able to benefit from economies of scale which increases its revenue. Which of the following is an attribute of specialization?

 

  • A. Reducing costs by creating a surplus
  • B. Saving time by allowing a worker to focus on one task
  • C. Encouraging workers to learn new skills
  • D. Encouraging workers to learn a number of different skills

 

6 . The market system promotes progress by

 

  • A. creating incentive to continue to do things in the same way
  • B. restricting the amount of capital directed to specific goods
  • C. slowly adjusting to changes in the prices of resources
  • D. providing incentive for technological advances

 

 

 

7 . Productive efficiency is achieved when

 

  • A. the most valued combination of resources is used
  • B. the best technology is used
  • C. when production occurs at a fair cost per unit
  • D. fewer resources are left for production of other goods

 

 

 

8 . The market is said to be in equilibrium when

 

  • A. there is potential for a shortage but not a surplus
  • B. there is potential for a surplus but not a shortage
  • C. neither a shortage nor a surplus exists
  • D. the quantity sold equals the quantity purchased

 

9 . The market will move to a higher equilibrium price if

 

  • A. the decrease in supply is equal to the decrease in demand
  • B. the increase in supply is greater than the increase in demand
  • C. the decrease in demand is greater than the decrease in supply
  • D. the increase in demand is greater than the increase in supply

 

10 . The intersection of supply and demand will be at a lower equilibrium price but a higher equilibrium quantity if

 

  • A. supply is constant and demand increases
  • B. supply is constant and demand decreases
  • C. demand is constant and supply decreases
  • D. demand is constant and supply increases

 

 

 

11 . When a price ceiling occurs

 

  • A. the market price will be lower than the equilibrium price
  • B. the market price will be higher than the equilibrium price
  • C. the supply will exceed the demand
  • D. buyers will not be willing to pay more than the ceiling price

 

 

 

12 . Because the goals of firms, entrepreneurs, and workers have different incentives, which of the following principles applies?

 

  • A. Self-interest
  • B. Invisible hand
  • C. Moral hazard
  • D. Free enterprise

 

 

 

 

 

 

need help asap

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Unit 3, Item 2: Pandemic Influenza

Assignment Objectives: 

Relate the historical impact of disease on homeland and national security. Characterize and discuss the current threat and importance of preparedness for naturally occurring diseases. Understand the threats from and history of use of weapons of mass destruction. Identify the public health community’s role in responding to weapons of mass destruction.

Assignment: This assignment should take about 3 hours to complete.

Pandemic influenza represents one of the greatest infectious disease threats to human health. Webster and his colleagues (2006) describe how new strains of influenza may emerge from avian, swine and human types of influenza. Kilbourne (2006) presents an overview of the influenza pandemics of the 20th century and their consequences. Taubenberger and Morens (2006) discuss the severe influenza pandemic of 1918. Fauci (2006) discusses the threat of pandemic influenza and the need to prepare for such pandemics. In 2009, a novel strain of influenza caused the first influenza pandemic of the 21st century. The Centers for Disease Control and Prevention (2010) article presents an overview of the CDC response to the outbreak.

Write a 500- to 600-word essay and cite references in APA style. Use the outline below as topics to guide development of your essay from your research.

  1. –Background: Discuss the three major influenza pandemics of the 20th century that occurred in 1918, 1957, and 1968. Why was the 1918 pandemic the most lethal?
  2. –Pandemic Response: Discuss the CDC response to the 2009 H1N1 pandemic. What were the major response activities?
  3. –Future Pandemic Expectations: What does Fauci (2006) identify as measures to prepare for the next influenzapandemic?

Readings:

Four articles from Emerging Infectious Disease, Volume 12, Number 1, January 2006: 

Centers for Disease Control and Prevention (2010). “The 2009 H1N1 Pandemic: Summary Highlights, April 2009-April 2010.” Retrieved from http://www.cdc.gov/h1n1flu/cdcresponse.htm.

Read the articles linked above.

spanish help

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  1. Daniela y yo vamos a las montañas.
  2. Ellas no quieren ir al museo.
  3. La señorita Ríos trabaja en una agencia de viajes.
  4. Usted tiene que ir al banco (bank).
  5. El señor García es profesor.
Diagnostics_number_2

 

Completar
Fill in the blanks with the correct present tense form of the verbs in parentheses. Include the indirect object pronoun.
 
  1. A Ernesto y a Alejandro [removed] el golf. (fascinar)
  2. A la señora Robles [removed] las ruinas de Machu Picchu. (interesar)
  3. A ustedes [removed] cantar y bailar. (aburrir)
  4. A mí [removed] la educación. (importar)
  5. A nosotros [removed] ducharnos con agua fría. (molestar)
Diagnostics_number_3

 

Oraciones
Write sentences using the information provided. Use the preterite or the present tense as indicated and make any necessary changes.
 
  1. (a ti) / molestar / despertarse / temprano (presente)
    [removed]
  2. (a José) / quedar / bien / zapatos / anaranjado (pretérito)
    [removed]
  3. ¿(a ustedes) / encantar / sus vacaciones / playa? (pretérito)
    [removed]
  4. (a Carlos y a mí) / aburrir / clases de sociología (presente)
    [removed]
Diagnostics_number_4

 

En el cine
Complete the paragraph with the appropriate word(s).
 
  1. Ayer mis amigos Esteban, Ana, Olivia y yo fuimos al cine a ver la nueva película de Javier Bardem. A mí me (1) [removed] la película porque Javier es uno de mis actores favoritos. Pero a (2) [removed] le (3) [removed]; él empezó a dormirse al final. A Ana y (4) [removed] Olivia les molestaron las escenas (scenes) violentas. Si tengo que criticar algo de la película, digo que le faltaron más escenas con Javier, pero entiendo que (5) [removed] director le importó más el argumento (plot). Y a (6) [removed], ¿te interesan las películas extranjeras?

POL 201 American National Government Week 5 DQ 1

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Week 5 discussion Question 1

 

 

Party Platforms and Winning Elections

 

Political parties mobilize voters to win elections and implement policy goals. Parties use their stated policy goals (i.e., their platforms) as a way to mobilize voter support. Generally, in order to be successful in a two-party system, parties must have policy goals across a broad range of issue areas to appeal to a broad range of voters.

 

Before writing your initial post, review the assigned resources, which can be downloaded from your online course.

For this discussion, you will identify one issue area that you want investigate. Use the assigned resources required for this discussion to gather information about the goals and proposals, in that issue area, of three political parties – the Democratic and Republican parties and a third party.

In your initial post of at least 200-250 words, summarize each of the three parties’ policy goals in your issue area. Compare and contrast the parties’ goals in that area. Evaluate each party’s goals from two perspectives:

 

a. Your own political philosophy, values or ideology.

 

b. How effective each party’s goals are likely to be in mobilizing voters to support the party’s candidates on the national level. In making your assessment from this perspective, consider what influence the factors which underlie the two-party system have on each party’s ability to use its policy proposals to generate voter support.

 

Justify your conclusions with facts and persuasive reasoning.

 

Fully respond to all parts of the question. Write in your own words. Support your position with APA citations to two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.

 

By Day 7, respond to at least two of your classmates’ initial posts. Your peer responses each must be at least 75 words. They must demonstrate critical thinking (e.g., ask a relevant question about your peer’s post while explaining why your question is significant, or state a perspective that contrasts with your peer’s while explaining or justifying your position).

 

Could you help me with Thai please

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DISCUSSION QUESTIONS: The Devil Came on Horseback

A Film by Annie Sundberg and Ricki Stern
A Break Thru Films Production in Association with Global Grassroots and Three Generations

These questions are designed to help you guide a discussion after watching the film. If you want to learn more about the background of the conflict, please visit www.thedevilcameonhorseback.com/action/learn for educational resources.

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1) Brian was in Darfur in 2004 and 2005. What is going on in Darfur today? Can it still be considered a genocide?

  • Read Enough report , “Echoes of Genocide in Darfur and Eastern Chad”

    (http://www.enoughproject.org/reports/darfurechoes_20070905.php)

  • Read March 2, 2008 NY Times Article: “Scorched Earth Strategy Returns to Darfur”

    (www.nytimes.com/2008/03/02/world/africa/02darfur.html)

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2) What is the difference between being an observer and a bystander? How did Brian change before and after his experience in Darfur? What were the obstacles to his speaking up and what were some consequences of his decision (professional, political, family relationships, etc.)?

3) In the film, Brian and Gretchen travel to eastern Chad to learn more from the Darfurians in eastern Chad. An estimated 250,000 Darfurians are refugees in eastern Chad.

What do we learn about the humanitarian situation in the refugee camps? What do you think the people living in the camps want for themselves and for their future?

4) According to the United Nations and other international agreements, what is their obligation in a situation like Darfur? What is meant by the statement that there is “no appetite in the international community to intervene.”? What is the impact of this attitude on Darfur and other places where ethnic cleansing and genocide occur?

5) What do we know about China’s relationship with Sudan from the film? What can we do to put pressure on China to get more involved?

• Learn about Dream for Darfur (www.dreamfordarfur.org)
• Learn about the campaign to divestment from companies funding the Sudanese

government—Sudan Divestment Task Force (www.sudandivestment.org)

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6) What can the United States government do to end the violence? What role does President Bush have to play? What about the next president? How can we get Darfur on their priority list?

• Learn about Students Taking Action Now in Darfur’s SEAL campaign to pressure President Bush to Act: www.standnow.org/campaigns/seal

• Learn about the ENOUGH and Genocide Intervention Network Project to make Darfur a campaign issue: www.askthecandidates.org

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7) What is the responsibility of a first‐hand witness? What is the responsibility of someone who learns from a witness? What is the responsibility of the international community and our government? What is your responsibility?

  • Build your community of concern for Darfur: participate in Tents of Hope: www.tentsofhope.org

  • Find a Darfur advocacy group in your community or start your own: search for groups at www.savedarfur.org

  • Students: start a STAND chapter to raise awareness at your school. Register your chapter at www.standnow.org

  • Raise your voice in support of Darfur‐related legislation: call the 1‐800 GENOCIDE hotline for legislative alerts (hotline developed by Genocide Intervention Network)

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Please can you check my assessment about holidays: El verano pasado fui a Francia de vacaciones. Fui con me familia y…

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Please can you check my assessment about holidays: El verano pasado fui a Francia de vacaciones. Fui con me familia y mi amiga, se llama Ella, es un poco tímida. Viajamos en avión, el viaje fue bien pero tuve miedo. Me gustó el viaje porque fue emocionante. Primero descansé en la casa, mientras Ella dio una vuelta en bicicleta. Le gustó porque fue pintoresca. Todos los días nadamos en la piscina ya que fue refrescante. Después hizo calor por eso Ella y yo tomamos el sol. Sin embargo me familia fueron al restaurante, mi padre comió sopa de ajo y calamares, porque era sabrosa. Mis hermanos comieron chuleta de cerdo con verduras. Lo mejor del restaurante era que mi madre comió helados de vainilla. Luego Ella y yo montamos a caballo. Lo pasé muy bien porque hizo buen tiempo, Ella no tuvo miedo. Hay muchas tiendas, compré un libro de Francia para mi amiga puesto que le encanta Francia. También Ella y yo compramos joyas a la joyería, era muy cara pero muy bonita. Me aloje en un hotel, estaba en la costa, que era horrible porque era feo. Lo peor de el hotel era un restaurante fue un poco pequeño. No obstante había un bar que era grande. No tenía un gimnasio, tampoco había una cafetería. Me gusto el hotel, era acogedor y cómodo. No solo no había toallas sino que también no había jabón en el cuarto de baño. Normalmente todos los año voy a Francia. Voy a un pueblo muy bonita y grande. Hay muchas lugares de interés, incluyendo un lago lujoso, un parque de atracciones y un zoo. En verano el parque de atracciones, se llena de gente. Lo bueno es que esta rodeado de un paisaje bonita. Hay muchos turistas y no hay mucha contaminación. Aunque el zoo es muy divertido es un poco ruidoso. Londres más sucio que Messanges. Sin embargo Londres tan es interesante que Messanges. Generalmente hace sol y hace buen tiempo así que los lunes me bañe en el mar. Un día hizo viento por lo tanto jugué al ajedrez, fue muy aburrido. Otro día hace calor y tuve una quemadura de sol. Dentro de un año voy a ir a Estados Unidos. Si fura rica me alojaría un hotel cinco estrellas. Voy a dar un paseo por Central Park y mi madre va a ir de compras conmigo. Luego vamos a montar en bicicleta en Manhattan. Finalmente subiremos a Estatua de la Libertad. Si fuera posible iríamos al teatro en Broadway.