DAISY ARABELLA ONLY

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Film Data Year: 1989

Director: Cameron Crowe

Length: 100 Minutes

Rated: PG-13

Characters/Actors Lloyd Dobler: John Cusack Diane Court: Ione Skye James Court: John Mahoney Corey Flood: Lili Taylor D.C.: Amy Brooks Rebecca: Pamela Segall

Communication Courses Interpersonal Communication Communication Concepts Honesty/Lying Relational Stages Self-Disclosure

Pedagogical Perspective

This is a light romantic comedy with a serious message about the impact of dishonesty in primary interpersonal relationships. The movie could be used in high school or college classes (Diane and Lloyd’s non-depicted sexual activity might be a sensitive issue for some audiences).

Synopsis

Say Anything…is a lighthearted tale about an unlikely couple. Lloyd Dobler (Cusack) is unsure what he will do after graduating from high school, except to pursue his dreams of becoming a professional kick-boxer. Diane Court (Skye) is valedictorian of her class and plans for college – but unlike Lloyd, she has no social life. They attend a graduation party together, and Diane is pleasantly surprised at how comfortable and happy she feels around Lloyd. Their interest in each other grows and they date throughout the summer. Diane’s parents are divorced and she lives with her father (Mahoney), with whom she always had open and honest communication. As Diane and Lloyd’s relationship develops, Diane’s relationship with her father begins to change. Diane’s father believes Lloyd is complicating her life and he recommends that she break off her relationship with Lloyd before it becomes too serious. She acquiesces to her father’s wishes. Neither Diane nor Lloyd is happy about the breakup, but she keeps telling herself it is for the best. Diane and her father appear to have a healthy and positive relationship, but when she learns that he has engaged in illegal financial dealings involving the nursing home he runs, her trust in him is shattered. Diane realizes she wants and needs Lloyd and reaches out to him; he supports her while she deals with the devastating fact that her father is not the man she thought he was. Diane tries to reconstruct her relationship with her father before she and Lloyd fly off to England together.

 

Assignment

In this assignment, you will write a 4-5 page paper, which should include answering the discussion questions (listed below). Conceptualize and answer these questions under the light of intercultural communication. That means that the answers should tie in with the significance of intercultural communication, and how it has influenced the characters in this movie. This paper should be written in an APA-Style format. Your paper will be evaluated on the following:  Content  Grammar  Structure and mechanics  Relevance to the topic(s) ***Each essay will be submitted to Turnitin.com, via the Dropbox link in Blackboard.***

Discussion Questions

1. What relationship stages do Lloyd and Diane experience?

2. What were some of the reasons for self-disclosure between Diane and her father and between Lloyd and his female friends?

3. Why did Diane’s father choose to lie to her about his finances? What effect did his dishonesty have on Diane and their relationship?

ENGL Abdullah

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https://bmcwomenshealth.biomedcentral.com/articles/10.1186/1472-6874-4-S1-S20 

I need 250 words smmary about( Dementia/ Alzehiemer Disease) From the article in the link above. 

I need it in 8 hours.

Assignment : Summary

 In this assignment you will look for one article to summarize. The article may be in a journal, magazine, newspaper, or material from a credible web site. The article must be in English and be prepared to defend the credibility of the source. Locate a publication you think will give you information that will be helpful in your final project report. You will have to locate more than one article and select the best one. The publications you can use for this short project should run at least 1200 words. Please hand a copy of the article with its references with your final draft.

 

Your summary will be exactly 250 words. It will do the following:

  • identify the author, the name of the article, and the date and place of publication,
  • identify the main idea/argument/position/assumption of the author,
  • identify the purpose of the article
  • identify key supporting ideas,
  • be direct, concise, objective, and neutral,
  • discuss the article from an “outsider’s” perspective,
  • use your OWN words,  
  • cover all main points of the article
  • keep the reader informed through attributive tags (such as according to Jones… or Jones argues that… or The author explains that…) that you are expressing someone else’s ideas,
  • be a unified, focused, and coherent piece of writing!

 

Your summary will NOT:

 

  • be over 250 words,
  • show your opinion of the article or its arguments,
  • contain grammar or spelling mistakes,
  • include long quotations,
  • leave important facts out,
  • give too much importance to some details and not enough to others,
  • forget to mention the author and what ideas are his/hers,
  • discuss the ideas as if they were yours;
  • include some unnecessary details. 

Assignment 1: Point of View

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Address the following: 

Select one of the stories assigned by your instructor. Post a response of at least 150 words.

  • Identify the point of view used in the narration. 
  • Discuss how this point of view affects your reading and interpretation of the story. 
  • How might a different type of narration (point of view) alter the meaning of the story? 
  • Provide at least two specific examples from the text to illustrate and support your argument. 
Guidelines

Point of view refers to the perspective from which the story is narrated. Various points of view can be present in literature. Points of view include:  

  • First person: the story is told from the perspective of the narrator, who is usually the protagonist, using first-person pronouns—I, me, or we. 
  • Second person: the narrator addresses readers as “you,” which gives the audience the feeling that they are in or a part of the story. 
  • Third person omniscient: the story is told using third-person pronouns, such as he, she, or they, and the narrator is godlike in his or her ability to see and know everything (omniscient).
  • Third person limited: the narrator tells the story using third-person pronouns, but the narrator is not all knowing, for his or her knowledge is limited to the perspective of one character. 

Point of view has an impact on how we understand the story. First-person narrators are often unreliable as they are telling the story from their own subjective perspective. In fact, a first-person narrator may fail to notice things that a careful reader will identify. Similarly, a third-person omniscient narrator gives the illusion of complete knowledge or understanding, suggesting to the reader that the story is a realistic account of life. 

Remember that claims in all parts of the assignment should be substantiated by excerpts from appropriate sources. Use APA rules of style for quotations, paraphrases, and summaries as well as in-text citations and references. Quoted material should not exceed 25% of your response. 

 
Short stories below:
 
  • John Updike, “A&P” (p. 14)
  • James Joyce, “Araby” (p. 166)
  • Herman Melville, “Bartleby, the Scrivener” (pp. 181-182)
  • Ralph Ellison, “Battle Royal” (p. 155)
  • Nathaniel Hawthorne, “The Birthmark” (p. 164)
  • Raymond Carver, “Cathedral” (p. 31)
  • Ernest Hemingway, “A Clean Well-Lighted Place” (p. 48)
  • Jamaica Kincaid, “Girl” (p. 172)
  • Flannery O’Connor, “A Good Man is Hard to Find” (p. 117)
  • Sandra Cisneros, “The House on Mango Street” (p. 151)
  • D. H. Lawrence, “The Rocking Horse Winner” (p. 174)
  • James Baldwin, “Sonny’s Blues” (p. 23)
  • Tim O’Brien, “The Things They Carried” (p. 184)
  • Eudora Welty, “A Worn Path” (p. 22)
  • Nathaniel Hawthorne, “Young Goodman Brown” (p. 29)

NEED IN NEXT 6 HOURS!!!

Summary

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Hello .. 

 

I just need a summary for this article and the summary shouldn’t be short .. and i wanted to be clear that it’s related to Sociology.

____________________________________

 

 

 

 

 

 

 

 

 

 

Social Media and Society: The Good, The Bad and The Ugly

 

 

Social media sites have taken over our lives. It’s hard to even imagine that 10 years ago there was no Facebook or Twitter! 15 years ago people were actually waiting to hear from each other because even email wasn’t that common.

 

How did social media actually influenced our life and the society in general? 

Social media has definitely made us closer to other parts of the world. But let’s think about it. There are 3 types if it’s possible to categorize it. The Good, The Bad, and The Ugly!

 

 

The Good

 

First, we have the obvious: communication. We are living in a time where the world is open to us. We can contact anyone around the world, at any time. We can also share elements of our life, from what we enjoy to photos of ourselves and those in our lives. It is like being a part of that person’s world, even though distance keeps you apart.

 

We also have the communication between people and businesses. Since they have paved a new way for interaction between the two, customers can now tell brands exactly what they want. Businesses can then use that information to tailor their products of more appeal. They used to have to spend a ton of cash for this kind of marketing data. Customers used to have to spend hours on phones getting more and more frustrated when they had a problem or complaint.

There are also causes and information. Social media has made it possible for like minded individuals to discuss important topics, widen their personal knowledge and discover things they never knew before. For example, young people around the world are now more involved than ever in their country’s politics. The last presidential elections in the US are proof of that. Social media has contributed to that increase in a big way.

Non-profits are seeing the benefits of using social media for their awareness campaigns. Sites like Facebook, Twitter, YouTube and others are a cost effective means of spreading the word and getting support. There is no doubt that there are many reasons to love social media.

 

 

The Bad

 

But not all consequences of this technology are good ones. Like the way it has allowed us to hide behind screens and limited our social interaction face to face. You get the feeling of being social without having to go out and socialize. Just think of how many people you have on your Facebook friends list. How many of them do you see on a semi-regular basis? At all?

 

Then we have the issue of how it has taken over our lives. Seeing people outside talking never bothered me as long as they weren’t being obnoxious. Nor does sending off a quick text bug me; maybe they are meeting someone and telling them where they are, or something. It is the obvious Facebooking or tweeting or whatever else that keeps people’s eyes glued to their phones.

 

It also shows a serious problem with distraction in today’s society. We can’t enjoy the world around us for an hour without retreating back into that safe little digital box.

Productivity is pretty much shot thanks to social media, as well. Admit it, you check your profiles during work, or find yourself wandering over to YouTube or your favorite blog during work or study hours.

 

 

The Ugly

 

Some of what social media has done isn’t just ‘bad’, it is flat out ‘ugly’. Like the number of relationships that have been broken up over social networks. Now, don’t misunderstand me, I am not saying that Facebook is to blame for this. It is just a tool that has seemed to make it easier to cheat, or to do things that cross a boundary in your relationship. Like flirty PM’s with that high school sweetheart you haven’t seen since graduation. Let’s not forget the badly spelled, grammatical nightmares that you would need a magic decoder ring that translated moron into English to read.

 

 

Conclusion

 

The effects of social media have been somewhat balanced, to be honest. There are many good things about it, and many bad things. In the end, if you can keep your own life centred in reality and use social networking as a small part of it, you should be just fine.

 

For those who can’t, it might be time to turn off the computer for a bit and go for a walk.

 

PAD 505 Week 10 Assignment 5: Multiyear Plans and Analysis

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Preparation

  • Review the document titled “City of Charlottesville 2010 Annual Comprehensive Plan” located in the course shell.

Write a three to four (3-4) page paper in which you:

1.     Review the “City of Charlottesville 2010 Annual Comprehensive Plan” and then complete Exercise 1 on page 152 using Exhibits C and D in the Annual Report and Table 9.4 on page 148. Change the title headers to the agency name. Save the Excel File as the agency’s name and include the Multiyear Plan.

2.     Analyze the comparison of ratios.

3.     Analyze the measures of liquidity.

4.     Analyze the long-term solvency.

5.     Analyze asset management rations.

 

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. Check with your professor for any additional instructions.
  • Include a cover page containing the title 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:

  • Evaluate a budgeting system at any governmental level.
  • Analyze the scope and sequence of budgeting in terms of sources of revenues, purpose of government expenditures, budget cycles, budget preparation, and debt administration.
  • Examine the key components of developing multiyear plans and analyses.
  • Use technology and information resources to research issues in public budgeting and finance.
  • Write clearly and concisely about public budgeting and finance using proper writing mechanics.

Component #1: Developmental Considerations in Counseling

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Component #1: Developmental Considerations in Counseling

1) When using interventions with children and adolescents, the developmental level of the client is an important consideration. Discuss the effect of developmental levels on both the choice of intervention and the potential effectiveness of an intervention.

2) What would a developmentally savvy counselor need to take into consideration when planning assessment and interventions for those in mid-adolescence?

3) How might a counselor explain what “counseling” is to a low-ability 14 year old boy? To a gifted 10-year-old? To a high school senior with average intellectual ability?

Component #2: Individual Counseling Process

1) Discuss the stages of the counseling process when working with hypothetical client Nancy, a 12-year-old adolescent who was recently adopted from the foster care system and is having difficulties with her new younger siblings.

2) Discuss the construct “resistance” in terms of:

-How can it be conceptualized?

-What might contribute to it?

-How might it be reframed as something positive?

-What are some appropriate counseling responses to it, including strategies for working with it?

3) Discuss termination issues related to counseling children and adolescents, citing at least six strategies that can potentially help both counselor and client to end the counseling relationship appropriately.

Component #3: Ethical and Multicultural Considerations

1) What are the legal and ethical concerns when working with a minor who was referred for counseling by his or her teacher? Specifically cite applicable ASCA and AACC ethical standards.

2) What theoretical orientation(s) will you primarily use when counseling students and why? Identify how you considered culture in your theoretical orientation choices. 

Component #4: Brief Counseling

1) Describe the eight characteristics of brief counseling.

2) Give an example of each characteristic.

3) Brief counseling is simply a tool for helping people. Under what circumstances is brief counseling an appropriate tool?An inappropriate tool?

4) How does the brief counseling model differ from a psychodynamic (humanistic, Adlerian) approach?

Component #5: Play Therapy

For each of the following scenarios, decide which of the play therapy skills described in the Vernon text (tracking, restating content, reflecting feelings, returning responsibility to the child, using the child’s metaphor, and limit setting) you would use to respond to the child. Generate several different responses to each one, remembering that you can combine several kinds of skills in a single response.

1.      Glenda, a 6-year-old, was referred because she seems to be extremely distressed about her parents’ recent divorce. She comes into her third play therapy session frowning and crying, sits down, and says, “I hate my mom. I wanted to play, and she made me come here.”

 

2.      Lee Su (7) is a Chinese American. She has been referred for getting into repeated fights on the playground, which she has contended are started by other people. She arranges the green soldiers in one line and the tan soldiers in another line, and (with lots of sound effects – yelling ethnic slurs, screaming in pain) has the tan soldiers wipe out the green soldiers. As she is doing this, she seems to get angrier and angrier.

3.    Christina, an 8-year-old whose presenting problem is anxiety and depression, begins to draw a picture, turns to you, and says, “I am going to paint this picture for you. What do you want me to paint?”

Component #6 Counseling At-Risk Children/Adolescents

1) Using McWhirter and colleagues’ (2007) framework for prevention and intervention, discuss the types of interventions you would utilize and structures you would want to have in place to work with the following problems faced by children and adolescents at risk:

– Suicidal children and adolescents

– Substance abuse & addiction

– Depressive disorders in children and adolescents

2) When would you have to breach confidentiality and what obligations do you have to your young client with regard to privacy?

3) When is a referral to outside resources warranted?

 

 

 

Communication Dicussion Question 5

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First discuss how communication functions in your everyday life? Where do you see yourself having strengths in communication? What are your weaknesses? Secondly, discuss an organization to which your currently belong. How does the organization tell their story?


1. Understand the concepts

3.  Know how to apply them to your life and a situation from your life OR the posted assignment

Here is the protocol for posting and contributing to an online discussion:

 

  1. You are expected to participate in an initial post by Wednesday, 11:59pm as well as  two peer responses no later than Sunday, 11:59pm.
  1. You should begin at least one thread and provide at least two posts in response to other participants’ threads. 
  1. Posting should be a minimum of one short paragraph and a maximum of two paragraphs.  Word totals for each post should be in the 150-200 words range.  Whether you agree or disagree explain why with supporting evidence and concepts from the readings or a related experience.  Include a reference, link, or citation when appropriate.
  1. Be organized in your thoughts and ideas.
  1. Incorporate correlations with the assigned readings or topics.
  1. Stay on topic. 
  1. Provide evidence of critical, college-level thinking and thoughtfulness in your responses or interactions.  Avoid summarizing.
  1. Contribute to the learning community by being creative in your approaches to topics, being relevant in the presented viewpoints, and attempting to motivate the discussion.
  1. Be aware of grammar and sentence mechanics. 
  1. Use proper etiquette.  Remember that being respectful is critical.

English

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Cause/Effect or Proposal Argument Essay

(10%)

The Specifics – this applies to BOTH option A or B

·      Must be 3-4 pages, double spaced

·      Times New Roman, 12 pt font

·      Hook and Title

·      Sources: Must include at least three acceptable sources with proper in-text citation and a Works Cited page (APA or MLA)

·      On your paper heading on the left hand side, indicate the type of essay: Cause, Effect or Proposal)

Option A: Cause OR Effect Argument Essay

Explain and argue the causes of a particular situation (an event, a phenomenon, or a trend) that interests you. Narrow your topic enough to treat it in some detail, and provide more than a mere list of causes.

In a nutshell:

·      Argue the causes of your particular topic, identifying the main and contributory causes

·      Use researched evidence (including direct quotes) to support your claims.

In addition to simply arguing the cause of a particular topic, you will need to backup your assertions with researched evidence. You will have to research your topic to find evidence that helps you argue your cause(s).

You are free to choose your own topic. You are also welcome to write an EFFECT essay (it’s one or the other for this assignment; do not write a cause and effect essay).

Structuring a Cause OR Effect Argument

Here is a general template to work off as you’re putting your paper together:

*Note: your thesis should state the MAJOR cause or effect of your situation/topic. But this thesis will be preceded with a line to briefly mention your contributory causes (two should be good for this paper length) in order to set up the paper properly.

  • Title: The causal/effect question makes a great title for your essay. Your answer to the question will be the thesis of your paper.

·      Introduction – explain the need to examine the causes or consider effects

o   Include a line about contributory causes. Then state your thesis which should include the major cause. For example: “Family disputes and the hassle of traveling are among some of the reasons why people dread the holidays. Above all else/by far/it is clear that unrealistic expectations are one of the primary/major causes of holiday stress.”

·      Background on the topic

·      Refutation of opposing arguments (this could be combined with Background in one paragraph)

·      Contributory causes or effects – discuss less important causes or effects with ONE SOURCE

·      Major cause or effect –  discuss major causes or effects with AT LEAST TWO SOURCES

·      Conclusion

Option B: Proposal Argument

This essay should do two things:

·      Convince me that a problem does, in fact, exist and is need of a solution

o   Go into detail about the problem; who does it affect, what is the relevant history and background, give me some context, what’s at stake here if nothing happens. Make it real, hard-hitting and persuasive enough to have a reader (me) care about this particular problem

o   One of your sources should provide evidence for this problem

·      Offer a solution that is practical and worthwhile

o   Be clear about the benefits of your solution and think about how you can address the following:

      • $$$  –  you don’t have to give me specific numbers, but if there’s money involved, show me where the money is coming from
      • who will be responsible for implementing it,
      • how easily it can be implemented,
      • how much time it will take to set it up and make it work,
      • what kinds of materials and labor are needed to make it work,
      • how it addresses the problem

o   You’re not necessarily proposing an original solution to a problem – you’re picking one among many existing proposed options or you can certainly come up with a hybrid of ideas or something entirely new that could still have elements backed up by research.

Picking a Topic

You can make either a practical proposal for a specific, local problem or a policy proposal that addresses a broader issue. You may write on any topic you wish, but make sure that you can deal with it adequately in a 4 page paper.

General structure

*denotes where you should include one of your three sources

·      Title:  You can be creative or stick with “A Proposal to ____”

·      Introduction – hook, context and thesis

·      *Explanation of the Problem – what is it; why does it need to be solved

·      *Explanation of Solution – your proposed solution

·      *Evidence in support of your Solution – use sources here

·      Benefits in support of your Solution – who does it impact, how, give me numbers and heartwarming stuff here

·      Refutation of Opposing Arguments – address objections to the proposal

·      Conclusion

 

 

(((pleas,don’t forget the topic and to highlight thesis statement,  and to underline purpose statement and bold ethics)))

EDU 620 Creating a UDL Instructional Plan

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EDU 620 Creating a UDL Instructional Plan

Creating a UDL Instructional Plan

This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, you develop a lesson plan that incorporates UDL and effectively leverages educational technologies in the classroom. Specifically, using the Cast UDL Lesson Builder (2011) website (see instructions below on how to access this website), you will create a lesson in either English/language arts (ELA) or mathematics that includes the components listed in the content expectations, below.

Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.

There are two parts to this assignment: Part I is an actual instructional plan and Part II is a final summary.

To prepare for Part I, you must first log onto the CAST UDL Lesson Builder (2011) website. Create a free account. Next, click on “Create, Save & Edit My Own UDL Lesson Plans” and begin constructing single lesson for a specific grade level focusing on either reading/language arts or math only. Each respective portion of the plan is inserted by selecting “Edit” and are detailed below in the Part I Content Expectations. For more information on each part of the lesson plan, click on the “More Information” button located in the lesson plan builder. 

Note: Not all parts of the lesson plan will be used. Read the Content Instructions below to ensure you complete each component that is required.

Content Instructions

·         Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minutes long, depending on your population.) 

·         Lesson Description for the Day (0.5 point): Include a brief description of the essential learning to be experienced by students and practiced during the lesson. Include the approximate duration of the lesson (30 to 90 minutes total). 

·         State Standard/s (1 point): Include the state grade-level standard this lesson aligns with. Include the whole standard rather than just its label (see Instructor Guidance for an example). You may use a standard from the Common Core State Standards or your own state standards.

·         Lesson Goals (1 point): Also known as the lesson objectives. Construct one to two content-specific objectives for lesson. The objectives should be written in student terms and contain a single, observable, and measurable verb indicating the skill in students will be assessed for during instruction.

·         Teaching Methods:

o    Describe the anticipatory set (1 point)

o    Address how you will introduce and model new knowledge (1 point)

o    Describe the guided practice (1 point)

o    Describe the independent practice (1 point)

o    Wrap-Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experience.

·         Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guided practice and/or independent practice stages of the lesson. 

·         Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation.

Written Communication Instructions

·         Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Part Two – Analysis/Summary Content Instructions

·         Reflection (3 points): In a separate two-to-three page Word document, include a reflection in which you address the following questions:

o    How does your lesson serve as motivation for learners?

o    How does your lesson stimulate critical thinking in your students?

o    How does the lesson model a non-threatening environment providing differentiated learning opportunities without isolating students?

Written Communication Instructions

·         Length Requirement (0.5 point): Two to three pages not including the title and references pages.

·         Syntax and Mechanics (0.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

·         Source Requirement (0.5 points): Utilize at least two scholarly resources and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

·         APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.

 

 

Terminating Government Contracts

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According to the Congressional Budget Office, Civilian agencies obligated over $435 billion in fiscal year 2012 for services–80 percent of total civilian spending on contracts. Service acquisitions have suffered from termination of contracts.  Imagine that you are a contracts officer for the Internal Revenue Services (IRS), and that your supervisor has tasked you with the procurement of a new software system for processing tax returns. 

 

Review “Contracting Officer’s Decision” in Chapter 22 of the textbook and the information from the following Websites:

 

 

Write a six to eight (6-8) page paper in which you:

 

  1. Examine the manner in which termination for default can be categorized as both a cost savings measure and a creator of additional cost. Provide one (1) example to support your response. 
  2. Conclude the manner in which the termination for default clause impacts contracts when it is also both a cost savings method and a creator of cost mechanism.  Provide a rationale for your response.
  3. Provide your opinion as to whether or not the Contract Disputes Act overlaps the FAR’s Standard Disputes clause. Justify your position. Suggest language that would merge the two (2) acts, thus streamlining the dispute process and making it timelier.
  4. Predict two (2) ramifications of a failure to terminate the entire contract and opting to engage in a partial termination. Compare and contrast the major differences between a partial termination and a deductive change. Provide two (2) examples that depict the necessity of each of these types of termination clauses.
  5. Debate whether or not the contracting officer holds too much power where the awarding of government contracts is concerned. Propose a checks-and-balances system that provides two (2) standards for ensuring that the contracting officer: a) does not have the sole choice in vendor selection; and b) is not in a position to be enticed to award a contract that would invite impropriety. Provide a rationale for your response.
  6. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia does not qualify as an academic resource. 

 

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 or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title 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:

 

  • Describe the legal and administrative framework and socio-economic considerations of the federal procurement process.
  • Compare and contrast the consequences and remedies of “termination for default” and “termination for convenience.”
  • Use technology and information resources to research issues in procurement and contract law.
  • Write clearly and concisely about procurement and contract law using correct grammar and mechanics.