Social Media & Public Notification

Social Media & Public Notification

EMAN- 620  Information Technology in Emergency Management (2168)

Your response should be exemplary, think critically, precisely, clearly and then express yourself succinctly. Each posting should be a minimum of 150 wordsper question and REQUIRES citation to reference sources, no more than 3 years    OLD !!!!!.






This is a Social Media Exercise 


Task 1 Accountability:


  • On Wednesday morning I will be sending out a tweet that indicates a mock disaster has occurred.
  • When you receive this you are to report your status as ok, or Needing assistance or other.
  • You must include a location as well. You can use a generalized location such as a neighborhood or city if you prefer.

Task 2 Messaging:

  • Create/Tweet a specific and unique message that promotes Disaster preparedness.
  • Here are a few examples that you can modify, or create one from scratch:


Each student must submit Questions 1&2 in the assignments folder.

Question 1-Accountability: Provide a simple report on the accountability of all your fellow students. Include the location and time after the original tweet was sent.

Question 2-Messaging: How many times was your message retweeted? Provide a screen shot .



plato paper

please please please write this paper plagiarism free.write it as professional as you so important to me to get an A on this paper.

General Directions for Textual Interpretation and Critique Philosophy Paper

(One style of argumentative paper)


Purpose of this kind of paper

To practice following, explaining, and critiquing an argumentative passage—a line of reasoning that leads to a specific conclusion—in clear and succinct prose.


From writing to text based arguments

  • Writing in general
    1. Brainstorm on various types of and purposes for written work
    2. Arguments are a small subset of the above
  • Arguments in general
    1. Not persuasion (as in winning a debate)
      1. Rather, establishing a point (a truth) as honestly and fairly as possible
    2. Where do you encounter arguments?
      1. Law, politics, business, religion, philosophy, sciences, and of course mundane decisions like which milk to buy
      2. Everywhere and any time someone makes a decision based on evidence and reasoning you have an argument
  • Structure of arguments
    1. Premises
      1. Evidence (ideas and information) offered in support of a conclusion
      2. They are theimportantideas in a “line of reasoning”
    2. Inference
      1. This is the “mental movement”the mind makes to draw a conclusion from given premises
      2. This is often called “reasoning”
    3. Conclusion: (a.k.a. thesis)
      1. That which is proven in a good argument, and allegedly proven in a bad argument
      2. The conclusion must be something controversial
  • Side note
    • An explanation is not an argument
    • Explanations attempt to account for given, agreed upon, situations, or states of affairs
      • Arguments always try to prove something controversial
    • People do argue about which explanation best accounts for an accepted fact
  • Text-based arguments
    1. An argument that attempts to provethat a text’s argument about some controversial issue is either successful, or not
    2. There are better and worse interpretations of a text’s argument
      1. Good interpretations are fair, honest, complete, reasonable
      2. Bad interpretations are uncharitable, dishonest, selective, unreasonable, mangled
  • The primary evidence for any textual interpretation lies in the line of reasoning in the text (not in secondary sources)
    • Historical and contextual information and other interpretations can be helpful, but are not the primary source to start with
    • And disagreements usually must refer back to the text
  • Common problems
    1. Weak text-based argumentative essays often:
      1. Start with incorrect assumptions
      2. Contain basic misunderstandings of the text
  • Exhibit poor reasoning or scattered thinking
  1. Have significant grammatical errors that interfere with communication


Components of the paper

  • Thesis
    1. The central claim of your paper
    2. In this type of paper you attempt to prove that the line of reasoning in a text, about an issue, is good or bad, convincing or unconvincing, successful or unsuccessful, or something in between
    3. Examples of what doesn’t count as a thesis and why
      1. “In this paper I will show how Plato talks about justice.”
        • Descriptive claim, not argumentative
      2. “Plato is concerned with establishing the nature of justice.”
        • Descriptive claim, not argumentative
  • “In this paper I will argue that Plato is wrong about justice.”
    • This probably introduces an argument about the topic rather than text’s line of reasoning regarding the issue
  1. “Plato has a naïve view of justice.”
    • Again, this introduces a paper that is probably not related to text, but rather is about the topic.
    • Although the word “naïve” sounds combative, it doesn’t make the thesis argumentative
  2. “Justice is discussed in Plato’s Republic.”
    • Descriptive claim, not argumentative
    • Passive voice. Aim for active voice.
  3. “In Plato’s Republic, he make some weighty observations of justice.”
    • Descriptive claim, not argumentative
    • Several grammar problems
      • Republic not italicized
      • ‘Plato’ and ‘he’ are redundant
      • Verb make should be makes
      • Weighty sounds like a “thesaurus word”, and is ambiguous here
      • ‘of’ is close to slang. It should be ‘about’.
    • “Is Plato’s concept of justice true, or not?”
      • This is a question rather than a claim
    • “I believe Plato’s argument is pretty good.”
      • Avoid weakening phrases such as, “I think”, or“I believe”.
        • Be bold. There’s no need to prove what you think because you are the best judge of that
  1. Examples of good thesis statements
    1. In this paper I will prove that the author’s reasoning in support of the thesis that it is important to think before acting is weak.
    2. Although I agree with the author’s conclusion that it is important to think before acting, the argument presented in this text is inconclusive.
  • While Anon’s conclusion, that it is important to think before acting, is provocative and entertaining, I will prove that since the line of reasoning is fictional, based on mistakes made by an overconfident Chicken, the story doesn’t actually prove this point.
  1. Anon’s conclusion, namely that it is important to think before acting, is conclusively proven through the text’s flawless line of reasoning.
  • Introductory Paragraph
    1. Assume your audience knows nothing about the topic. What do you need to do to get the paper started?
      1. Introduce the author and the text
      2. Introduce the time period and any helpful historical context
  • Note the issue(s) the text deals with
  1. Narrow the focus of your paper, as needed. What you will, or won’t be talking about
  2. Include the text’s conclusion about the issue
  3. Give an explanation of why the topic is important
  • Your thesis about the quality of the text’s argument
  • Body
    1. Think of the thesis as a promise to the reader. What you need to do to fulfill this promise constitutes the body of the paper
      1. Present the author’s line of reasoningregarding the issue in question
        • It is usually best to present this as a linear set of steps, from start to finish, in sequence
          • Jumping around within the argument makes it difficult for the reader to understand how the argument develops, and so, why your critiques are relevant
        • The summary should include an appropriate level of detail such as the points you might later criticize, and any material that helps the reader to understand the flow of the author’s line of reasoning
        • The line of reasoning should be clearly comprehensible to someone who hasn’t read the text (i.e., without mysterious gaps), but also without unnecessary details
        • The summary should be fair and honest
          • The “author” should be able to agree this represents their line of reasoning
          • This step is important in order to establish a basis for communication regarding the line of reasoning
          • Without this all you can prove is that a straw-man (a watered-down version) of the line of reasoning has the quality you claim
  1. Explain the reasons for the development of the argument as you present the argument. This can help your reader understand the line of reasoning.  For example:
    • “In order to introduce the topic the author . . .”
    • “Anticipating a potential objection . . .”
    • “Responding to the objection that . . .”
    • “The author clarifies their understanding of the term ‘X’ by . . .”
    • “The first piece of evidence is . . .”
  • Critique the line of reasoning
    • Again, this is about honesty and “truth”, not about persuasion, or demolishing another’s text to support your own ego
    • Critiques can be positive, or negative
    • They should aim to deepen reflection on the topic, highlight areas for further inquiry, and provide evidence for a final evaluation
    • It’s generally better to wait to critique until the presentation of the text’s line of reasoning is complete, otherwise the critique may end up feeling like a “shotgun” attack, in which the significance of your concerns is easily lost
    • A few things you might critique:
      • The flow of the line of reasoning
      • The truth of the premises
      • The consistency (avoidance of implicit or explicit contradictions)
      • The assumptions
      • The sufficiency of the evidence to establish the conclusion
      • The relevance of the reasons offered in the text
      • Places where evidence or reasons are missing
      • Places where reasoning, evidence, or insights are particularly strong
    • A few things to avoid when composing a critique
      • Avoid critiques based on your own opinions/beliefs, because trying to prove these in such a short paper would be either impossible, or a distraction
      • Avoid relativity, “It’s true for them, but not for me.” This is simply an excuse for not thinking
      • Avoid the “we all believe this” syndrome. Write as if you were writing for a skeptic
      • Don’t be artificially critical
      • Don’t critique the author’s thesis, rather critique the line of reasoning
  1. Additional reflections on the text as a whole
    • If you would like to, you can present and discuss anything else that is important from (or regarding) this text—anything that has a bearing on what you’re proving: such as literary devices, writing style, historical considerations, etc.
    • This is optional
  2. Style
    • Write in a manner that is stylistically accessible
    • Your language should be clear, direct, to the point, and without fluff.
      • Avoid “academic” language, unless you are confident in your use of specific terms and devices
    • The flow of the body of your paper (i.e. your reasoning)should be clear, logical, and well organized
    • But, write in a style that is comfortable for you and that reflects any deeper complexities you wish to communicate
  • Conclusion
    1. Review briefly what you set out to prove, and how you proved it
    2. Stay within the level of evidence you’ve provided. Don’t exaggerate, or understate, what you’ve accomplished
  • Indicating the level of certainty you have about your conclusion can be helpful


#1:1.Download and submit a complete PDF of Wet Seal 2015 annual report.2.Write at least two paragraphs(1.5 spaced, using Microsoft Office Word)that includes the following: a.The name of your company, its trading symbol, and the name of the stock exchange it trades on.b.A summary of the report of your company’s independent auditor. i.Find the letter from the independent auditor in your annual report. (This is not the same as the audit committee.)ii.What is the goal/purpose of the independent auditor?iii.Who was your company’s independent auditor?iv.What opinion did they express on the annual report: unqualified, qualified, adverse, or disclaimer? v.Explain what that type of opinion means for the users of your company’s financial statements. (Google it.

Week 2: Research Proposal

Assignment Instructions

Week 2: Research Proposal

Following the model below (including bold headings), compose and submit a detailed research proposal. Remember that your final paper must include a minimum of 7 sources with at least 4 sources coming from peer-reviewed journals taken from the APUS library.

Professor/Instructor Name

Background/introduction: In this section, you will present your research topic and explain its significance. Why is it an important topic to research? Be sure to include any background information your instructor may need.

Description: Identify the main concern about your topic; include your research question and any relative secondary questions. You must include your working thesis statement, identifying it with the phrase: “My working thesis is….” You must also include the expected results of your research. Remember that a thesis statement is typically one complete sentence that is not a question.

Plans, Methods, and Procedures: Explain how you plan to research your topic. Will you be conducting primary research (such as surveys or interviews) or relying mainly on library research (databases, department portals, specific search engines)? What note taking methods will you employ? How will you keep track of your sources? Include the documentation style you will be using and a working bibliography, formatted in that style, following the guidelines found at APUS Citation Guides.   This web site is the citation standard for the class and must be followed for all citation formats.

Schedule: Include all course deadlines and any additional deadlines you have set for yourself. Decide when you will take notes and when you will compose the paper. (Some people do one and then the other; others alternate.)

Approval Request: Ask your instructor for feedback and approval.

Instructor/Professor____________, please approve my plan and include any needed feedback to improve my research essay.

Student ID#:  4103008

Password: Amu123!@



role of social media in crime ratio

i had no other option but to select the subject area marketing, but work according to the instructions. write me a 500 words general article on the given topic. no references or apa format is required. make sure to add 2 pics in the article. word count should not be more than 500 only follow the attached files for format instructions and check the sample. work accordingly. and so on

Business Law


The role of many classes is not only to provide you with the opportunity to gain knowledge about a particular subject, but to help you learn to apply that knowledge.  And, since each field has its own way of applying knowledge, a purpose of the class is also to help you learn to think like the people do in that field.  In a biology class, you learn something about biology, but you also learn how to think like a biologist.

This is a law class, and that means that you can learn something about the law, but also that you can learn something about how to think like a lawyer.    According to an article by Anne-Marie Slaughter, thinking like a lawyer means “thinking with care and precision, reading and speaking with attention to nuance and detail. It means paying attention to language, but also understanding that words can have myriad meanings and can often be manipulated. It thus also means paying attention to context and contingency.”

There is a both a science and an art to thinking like a lawyer, but the first skill set that you have to develop is critical thinking.  And critical thinking is a science, which means that anyone can master it, if they will take the time to learn how.

In their book Think Critically, Facione and Gittens offer a simple mnemonic device that can help you think critically.  They advocate the IDEA model:

Identify the problem and set priorities

Deepen understanding and gather relevant information

Enumerate options and anticipate consequences

Assess the situation and make a preliminary decision

The IDEA model is actually a great way to think critically about the law.  This exercise will provide a scenario which presents legal problems, use the IDEA model to analyze it.  Your task will be to use the IDEA model to analyze the scenario your own.



New Mexico High School is a public high school.  Dyson Stevens, a senior at the high school, is point guard for the basketball team; Pauline Williams is a cheerleader.  Last year, Pauline called the police, and claimed that she had been sexually assaulted by Dyson.  She told the police that she and Stevens were at the same party, but not together.  He cornered her in the bathroom, groped her, and began ripping her clothes off when someone came into the bathroom; Dyson fled.  Dyson denied the charge, and said that they were initiating consensual sexual contact when they were interrupted.  No charges were brought against Dyson.

A problem arose during the first basketball game of the season this year.  Dyson had been fouled, and was at the free throw line.  As was the custom, the cheerleaders were yelling him on, except for Pauline.  She stepped back from the rest of the cheerleaders, turned her back to the court, and crossed her arms.  Dyson took his shots, making the first one and missing the second.

Immediately afterwards, the basketball coach talked with the cheerleading coach, who then talked with Pauline.  Pauline said that she was not going to cheer for someone who had tried to rape her.  The coach said that she had to cheer for all of the players.

A few minutes later, Dyson was again fouled, the scene described above repeated itself; while Dyson took his free throw shots, Pauline stepped back from the rest of the cheerleaders, turned her back to the court, and crossed her arms.

Again, the cheerleading coach, this time joined by the high school principal, talked with Pauline.  Again, she said that was not going to cheer for someone who tried to rape her.  Again, the coach said that she had to cheer for all of the players.  The principal then told her that unless she was going to cheer for all the players, including Dyson, she had no place on the cheerleading squad.  She repeated that she would not cheer for Dyson.  The coach then told her that she was cut from the team.

Pauline has now gone to meet with some lawyers, asking whether she can be cut from the high school cheerleading squad for refusing to cheer under the circumstance.

Your task is to work your way through the IDEA model.  As this is not an exercise in legal research, I am not expecting you to conduct your own independent legal research.  In other words, the cases I have attached provide the legal precedent or law that should be used in your analysis. As you read these materials, please keep in mind that the entire cases have not been provided rather a substantially edited version so that you have less reading.

To complete this assignment, please prepare a written analysis which should be set up using the following format and include the appropriate discussion.

  1. Identify the legal issue (This is the I– Identify in the IDEA Model) 5 points
  2. Identify both sides of the legal issue i.e. each and every legal issue is seen/argued differently depending on what side of the issue you are on. (This corresponds with the D-Deepen Understanding in the IDEA Model) 12 points

3.Analyze both sides of the issue based on the legal precedent provided; please cite the cases you used in the analysis.[2] (This corresponds with the E-Enumerate options section of the IDEA Model)                                                          12 points

  1. Conclude the discussion with providing what you believe the outcome of the situation should be (This corresponds with the A-Assess the situation and make a preliminary decision section of the IDEA Model) 5 points
  2. Writing and presentation of analysis 6 points                                                                              Total Points        40 points

[1]This case was written and developed by Professor Matt Holt. It is being used in this class with permission and used as tool to evaluate critical thinking.

[2] Cite the cases as follows: Tinker et al v. Des Moines Independent Community School District et al; 393 U.S. 503 (1969); Hazelwood School District et al v. Kuhlmeier et al; 484 U.S. 260 (1988); Sissy Littlefield et al v. Forney Independent School District et al; 268 F.3d 275 (5th Cir. 2001).