government homework

 

Title of Paper

Student Name

Course/Number

Due Date

Faculty Name

 

Title of Paper

Triple click your mouse anywhere in this paragraph to replace this text with your introduction. Often the most important paragraph in the entire essay, the introduction grabs the reader’s attention—sometimes a difficult task for academic writing. When writing an introduction, some approaches are best avoided. Avoid starting sentences with “The purpose of this essay is . . .” or “In this essay I will . . .” or any similar flat announcement of your intention or topic. Read more: Center for Writing Excellence>Tutorials and Guides>Essay Development>Guidelines for Writing Academic Essays.

Level One Heading

Replace the level one heading with the words for your heading. The heading must be in bold font. Headings are a necessary part of helping your audience track the sub-topics discussed in the body of the essay or report.

Be sure to indent the first line of each paragraph between five and seven spaces by pressing the Tab key one time on the keyboard. In addition, remember to double space the entire paper using the double space functionality in Word. This template is already formatted for double spacing. Read more: Center for Writing Excellence>Tutorials and Guides>Software Tutorials and Guides>Formatting Tutorial for APA.

In addition, keep in mind an academic essay should contain at least five paragraphs, which includes the introduction (introductory paragraph), the body (which is generally at least 3 paragraphs), and the conclusion (generally one paragraph). Most well-developed paragraphs contain at least 3-5 sentences, one of which is the topic sentence. Limit each body paragraph to one sub-topic.

 

Level Two Heading

Replace the level two heading with the words for your heading. The heading must be in bold font. Read more about APA headings on the APA Style Blog.

Conclusion

The closing paragraph is designed to bring the reader to your way of thinking if you are writing a persuasive essay, to understand relationships if you are writing a comparison/contrast essay, or simply to value the information you provide in an informational essay. The closing paragraph summarizes the key points from the supporting paragraphs without introducing any new information.

 

 

References

This is a hanging indent. To keep the hanging indent format, triple click your mouse on this line of text and replace the information with your reference entry. You can use the Reference and Citation Examples (Center for Writing Excellence>Tutorials and Guides>Reference and Citation Examples) to help format your source information into a reference entry.

The reference page always begins on the top of the next page after the conclusion.

 

I only need help with part of this assignment. I need 500-700 words for the second bullet……examine the interactions within your service area (Los Angeles Police Department) between the executive functions of the state administrator or county manager and the legislative functions of the state legislature or city council.

 

Resources: Previous Learning Team assignments, Electronic Reserve Readings, the Internet, or other resources

Prepare a 2,100- to 2,450-word paper analyzing major public policy trends in the service area you selected in Week One for your Government Relationships Paper.

Include the following:

  • Evaluate the ability of government to respond to trends.
  • Examine the interactions within your service area between the executive functions of the state administrator or county manager and the legislative functions of the state legislature or city council.
  • Analyze the relationship between doing well for government and doing the public good.

Format your paper consistent with APA guidelines.

Attachments:
Instructor Policies

BPA/301

Foundations of Public Administration

 

Facilitator Information                                                                                                 

 

Joseph Catrucco

jcatrucco@email.phoenix.edu (University of Phoenix)

jsasjj@verizon.net (Personal)

951-304-9626 (PST)

 

Facilitator Availability

I am available from 9 a.m.-9 p.m. Pacific Time on most days, but I attempt to reserve Sunday for my family. On Saturdays, I tend to be online in the morning and then in the evening. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule, if possible. I provide you with these times to make it easier to communicate with me, and not to limit our contact.

I want you to know that, should you need to contact me outside these time frames, you should not hesitate to do so.

For emergencies, when you are not able to gain access to messages in the classroom, please send a message to my personal email address. In the event a third party needs to contact me, please direct them to my contact information listed under “facilitator information.” No third party should use your login credentials to gain access to the classroom.

Late Assignments                                                                                                        

Late assignments receive a 1 (one) point deduction for each day they are late if assignments are not posted by 11:59 p.m. M.S.T. on the day they are due. Assignments more than 2 days late will not be accepted. Technological issues are not considered valid grounds for late assignment submission. In the event of a University of Phoenix server outage, students should submit assignments through email to the instructor and post to the Assignments Page when systems are restored. Unless an Incomplete grade has been granted, learner assignments submitted after the last day of class will not be accepted.

Learning Teams    NOT APPLICABLE FOR DIRECTED STUDY                                                 

One of the learning goals at the University is to help students develop the skill of effective collaboration and team competence.

Several of the assignments in this class will be completed in Learning Teams of three to six students. I will set up these teams. Learning Team Charters and Peer Evaluation forms are required. Please see the instructions in the weekly sections of the syllabus for more information about the team assignments.

University of Phoenix students are expected to work effectively in diverse groups and teams to achieve tasks. They must collaborate and function well in team settings as both leaders and followers. They should respect human diversity and behave in a tolerant manner toward colleagues and peers. If you experience difficulties working with your team, you are expected to resolve them within the team if possible using the terms of the Learning Team Charter. However, please feel free to contact me for guidance if you have concerns in this area.

It is expected that you will actively participate with your learning team and contribute to the team discussions and assignments by a) contributing original work that is accepted and used by the team with proof of originality b) participating in the project from assignment organizing through meaningful final review of the team project for submission, and c) ensuring to your team that your contributions are your original work and properly quoted, cited, and referenced.

While Learning Team projects will be evaluated on outcomes, individual students may receive differing grades based on individual contributions and collaboration.

Learning Teams should provide a brief summary of any communication held outside the classroom. Therefore, if you hold conference calls, work in a real-time chat room, or get together outside the classroom environment in another way, please post a log, transcript, or summary in the Learning Team discussion section. Further, do not use any of these supplementary communication tools unless everyone on your Learning Team agrees to the method and to the schedule. If you have any questions, please contact me.

Grading Scale                                                                                                               

 

Grade A A- B+ B B- C+ C C- D+ D D- F
Percentage 95+ 90-94 87-89 84-86 80-83 77-79 74-76 70-73 67-69 64-66 60-63 <60
Participation                                                                                                                      

Participation is very important online. For full participation credit during participation weeks, you are required to contribute a total of eight substantive messages each week in the classroom. You will be expected to participate on at a minimum of at least three different days during the online week in several different discussions and to contribute substantive discussion messages on each of those days. This is a required part of your grade. Participation consists of notes you send above and beyond graded assignments. This generally means the messages you send as replies to messages from your classmates and me.  Please note that both quantity and quality are important considerations when it comes to participation. For example, a message which says simply, “I agree,” does not constitute participation, because it does not add anything of substance to the discussion.   In order to earn full participation points, you must add something of substance to the discussion per week—this would consist of new ideas, your perspectives, pointed follow-up questions, etc. You will find it is much easier to keep up with an online class when you are logging in and participating regularly.

 

 

Participation Grading

Question responses will count towards the class participation requirement. If you participate fully in each week 1-5 per the UOP guidelines then you will receive the maximum points. If you come up short of the required postings it will be at my discretion as to how many participation points you will receive.

 

There is no student participation requirement during a Directed Study course. Attendance in Directed Study courses is tracked and reported weekly. A Directed Study student is in attendance for a class week if he or she submits an assignment through an assignment link or posts one message to the online classroom for the Directed Study course.

 

******Vital Instructors Course Information and Guidance for Students******_____

APA standards

I grade my papers using the APA standards that you will find on the University website. Specifically, I strongly suggest that you print out the APA Writing Style Paper I have provided for you. I grade my papers generally following the examples you can find in that resource.

Word count 

 

Word count, there is a reason the specific number is there. You will be assessed a deduction in points if your word count is below the minimum or above maximum. Word count does not include the cover page or the references.                     The Abstract
I wanted to specifically point out the requirement for an “abstract”. I require an abstract for every paper, unless I specifically state otherwise. Below is for your clarification.

 

According to section 1.07 of the American Psychological Association (APA) Publication Manual (2001), “An abstract is a brief, comprehensive summary of the contents of the article; it allows readers to survey the contents of an article quickly, and like a title, it enables abstracting and information services to index and retrieve articles” (p. 12).

An abstract will be an Executive Summary as it were of your paper.  I require you to submit with a minimum of 150 words. It should tell me what I am about to read.  The abstract is not meant to be a substitute for introducing me to what I am about to read.  Here is another explanation of what an abstract is.

What is an abstract?
An abstract is a self-contained, short, and powerful statement that describes a larger work. Components vary according to discipline; an abstract of a social science or scientific work may contain the scope, purpose, results, and contents of the work. An abstract of a humanities work may contain the thesis, background, and conclusion of the larger work. An abstract is not a review, nor does it evaluate the work being abstracted. While it contains key words found in the larger work, the abstract is an original document rather than an excerpted passage. Retrieved May 25th 2007 from the UNC Education Department Web site http://writingcenter.unc.edu/resources/handouts-demos/specific-writing-assignments/abstracts

 

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Learning Team Charter (Except for Directed Study)

I would like to point out to everyone that I need to accept your Charter “Before” you submit your first Team Assignment. I will not grade your learning team’s assignment until I have accepted your Charter. Please insure that whoever has taken the lead, posts the Charter in their individual forum for my review. If the Charter is not approved before the submission deadline the Learning team will be assessed a deduction in points at my discretion.
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Your papers “File Name” (the following is very important, if you are unsure ask for clarification)

When you submit your assignment to me, and to minimize the potential for misplacing your paper, when turning in your assignment, I require you to use the following naming convention:

 

The week the paper was assigned (Wk 1)
Name of the assignment e.g. “Example” Public and Private Fiscal Policy Paper
Your name “Example” Joseph Catrucco

 

So when you submit your paper, (Individual or Team) after you have saved it, the Document file name would look something like this, (I have placed my name in as an example of where you would put your name) ((REMEMBER)) the (.doc) is automatically assigned by Microsoft Word so do not include it when creating your file name. (Substitute your team name for your individual name when submitting the team assignment)

 

Wk1 Public and Private Policy Paper Joseph Catrucco.doc

 

Note: if your paper is not turned in with the proper file name as exampled above it will be subject to the late policy also dictated above with one exception, you will be assessed a one (1) point deduction each day until it has been corrected up to a three (3) point deduction for the assignment.

 

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