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To what extend was the rise to the power of Nazi Party caused by crash of the stock market? This is the same criteria as IB history Internal Assessment part 2/section 2/part b

To what extend was the rise to the power of Nazi Party caused by crash of the stock marke

This is the same criteria as IB history Internal Assessment part 2/section 2/part

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b

Please look only part b of the example attached

http://ibhistoryia.weebly.com/section-2.html

Checklist for a successful Section 2, based on the assessment criteria:

Firstly, writing is CLEAR (language must be tight)and COHERENT (well-reasoned)

Secondly, you have used LOGICAL, TIGHT structure that advances the investigation toward your conclusion

Thirdly, you have conducted ON-GOING CRITICAL ANALYSIS of the topic (investigation) and your sources

Fourthly, the investigation (essay) is FOCUSED on the RESEARCH QUESTION (not a wandering undisciplined discussion)

Evidence from a RANGE of sources has been USED [this requires more than name dropping, or the insertion of convenient quotes, you need to CRITICALLY ANALYSE all sources, demonstrating HOW they support the argument you are making.]

You have included varying PERSPECTIVES – ie. different schools of historical thought, different time periods/contexts.
Your essay has built toward a reasoned and well-argued, well-evidenced CONCLUSION.

More details;

In a previous lesson, students explored the politics, culture, economics, and social trends in Germany during the years of the Weimar Republic (1919 to 1933), and they analyzed the strength of democracy in Germany during those years. In this lesson, students will continue the unit’s historical case study by reexamining politics in the Weimar Republic and tracing the development of the National Socialist German Workers’ (Nazi) Party throughout the 1920s and early 1930s.

Students will review events that they learned about in the previous lesson and see how the popularity of the Nazis changed during times of stability and times of crisis. They will also analyze the Nazi Party platform and, in an extension about the 1932 election, compare it to the platforms of the Social Democratic and Communist Parties. By tracing the progression of the Nazis from an unpopular fringe group to the most powerful political party in Germany, students will extend and deepen their thinking from the previous lesson about the choices that individuals can make to strengthen democracy and those that can weaken it.

This is a paper that is focusing on the use of technology in criminal justice problem solving.The paper also provides additional information to use in writing the assignment paper.

Use of technology in criminal justice problem solving

Throughout this course, you have learned different techniques to help you strengthen your critical thinking skills and gain a better understanding about how they apply to the different roles and duties in the field of criminal justice. In this last assignment, you will research the use of technology in criminal justice and how it assists in problem solving.

Consider the following scenario for this assignment:
A federal law enforcement agency has outdated data collection methods, and much of it is done by using paper and storing it in file folders. Consequently, the agency has had a hard time solving crimes and working with other agencies. As a result, you have been hired as their consultant to implement technology and to convince the agency leaders that this is the best approach for the agency. The federal law enforcement agency’s director is excited to hear what you have to say. He has asked you to write a report that she can share with the agency’s leadership team.

Research technology used for data collection, communication, and crime fighting.

Write a 700- to 1,050-word report for the agency’s leadership team in which you:
Explain how technology can help the agency collect data, solve problems, and resolve complaints. Provide examples of technology that could be used, and how that technology would address the agency’s challenges.
Explain how implementing technology would help improve the agency’s internal and external (i.e., with other agencies) communications. Provide examples that outline the technology that would bridge this gap.
Identify ways that technology can aid in minimizing bias and generalizing. Provide at least 1 example of specific technology application.
Describe how the use of technology would aid in tracking and referencing offenders. Provide examples and statistics.

This is a paper that is focusing on the Differentiating learning through an RTI framework assignment. The paper also provides additional information to use in writing the assignment paper.

Differentiating learning through an RTI framework assignment

DIFFERENTIATING LEARNING THROUGH AN RTI FRAMEWORK?:

Students with exceptionalities and all other general education students performing above or below grade level need Differentiated Learning.

Differentiated Learning provides students with different paths to learning and also multiple ways to access content in terms of:

acquiring content;
processing information,
constructing meaning,
making sense of new concepts, and also
developing teaching materials and assessment tools so all students can learn effectively, regardless of differences in ability.

Differentiated Learning is most effective when conducted in small groups and also individual/one-on-one learning.  This is important when considering which Tier of RTI/MTSS/MLSS is most appropriate for your student.

PURPOSE OF THIS ASSIGNMENT:

The purpose of this assignment is to develop and demonstrate proficiency in the following required practice-based competencies:

1.) Demonstrate proficiency in analyzing and also applying Differentiating Learning for students with Specific Learning Disabilities.

Secondly, specific Learning Disabilities (SLDs): The Individuals with Disabilities Act (IDEA) classifies SLDs as its own category of disabilities – sometimes called high incidence disabilities.

High incidence disabilities are characterized by significant delays or impairments in the student’s basic psychological processes needed to understand or use language – spoken or written.

SLD manifests itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations
Also, specific learning disability DOES NOT include learning problems that are primarily the result of: visual, hearing, or motor disabilities; intellectual disability; serious emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiencies.

SLDs include:

Dyslexia—difficulties in reading,
Dysgraphia—difficulties in writing,
Dyscalculia—difficulties in math,
Auditory processing disorder
Developmental aphasia,
Perceptual disabilities,
Minimal brain dysfunction,
Non-verbal learning disabilities,
Executive functioning, and also Memory disorders.

For this assignment, focusing solely on SLDs (Specific Learning Disabilities). Do not address students with attention deficit hyperactivity disorder, autism, intellectual disability, emotional and also behavior disorders, or any other non-Specific Learning Disability.

This is a paper that is focusing on the performing a security risk assessment in an organization. The paper also provides additional information to use in writing the assignment paper.

Performing a security risk assessment in an organization

Performing a Security Risk Assessment
ASSIGNMENT 1
Step 1: Identifying Risk (Hazard Identification)
Basic risk assessment involves only three factors: the importance of the assets at risk, how critical the threat is, and also how vulnerable the system is to that threat. Using those factors, you can assess the risk—the likelihood of money loss by your organization. Additionally, although risk assessment is about logical constructs, not numbers, it is useful to represent it as a formula:
Risk = Asset X Threat X Vulnerability
Risk should be categorized in relation to what your organization does. The main categories often used are:
Strategic;
Operational;
Financial;
People;
Regulatory;
Governance.

Performing a security risk assessment in an organization

Strategic:
Firstly, this allows you to look at external risks, which may affect your organization such as changes in the environment in which you operate. It also lets you look at setting organizational objectives and ensuring you set the right ones and then meet them.
Operational:
Secondly, this looks at the risks, which arise from the services you deliver or the activities you carry out.
Financial:
Thirdly, this section enables you to look at financial risks facing the organization in terms of internal systems, planning, funding, etc.
People:
Fourthly, this section allows you to review risks associated with the employment of staff and the involvement of volunteers.
Regulatory:
Also, this category looks at the legislative framework within which your organization operates.
Governance:
This category allows you to review the risks, which are part of the management of the organization.

There may be a degree of overlap between some of these categories; they are suggested in order to help ensure that you do not overlook important risks. Try to put each risk in the category which is most relevant. Some organizations may find they can combine some of these categories and also some may find they need extra ones.

Column Information Security by Industry
https://www.columninfosec.com/industries.html