Issues and Tech Along Texas – Mexico Border
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Subject: OtherTopic: Issues and Tech along Texas – Mexico BorderPaper details:
The draft is just that: it should include your thesis; at a minimum a complete outline of the content; a semi-complete list of references; and it should be formatted correctly. Now, back to the issue of Homeland Security. In his book, What Happened to the Iraqi Police, Dr. Phelps (ISBN: 978-1-59460-796-7) identifies a series of errors made by Secretary of Defense Rumsfeld and Ambassador Bremer, and others that led directly to the failure to establish control over Iraq after Baghdad was occupied in April 2003 by forces from the United States.
These errors stem from a failure to learn History – instead political and military leadership acted based on a conglomeration of false ideas that arose from a lack of true understanding of what they were dealing with and the past examples they could draw upon. Such a misunderstanding of History is essentially the result of devolution from knowledge to assumption, ultimately leading to mythology. Perhaps Dr. Phelps should replace the subtitle of his book with Acting on Mythology Costs More Than Learning History! Charles Faddis opens his book with a review of the Japanese attacks on Pearl Harbor and the Philippines.
Truth be told, I agree with his evaluation of Douglas MacArthur – who should have been immediately sacked for his failure to act after being informed of the events in Hawaii. How much more-so should be the argument for the sacking of Rumsfeld, Wolfowitz, Bremer, Rice, and others in the administration when the occupation of Iraq went to hell. Or the commanders who allowed Al-Qaeda and Taliban leadership to escape from Tora Bora in Afghanistan? Like MacArthur on December 8, 1941, political, military, and civilian leaders all across America are thinking grand strategic thoughts about how to prevent future terrorist attacks on the United States.
Great plans and policies that deal with Emergency Management, Illegal Immigration, Human and Narcotics Trafficking, natural and man-made disasters, pandemics, and establishing security over critical infrastructure are drawn up, implemented, and never evaluated. We have read many of these plans and policies throughout this degree program. And yet, we still have the unmitigated disasters of New Orleans following hurricane Katrina, EF5 tornados leveling Joplin, Birmingham & Tuscaloosa in 2011, and the Fukishima nuclear disaster in Japan following a massive 9.0 earthquake.
What is interesting about these is that we knew in advance what was going to happen, and developed plans to address the impact of such events, but we still failed. The question is WHY? In each of these events, be it Fukushima or Katrina or Joplin, plans and policies were in place that should have mitigated the destruction and death. Yet something was clearly missing – leading politicians to point fingers in every direction except at themselves – and leaving citizens to wonder what happened as they dragged themselves from the rubble. This is what Faddis is warning us of in his book.
These events have happened in the past, and will happen again. What are we doing about it and how can we prevent catastrophes that face us every day? (Issues on the Texas-Mexico border, and new technologies that can improve the border issues that arise due to illegal immigration and movement of contraband across the border.)
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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