Profile of a Hate Crime Offender Essay example -- Papers

Profile of a Hate Crime Offender Sterilized from emotion, hate crime, also called bias crime, is those offenses motivated in part or singularly by personal prejudice against other because of a diversity-race, sexual orientation, religion, ethnicity/national origin, or disability. Hate crimes are committed out of anger, ignorance, and lack of knowledge of another’s ideas and beliefs. There are many causes for an individual to commit a hate crime. Also, many different profiles fit the description of a hate crime offender. There are ways to prevent and control hate crimes, but they will always be present in society as long as every person has the right to express his or her opinion. The term hate crime first appeared in the late 1980’s as a way of understanding a racial incident in the Howard Beach section of New York City, in which a black man was killed while attempting to evade a violent mob of white teenagers, shouting racial epithets. Although widely used by the federal government of the United States, the media, and researchers in the field, the term is somewhat misleading because it suggests incorrectly that hatred is invariably a distinguishing characteristic of this type of crime. While it is true that many hate crimes involve intense animosity toward the victim, many others do not. Conversely, many crimes involving hatred between the offender and the victim are not ‘hate crimes’ in the sense intended here. For example an assault that arises out of a dispute between two white, male co-workers who compete for a promotion might involve intense hatred, even though it is not based on any racial or religious differences... ...Violence on College Campuses," (Baltimore: National Institute Against Prejudice and Violence, 1990). Fox, James and Jack Levin Overkill: Mass Murder and Serial Killing Exposed (New York: Dell, 1996). Freeman, Steven, "Hate Crime Laws: Punishment Which Fits the Crime," Annual Survey of American Law (New York: New York University School of Law, 1993); pp. 581-585. Hamm, Mark S. Hate Crime: International Perspectives on Causes and Control (Anderson: Cincinnati, 1994). Jacobs, James B. and Jessica S. Henry, "The Social Construction of a Hate Crime Epidemic," The Journal of Criminal Law and Criminology (Winter 1996); 366-391. Jacobs, James B. and Kimberly A. Potter "Hate Crimes: A Critical Perspective," Crime and Justice: A Review of Research, Ed. Michael Tonry (University of Chicago Press: Chicago, 1997).

Mrs. Dalloway :: essays research papers

Mrs. Dalloway (1998) presents a day in the life of Clarissa Dalloway, an upper-class English woman. Clarissa Dalloway is the wife of Richard Dalloway, a Conservative Member of Parliament. The story takes place in London on a day in June 1923, a day when Clarissa is giving a dinner party. She walks to the florist shop to buy flowers for the party. Admittedly, it's no easy task to make a silly woman's foolish choices an engrossing cinematic experience. For that reason alone the people who tried to make a film of Virginia Woolf's novel, "Mrs. Dalloway" get an "E" for effort. It has a sumptuous look, excellent supporting performances, and I wish I could have liked it more. The title character, Clarissa Dalloway, is played by Vanessa Redgrave while she plans a party at her impressive home. As she does, she begins to recall the choice she made years ago when pursued by two suitors who could not have been more different. Rather than reckless passion, her choice, born of cowardice, was for the security of a quiet life full of privilege. Peter Walsh, an old and close friend of Clarissa’s, has returned to England after five years in India, and comes to visit her. Peter Walsh once loved Clarissa, but she had refused to marry him. Clarissa introduces Peter to her daughter Elizabeth. Elizabeth is 17 years old, and has an older friend and tutor named Doris Kilman. Elizabeth goes to lunch with Miss Kilman. Miss Kilman is poor and physically unattractive, and resents the upper-class Mrs. Dalloway. Miss Kilman is a desperate and fanatically religious woman, who wants to take Elizabeth away from her mother, but conceals her feeling under the guise of religiosity and strident charity. Septimus Warren Smith and his wife Lucrezia happen to be walking on the street. Septimus Warren Smith never meets Mrs. Dalloway, but their lives are connected by external events, such as the sight of an airplane overhead, and by the fact that they are both sensitive people who feel empty. Septimus Warren Smith commits suicide the same day that Mrs. Dalloway is giving her dinner party. Clarissa Dalloway as a character in the novel is upper-class and conventional. She knows her life is shallow; her former lover Peter Walsh had called her the perfect hostess. She feels that her only gift in life is in knowing a person through instinct.

Causes of Natural Hazards Essay -- hurricanes and earthquakes

Hazards are possible sources of danger. Types of hazards are those such as hurricanes, earthquakes and volcanic eruptions. A cause is what makes something happen and is a reason for it happening. The two types of hazards I will be outlining the causes for are hurricanes and earthquakes. A hurricane and tropical storms are cyclones. When the winds reach a constant speed of 74 miles per hour or more, it is called a hurricane. A hurricane is caused when a large mass of air is warmed up and the warm humid air begins to rise. As the air rises, it cools and condenses to cloud and rain. They are tropical storms. The hurricanes winds blow in a large spiral around a calm centre called the ‘eye’. The eye is usually 20-30 miles wide and the storm itself may have a diameter of 400 miles. As a hurricane approaches, the skies begin to darken and the winds grow stronger. The hurricane can bring torrential rains, high winds, and storm surge as it comes close to land. A single hurricane can last more than two weeks. An earthquake is a shaking movement of the earth’s surface. It results from faults. The earth’s surface is in continuous slow motion. This is plate tectonics – the movement of rigid plates at the surface of the earth in response to flow of rock within the earth. These plates cover the whole surface of the earth. Since they are all constantly moving, they rub against each other at the boundaries (for example, the San Andreas Fault in California). They sink beneath each other, or spread apart from each other (like the Mid-Atlantic Ridge). At such places the motion becomes less smooth - the plates are stuck together at the edges ... ... into the areas were blocked or bridges were destroyed. If the bridges had been built to survive a hurricane, aid would be able to get to the areas sooner and save lives as they would be able to reach people in time. MEDC’s and LEDC’s are both affected by hurricanes, although MEDC’s are able to respond to them quicker and more effectively then LEDC’s. Both of them need funding so that they can research and monitor hurricanes so that they can respond to them, but the difference between them is that MEDC’s are able to provide themselves with funding as apposed to LEDC’s who are unable to provide themselves with the funding required. The research helps people to learn more about hurricanes and the more people know about hurricanes, makes it easier for them to respond to them in the right way so that they can save lives.

Single Sex versus Co-ed

Single-Sex versus Co-education Education is very important for both boys and girls, but the place they are being educated in is very arguable. Nowadays, it has been noticed that in a single-sex educational experience students exhibit an eagerness to participate in discussions. In Australia, the percentage of students attending single-sex secondary schools was 55% of boys and 54% of girls, in 1985. However, by 1995 the proportion of students attending had dropped to 41% of boys and 45% of girls.Let us start by onsidering the fact that studying in separate school, boys and girls, can indisputably concentrate on their studies and not get distracted easily by the opposite sex classmates. In addition to this, some religious and traditional families might be keener to educate their children in separate schools. Generally, students of single- sex schools perform better than those at co-ed schools. On the other hand, it could be better for boys and girls to study together since they should b e taught fairly. Communication plays a big role in co-education schools.It helps pupils to communicate and socialize and it is easier for them in the future as they get to interact with others while working, in colleges and universities, etc. Moreover, students at co-ed schools learn to interact better with the other gender. After weighing the pros and cons, I would say that we live in a mixed world where interactions between both genders is compulsory, whether it was a debate at work or a group discussion among co-workers. The ability to speak out without intimidation is a vital feature in each individual. Written And Discussed By: JOY

Pride and Prejudice on Marriage

Marriage in the Words of Jane Austen 06 December 2013 In the modern world, when two people decide to make a lifetime commitment to one another, they are agreeing to devote their own lives to one another for the rest of their time on Earth. It is an allegiance that is not to be taken lightly, and with the upmost consideration and assurance. Marriage in modern-day society is a union that is based on love, compassion, understanding, and a devotion to another person. In the Regency Period in England however, the concept of marriage was far more complicated and structured than it is now.Men and women who were not yet married had very strict rules and regulations about how they should interact with one another, whether it be privately or publicly. Such rules included not conversing in private without the presence of a chaperone, having no intimate or physical contact -including hand shakes-, and only speaking of certain topics that were to be monitored by an elder. Marriages were often arr anged and were based on wealth and property, as opposed to love. Very rarely did people marry out of passion and true feelings.It was not common to truly fall in love with someone and marry for the ole purpose, presumably due to the fact that young women were in such a rush to find their future husbands. It was far more common to marry based on stability and economic background. In Jane Austen's novel Pride and Prejudice, both types of marriages are reflected between the couples in the story. There are several examples of bad marriages, good ones, and the exceptional marriage of Darcy and Elizabeth.Though women were brought up to believe that marriage was about economic and social security, Elizabeth insists on getting married for love, and not for any other reason besides that. In the end sne is able to tind such love and marry Darcy. Jane Austen uses Elizabeth and Darcy's relationship to portray what a marriage should truly be based upon, and to teach people of the Regency Period to marry for love, as well as in an attempt to rid the idea of marrying based on social class and economic standing. The era in which Jane Austen lived was one in which social and economic ranking played a tremendous role in one's reputation and success.In terms of marriage, young women were taught to look for a man of wealth and security. Men also chose heir wives strategically, being that perhaps their ladies' fathers might offer them deals and treaties. It was sometimes an unfair arrangement in which a man and woman had to settle for one another based on material objects. Karen Newman, who wrote a critical essay on the novel in 1983 says, [Marriage] does after all refer to a real social institution that, in the nineteenth century particularly, robbed women of their human rights.The most cursory look at the legal and cultural history of women makes it clear that these narrative events reflect the social and legal limitations that women of the eighteenth and ineteenth centuries fac ed and that in turn reflect the way a patriarchal society has manipulated biological roles for its own advantage. (693-710) In other words, the morals and standards of the time took away many rights that women had as human beings. They were seen as property by their husbands and had very little choice in who they were to spend the rest of their lives with.She states that the messages in the novel directly reflect the constricting regulations that were set forth during their time period, and how men were superior to women. Many marriages were not based on love or happiness, but merely on oney and social ranking. This type of marriage presents itself in Charlotte and Mr. Collins, who marry without any sense of love for one another. Mr. Collins has been harassed by Lady Catherine De Burgh about finding a wife, and he wishes to please her by asking for a women's hand in marriage sooner rather than later.He believes that Charlotte's father is a reputable man, which was important during t his time. He also knows that Charlotte will most likely have a reasonable dowry. On Charlotte's end, she decides to marry Mr. Collins based on security. She wants a comfortable ome and children, and is aware of her lack of looks and money; therefore she accepts Mr. Collins proposal right away. Elizabeth is astonished by Charlotte's decision to marry for money, but Charlotte has her reasons for doing so. She says to Elizabeth, When you have had time to think it over, I hope you will be satisfied with what I have done.I am not romantic, you know; I never was. I ask only a comfortable home; and considering Mr. Collins's character, connection, and situation in life, I am convinced that my chance of happiness with him is as fair as most people can oast on entering the marriage state. (Austen, chapter 22, page 17) Charlotte has always believed that since people change so much during marriage, that it makes no difference how they feel about each other before hand. She believes that she wil l be happy enough with Mr. Collins, knowing that she will now have stability and a family.Whatever her thoughts may be, it still holds true that her marriage is one that is completely void of sentiment, passion or romance: it is simply a marriage of convenience. Charlotte and Mr. Collins's marriage is the epitome ot what marriages ere like during this period. It is matrimonies such as this one that Austen was fighting against, and attempting to prove wrong. She uses this relationship as a way to highlight the norm during this time, in order to have contrast to a great marriage based on love, which is later seen in that of Darcy and Elizabeth's marriage. There is also a clear distinction between Charlotte and Mr.

Janamashtmi

Krishna Janmashtami (Devanagari ami), also known as Krishnashtami, Saatam Aatham, Gokulashtami, Ashtami Rohini, Srikrishna Jayanti, Sree Jayanthi or sometimes merely as Janmashtami, is a Hindu festival celebrating the birth of Krishna, an Avatar of the Hindu deity Vishnu. [1] Krishna Janmashtami is observed on the Ashtami tithi, the eighth day of the dark half or Krishna Paksha of the month of Bhadrapada in the Hindu calendar, when the Rohini Nakshatra is ascendant. The festival always falls within mid-August to mid-September in the Gregorian calendar. In 2010, for example, the festival was celebrated on 2nd September, while in 2011, the festival will be celebrated on 22nd August. Rasa lila, dramatic enactments of the life of Krishna, are a special feature in regions of Mathura and Vrindavan, and regions following Vaishnavism in Manipur. While the Rasa lila re-creates the flirtatious aspects of Krishna's youthful days, the Dahi Handi celebrate God's playful and mischievous side, where teams of young men form human pyramids to reach a high-hanging pot of butter and break it. This tradition, also known as uriadi, is a major event in Tamil Nadu on Gokulashtami. Significance Statue of baby Krishna being carried in a basket, protected by seven hooded serpent, by Vasudeva across the Yamuna river at midnight The ritual is to fast the previous day (Saptami, seventh day), which is followed by a night-long vigil commemorating the birth of Krishna at midnight in the jail where his maternal uncle Kansa was keeping them captive, and his immediate removal by his father Vasudeva to a foster-home for safe-keeping. At midnight, the idol of the infant Krishna is bathed, adorned in new clothes and jewellery, placed in a cradle and worshiped. The fast is completed after aarti, a special prayer. At day break, ladies draw patterns of little children's footprints outside the house with rice-flour paste, walking towards the house. This symbolizes the entry of the infant Krishna into his foster-home i. e. their homes. In South India Celebration of Lord Krishna's birthday as Srijayanthi in an Iyengar's house in South India In the south, the festival is celebrated as Sri Krishnajanmashtami, Janmashtami or Gokulashtami. In Tamil Nadu, Brahmins (Iyers & Iyengars), Yadhavars, Chettiars and Pillais celebrate the festival. Uriadi or climbing a stick containing a pot of sweet curds is also a major event in Varahur and other parts of Tamil Nadu. The pooja is performed late in the evening, timed according to the Hindu calendar to coincide with the birth of Krishna at midnight. Generally, most of the sweets and savouries are prepared on that day. Normally, a kolam (rice flour drawings on ground), also known as rangoli, drawn specially for the occasion, called ezhakoolam, decorates the front yard. Footprints representing those of Krishna are drawn from the front yard to the pooja room, representing the god entering the devotee's home. Karnataka and Tamil Nadu In Karnataka, Madhwas (Vaishnavas) (followers of saint Madhwacharya), Iyengars and Srivaishnavas, (followers of saint Ramanujacharya) and Smarthas (followers of Adi Shankara) make elaborate preparations for the festival. The idol of Lord Krishna is placed in a decorated mantapa. Bhakshanam (snacks and sweets in Sanskrit), that are specially prepared for the festival, are offered to Lord Krishna along with fruits and are considered to be his favourites. In some parts of Karnataka, chakli, avalakki and bellada panaka are prepared especially for the festival. Hand made avalakki is prepared in memory of Krishna's friend Sudhama. Legend has it that Sudhama had once offered avalakki to Krishna, as it was considered to be one of his favourite snacks. Gamaka vachana and other devotional activities are held in the evening. Divergent traditions among Srivaishnavas Within the Sri Vaishnava(Iyengar) brahmins (who are mostly found in the Tamil Nadu state, and a considerable number in Karnataka as well), there have developed slight differences as to when to observe Sri Jayanti. There is also disagreement as to how exactly to observe the day. Should one observe upavAsa through the night, ceremonially breaking the fast the next morning, or should one eat immediately after the midnight pooja and aradhana? Broadly, there are five different opinions within the Sri Vaishnava tradition concerning this matter. The different sub-traditions are Pancaratra, Munitraya, Mannar, Tozhappar and Vaikhanasa. In a nutshell, the difference stems from lunar vs. solar month and whether to take sunrise or moonrise into consideration for determining jayanti. Among Vadakalai Iyengars – The Pancaratra tradition is followed by Shri Ahobila Mutt, Munitraya tradition by Srirangam Srimadh Andavan Ashramam along with some other acharya purusha families, and the Mannar tradition is followed by Sri Parakala Mutt. It is named after one mannAr svAmi of unknown date who is the first extant authority arguing for this calculation. The tozhappar tradition is named after Sri Vaidika Sarvabhauma Swami, also known as Kidambi Thozhappar, who wrote a detailed text establishing the reasoning behind his tradition. [2] The Thenkalai iyengars adhere to the Vaikhanasa tradition. In Maharashtra Jay Bharat Seva Sangh (Lower Parel)forming human tower to break the Dahi handi Govinda Pathaks forming human tower to break the Dahi handi Janmaashtami, popularly known in Mumbai and Pune as Dahi Handi, is celebrated with enormous zeal and enthusiasm. The handi is a clay pot filled with buttermilk that was positioned at a convenient height prior to the event. The topmost person on the human pyramid tries to break the handi by hitting it with a blunt object. When that happens the buttermilk is spilled over the entire group, symbolizing their achievement through unity. Various handis are set up locally in several parts of the city, and groups of youngsters, called govinda, travel around in trucks trying to break as many handis as possible during the day. Many such Govinda Pathaks compete with each other, especially for the handis that dole out hefty rewards. The event, in recent times, has gathered a political flavor, and it is not uncommon for political parties, and rich community groups to offer prizes amounting to lakhs of rupees. Some of the most famous handis are at ,Dadar,Lower Parel, Worli, Mazgaon, Lalbaug, Thane and Babu Genu, Mandai in Pune. 3] Cash and gifts are offered for Govinda troops to participate; for over 4,000 handis in Mumbai, 2000 Govinda troops compete for the prizes. In Manipur Janmaashtami, popularly known in Manipur as Krishna Janma, is a significant festival celebrated at two temples in Imphal, the capital city of Manipur. The first festival is at the Govindaji temple and the second is at the International Society for Kri shna Consciousness temple. Devotees of Lord Krishna gather mostly at the ISKCON temple. In North India In Uttar Pradesh where the lord was born in Mathura, his play ground Gokul and Vrindavan become more crowded and celebrations go up to a week. In Gujarat where the city Dwarka has Dwarkadhish temple celebrates it with pomp and joy. In the eastern state of Orissa, around Puri and West Bengal in Nabadwip, people celebrate it with fasting and doing puja at midnight. Purana Pravachana from Bhagavata Purana are done from the 10th Skandha which deals with pasttimes of Lord Krishna. The next day is called Nanda Utsav or the joyous celebration of Nanda Maharaj and Yashoda Maharaani. On that day people break their fast and offer various cooked sweets during the early hour.

Story

Television is an inescapable part of modern culture. We depend on TV for entertainment, news, education, culture, weather, sports—and even music, since the advent of music videos. TIP: Create your own family TV-viewing traditions, such as watching Olympic coverage, the NHL playoffs, classic movies or a weekly comedy show. With the recent explosion in satellite and digital speciality channels, we now have access to a plethora of both good quality and inappropriate TV content.In this crowded television environment, the key for parents is to search out high quality TV programs for their kids, and whenever possible, enjoy them together as a family. Television offers lots of benefits to kids, including: * Because of its ability to create powerful touchstones, TV enables young people to share cultural experiences with others. * Shared viewing gives family members of all ages an opportunity to spend time together. * Parents can use TV as a catalyst to get kids reading—followin g up on TV programs by getting books on the same subjects or reading authors whose work was adapted for the programs. Great television can teach kids important values and life lessons. * TV programs often explores controversial or sensitive issues, which can make it easier for parents and kids to discuss them. * Educational programming can develop young children's socialization and learning skills. * News, current events and historical programming can help make young people more aware of other cultures and people. * Documentaries can help develop critical thinking about society and the world. *TIP: Whenever possible, choose Canadian programs for your family viewing time. TV can help introduce your family to classic Hollywood films and foreign movies that may not be available in your local video store. * Cultural programming can open up the world of music and art for young people. How to choose good TV How can you select viewing that is good for your children? David Kleeman, Director of the American Center for Children and Media, says ask yourself the following questions: * Does the program actively engage my child, physically or intellectually?Television watching doesn't have to be passive. It can prompt questions, kindle curiosity, or teach activities to pursue when the set is off. * Do I respect this program? Parents don't have to like every show their children choose—in fact young people need their own district culture. But parents should trust that a program's creators understand and respect how children grow and learn. * Does my child see others like himself or herself on television? Young children believe that television reflects the real world.To not see people like themselves—in race, ethnicity, or physical ability, for example—may diminish their self worth. A lack of role models should spark discussion about how TV portrays different types of people. * How do makers of this program regard my child? Some program creators see young people as consumers to be sold to. Others see them as students to be educated, as future citizens to be engaged in the community, or simply as children, whose work is play. Use the resources on the side bar to help you find good quality television for your kids. Story In this assignment, students will work independently to write a short formal report that analyzes a situation and provides recommendations. This course project will satisfy TCOs 4, 6 and 8. Overview In this assignment, students will analyze two possible career choices of their choosing, and then write a formal analytical report effectively presenting a recommendation to pursue one of the careers. This project has two parts: Part one, the Table of Contents and Introductory Section, is due at the end of week 6.Part two, he report in its entirety, is due at the end of week 8. Students are encouraged to begin work on this project no later than week 5, reading the project directions, reading Chapters 13, 14, and 15, and, if time permits, doing preliminary research. Formal Report Topic This assignment is based on you choosing two possible career choices you would recommend to an employee, client or professional contact. Here's the situation: You are to choose two possible career choices.Yo ur report should include the following: Information and background about your two career choices. Research from at least ix credible sources to inform your audience and to support the recommendation(s) APA citations for all researched information (in-text parenthetical citations and a reference list at the end of the report) Formal report formatting You will need to conduct outside research and cite your sources using APA citations. Conclude the formal report by making recommendations to your audience.Your report MUST be formatted as a formal report. Part One (Due Week 6) Table of Contents and Introduction Your assignment this week is to write your formal report's table of contents and introduction, using formal formatting. To complete this assignment, you will need to have a good plan in place for your formal report. I encourage you to use the three- step process we've been studying this session. (The formal report is due in its entirety at the end of week 8. In week 6, only the ta ble of contents and introduction are due. In week 6, your asslgnment snou10 Include tne Tollowlng: A table of contents using formal report formatting. (Note that page numbers are not necessary this week, as you will not have written the actual report yet. Page numbers should be added next week, though, when you complete the report. ) The table of ontents should include first- and second-level headings, like the example on page 437 in chapter 15. Include an introductory section featuring the following four parts (see page 439 in chapter 15 for an example.Introduction Purpose, Scope, and Limitations Sources and Methods Report Organization Identify at least six credible sources you will use in your proposal in the â€Å"Sources and Methods† section. Use formal report formatting. Be free of grammar, spelling, and punctuation errors. Part Two (Due Week 8) Formal Report in Full In week 6, you planned the formal report and wrote the Table of Contents and Introduction. In week 8, you will complete the formal report. (You may need to revise the Table of Contents and Introduction, based on the feedback you receive from your instructor. In week 8, your assignment should contain the following: Be formatted as a formal report, following the guidelines for formal reports in the text (including the guidelines for headings and subheadings found on pages 435-448); Include appropriate prefatory, text, and supplemental parts (The formal report should contain appropriate prefatory, text, and supplemental parts, including he following: a cover and/or title page; a letter of transmittal; a table of contents; the four-part Introductory Section from week 6; appropriately labeled body sections; and appendices, such as the client interview and list of references.Your report does not need to contain all of these parts, but should contain most of them. ); Fully answer the question of what career would you recommend to an employee, client or professional contact. The word count for the intro, body, and conclusion should be 1250-1750 words); Use at least six credible researched sources appropriately and ffectively; Include proper documentation using APA style (both in-text and end-of- text citations–please check your work using turnitin. om); and Be free of spelling, grammar, and punctuation errors. Note: Visual aids are entirely appropriate for this kind of report, but they are not requlrea. IT you aec10e to use visual alas, De ce rtaln to aanere to tne stanaaras we have studied previously in this course. How the Formal Report Assignment is Graded The Formal Report Assignment will be graded according to the criteria set forth in the Rubrics for weeks 6 and 7/8, located in Doc Sharing. Story In this assignment, students will work independently to write a short formal report that analyzes a situation and provides recommendations. This course project will satisfy TCOs 4, 6 and 8. Overview In this assignment, students will analyze two possible career choices of their choosing, and then write a formal analytical report effectively presenting a recommendation to pursue one of the careers. This project has two parts: Part one, the Table of Contents and Introductory Section, is due at the end of week 6.Part two, he report in its entirety, is due at the end of week 8. Students are encouraged to begin work on this project no later than week 5, reading the project directions, reading Chapters 13, 14, and 15, and, if time permits, doing preliminary research. Formal Report Topic This assignment is based on you choosing two possible career choices you would recommend to an employee, client or professional contact. Here's the situation: You are to choose two possible career choices.Yo ur report should include the following: Information and background about your two career choices. Research from at least ix credible sources to inform your audience and to support the recommendation(s) APA citations for all researched information (in-text parenthetical citations and a reference list at the end of the report) Formal report formatting You will need to conduct outside research and cite your sources using APA citations. Conclude the formal report by making recommendations to your audience.Your report MUST be formatted as a formal report. Part One (Due Week 6) Table of Contents and Introduction Your assignment this week is to write your formal report's table of contents and introduction, using formal formatting. To complete this assignment, you will need to have a good plan in place for your formal report. I encourage you to use the three- step process we've been studying this session. (The formal report is due in its entirety at the end of week 8. In week 6, only the ta ble of contents and introduction are due. In week 6, your asslgnment snou10 Include tne Tollowlng: A table of contents using formal report formatting. (Note that page numbers are not necessary this week, as you will not have written the actual report yet. Page numbers should be added next week, though, when you complete the report. ) The table of ontents should include first- and second-level headings, like the example on page 437 in chapter 15. Include an introductory section featuring the following four parts (see page 439 in chapter 15 for an example.Introduction Purpose, Scope, and Limitations Sources and Methods Report Organization Identify at least six credible sources you will use in your proposal in the â€Å"Sources and Methods† section. Use formal report formatting. Be free of grammar, spelling, and punctuation errors. Part Two (Due Week 8) Formal Report in Full In week 6, you planned the formal report and wrote the Table of Contents and Introduction. In week 8, you will complete the formal report. (You may need to revise the Table of Contents and Introduction, based on the feedback you receive from your instructor. In week 8, your assignment should contain the following: Be formatted as a formal report, following the guidelines for formal reports in the text (including the guidelines for headings and subheadings found on pages 435-448); Include appropriate prefatory, text, and supplemental parts (The formal report should contain appropriate prefatory, text, and supplemental parts, including he following: a cover and/or title page; a letter of transmittal; a table of contents; the four-part Introductory Section from week 6; appropriately labeled body sections; and appendices, such as the client interview and list of references.Your report does not need to contain all of these parts, but should contain most of them. ); Fully answer the question of what career would you recommend to an employee, client or professional contact. The word count for the intro, body, and conclusion should be 1250-1750 words); Use at least six credible researched sources appropriately and ffectively; Include proper documentation using APA style (both in-text and end-of- text citations–please check your work using turnitin. om); and Be free of spelling, grammar, and punctuation errors. Note: Visual aids are entirely appropriate for this kind of report, but they are not requlrea. IT you aec10e to use visual alas, De ce rtaln to aanere to tne stanaaras we have studied previously in this course. How the Formal Report Assignment is Graded The Formal Report Assignment will be graded according to the criteria set forth in the Rubrics for weeks 6 and 7/8, located in Doc Sharing.