Working in Teams,Technical writing

Technical Writing

Working in Teams

Please respond to EACH of the following discussion topics and submit them to the discussion forum as a single post. Your initial post should be 75-150 words in length.

While we are not working in teams for our portfolio projects, we are working in teams throughout our weekly discussions. Think about the Tuckman’s four stages as explained in chapter three: forming, storming, norming, and performing. Looking back at the discussions in this class or in your previous classes, identify the ways you have seen the class working one or more of these stages. If you have not seen this playing out in your course discussions, describe a time when you have seen these stages playing out in your professional or personal experiences.

How might your awareness of these stages help you in future collaborative projects? Give examples and justify your response.

Field Documents, English homework help


Analyze a field document from Appendix A of Report Writing for Criminal Justice Professionals.  For this discussion, you will use that document to talk about some key features of criminal justice writing.  How does the writing look, and what kind of details are present? What kind of process appears to have been used to craft the document?  Discuss the importance of attention to detail, brevity, and other field-specific features that you notice.


  • Analyze key features of an academic writing document.
  • Discuss differences between academic writing and writing in the field. 
Write a 1 page essay in APA Format.  Use 1 specific source and any additional sources may be used if needed.  Include in-text citations.
Use the following source:  
Miller, S., L., Whitehead, T., J.  (11/2013).  Report Writing for Criminal Justice Professionals, 5th Edition. pgs.  311-332.

Rome & Constantinople

FROM ROME: of the following famous ancient Roman structures that you find most fascinating: Colosseum, Circus Maximus, Pantheon, insulae, or bath complexes. After reviewing the EXPLORE resources listed below on Rome’s Major Urban Structures, describe the structure that you selected and identify two specific aspects of the structure in question.

FROM CONSTANTINOPLE: After reviewing the EXPLORE resources listed under Constantinople’s Major Structures and Byzantine Icons, explain either (selecting one):a) some specific aspect of the Hagia Sophia‘s architecture, or b)some specific aspect of Constantinople’s Basilica Cistern and what it says about the water supply. 

  • ONE ISSUE DISCUSSED:Choose one of the three following topics and discuss it in a just a few sentences.a)Using a specific example, discuss ways ancient engineering provided for large-scale urban life, and compare that to similar features in modern society.b) Discuss Augustine’s views of light as per our class text, and suggest ways that the Hagia Sophia seems to fit his views on this topic.c)Discuss one of the Byzantine icons or mosaics from chapter 8 or from the Explore websites listed, suggesting what it communicated to the ancient and medieval Christian worshipper; and describe a modern work of art that you feel communicates in some similar way.

Rome’s Major Urban Structures

Constantinople’s Hagia Sophia

Life stages 200 words or less

What life stage did Erik Erikson say toddlers were in and what characterizes this period? Why is this stage so important for development throughout life? Why is it often characterized as the “terrible two’s?

While the armies were still fighting across the North and South, history homework help

While the armies were still fighting across the North and South, problems continued on the home front for both. For Lincoln, Clement Vallandigham and the “Copperheads” along with draft rioting, meant serious problems for keeping the Union together under republican control (Blackboard, 2016). Vallandigham was a Democrat from Ohio and leader of the Copperheads whose view of the war, was a wicked failure; the Emancipation Proclamation should be repudiated; conscription and the suspension of habeas corpus were unconstitutional along with many more (McPherson & Hogue, 2010). With his arrest for treason caused an uproar with Democratic politicians urging the removal of the Emancipation Proclamation, the draft and possibly a counterrevolution in the North. Copperhead newspapers openly encouraged desertion from the army and many Union fighters from Illinois did and those that didn’tbecame so insubordinate that Grant disbanded the regiment. The draft rioting was due to the act that made all single men aged twenty to forty-five and married men up to thirty-five subject to a draft lottery. In addition, the act allowed drafted men to avoid conscription entirely by supplying someone to take their place or to pay the government a three hundred-dollar exemption fee. Not surprisingly, only the wealthy could afford to buy their way out of the draft (“VNY: Draft riots day 1,” n.d.).

In the South, Jefferson Davis had his own problems concerning criticism he received over how he was handling the war. Now he was left questioning just how far should the idea of “states’ rights” control how the Southern Confederacy fought the war (Blackboard, 2016). But the blame could not be put just on him alone for the Confederate defeat. The South was having issues with their Congress who had few positive contribution to the war effort. By 1863, the reputation of Congress had sunk to a low point from which it never recovered (McPherson &Hogue, 2010). The economic issues was the shortage of food and manufactured goods that left many families struggling to survive. In towns of battle fields in Tennessee, residents had to contend with hungry Soldiers taking what they wanted from their fields and farms.

I believe the North faced the greatest problems. For the past two years to Union had been gaining ground on the Confederacy and with the issues they were having could possibly end the support for the war. Support is the driving force, the Army or government could not do it alone. Unlike the North, the Southern citizens still supported the Soldiers who were fighting.