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Overview In this assignment, you evaluate and assess workplace protection legislation, identify the law pursuant to the employment-at-will (EAW) doctrine and legal exceptions, apply this understanding to a business scenario, and explain legal requirements for hiring new employees and your own home state laws as to workers' compensation and immigration. Instructions Respond to the following in 4–6 pages: Cite two federal laws that you believe are the most important for protecting employees from workplace discrimination. Provide a compelling argument for the effectiveness of the legislation in protecting employees and two case law examples to support your assessment. Explain the actions that employers must take to verify legal employment in the United States. Some states do not allow undocumented workers, or those not legally allowed to work in the United States, to receive workers' compensation benefits. Provide the law in your home state and a compelling and supported (with research) argument advocating for or against your state's practice of allowing or denying workers' compensation benefits to undocumented or illegal workers. Provide a comprehensive summary of the employment-at-will (EAW) doctrine that includes all possible legal exceptions designed to fight wrongful termination. Cite and support (with research) an appropriate EAW exception that the employee in each of the following scenarios could reasonably argue to save their job. Scenario 1: JoAnn, a manager, started a blog on the company website for employee grievances and problems. She noticed that a worker was protesting that allegedly no Asian American employees had gotten a raise in two years at the company. Christine, the employee, also criticized how much CEO Elon had made last year and how he was "out of touch" with the realities of his employees. JoAnn reminded Christine that she was an employee-at-will. The next day, Christine talked to her fellow co-workers about forming a union. JoAnn fired Christine, and Christine is suing for wrongful termination. Scenario 2: Steven, a department supervisor, fired his secretary, Ann. Ann, a devout Christian, had been putting Right-to-Life flyers in the employee breakroom. Steven talked to Ann twice and reiterated her actions were not appropriate. Ann continued to leave the pamphlets and was also taking time away from work to pray at her desk during the busiest times of the morning. Ann is suing for wrongful termination. Requirements 4–6 pages, double-spaced, Times New Roman font (size 12), with 1-inch margins on all sides. Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page and the Sources list are not included in the required assignment page length. Resources Use the Strayer Library to conduct your research. Include at least three quality references. The textbook for this class is a required source for this assignment. This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions. The specific course learning outcome associated with this assignment is as follows: Evaluate federal law relative to workplace discrimination, employment-at-will, or worker's compensation eligibility. View Rubric Week 10 Assignment - The Value of Fair Treatment in the Workplace Week 10 Assignment - The Value of Fair Treatment in the Workplace Criteria Ratings Pts Provide a compelling argument for the effectiveness of two chosen pieces of legislation for protecting employees. Cite case law to support your assessment. (15%) 30 to >26.99 pts Exemplary Provides a compelling argument for the effectiveness of two chosen pieces of legislation for protecting employees. Cites case law to support the assessment. 26.99 to >23.99 pts Competent Provides a compelling argument for the effectiveness of two chosen pieces of legislation for protecting employees but fails to sufficiently cite case law to support the assessment. 23.99 to >20.99 pts Needs Improvement Provides an uncompelling argument for the effectiveness of two chosen pieces of legislation for protecting employees or cites case law that is not applicable. 20.99 to >0 pts Unacceptable Does not provide an argument for the effectiveness of two chosen pieces of legislation for protecting employees. / 30 pts Explain the actions that employers must take to verify legal employment in the United States. (10%) 20 to >17.99 pts Exemplary Explains the actions that employers must take to verify legal employment in the United States. 17.99 to >15.99 pts Competent Explains the actions that employers must take to verify legal employment in the United States with 1–2 significant errors or omissions. 15.99 to >13.99 pts Needs Improvement Explains the actions that employers must take to verify legal employment in the United States with 3–4 significant errors or omissions. 13.99 to >0 pts Unacceptable Does not explain the actions that employers must take to verify legal employment or does so with more than 4 significant errors or omissions. / 20 pts Provide a compelling and supported (with research) argument advocating for or against a state's practice of allowing or denying workers' compensation benefits to undocumented or illegal workers. (15%) 30 to >26.99 pts Exemplary Provides a compelling and supported (with research) argument advocating for or against a state's practice of allowing or denying workers' compensation benefits to undocumented or illegal workers. 26.99 to >23.99 pts Competent Provides a compelling argument advocating for or against a state's practice of allowing or denying workers' compensation benefits to undocumented or illegal workers but provides no supporting research. 23.99 to >20.99 pts Needs Improvement Provides an uncompelling and unsupported argument advocating for or against a state's practice of allowing or denying workers' compensation benefits to undocumented or illegal workers. 20.99 to >0 pts Unacceptable Does not provide an argument advocating for or against a state's practice of allowing or denying workers' compensation benefits to undocumented or illegal workers. / 30 pts Provide a comprehensive summary of employment-at-will doctrine that includes all possible exceptions designed to fight wrongful termination. (10%) 20 to >17.99 pts Exemplary Provides a comprehensive summary of employment-at-will doctrine that includes all possible exceptions designed to fight wrongful termination. 17.99 to >15.99 pts Competent Provides a comprehensive summary of employment-at-will doctrine but omits all possible exceptions designed to fight wrongful termination. 15.99 to >13.99 pts Needs Improvement Provides a an incomplete summary of employment-at-will doctrine and possible exceptions designed to fight wrongful termination. 13.99 to >0 pts Unacceptable Does not provide a summary of employment-at-will doctrine. / 20 pts Cite and support an appropriate EAW exception that an employee could reasonably argue to save their job in Scenario 1. (15%) 30 to >26.99 pts Exemplary Cites and supports an appropriate EAW exception that an employee could reasonably argue to save their job in Scenario 1. 26.99 to >23.99 pts Competent Cites an appropriate EAW exception that an employee could reasonably argue to save their job in Scenario 1 but offers only weak support. 23.99 to >20.99 pts Needs Improvement Cites an inappropriate EAW exception that an employee could not reasonably argue to save their job in Scenario 1. 20.99 to >0 pts Unacceptable Does not cite an EAW exception that an employee could argue to save their job in Scenario 1. / 30 pts Cite and support an appropriate EAW exception that an employee could reasonably argue to save their job in Scenario 2. (15%) 30 to >26.99 pts Exemplary Cites and supports an appropriate EAW exception that an employee could reasonably argue to save their job in Scenario 2. 26.99 to >23.99 pts Competent Cites an appropriate EAW exception that an employee could reasonably argue to save their job in Scenario 2 but offers only weak support. 23.99 to >20.99 pts Needs Improvement Cites an inappropriate EAW exception that an employee could not reasonably argue to save their job in Scenario 2. 20.99 to >0 pts Unacceptable Does not cite an EAW exception that an employee could argue to save their job in Scenario 2. / 30 pts Include at least three references, including the required textbook, as sources for the paper. (10%) 20 to >17.99 pts Exemplary Exceeds number of required references; all references are high quality choices. 17.99 to >15.99 pts Competent Meets number of required references; some references are high quality choices. 15.99 to >13.99 pts Needs Improvement Does not meet the required number of references; some or all references are poor quality choices. 13.99 to >0 pts Unacceptable No references provided. / 20 pts Clarity, writing mechanics, and SWS formatting requirements. (10%) 20 to >17.99 pts Exemplary 0–2 errors present. 17.99 to >15.99 pts Competent 3–4 errors present. 15.99 to >13.99 pts Needs Improvement 5–6 errors present. 13.99 to >0 pts Unacceptable More than 6 errors present. / 20 pts Total Points: 0 Choose a submission type Select submission type TextText Select submission type UploadUpload

Question is : Critically discuss the extent to which the Companies Act 2006 has reformed Directors` Duties. Additionally, identify what you believe to be the most significant reform to Directors’ Duties as a result of the Act and explain your reasoning. (FILE IS TO HELP U ) Structure needed: 1. introduction ( overview about the subject - analysis ideas or the connection - theses) (500 word) 2. body FOR EACH SECTION IN COMPANY ACT ( INTRODUES and CRITICISE and EXPLAIN WHAT MAKES EACH OF THESE SECTION IS A significant reform to Directors’ Duties) + (BACK UP YOUR IDEAS BY CASES AND ARTICALS)(1500 word) 3. conclusion ( Summaries all the ideas)(500 word) Suggested references that have to be in the essay: 1. Cases: Directors` Duties Howard Smith Ltd v Ampol Petroleum [1974] AC 821 PC Extrasure Travel Insurance Ltd v Scattergood[2003] 1 BCLC 598 Criterion Properties Plc v Stratford UK Properties LLC [2006] 1 BCLC 729) Regentcrest Plc v Cohen [2001] 2 BCLC 80 Gaiman v National Assn for Mental Health [1970] 2 All ER362 Stobart Group Limited v Tinkler ([2019] EWHC 258) Re Barings Plc (No 5) [1999] 1 BCLC 433 Re Queens, Moat Houses Plc, Secretary of State for Trade and Industry v Bairstow (No 2) [2005] 1 BCLC 136 Re Brian D Pierson (Contractors) Ltd [1999] BCC 29 Bhullar v Bhullar [2003] EWCA Civ 424 Cook v Deeks [1916] 1 AC 554 Foster Bryant Surveying Ltd v Bryant [2007] 2 BCLC 239 BTI 2014 LLC v Sequana SA and ors [2022] UKSC 25 reading: Andrew Keay, ‘Good faith and directors' duty to promote the success of their company,’ (2011) 32 Comp Law. P138 Company Law by Dignam and Lowry, 12th Ed., Ch 14 (Directors` Duties) OR Unlocking Company Law by Susan McLaughlin Chs 11-12 (Directors` Duties) Important Notes: 1.Legal Issues All relevant legal issues identified 2.Engagement with the Question Full and focused engagement with the question 3.Knowledge and Understanding Excellent knowledge and understanding of relevant legal principles including the most complex issues 4.Grasp of doctrinal / policy problems Excellent grasp of relevant doctrinal / policy problems 5.Use of Materials Fluent use of relevant and appropriate primary materials 6.Structure Clear and compelling structure 7.Conclusions Clear and compelling conclusions 8.Referencing Clear and thorough referencing throughout 9.Standard of English Excellent standard of English appropriate to complex / specialist legal matters 10.Presentation Excellent presentation 11.Independent Research Evidence of considerable independent research as well as core materials 12.Secondary Sources Excellent incorporation of secondary sources into analysis 13.Ability to recognise and evaluate inconsistencies of legal argumentation Excellent ability to recognise and evaluate inconsistencies of legal argumentation / to rank possible outcomes / to formulate some personal perspectives (where appropriate)

200 WORDS FOR EACH QUESTION (1) TWO POLITICAL IDEOLOGIES TOOK CENTER STAGE IN THE HISTORY OF LATIN AMERICA. FIRST, CLASSIC LIBERALISM EMERGED IN THE NINETEENTH CENTURY. NATIONALISM, A LATER INVENTION, EMERGED IN RESPONSE TO THE FIRST. IN WHICH WAYS HAVE LIBERALISM AND NATIONALISM ALTERNATED IN ASCENDANCY DURING THE PAST 150 YEARS? (2) BRIEFLY COMPARE THE DIFFERENCES BETWEEN THE NONSEDENTARY, SEMISEDENTARY, AND FULLY SEDENTARY GROUPS THAT INHABITED THE AMERICAS BEFORE THE ENCOUNTER? HOW WOULD YOU DESCRIBE THEIR RELATIONSHIP TO THE LAND? HOW DID IT VARY FROM GROUP TO GROUP? (3) HOW DID THE CONQUEST OF BRAZIL DIFFER FROM THE CONQUEST OF SPANISH AMERICA? BE SURE TO INCLUDE DISCUSSION OF THE FOLLOWING CULTURES: TUPI, AZTEC, MAYAS, AND INCAS.

Question #1 (3%): Why does Denton say “technology is in our heads, not just in our hands,” and why is that important? Question #2 (3%): Your friends have just purchased a new EV (Electric vehicle) and it’s parked in the driveway of their suburban home. Reverse engineer this purchase/situation to identify the reasons behind your friends’ choice, and the values that those reasons imply. Discuss the implications of these values for the social, cultural, and ecological systems involved in the purchase of an EV, in terms of the choices made at the three levels of the T-system. Question #3 (4%): Understanding the history of technology requires us to understand the nature and development of technological systems. If history involves a narrative, then in some way we are therefore learning “the story of technology.

200 WORDS FOR EACH QUESTION (1) IF THE SPANISH AND PORTUGUESE COLONIAL SYSTEM WAS A BRUTAL ONE IN WHICH NATIVE AMERICANS AND PEOPLES OF AFRICAN DESCENT WERE OPPRESSED, WHY DID COLONIALISM LAST FOR SO LONG? (2) DISCUSS THE CAUSES OF THE INDEPENDENCE MOVEMENTS IN ORDER TO PINPOINT THE REASON FOR THE COLLAPSE OF SPANISH AND PORTUGUESE RULE IN MOST OF LATIN AMERICA. (3) WHO WOULD YOU IDENTIFY AS THE MAIN LEADERS BEHIND THE INDEPENDENCE MOVEMENTS IN SPANISH AMERICA? HOW DID THEY MANAGE TO GET “THE PEOPLE” BEHIND THEIR CAUSE?

I am looking for a history tutor who is highly knowledgeable about American history to write a 800-1000 word essay. The work must be completely original, with no AI assistance and zero plagiarism, as I will be using AI detection tools like Turnitin. If you are not an expert in this field, please do not accept this offer, as I am honest with my reviews and will request a refund if the work does not meet my standards.Check the prompt below before accepting. Family/Oral History Project For this assignment, you will talk with a family member, chosen family member, or older friend and place their experiences in the context of what we are discussing about recent U.S. history. Drawing from your interview, discuss how your friend or family member has experienced major shifts in (recent) US history. How does their personal story intersect with or fit into the broader history of the nation? Draw from the lecture, films, and readings, and discuss how their lives intersect with the rise of conservative policies, the shifting American economy, and dramatic shifts in the demographics of the United States. Cite specific examples and evidence throughout your essay. (4 pages/1000 words) Steps: Do the readings and attend class/review lectures. Select a person to interview. Consider someone older who has lived through some of the shifts discussed in the lectures. Choose questions from the list below to ask them. Think about how their life has intersected with themes covered in lecture and readings or in US history broadly. Set aside about an hour to meet with them and ask them the questions. Record the conversation or take careful notes. Draft your paper in response to the prompt above. Grading: Do you answer the questions posed in the prompt? Do you draw detailed evidence from all appropriate sources? Lectures, readings, films, interview. Is your paper well-organized, clearly written, and free from spelling and grammatical errors? Do you provide parenthetical citations where appropriate? For example: (oral history interview, Nov. 27). Is your paper the right length and format? Approximately 1250 words, 12-point font, double-spaced, standard margins. Extra credit—I will give you 3% extra credit on each paper if you visit any writing center on campus with a draft of your paper. Simply email me a receipt from your visit. Sample questions for your family member or friend (feel free to develop your own questions as well): When and where were you born? Where was your family originally from? Did you or your parents immigrate to the US or move within the US to find economic opportunities? What did your parents/family do for a living? Did you contribute to the family income or help parents in their work in any way? What were your family's economic circumstances? Do you remember any times when money was tight? Do you remember having to do without things you wanted or needed? What did you want to be when you grew up? What were your plans when you finished school? Education? Work? Did you get the chance to go to college? If yes, what did you study? What were some of your early jobs? Did those jobs pay well, or did you struggle? Do you think you or your family have been positively or negatively impacted by the economy over your adult life? If you or an immediate family member immigrated to the US, what has that experience been like? Has it been difficult to start life in a new country? The population of the US has changed a lot over the past fifty years. Have these changes impacted you? Or do you see yourself as part of these changes?

You are going to understand the various causes that led to World War I by reading Chapter 14 in the text, reading supplementary material in the module, and viewing videos. You are now going to write an assignment in which you will describe the major causes of World War I by using text, supplementary material and video information. This will allow you to much better understand the forces at at work that were responsible for the coming of World War I.

Topic is Medieval Fashion and Textiles in the Byzantine Empire ? Focus: Examine the unique textiles and fashion of the Byzantine Empire, including the use of silk and gold embroidery. ? Angle: The role of Byzantine fashion in displaying imperial power and religious devotion, and how their textile industry influenced trade with Western Europe and the Islamic world. a. Describe the topic you have chosen, which can be anything related to textiles produced from 27,000 BCE through the Age of Exploration. b. Summarize the most interesting points related to class topics we’ve covered (this is a partial list….think of your own questions!): i. What textiles are being discussed? ii. How were they made/ what was the technology used? iii. Who made them? iv. What do textiles tell us about social conditions or events of their time? v. What can we learn from them today? c. Write a short commentary about the sources you used: i. Do you trust the sources you read? Why? ii. Which of your sources had more information? Why? iii. When was the information you collected written? Does it represent current research or news about your topic? iv. Was the same or similar information available on general websites, blogs, or Wikipedia? v. Do you believe that more research is needed on your topic, based on information that has been discovered since they were written? Include a Bibliography page to your paper using standard MLA citation format for all your sources. • You should have a minimum of 3 sources, with at least two scholarly sources. • If you include any images or graphics, cite the sources for these as well. These should be included at the end of your paper with proper citations. • Length 3-4 double spaced pages, 12 pt. font (images are not included in word count, must be included on extra pages at the end of paper as needed) Pick a period in history (up to the Interwoven Globe) And/or a Textile Technologies, Fibers, or processes Possible Add a subtopic related to textiles • Egypt • Greece • Roman Empire • Byzantine • Viking • Han, Tang, or other Chinese Dynasty • Sassanian • Sogdian • Medieval Europe • Renaissance • Age of Exploration • Textile or Cloth • Fiber: Silk, Linen, Cotton, Wool • Spinning • Textile production • Weaving • Knitting • Embroidery • Felting • Textile painting or printing • Textile dyes • Trade • Designs or Patterns • Tools or technology • Trade or markets • Guilds, workers • Artists • Religion or ceremonial textiles • Luxury/Status/patronage • Labor status

For this question, please follow the following instructions: 1. Read the attached document "Busbecq's Letters for Writing Assignment #2.pdf" 2. Answer the questions in the attached instructions with 1-3 paragraphs. Please follow the instruction on the provided document.

Discussion post over What is Atlantic History? If someone asked you what class you were currently taking, how would you define Atlantic World History in 2–3 sentences? How do the readings, presentations, and videos thus far in this course illuminate your definition and reflect the concepts, contours, and focus of Atlantic World History?