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Topic: reducing police brutality Solution s: Body paragraph 1: Won’t work: bodycams. Police officers don’t use, abuse etc. Body paragraph 2: Racist cops. ...

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1 page orignal answer needed·A number of organizations exist.docx

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1) discuss 2 major political implications of the cold war in europe. 2) main causes of the fall of state socialism in the soviet union. who were the main players and what were the main phases of transformation? discuss. 3) to what extent the solidarity movement in poland contributed to political changes in that country within the societ alliance in general? 4) how would you describe major components of putin's political changes in the post-soviet russia? discuss policy changes in both domestic and international areas. 5) discuss major political and economic components of the european union. 6) discuss 2 major challenges facing the european union in the 21st century Please, answer those questions in an easy to understand bullet point matter. i would have to write a 2 -3 page essay about each question. so please include sufficient points for that. thank you .

1) discuss 2 major political implications of the cold war in europe..docx

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1) Discuss the benefits of using comparative analysis of governments.docx

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1) Discuss essential and non-essential amino acids. Explain why prot.docx

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1: Team Assignment (Will let you know which portion to complete) Psychology Game Develop a 20-minute Jeopardy game presentation that integrates the breadth and depth of core psychology knowledge. Search the Internet for a Microsoft ® PowerPoint ® jeopardy game template. Include the following topics in your game: Holistic approach to prior learning Integrating psychology into your personal life Psychology across all disciplines Integrating psychology into career and educational decisions Your personal learning theory 2: Senior Survey/Program Reflection (See attachments) Resource: BSP Program Reflection Handout Complete the BSP Senior Survey through the link located in the BSP Program Reflection Handout. Provide your confirmation of survey completion to your instructor by providing a "Screen Shot". Please reference the "Screenshot Instructions" document for directions for capturing a screenshot. Write a 150- to 200-word reflection, following the instructions listed in the BSP Program Reflection Handout. 3: Participation (8 times on 3 different days) .

1 Team Assignment (Will let you know which portion to complete).docx

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1) Body of paper must be 4-5 pages | 12 pitch | Times Roman | Double Spaced Cover Page (not included in body) Reference Page (not included in body) Use APA style 2) Powerpoint Presentation must be between 5 to 10 minutes. You will lose points for going over the time limit. You must meet the minimum time limits also. I need everything completed by 1pm tomorrow 2/24/2015. Sorry for late notice! .

1) Body of paper must be 4-5 pages 12 pitch Times Roman Double.docx

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1) CBS and the NYT conducted a national poll of 1048 randomly select.docx

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1 page each question! double spaced Times New Roman 12 font CITE.docx

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1) Backers of a balanced-budget amendment to the Constitution might consider the following strategy: A. seeking support for such an amendment through approval by at least 34 state conventions, as almost occurred in the 1980s. B. mounting a federal court case and seeking appeals to the Supreme Court. C. pursuing approval of an amendment in the House and Senate, to then be sent to state legislatures. D. collecting signatures to mount the proposal as a national referendum. 2) Which of the following presidents is credited with creation of the New Federalism? A. Bill Clinton B. George W. Bush C. Ronald Reagan D. Jimmy Carter 3) Which of the following issues were NOT a major concern of the Anti-Federalists concerning the Constitution? A. The new powers granted to the national government B. Ensuring that individual rights and liberties would be protected C. Preserving the powers of the states D. Ensuring that state criminal law would continue to be enforced by state courts 4) The primary motivation of the Framers, according to Charles Beard, was to: A. protect their property rights through creation of a strong national government. B. provide opportunities for political advancement for the Framers. C. strengthen states’ rights in order to allow more effective resolution of property disputes. D. create an egalitarian system of property distribution. 6) A shift toward cooperative federalism was evidenced by President Obama’s support of the stimulus bill that included temporary __________ funding for __________ functions such as education and public safety. A. federal; federal B. state; state C. state; federal D. federal; state 7) James Bryce believed that the Constitution was a fine example of: A. mass democracy at work. B. development of an oligarchical system of government. C. an incrementally improved system not far removed from the Magna Carta. D. a governing system that encouraged the proliferation of political parties. 9) Why was the division of power among the three branches of government an insufficient means to balance their powers? A. The legislature, as the only initiator of laws, could dominate the other two branches. B. Congress has more members than the other two branches. C. Supreme Court judges are impeachable. D. The president could become a dictator. 10) Which of the following is a true statement about the Federalists and Anti-Federalists? A. Both factions distrusted the power of state governments. B. Federalists were pessimistic about human nature, and Anti-Federalists were more optimistic about human nature. C. The Anti-Federalists preferred a nonelected judiciary and indirectly elected president. D. Both factions did not fear foreign threats. 11) President Bush and Governor Blanco struggled to agree about how to respond to Hurricane Katrina due to: A. political differences and perceptions of incompetence by both. B. President Bush never having been in a hurricane before. C. Governor Blanco being a woman. D. Mayor Nagin’s l.

1) Backers of a balanced-budget amendment to the Constitution might .docx

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Trust in Team Dynamics Trust is a key aspect in team dynamics. It is one of the basic emotions that brings teams together, and unfortunately it can also destroy a team if trust is lost. For the first paragraph of your post, address the following bullet point (and sub-bullet points): Discuss a team that you have been a part of where something has happened and the trust was lost. If you have not experienced this, talk to someone who has and use their situation instead. Why did the loss of trust occur? Were all members involved or just select members? What did leaders do to try to fix the situation? Was the team able to recover? What would you have done differently if you were the leader in that situation? For the second paragraph of your post, choose one of the following bullet points. Where possible, select a different bullet point than others have been selecting (i.e., we should try to spread the bullet points out so that each is getting equal attention during the discussion). What are the key processes leaders or organizations consciously use to create trust? Since most teams do not have conscious designs for creating trust among team members, design a strategy for incorporating trust among them. How do group and individual emotions affect the trust-building, trust-maintaining, and trust-losing processes? What is the role of the socialization within an organization for enhancing trust? The final paragraph of your post (3 to 4 sentences) should summarize the one or two main points that you are attempting to make in your post. 500 words ...

Trust in Team DynamicsTrust is a key aspect in team dynami

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Turnitin Plagiarism checker enabled. What is the definition of information security? What essential protections must be in place to protect information systems from danger? Define the InfoSec processes of identification, authentication, authorization, and accountability. Define project management. Why is project management of particular interest in the field of information security? What are the five basic outcomes that should be achieved through information security governance? What is a threat in the context of information security? How many categories of threats exist as presented in this chapter? ...

Turnitin Plagiarism checker enabled.What is the definition of

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Try to go to a museum that you have not been to before if your assignment 1 or 2 was not to your liking: Research online the following museums in Ft Worth: Amon Carter Museum (cartermuseum.org), Kimbell Art Museum (kimbellart.org), the Modern Art Museum of Fort Worth (mamfw.org); Dallas: Dallas Museum of Art (www.dma.org), Nasher (www.nashersculpturecenter.org), The Crow Museum (crowcollection.org). From your research, choose one to visit. From your museum visit, select a work of art to evaluate. Utilizing the following format, record your observations in a minimum three-page written essay. Write a formal essay using your Museum Worksheet notes, your observations, art elements/principles, chapter reading, and class experiences-insert the photo of you at the museum. Compile the following into an essay. Respond to the sections in PARAGRAPH FORM! Use the questions provided (Q) as a guide to provide you with information for your paragraphs. I. Introduction Label- list name of artist, title of work, and gallery visited or location of artwork. First Impression - record your first spontaneous reaction to the artwork. By the end of the process you may understand your first impression better or you may even change your mind. There are no wrong answers. Unfortunately, this step is where many people stop when they are looking at artworks.   Description- this stage is like taking inventory. Imagine that you are describing the artwork to someone over the telephone. II. Body Paragraphs 1, 2, 3 Analysis - Try to figure out what the artist has done to achieve certain effects. You should refer to your first impressions and try to explain how the artwork achieves that reaction. Q. How are the Elements of Art (color, shape, line, texture, space, form, value) and the Principles of Design (balance, contrast, emphasis, movement/rhythm, unity, variety) used in this artwork?  Q. What do you notice about the artist's choice of materials?  Q. What grabs your attention in the work? Q. At what do you think this artist worked particularly hard at while he/she did this work?  Q. Do you see any relationship between the things you listed during the description stage?  Q. What mood or feeling do you get when you look at this work of art?  Q. What "qualities" do you see in this work? III. Conclusion Interpretation - try to figure out what the artwork is about. Your own perspectives, associations and experiences meet with "the evidence" found in the work of art. All art works are about something. Q.What is the theme or subject of the work? Q. What is the work about; what so you think it means? Q. Why do you think that artist created this work? Q. What do you think the artist's view of the world is? 6. Informed Judgement - this is a culminating and reflecting activity. You need to come to some conclusions about the artwork based on all the information you have gathered and on your interpretations. Q. Have your thoughts or feelings about the artwork changed si ...

Try to go to a museum that you have not been to before if your ass

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Trochim, W. M. K. (2006). Internal validity. http://www.socialresearchmethods.net/kb/intval.php Please follow link:^^^^^ Social Work Research: Chi Square Molly, an administrator with a regional organization that advocates for alternatives to long-term prison sentences for nonviolent offenders, asked a team of researchers to conduct an outcome evaluation of a new vocational rehabilitation program for recently paroled prison inmates. The primary goal of the program is to promote full-time employment among its participants. To evaluate the program, the evaluators decided to use a quasi-experimental research design. The program enrolled 30 individuals to participate in the new program. Additionally, there was a waiting list of 30 other participants who planned to enroll after the first group completed the program. After the first group of 30 participants completed the vocational program (the “intervention” group), the researchers compared those participants’ levels of employment with the 30 on the waiting list (the “comparison” group). In order to collect data on employment levels, the probation officers for each of the 60 people in the sample (those in both the intervention and comparison groups) completed a short survey on the status of each client in the sample. The survey contained demographic questions that included an item that inquired about the employment level of the client. This was measured through variables identified as none, part-time, or full-time. A hard copy of the survey was mailed to each probation officer and a stamped, self-addressed envelope was provided for return of the survey to the researchers. After the surveys were returned, the researchers entered the data into an SPSS program for statistical analysis. Because both the independent variable (participation in the vocational rehabilitation program) and dependent variable (employment outcome) used nominal/categorical measurement, the bivariate statistic selected to compare the outcome of the two groups was the Pearson chi-square. After all of the information was entered into the SPSS program, the following output charts were generated: TABLE 1. CASE PROCESSING SUMMARY Cases Valid Missing Total N Percent N Percent N Percent Program Participation *Employment 59 98.3% 1 1.7% 60 100.0% TABLE 2. PROGRAM PARTICIPATION *EMPLOYMENT CROSS TABULATION Employment Total None Part-Time Full-Time Program Participation Intervention Group Count % within Program Participation 5 16.7% 7 23.3% 18 60.0% 30 100.0% Comparison Group Count % within Program Participation 16 55.2% 7 24.1% 6 20.7% 29 100.0% Total Count % within Program Participation 21 35.6% 14 23.7% 24 40.7% 59 100.0% TABLE 3. CHI-SQUARE TESTS Value df Asymp. Sig. (2-sided) Pearson Chi-Square 11.748a 2 .003 Likelihood Ratio 12.321 2 .002 Linear-by-Linear Association 11.548 1 .001 N of Valid Cases 59 a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 6.88. The first table, titled Case ...

Trochim, W. M. K. (2006). Internal validity.httpwww.socialres

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Travel Journal to Points of Interest from the Early Middle Ages, Romanesque, and Gothic Worlds Travel, whether it was to the Middle East to fight in the Crusades or on a pilgrimage to the Holy Land, was an activity that shaped the Middle Ages. For this assignment, put yourself in the place of a person living during Middle Ages who traveled throughout Europe. Select a total of six representative pieces of art or architecture that date from this period in history. You should have 2 examples from each of the time periods in the Middle Ages : two examples from the Early Middle ages, two that represent the Romanesque, and two that represent Gothic art. Each example should reflect the essential characteristics of its time period. Your objects need to date between 400 CE and 1300 CE—the time span that encompasses the Early Middle Ages, Romanesque, and Gothic periods. When you return from your travels, prepare a journal that includes the following information for each of your six representative works of art: A photograph of the object Identifying information: Name of the artist (if available) Title of the work Date of the work Medium/materials used to create the work Then, write a paragraph of 4-6 sentences that: Describes the visual characteristics that makes the object representative of its style Places the work within its social and historical context and explains why it is culturally significant Finally, in a well-developed paragraph of 6-8 sentences, summarize what you have learned from your travels, highlighting key similarities and distinctions between the six objects you selected for discussion. ...

Travel Journal to Points of Interest from the Early Middle Ages, Rom

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Triangle Shirtwaist Company Fire To understand why employment laws were developed, let’s look at a prominent, tragic incident in labor history. 1) Read/watch a description of the event. Here are some possible sources: Small, D. (Editor). (2011, March 20). Remembering the Triangle Shirtwaist fire [Television series episode]. In M. Teel (Producer), CBS News Sunday Morning. New York, NY: CBS Interactive Inc. (This runs about 7 minutes.) https://www.youtube.com/watch?v=4ulaG9x4GpE #### Writch, J. (Producer). (2011). Triangle fire [DVD]. (This was originally published by PBS, but it isn’t available on the website now. This 1-hour video is running at: https://www.dailymotion.com/video/x1itk1p_pbs-american-experience-2011-triangle-fire-720p-hdtv-x264-aac-mvgroup-org_shortfilms #### Industrial Relations School. (2017). Remembering the 1911 Triangle Factory Fire. Cornell University. (This has a set of materials about the event.) https://trianglefire.ilr.cornell.edu/ #### https://www.c-span.org has several programs about this event. Just type “Triangle Shirtwaist Fire” into the search box. #### You may be able to locate other sources if you have difficulty with the above links. 2) Analyze the material . Note the business reasons that led to the conditions. Note also the perceptions about employers and employees and the issues of equity, voice, and efficiency. When you have finished reviewing the material, in the Week 2 discussion forum , post one example of equity, voice, or efficiency illustrated in the event and discuss whether it is an issue today. ...

Triangle Shirtwaist Company FireTo understand why employment

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TRINITY WASHINGTON UNIVERSITY School of Professional Studies INTRO TO COMMUNICATION & PUBLIC SPEAKING The Informative Speech TASK Rough Draft Speech Outline: Due by 3pm Tuesday, June 9.(MUST BE EMAILED, NO EXCEPTIONS) Informative Speech Presentations: Final Outline due at time of your speech. TUESDAY, JUNE 23 Your task is to prepare a 3-5 minute informative speech about a subject that interests you and that would be of interest to your classmates. (Note: You will be penalized for overtime, too much reading, and PERSUADING) BACKGROUND An informative speech is one designed to provide general knowledge about one specific topic. It is usually a speech that defines, describes, or demonstrates the topic. It is characterized by objectivity. Hence, it is not to be confused with a persuasive speech. (A persuasive speech is one wherein the speaker takes a particular side of an issue and seeks to influence others to change their attitudes, beliefs, or actions in that particular direction.) The subject matter of the Informative Speech may be about one of the following: 1. Speech about an Object 2. Speech about a Person or group of persons 3. Speech about an Event 4. Speech about a Process 5. Speech about a Concept (Idea) 6. Speech about an Issue (You may NOT take a position, must be objective) PLAN 1) Narrow the subject down to your most exciting/interesting aspect (Thesis statement). 2) Identify THREE sub-points or components to your topic (Preview statements). 3) List why/how your topic can relate to your audience (Relevance statement). 4) Share why you are a good person to talk about this subject (Credibility). 5) Identify the most appropriate organizational pattern you want to use to present your speech. 6) Use 3-4 outside references to support your ideas. These references should be cited within the presentation of the speech, not as an addendum. No more than two can be from on-line sources and two has to be from a scholarly source (journal, book, or online scholarly source). PREPARE 1) Develop a Speech Outline based on the handout that is attached. References must be included at on a separate sheet and cited within your outline. At least 3-5 sources, TWO SCHOLARLY. APA Writing Style must be used—NO EXCEPTIONS. 2) Professional Attire (suits, slacks, dress shoes, tie, etc…if in doubt, email me) 3) Run through you speech with movements in front of an audience. 4) PRINT and HAND IN outline AND reference sheet on the day of your speech PRACTICE 1) PRACTICE delivering the speech and TIME yourself 2) PRACTICE being professional 3) PRACTICE using your voice (impromptu speeches) 4) HAVE FUN!!! DAY OF SPEECH, TURN-IN OUTLINE, REFERENCE SHEET, AND EVALUATION FORM (last page in packet) WITH NAME AND TITLE ALREADY WRITTEN ON IT Basic Parts of a Speech The Basic Informative Speech I. THE INTRODUCTION A. First focus – Establish a rapport or common ground with audience to maintain their attention. (A quote, statistic or statement to help t ...

TRINITY WASHINGTON UNIVERSITYSchool of Professional StudiesINT

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Transport-Level Security 6.2 What protocols comprise TLS? 6.3 What is the difference between a TLS connection and a TLS session? 6.4 List and briefly define the parameters that define a TLS session state. 6.5 List and briefly define the parameters that define a TLS session connection. 6.6 What services are provided by the TLS Record Protocol? 6.7 What steps are involved in the TLS Record Protocol transmission? 6.8 What is the purpose of HTTPS? 6.9 For what applications is SSH useful? 6.10 List and briefly define the SSH protocols Network Access Control and Cloud Security 5.1 Provide a brief definition of network access control. 5.2 What is an EAP? 5.3 List and briefly define four EAP authentication methods. 5.4 What is EAPOL? 5.5 What is the function of IEEE 802.1X? 5.6 Define cloud computing. 5.7 List and briefly define three cloud service models. 5.8 What is the cloud computing reference architecture? 5.9 Describe some of the main cloud-specific security threats. ...

Transport-Level Security 6.2 What protocols comprise TLS6

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Tuberculosis M. tuberculosis can be transmitted in virtually any setting. Clinicians should be aware that transmission has been documented in healthcare settings where healthcare workers and patients come in contact with persons with infection. • Describe the factors that determine the infectiousness of a tuberculosis (TB) patient; • Explain the main goals of a TB infection control program; • Discuss the three levels of an effective TB infection control program; • Explain the purpose and the characteristics of a TB airborne infection isolation room; and • Describe the circumstances when respirators and surgical masks should be used. 2 pages not including title and reference page ...

TuberculosisM. tuberculosis can be transmitted in virtually any

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Transnational education (TNE) has played a key role in internationalising higher education around the world. TNE can be defined as ‘higher education activities in which the learners are located in a host country different from the one where the awarding institution is based’ (Van der Wende, 2001, p. 440). In other words, TNE is where students study in their home country for a degree or other qualification from an institution abroad. According to Higher Education Statistics Agency (HESA, 2013a), there were 570,665 students studying UK HE-level qualifications abroad in 2011/2012. According to the Department for Business, Innovation and Skills (DBIS, 2013), approximately 75% of UK higher education institutions (HEIs) now engage in transnational education, in more than 200 countries. TNE is delivered in a number of different ways, which include distance learning (with or without face-to-face teaching support) and in-country delivery, such as branch campuses, twinning programmes, and franchising arrangement. Oxford Brookes University is the largest single UK institution operating in the TNE market, with over 250,000 students. However, this statistic mainly comprises students studying on the BSc in Applied Accounting, and has a very low completion rate of around 10%. The British Council have identified growth opportunities in TNE to 2020 (British Council, 2013). Currently, the countries offering a conducive climate for TNE are Hong Kong, Malaysia, Singapore and the United Arab Emirates (UAE). Other countries with future potential are Bahrain, Botswana, China, India, Mauritius, Oman, Qatar, Spain, South Korea, Thailand and Vietnam (DBIS, 2013). Since the United Arab Emirates became a country in 1971, the government has invested heavily in higher education: ‘Over the past five years many universities have opened their doors in the UAE, with some succeeding while others failing to deliver results either academically or economically’ (Mahani & Molki, 2011, p. 3). Successful institutions include the University of Wollongong (Australia), Heriot-Watt University (Scotland) and New York University, Abu Dhabi (USA), while the failures include George Mason University (USA), Michigan State University (USA) and the University of Pune (India). Answer the following key questions: What are the pros and cons of TNE? Why do you think established universities want to open up branch campuses in the UAE? What makes the UAE so attractive? What are the key factors in the success or failure of branch campuses in the UAE? Make a list. ...

Transnational education (TNE) has played a key role in international

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Transitional Fossils Critics of evolution point to an absence of “missing links” or evidence for the evolutionary pathway. However, many transitional fossils do exist and serve to provide a basis for discussions on evolutionary theory. Pick a transitional fossil and describe what information this fossil provides about different lineages. Your assignment should be 500 words in length. ...

Transitional FossilsCritics of evolution point to an absence of

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