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Rookie Officer-Ethical Decision You are a rookie police officer and are riding with a Field Training Officer (FTO). During your shift the FTO stops at a convenience store and quickly drinks four beers in the back room of the store. He is visibly affected by the beers and the smell of alcohol is very noticeable. What should you do? What if the FTO had just written up a favorable evaluation of you even though you should have received a reprimand for an improper disposition of a traffic accident? Share the moral rule(s) and ethical system that corresponds with your decision. .

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Rubic_Print_FormatCourse CodeClass CodePOS-500POS-500-O503Constitu.docx

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Royal Commission for Jubail and Yanbu Jubail University College Computer Science & Engineering Department Cover Page FX-ACA-002 Issue 0 Rev. 1 January 2, 2014 i Exam Type: Assign 1(LT) Semester: 391 Course Code CS 313 Course Title Design and analysis of Algorithms Submission Date WEEK 7(Sunday) PART I TO BE FILLED BY THE STUDENT STUDENT’S NAME ID. No. Course Section TO BE FILLED BY THE CONCERNED DEPARTMENT PART II 1st Marker 2nd Marker Question No. Max Marks Actual Marks Comments/Remarks Actual Marks Comments/Remarks 1 20 2 3 3 3 4 4 Total 30 Name: Dr. Ruchi Tuli Name: Signature: Signature: 1. Calculate the time and space complexity(total amount of space required) of the following: (20 Marks) a. Algorithm sum(a[ ], n) [4 Marks] sum =0 for(i=0 to n) sum = sum + a[i] return sum b. Algorithm A1() [3 Marks] int i for(i= 1 to n) print(i) c. Algorithm A3() [4 Marks] int i, j for(i= 1 to n) for(j= 1 to n) print(“hello”) d. int sum(int x, int y, int z) { [2 Marks] int w = x + y + z; return w; } Instructions :-  Write the answers in your own handwriting. Do not type it  Late submissions will face penalties.  No email submission. Only hard copy submission e. void Add(int a[ ], int b[ ], int c[ ], int n) { [4 Marks] for (int i = 0; i < n; ++i) { c[i] = a[i] + b[j] } } f. void Multiply(int a[ ], int b[ ], int c[ ][ ], int n) { [3 Marks] for (int i = 0; i < n; ++i) { for (int j = 0; j < n; ++j) { c[i] = a[i] + b[j]; }}} 2. Show that 3n3+2n2+7n+9 is O(n3) [3 Marks] 3. Show that n! is O(nn) [3 Marks] 4. Prove that n10 is O(2n ) [4 Marks] .

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RTI Special Education RTI Special Education Program Transcript [MUSIC PLAYING] NARRATOR: The following presentation features educators from an elementary school who discuss best practices for integrating special education into general education to assess, intervene with, and improve the educational experiences of their students. MERLE SCHWARTZ: So I feel inclined to say that, while we demonstrated an RTI meeting, at your school, you call it a problem solving team, which is terrific. And so my first question, really, is how did you get this model up and running? How did it start? How has it evolved? Ingrid, would you like to kick it off? INGRID WIEMER: Yeah, in our district, we've been under the belief that its best practice is to have a problem solving team to help general education teachers when problems arise with students, whether that's academic or behavioral or social emotional. So we've been doing teams like this in our district for probably over a decade. But where we slid into the response to intervention mode and formalized the process a little more was when special ed law was reauthorized in 2004. But a year or two before that, our district saw the trend that legislation was taking. And so we were proactive in getting together groups. And in our state, we have special education coops. And so they had written a grant called Principal-Led Problem Solving Teams. So they helped us and trained administrators in neighboring districts and districts that were part of the coop in this model. So I would say that we've been pretty proactive and started the response to intervention and problem solving teams even before the authorization came down. SUE BARKHAUSEN: And I would say here, at our school, we've been doing this problem solving team for about six years with a staff of over 50 people. Everyone has been trained in this problem solving process, particularly response to intervention. And what's wonderful about this is with everyone trained, we have volunteers who will volunteer to be on the committee. And so we were able to see that in our meeting earlier. BRIDGET BOOKER: Another interesting component-- thinking back nine years, when we started with the principal-led problem solving teams, we did do it throughout all the schools in our district. And so it was not just our school here. © 2016 Laureate Education, Inc. 1 RTI Special Education And I think, at our district in particular, because we are a high performing district, we had students that were struggling that wouldn't typically be considered special education students, but students that struggled academically among the peers in their school. And we really looked at trying to find interventions that would be general education in order to help them to be successful in their classroom among their peers here. And they would oftentimes be average students in other schools that were just struggling here in o.

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