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Discuss victimology and how technology changes over the past 20 years have created circumstances that can increase a person's chance of being victimized. Be sure to include scholarly references noted in proper APA format as well as in text citations to credit these sources. Direct quotes are not to be used in test answers. .

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Discussion 1: Reflections on Qualitative Research for Social Change Introduction: Social Change In the recent years, the pursuit for institutions, “practical researchers” and individuals to join in the crusade for social change has been remarkable; as many people around the world are reaching out to their neighborhoods as a member of the community to contribute to the common good through research, service, and educational opportunities ( Yob & Brewer, 2015. p.2). Social change constitutes a change in the nature, the social institutions, the social behavior or the social relations of a society, community of people, or other social structures (Walden University, 2016). Social change can be at the micro scale (that positively shape values, attitudes and behaviors) or at the macro scale (that positively shape economies, religion and families). The Essence of Social Change to a Walden Student Yob & Brewer (2015) observed that the term “social change” has been defined and analyzed across the academic disciplines, reflecting the particular perspective of that discipline and its research agenda. Prominent among the definition of social change are the concepts of social justice and equity which have been significant in discussions of social change in education, psychology, and social and cultural studies (Curry-Stevens, 2007; Drury & Reicher , 2009; Moely , Furco , & Reed, 2008; and Peterson, 2009, as were cited in Yob & Brewer (2015). There are as many definitions for social change as we have social scientists. However Hoff and Hickling -Hudson (2011), supporting the definition of Aloni (2002), provided the definition which places social change as “challenging trends of discrimination, exploitation, oppression, and subjugation displayed by groups who regard themselves as favored and, thus, take privileges for themselves and deprive other groups of the right to a dignified life” (p. 189). In this context, “ change” as is used in the “social change” is defined here in positive and value-laden terms that relate more particularly to the agents of social change than to others they might want to change. There is a great range and variation in the roles and positions that researchers takes up in research, as was observed by Ravitch & Carl (2016). Over the years ( more than 45 years), Walden University has produced career professionals with the opportunity to transform themselves as scholar-practitioners so that they can apply what they’ve learned to effect positive social change. Walden is focused on inspiring and celebrating the remarkable achievements of community members who continue to make a difference by addressing challenges where they live, in their professions, and in the world around them. This was a major factor that attracted me to pursue a programme at Walden. In our sub-region, (the sub-Sahara Africa), addressing the issue of social change from the national perspective has not been as significant relative to the.

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Discussion 1 As of my experience and observations mainly there are Two key themes in contemporary information systems development there are First one is: how to build and issue systems in tinier time settings second one is: how to empower development clusters to build systems in a consistent manner. This is reflected in present days’ principal fashionable this information system development methods such as nimble, their characteristic feature being an unambiguous prominence on unremitting, appropriate proclamations and a simplification of operative cluster association and announcement. As of my experience and observations most of the software developers we reconnoitre the personal property of cluster consistency and two categories of time pressure, deterrent and challenge, on the decision-making eminence of system development clusters. The challenge time pressure and cluster consistency to have a optimistic consequence with interruption time pressure having no substantial influence. As well working composed in a consistent cluster, petite, system development cycles mean that Software Development clusters obligation similarly work under fluctuating gradations of time pressure. Most studies in this field of information systems development and software development on time pressure measure time as a rectilinear hypothesis and enumerate it in terms of time ancient history. In this Developments I observed One of the major matters with these revisions nevertheless is that they frequently harvest contradictory consequences and as hitherto, there is no any approved and comprehensive hypothetical empathetic of the time pressure hypothesis. In my experience, I would like to share one example, some outcomes recommend that software development clusters achieve improved under time pressure. So far others recommend that clusters accomplish improved up to a convinced argument after which presentation deteriorations, important to the generally recognized reversed-U model. It is clear that time pressure is a multipart hypothesis and while typically scrutinized as a linear hypothesis, nonlinear associations are conceivable. With a present prominence in information system development and in particular software development on clusters conclusion production in pressurized environments it is domineering that investigators endure to gain larger empathetic of the anthropological behavioural characteristic of the decision-making development. Sympathetic how clusters work composed under time pressure is a key goal in development system and its essential to entirely appreciate this complication and help comprehend accurately how and if time pressure and consistency influence of software development clusters. Seeming Time Pressure in Teams Time pressure is abstractly diverse from insistence. Perseverance is a unchanging peculiarity that reproduces a anxiety for time and a feeling of being recurrently pressurized In disparity, time pressure is an assessment of the task si.

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Discussion 1: "Body Image" Please respond to the following: Debate It – take a position on this statement: Media cause individuals to develop negative and unrealistic body images. Support your views with two or three reasons and / or examples. (Cite any sources you referenced.) Debate It – take a position on this statement: Males and females are both targeted about body image to the same extent by advertisers. Support your views with one or two reasons and / or examples. (Cite any sources you referenced.) Discussion 2: "Do Video Games Encourage Sexist Behavior?" Please respond to the following: Discuss one or two conflicting issues involving the view that video games encourage sexist behavior. Debate It – Take a position on this statement: Violent video games encourage sexist behavior in adolescent and adult men. Support your views with two or three reasons and / or examples. (Cite any sources you referenced.) .

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Discussion 1: Influence of Classical Democratic Theorists Since ancient times, the idea of how people should govern has been a mainstay of philosophers and political theorists. One of the most enduring notions to emerge from early theorists is the basic belief that people are capable of governing themselves. The concept of democratic governance developed out of those early intellectual discussions. Democratic governance enjoys widespread acceptance in many parts of the world today. Yet, the exact meaning of democratic governance and how it should be implemented still remains a topic of debate. Democratic theory has evolved because of contributions from classical democratic theorists such as Aristotle, Plato, Rousseau, Locke, and Jefferson. It is important to consider of the ideas of these classical theorists when thinking about modern democratic theory. To prepare for this Discussion Review the Course Introduction. Keep this overview in mind as you work through each week of the course. Review the article “American Nightmare: Neoliberalism, Neoconservatism, and De-Democratization” in this week’s Learning Resources. Think about the effects of political democratic theories on contemporary democracy. Review the article “Rhetoric and the Public Sphere: Has Deliberative Democracy Abandoned Mass Democracy?” in this week’s Learning Resources. Consider how Plato’s theory of deliberative democracy influenced contemporary theories of democracy. Review the articles “John Locke” and “Jean Jacques Rousseau” in this week’s Learning Resources. Think about how social contract theory is related to contemporary democratic theory. Select at least one classical democratic theorist and consider his influence on contemporary democratic theory. With these thoughts in mind: Post by Day 3 an analysis of the influence of at least one classical democratic theorist on modern democratic theory. Be specific and provide examples. .

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Discussion 11 -Mitosis and meiosis are important processes. a) What does each accomplish; b) where in the human body can each occur and c) how do the cells produced compare in chromosome number to the parent cells? Discussion 12 - Assumed simple dominant and recessive genetics apply for this discussion. You are looking at two people, one shows a dominant phenotype (in this example a tall person) and the other a recessive phenotype (in this example a short person). Is it possible to positively determine the genotype of either person? If so which one and why. Explain your answer. .

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Discussion 1: Coding Scholar of Change of Video # 3 (John Anner) Brief Description of the Video The scholar of change video (program transcript) was presented by John Anner, a PhD candidate in Public Policy Administration (with concentration on International Non-governmental Organizations. – Walden University. Over the years, Anner have been focusing on agricultural problems in Africa and the Caribbean, and later joined the Peace Corps, where he worked as a Peace Corps volunteer in agriculture in Mauritania and West Africa. Anner has been a practitioner for almost 30 years and quest to acquire a PhD is to enable him add some intellectual and academic rigor to his work. He hope to bring to bear, his knowledge, experience and understanding to build national policy networks targeted at addressing directed social problems. Coding the Scholar Change A code in qualitative inquiry is most often a word or a short phrase that symbolically assigns a summative, a summary, a salient or essence-capturing attribute, for some portion of language, or visual data ( Saldana, 2016) . My coding preference will be the use of the Excel spreadsheet with the labelling of the columns to include; the video code number (under this, I’ll have my notes), the name of the student, gender, program of study, subject matter/topic, what happened in the video (under this I’ll have my transcript which will capture my report content), quick memo. To demonstrate the first coding, for instance, I’ll have the following; under the column for video code number (I’ll have video #3), the column for the name of the student (I’ll have John Anner ), under gender column ( male ), program of study ( PhD in Public Policy Administration ), subject matter/topic ( scholar of change ), under the transcript (I’ll have focused his attention on agricultural problems in Africa and the Caribbean, and later joined the Peace Corps, and worked as a Peace Corps volunteer in agriculture in Mauritania, West Africa; a practitioner for almost 30 years; his quest to acquire a PhD is to enable him add some intellectual and academic rigor to his work). Explaining My Choice of Coding Another attractive aspect of this qualitative coding system is the insertion of a column for memos . “Memos are a very important part of qualitative data analysis process because they offer a great platform to put very short notes which can be expanded and placed in in the researcher’s analytic memo notebook” ( Laureate Education - Producer, 2016). Again at periods of data analysis and reflections, a memo will enable the interviewer to know what part of the text (or the questionnaire) the information came from and what the interviewer was thinking about at that period in time. References Anner, J. (2015). John Anner, PhD student in public policy and administration [Video file]. Laureate Education (Producer). (2016). Introduction to coding [Video file]. Baltimore, MD: Author. Laureate Education (Producer). (2016).

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Discussion 1: Managing Diverse Teams For the last half-century, the workforce in the United States has been undergoing tremendous demographic changes. For example, in 2009 women accounted for almost 48% of American workforce, compared to 37% in 1970 (Barsh & Yee, 2011). Additionally, workers under the age of 44, and those most likely to be in school, college, or professional training, are more ethnically and racially diverse than ever before (Policy Alert, 2005). This is only diversity of gender, race, and ethnicity; consider how managers today must also lead increasingly diverse teams in terms of age, experience, nationality, geographic location, and even diversity of thinking styles. Contemporary businesses draw employees from a more diverse pool of talent than ever before. To be successful, top managers must understand how to develop and lead diverse teams. Managing a group composed of individuals with unique cultures, backgrounds, personalities, and abilities can be a daunting task. As a manager, it is your responsibility to ensure that team and group interactions are successful. As you review the Learning Resources this week to prepare for your Discussion posting, think about how you define diversity and diversity affects teams. Pay particular attention to the media resource, “Will Differences Doom the Team,” which presents some of the challenges managers face when leading a diverse team, and consider the key competencies managers must possess to effectively manage a diverse team. As you prepare for your post, consider what diversity means for you and how the diversity you have encountered in your professional experience have impacted how the team functions. .

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Discussion 1: Classism Income and wages are measurable indicators of how prosperity is distributed amongst social class. Wealth, often determined by an individual's net worth (assets minus liabilities), is another indicator that is used to determine class. Wealth for working class families is measured by their cars, savings, and home. As people improve their social and economic standing, wealth may include things like stocks and bonds, commercial real estate, and expensive jewelry. Wealth is an important indicator because it spans past, present, and future generations. For example, compare the children of parents who can save money and leave an inheritance with children of parents who economically struggle and have few assets to pass on to the next generation. Historically, the creation and accumulation of wealth provides evidence of the legacy of racism, sexism, and discrimination and their role in determining class. Black/African Americans, women, and Hispanic/Latinos have historically been denied the means to obtain assets and grow wealth. Consider the impact of chronic marginalization on the Black/African American community's ability to build wealth. While the income gaps between various ethnic groups may be decreasing, the gap between assets remains wide. Data from the Pew Research center show that the median wealth of Caucasian households is 20 times that of Black/African American households and 18 times that of Hispanic/Latinos households in the U.S. (Pew Research Center, 2011). Class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time you enjoy (because you are not working three jobs to make ends meet) or feeling like there is a "right" way to speak and act in order to be heard. For this Discussion, analyze how classism has impacted your life. · Post an analysis of how classism has factored into your life. · Then, explain a strategy you might use as a social worker to address the impact of class and class differences on the lives of your clients. References (use 2 or more) Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice . (3rd ed.). New York, NY: Routledge Press. Discussion 2: Power, Privilege, and Classism Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients' realities. For this Discussion, review how classis.

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Discussion 1: Cultural Identity What is culture? Is it synonymous with nationality? Can culture emerge from the intersection of multiple factors, such as gender identity, ability status, or language? Consider these questions as you prepare to describe your own culture. For this Discussion, think about how you would identify your culture. Consider aspects of your identity. I am black, a male, christian, heterosexual and do not have any disabilites. Or explain any other identifiers that contribute to what you would consider your culture. Post a description of important aspects of your culture that an outsider might not know. Explain the information a social worker would need to know about your culture in order to effectively assist your family in the face of a pressing issue. Describe potential consequences of a lack of cultural awareness on the social worker’s part. References James, J., Green, D., Rodriguez, C., & Fong, R. (2008). Addressing disproportionality through undoing racism, leadership development, and community engagement. Child Welfare, 87 (2), 279–296. [removed]O’Brien, M. (2011). Equality and fairness: Linking social justice and social work practice. Journal of Social Work, 11 (2), 143–158. .

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Discussion $5.00 Please use detail Discuss the importance of positive socialization and how different cultural and ethical perspectives influence different aspects of development, self-concept, and identity. Evaluate environmental influences such as geographical variance, religious beliefs, and the construction of the school setting (e.g., boarding school versus public school, traditional versus experiential learning) for cultural and ethical differences on development. Short Paper $10.00 at least 3 pages and 3 cited sources apa format. Please answer all questions Prompt: Based on the articles you read in Module Four on gender dysphoria, write a short paper about the influence of acceptance, parenting styles, and how these can directly steer a child’s gender id entity. Moreover, think about society today and acceptance of varied gender roles compared to the 1950s. Also, consider and explore society’s influence on gender dysphoria in your argument. Is there a direct correlation to gender identity and society or not?  Gender Dysphoria: Two Steps Forward, One Step Back  Gender Dysphoria  Gender Stereotypes in the Family Context: Mothers, Fathers, and Siblings  The Early Development of Gender Differences Specifically, your paper should address the following:  What is different today in parenting styles compared to the 1950s?  Considering the criteria and changes made in the DSM in the most recent version (DSM-5) compared to earlier, outdated versions, is there a direct correlation to gender identity and society or not? .

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Discuss why terrorism is difficult to quantify and has numerous definitions that are used throughout the world. In addition, compare and contrast the definitions of terrorism from the following agencies: FBI, DOD, DHS, DIA, CIA, U.S. State Department. What similarities or differences do you notice? Are the definitions aligned with the individual agency mission? Do you think the “cyclical nature of violence” discussed by Combs bears on these differences? Why or why not? at least one page please answer all questions .

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Discuss whether you feel safer now or before September 11th, 2001. .docx

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Discuss the role of stakeholders in quality and risk management incl.docx

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Discuss the various methods that law enforcement use to obtain information in drug investigations. Your response should be at least 200 words in length. Reference: Swanson, C. R., Chamelin, N. C., Territo, L., & Taylor, R. W. (2012). Criminal investigation (11th ed.). New York, NY: McGraw-Hill. Define and discuss the concept of warrantless searches and proper evidence handling. What are the reasons proper evidence handling is important in drug investigations? Your response should be at least 200 words in length. Reference: Swanson, C. R., Chamelin, N. C., Territo, L., & Taylor, R. W. (2012). Criminal investigation (11th ed.). New York, NY: McGraw-Hill. Define the difference between the terms trafficking and smuggling. Discuss the difference between these terms as they relate to human trafficking investigations. What are U-visas and T-visas, and what is the role of non-governmental organizations (NGO) in helping human-trafficking victims? Your response should be at least 500 words in length. Reference: Swanson, C. R., Chamelin, N. C., Territo, L., & Taylor, R. W. (2012). Criminal investigation (11th ed.). New York, NY: McGraw-Hill. .

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Discuss the relationship of humanity with the natural world. Compare one specific example of Chinese architecture (not the Great Wall) with one specific example of Japanese architecture, including shrines and temple sites. What underlying beliefs of each culture are reflected in the choices seen in the buildings? Think about the exterior architecture as well as the interior plans, the location of the buildings, and the surroundings of the buildings. How do the architects reflect the natural world in the buildings? .

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Discuss the relation between communism and decolonization movements. Discuss the relation between democracy and decolonization movements. The approximate length for posts and responses will be 50 to 100 words. For weekly discussion, each student will have 1 post and 2 responses (that is, 150-300 words in total for each week). Always keep copies of all your posts and responses for your personal records. Points will be deducted for late participation in weekly forum discussions. Forum discussions will be evaluated on creativity of analysis of weekly readings. Discussion post grades will be calculated at the end of the semester. Watch the video and the reading the write a discussion and respond the two discuttion below. Videos: https://youtu.be/-LzatfgOQ9c https://youtu.be/CfF6oSUkF2s https://youtu.be/Wd0aW-4mV68 Discussions that needs respond: Discussion 1: Title: Relationship between democracy and decolonization movements Colonies dependent from the rules and policies of other countries can quickly become against these rules in the desire of being independent. This can also be triggered by a difference in culture. When colonies decide to fight their oppressors it is usually because they are not given enough rights and are being mistreated, this kind of movement can be impulsed by a leader that is fighting towards liberty and democracy. For example, Sun Yat -Sen spent many years studying different political and economical manners around the world and throughout time to come up with a democratic system that according to him would impulse the New China. I think when a civilization has been ruled by a foreign country their main goal is to reach democracy. In democracy they would be able to choose their representatives and governors, opposite to colonization principles. On the other side, communism, in my opinion is more related to decolonization movements when the wage-class is no longer looking for an opportunity to be able to choose their governors but the opportunity to be able to grow economically, that is, be able to get properties and not just enough money to survive. In communism the main goal is to take away the bourgeois' private property and make it be owned by society. Discussion 2: title: The Decolonization movements. During the time of the decolonization movements, the countries of the southern hemisphere wanted freedom from their ruling foreign governments. The people in the lower classes, also known as the working class, wanted to have better lives and to be equal to those of the rich class, so they proposed the communist party to power. Communism gained its popularity by claiming that all working people are equal and that it was the best way to make a country successful. This ideology greatly differs from those of democracy, where people have equal rights and freedoms, characteristics that were wanted in a new government by the colonized peoples. The reading are attached: .

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Discuss the reason why salt, when it dissolves the ions separate. Why does the water molecules cluster around each of them in hydration shells? Explain how the shell of these are different ( Ion-dipole forces and hydrogen bonding occurs). Give an example of a slat that does this. Must post (1) substantial initial post with a minimum of 250 words. All posts and replies must contain at least (2) professional references, one may be the course textbook, properly cited in the current APA format .

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