CLASS ASSIGNMENT 3To fully understand the customer, one must.docx

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CLASS ASSIGNMENT 3 To fully understand the customer, one must listen closely and acknowledge every response. Active listening is the process of sending back to the prospect what you as a listener think the person meant, both in terms of content and feelings. Active-listening skills can be learned by any salesperson willing to make the commitment. Use the following three practices: • Focus your full attention • Paraphrase the customer’s meaning • Take note Q1. In today’s world of 24/7 constant digital contact, we often time struggle to focus our attention. What are your struggles in paying attention and having that ability to listen closely? Q.2 What actions could you take to improve your ability to focus attention and listen actively? .

CLASS ASSIGNMENT 3
To fully understand the customer, one must listen closely and
acknowledge every response.
Active listening is the process of sending back to the prospect
what you as a listener think the person meant, both in terms of
content and feelings.
Active-listening skills can be learned by any salesperson willing
to make the commitment.
Use the following three practices:
• Focus your full attention
• Paraphrase the customer’s meaning
• Take note
Q1. In today’s world of 24/7 constant digital contact, we often
time struggle to focus our attention. What are your struggles in
paying attention and having that ability to listen closely?

Q.2 What actions could you take to improve your ability to
focus attention and listen actively?

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click the link and watch the following video "death by socialism" and answer the following questions https://www.youtube.com/watch?v=3Gjnk9KqwvQ&feature=youtu.be 1. Why do some people feel socialism would work in America? Why doesn't it seem to work in other countries? Is America different? Why or why not? 2. Summarize what's currently going on in Venezuela. Then, share your opinion on it and what might be done about it. 3. Were Bernie Sanders and his supporters advocating socialism? Defend your answer. What did Sanders mean by "democratic socialism"? 4. Why did socialism effect the economy the way it did in Venezuela? Why are there food shortages, etc.? Research the effects of socialism and share your thoughts. 5. Why does Chavez blame capitalism for the problems? Is this accurate? Explain why or why not. DUE BY 9:00 4/8 .

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Classroom Discussion is a valuable learning tool in that it: It helps students explore a diversity of perspectives. It increases students’ awareness of and tolerance for ambiguity or complexity. It helps students recognize and investigate their assumptions. It encourages attentive, respectful listening. It develops new appreciation for continuing differences. It increases intellectual agility. It helps students become connected to a topic. It shows respect for student voices and experiences. It helps students learn the processes and habits of democratic discourse. It affirms students as co-creators of knowledge. It develops the capacity for the clear communication of ideas and meaning. It develops habits of collaborative learning. It increases breadth and makes students more empathic. It helps students develop skills of synthesis and integration. It leads to transformation. Stephen D. Brookfield and Stephen Preskill, Discussion as a Way of Teaching (2d edition, 2005, John Wiley and Sons), 21-22. Assignment Step #1: Respond to the following Discussion Prompt "Explain the difference between and EMPLOYEE and an INDEPENDENT CONTRATOR and the tests that help us in that determination." .

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CLASSICS OF WESTERN PHILOSOPHY 2 CLASSICS OF WESTERN PHILOSOPHY EIGHTH EDITION Edited by STEVEN M. CAHN HACKETT PUBLISHING COMPANY, INC. INDIANAPOLIS/CAMBRIDGE 3 To Marilyn 4 First edition copyright © 1977 by Hackett Publishing Company, Inc. Second edition copyright © 1985 by Hackett Publishing Company, Inc. Third edition copyright © 1990 by Hackett Publishing Company, Inc. Fourth edition copyright © 1995 by Hackett Publishing Company, Inc. Fifth edition copyright © 1999 by Hackett Publishing Company, Inc. Sixth edition copyright © 2002 by Hackett Publishing Company, Inc. Seventh edition copyright © 2006 by Hackett Publishing Company, Inc. Eighth edition copyright © 2012 by Hackett Publishing Company, Inc. All rights reserved Printed in the United States of America 17 16 15 14 13 12 1 2 3 4 5 6 For further information, please address: Hackett Publishing Company, Inc. P.O. Box 44937 Indianapolis, IN 46244-0937 www.hackettpublishing.com Cover design by Brian Rak Text design by Meera Dash Printed at Victor Graphics, Inc. Library of Congress Cataloging-in-Publication Data Classics of Western philosophy / edited by Steven M. Cahn. — Eighth Edition. pages cm Includes bibliographical references. ISBN 978-1-60384-743-8 (pbk.) — ISBN 978-1-60384-744-5 (cloth) 1. Philosophy. I. Cahn, Steven M. B29.C536 2012 190 — dc23 2012007912 PRC ISBN: 978-1-62466-015-3 5 http://www.hackettpublishing.com Contents Preface Plato Laches Euthyphro Apology Crito Phaedo Meno Symposium Republic (selections) Aristotle Categories (Chapters 1–5) On Interpretation (selections) Posterior Analytics (selections) Physics (selections) On the Soul (selections) Metaphysics (selections) Nicomachean Ethics (selections) Epicurus Letter to Menoeceus The Principal Doctrines Epictetus Encheiridion Sextus Empiricus Outlines of Pyrrhonism (selections) Augustine On Free Choice of the Will (selections) Confessions (Book XI) Plotinus Enneads (selections) Boethius Consolation of Philosophy (selections) Anselm Proslogion Gaunilo’s Reply on Behalf of the Fool Anselm’s Reply to Gaunilo Moses Maimonides The Guide of the Perplexed (selections) 6 Thomas Aquinas Summa Theologiae (selections) Levi Gersonides The Wars of the Lord (selections) William of Ockham Summa Logicae (selections) René Descartes Discourse on Method Meditations on First Philosophy Thomas Hobbes Leviathan (selections) Baruch Spinoza Ethics (Parts I, II) Gottfried Leibniz Discourse on Metaphysics Monadology John Locke An Essay Concerning Human Understanding (selections) George Berkeley A Treatise Concerning the Principles of Human Knowledge Three Dialogues between Hylas and Philonous David Hume An Enquiry Concerning Human Understanding A Treatise of Human Nature (selections) Dialogues Concerning Natural Religion Immanuel Kant Prolegomena to Any Future Metaphysics Critique of Pure Reason (selections) Grounding for the Metaphys.

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Classic Combo Plate Directions: Before there were all the cart options, I remember going to the cafes near campus that offered combo menus. For a reasonable price, the menu usually had two lists of items and you would choose one from column A and one from column B for a very satisfying lunch. For our musical version of the combo plate, you are asked to select one composer from column A (just the big three) and one composer from column B (a very long Wikipedia page with composers listed by birth year) Both composers must share the same, or nearly the same, birth year . The latitude for this is no more than + or - 10 years. We want to place both of them solidly within the Classic era and also within roughly the same generation. Find one movement of a piece of music by each. that is a total of two tracks for this assignment. Include a link to that specific movement of each piece so that readers of your post can quickly click it to listen. You may use Naxos (a bit easier to pinpoint the exact movement in a longer piece) or YouTube but you are responsible for providing the accurate url. Please be careful in YouTube that your music link takes your reader to exactly the movement you write about. For each of these two tracks provides clearly the full title of each piece and the exact movement title or number if these are from multi-movement works. Provide background information on both of the movements of music you have selected and some bio information on the lesser known composer from "column B". Include musical observations based on your own listening as you compare the two tracks. You may find it easier to make a targeted comparison if you select works of a similar genre (for instance, the first movement of a piano sonata by each composer, or the slow movement of a symphony by each, or the minuet movement of a string quartet, or a soprano aria from an opera by each......) Interesting "fun facts" might include: did the two ever meet? Where did they live, did they study with the same teacher? Were they both performers as well as composers? Did each have a patron? Music Selection parameters Column A Classic era composers are limited to the big three we have covered already this term: Franz Joseph Haydn b. 1732 Wolfgang Amadeus Mozart b. 1756 Ludwig van Beethoven b. 1770 Choose just one movement of one piece by one of these "big three" composers. Column B classic era composers are listed at the page linked below. Scroll to find the birth years you need for a match. https://en.wikipedia.org/wiki/List_of_Classical-era_composers#Middle_Classical_era_composers_(born_1730%E2%80%931750) Choose just one movement of one piece by one of the other classic era composers that you find at this page. Reply post: After completing your main post, make an interactive reply post to another student's main post. An interactive reply post shows you've listened to the music they wrote about (supply track timings for your musical obse.

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Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” Thinking through quality questioning incorporates habits of mind and thinking dispositions. Cultivating Habits of Mind are also important. It includes the pursuit of accuracy, intellectual curiosity, empathetic listening, flexibility in thinking (page 146). This week’s focus is on creating a thinking culture. Discuss the following: How can you use quality questioning to create a classroom culture where students and teacher work together to advance thinking and knowing? How do you define habits of the mind ? What habits of mind underpin thinking and questioning? .

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Classic Gardens and Landscapes counts responses to specialty promotions to determine effectiveness. You use SUMIFS and an IFS formula to complete the summary. You also calculate insurance statistics and display full names in one cell. [Student Learning Outcomes 6.1, 6.2, 6.3, 6.6, 6.7] File Needed: ClassicGardens-06.xlsx (Available from the Start File link.) Completed Project File Name: [your name]-ClassicGardens-06.xlsx Skills Covered in This Project Nest MATCH and INDEX functions. Create DSUM formulas. Build an IFS function. Build SUMIFS formulas. Use TEXTJOIN to join labels. Open the ClassicGardens-06 start file. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it. Create a nested INDEX and MATCH function to display the number of responses from a city. Click the Mailings sheet tab and select and name cells A3:D28 as Responses . Click the Mailing Stats sheet tab. Click cell B21 and type Carthage . Click cell C21 , start an INDEX function, and select the first argument list option. Choose or type the Responses range name for the Array argument. Click the Row_num box and nest a MATCH function. Select cell B21 for the Lookup_value and cells A3:A28 on the Mailings sheet for the Lookup_array . Click the Match_type argument box and type 0 . Click INDEX in the Formula bar. Click the Column_num box and nest a second MATCH function to look up cell D3 on the Mailings sheet in the lookup array A3:D3 . Click the Match_type box and type 0 (Figure 6-106) and click OK . The result displays as 343.00. Figure 6-106 Nested MATCH and INDEX functions Format the results to show zero decimal places. Type Smyrna in cell B21 . Use DSUM to summarize mailing data. Select the Mailings sheet and note that number mailed is located in the third column and response data is in the fourth column. Click the Criteria sheet tab. Select cell B2 and type lan* to select data for the Landscape Design department. Type law* in cell B5 for the Lawn & Maintenance department. Type pat* in cell B8 for the Patio & Furniture department. Click the Mailing Stats sheet tab and select cell B7 . Use DSUM with the range name Responses as the Database argument. Type 3 for the Field argument (# Mailed column), and enter an absolute reference to cells B1:B2 on the Criteria sheet as the Criteria argument. Copy the formula to cell C7 and edit the Field argument to use the fourth column (# Responses). Use DSUM in cells B8:C9 to calculate results for the two remaining departments. Use SUM in cells B10:C10 . Format all values as Comma Style with no decimal places. Create an IFS function to display a response rating. Note: If your version of Excel does not include the IFS function, build the following nested IF function =IF.

Classic Gardens and Landscapes counts responses to specialty pro.docx

Classic Gardens and Landscapes counts responses to specialty pro.docx

Classic Gardens and Landscapes counts responses to specialty pro.docx

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Class, this is the final forum of the course. From our readings from Week 8, we see that field of emergency management including the Incident Command System and NIMS have changed drastically over the years. The NIC has been developed in order to make sure that our incident management systems are as efficient and effective as possible. Going forward, there will inevitably be changes that will positively impact our emergency response and disaster planning organizations. In the past 50 years we have seen significant changes to the field of emergency management in our country. Some of the notable turning points in the field of emergnecy management include the following: 1974 - Disaster Relief Act of 1974 - The Disaster Relief Act of 1974 authorized the president of the United States to implement a program of disaster preparedness and relief aid that would enable use of all federal agencies. The Disaster Relief Act of 1974 states that any federal assistance offered is dependent upon the president authorizing such aid in the form of issuing a declaration. 1979 - FEMA is created. 1988 - Stafford Act - Part of the reason for the change from the Disaster Relief Act of 1974 to the Stafford Act was the fact that the federal government was concerned about expanding disaster declarations beyond only natural disasters, and this included other types of incidents such as technological disasters (Three Mile Island in PA) and other instances outside the scope of natural disasters. Terrorism is not yet included. Federal assistance could be requested by the state on behalf of either the local government or state government. However, the request from the state must come from the governor. 2002 - Homeland Security Act - The September 11, 2001 terrorist attacks resulted in the creation of the Department of Homeland Security (DHS). FEMA is now included under the umbrella of DHS. HSPD-5 established the National Incident Management System (NIMS) and the National Response Plan (NRP). HSPD-8 established policies to strengthen the preparedness of the United States to prevent and respond to threatened or actual domestic terrorist attacks, major disasters, and other emergencies by requiring a national domestic all-hazards preparedness goal, establishing mechanisms for improved delivery of Federal preparedness assistance to State and local governments, and outlining actions to strengthen preparedness capabilities of Federal, State, and local entities. 2005 - Post-Katrina Emergency Management Reform Act - the performance of FEMA and other emergency management agencies during Hurricane Katrina results in the Post-Katrina Emergency Management Reform Act ( PKEMRA ) of 2006. The act enhances FEMA's responsibilities and its autonomy within DHS. Significant and meaningful changes to FEMA were made to increase preparedness levels of the general population and aid in mitigation and resilience efforts. These changes also included incident managem.

Class, this is the final forum of the course. From our readings fro.docx

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Class Subjects we went over WEEK 1 April 5thMULTICULTURALISM: REALITY & DEBATERead: “A Different Mirror: The Making of Multicultural America,” Ronald Takaki “An Overview and Point of View,” John Koval“Urban Fieldwork,” George Gmelch & Petra Kuppinger, from Urban Life (our required course text) WEEK 2 April 12thDIVERSITY & DIVISIONRead:“Race Relations Chicago Style: Past, Present and Future,” Michael Bennett & RichardSchaefer “Transnationalism, Old and New: New York Immigrants,” Nancy Foner, Urban Life “A Tale of 3 Cities: The State of Racial Justice in Chicago Report,” Executive Summary, pp. 1 – 10, Institute for Research on Race and Public Policy, UICDue:  Reading Review, for Weeks 1-2, online under Submissions on D2L by 6PM Thursday WEEK 3 April 19thGEOGRAPHY & INEQUALITYRead: “The Shadow of the Skyscraper,” Harvey Zorbaugh“Urban Danger: Life in a Neighborhood of Strangers,” Sally Engle Merry, Urban Life“How Urban Ethnography Counters Myths About the Poor,” J. Goode, UrbanLifePART II: MAKING BLACK, LATINO & WHITE CHICAGOS WEEK 4 April 26thTHE BLACK BELT & SEGREGATIONRead: “The Black Ghetto,” St. Clair Drake & Horace Cayton “Less Than Plessy: The Inner City, Suburbs, and State-Sanctioned Residential Segregation in the Age of Brown,” Arnold R. HirschDue:  Reading Review, for Weeks 3-4, online under Submissions on D2L by 6PM Thurs Writing Ethnographic Fieldnotes – Robert M. Emerson University of Chicago Press Published 1995 Chapter 1: Fieldnotes in Ethnographic Research Ethnographic field research involves the study of groups and people as they go about their everyday lives. Carrying out such research involves two distinct activities. First, the ethnographer enters into a social setting and gets to know the people involved in it; usually, the setting is not previously known in an intimate way. The ethnographer participates in the daily routines of this setting, develops ongoing relations with the people in it, and observes all the while what is going on. Indeed, the term "participant-observation" is often used to characterize this basic research approach. But, second, the ethnographer writes down in regular, systematic ways what she observes and learns while participating in the daily rounds of life of others. Thus the researcher creates an accumulating written record of these observations and experiences. These two interconnected activities comprise the core of ethnographic research: Firsthand participation in some initially unfamiliar social world and the production of written accounts of that world by drawing upon such participation. In the following sections we examine in detail each of these activities and then trace out their implications for writing fieldnotes. ETHNOGRAPHIC PARTICIPATION Ethnographers are committed to going out and getting close to the activities and everyday experiences of other people. "Getting close" minimally requires physical and social pr.

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Class Subjects we went overWEEK 1 April 5thMULTICULTURAL.docx

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Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES Whit.

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Class: Field and History of Law Enforcement Describe the four basic perspectives of the police function. Legal perspective Public policy perspective Systems perspective Global perspective Identify historic law codes and Commandments. Explain why they are still important today. If you had an opportunity to change a criminal law which one would you change? Provide a detailed explanation. .

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Class Field and History of Law EnforcementDescribe the fo.docx

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CJA/325 v3 Historical Analysis of an Organized Crime Group CJA/325 v3 Page 2 of 2Historical Analysis of an Organized Crime Group Worksheet The United States has seen the rise of multiple and various crime groups, organizations, and gangs, many with roots in other countries, such as Italy, Mexico, and El Salvador, as well as groups with their origins in the American prison system. These groups include the Five Families in New York: the Bonanno, Colombo, Genovese, Gambino, and Lucchese families; the Mexican Mafia; MS-13;and the Gangster Disciples. Useyourtextbook, Organized Crime (11th ed.), and outside research to complete each section of this worksheet. Select an organized crime group in the United States from the readings or additional resources. You are not limited to the groups discussed in Ch. 2 of Organized Crime (11th ed.). Complete a historical analysis of the chosen organized crime group by completing the following essay and timeline. Section 1: Crime Group Essay Write a 350- to 525-word essay below in which you discuss the various business interests over time of your chosen organized crime group. Determine and explain the group’s structure and operating methods. Explain your answer. Essay response: Section 2: Historical Timeline Use the timeline template below to create a timeline of the origins, key events, people, and activities of your chosen crime group, including a brief history of this group’s evolution in the United States. Analyze the relationship of your group to its past and to its current role in Prohibition, drug syndicates, political corruption, and other illicit activities. Historical Timeline of the Gambino Crime Family (example) Copyright© 2018 by University of Phoenix. All rights reserved. Copyright© 2018 by University of Phoenix. All rights reserved. Write a paper using the three discussion post responses provided. Must be APA format, 12pt font, no less 3-4 legitimate, verifiable sources, title page, an introduction, intext citations, reference page.. This will be due in 6 hours Plagiarism Free! 4:30 PM EST Today#1Chuck Wexler: Police Executive Research Forum (PERF) 1. Evaluate the performance of the leader and describe the identifiable outcomes of that leader's innovation and success. Chuck Wexler is an MIT Ph.D. turned international anti-crime strategist. Wexler has been devoted to his career since the 1990s directing the Police Executive Research Forum, a Washington-based group that works to develop best practices for America’s police forces. PERF’s underlying belief is that there’s much more police departments can do to de-escalate volatile encounters and, ultimately, repair trust with communities a view advanced in the group’s new set of 30 guiding principles rapidly being adopted by police forces around the country, from Baltimore to St. Paul. Wexler’s efforts for police to “do better” were spurred by his years as an assistant to the Boston police chief during the explosive years after the court-orde.

CJA325 v3Historical Analysis of an Organized Crime GroupCJA3.docx

CJA325 v3Historical Analysis of an Organized Crime GroupCJA3.docx

CJA325 v3Historical Analysis of an Organized Crime GroupCJA3.docx

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CJ210 / Unit 2 Assignment Methods of Inquiry The principle methods of inquiry are divided into two broad, distinct categories: those that reconstruct the past and those that discover or create new knowledge. Based on your reading answer the following questions: 1. What are methods of inquiry and how are they used in criminal investigation? 2. Describe the steps to reconstruct a case and use an example to illustrate the concepts. 3. Describe how reconstructing a crime scene can aid in understanding the fundamentals of criminal investigations. Keep in mind the fundamentals are identifying witnesses, offenders, connecting evidence from the scene to the offender and victim, and but not limited to apprehending the offender(s). Requirements 1. APA format and Style 2. 3 pages, excluding the Title and Reference pages 3. 1 resource, can include textbook 4. Standard American English Grammar, sustained point of view throughout the writing Submitting Your Assignment Compose your Assignment in Microsoft® Word® and save your document in the following format: Last name First name Assignment. (Example: SmithJohn_Unit 2_Assignment). Submit your Assignment by selecting the Unit 2 Assignment 2 Dropbox by the end of Unit 2. Checklist for the Unit 2 Assignment Criteria: Ask yourself the following questions. Not Yet Yes Content Did you identify four or more fundamental principles of criminal investigation? Did you identify the methods of inquiry and how are they used in criminal investigation? Did you describe the steps to reconstruct a case? Did you use an example to illustrate the concepts? Did you describe how reconstructing a crime scene can aid in understanding the fundamentals of criminal investigations? Research Is your research current? Did you discuss all the required areas in a substantive manner? Did you use appropriate reference material to support major statements? Quality Is your content complete enough to address the topic and questions? Is there a logical flow to your ideas? Did you present the material in a clear and concise manner to provide easy readability? Format Did you prepare your project as a Microsoft Word document? Did you label your file correctly? Did you use APA format to cite your sources? Did you check your document for grammar and spelling? Does your Assignment fulfill the length requirements? Running head: STATESMANSHIP IN ORGANIZATIONAL LEADERSHIP 2 STATESMANSHIP IN ORGANIZATIONAL LEADERSHIP 2 Statesmanship in Organizational Leadership Name: Alfreda Dunlap Institution :Liberty University Date 4/5/20 Statesmanship in Organizational Leadership Thesis statement Statesmanship models plays an important role in both interpersonal and organizational leadership. Outline I. Introduction · Thesis: Statesmanship models plays an important role in both interpersonal and organizational leadership. · It is the expectation of the people that the country applie.

CJ210 Unit 2 AssignmentMethods of InquiryThe principle metho.docx

CJ210 Unit 2 AssignmentMethods of InquiryThe principle metho.docx

CJ210 Unit 2 AssignmentMethods of InquiryThe principle metho.docx

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CJ 317 CJ Statistics Chapter 5 – NIBRS Exercises Let’s work with our assault cases again. 1. Find the mean and standard deviation for offender age. a. Using the mean and standard deviation, what percentage of offenders are over 18? b. What percentage of offenders are over 21? c. What is the probability of selecting at random an offender who is under 18? 2. Using the frequencies procedure (ANALYZE, DESCRIPTIVE STATISTICS, FREQUENCIES), request a histogram of victim age with the normal curve overlay (from the Charts button), as well as the mean and standard deviation (from the Statistics button). a. Comment on the closeness of the actual distribution to the normal curve. b. Based on the normal distribution (using the z score and Table A), what is the probability that a victim is under 13? 3. Using the frequencies procedure (ANALYZE, DESCRIPTIVE STATISTICS, FREQUENCIES), request a histogram of offender age with the normal curve overlay (from the Charts button), as well as the mean and standard deviation (from the Statistics button). Comment on the closeness of the actual distribution to the normal curve. Lab 7 Mitosis and Meiosis & Start Lab 8 Mendelian Genetics Terminology Gene – a discrete unit of hereditary information, such as a segment of DNA that codes for a particular protein or trait (example: a gene that codes for eye color) Lab Topic 7 contains many bold-faced terms related to genetics and cell division. For future quizzes and lab exams, make sure you can define the bold-faced terms in the Blackboard notes. More Terminology Allele – alternate versions of the same gene (example: an allele that codes for blue eye color vs. an allele that codes for brown eye color) Chromosome – a discrete strand of DNA (and associated organizational proteins) within the nucleus Chromosome talk Homologous chromosomes – a pair of chromosomes that carries the same basic set of genes. One homologous chromosome is inherited from the organism’s father, while the other homologous chromosome is inherited from the organism’s mother. Chromosome talk, continued Sister chromatids are two copies of a duplicated chromosome that are still physically attached to each other. These chromatids are separated from one another during mitosis and meiosis II; once the chromatids split apart, each one is considered an individual chromosome. Ploidy A diploid (2n) cell contains two sets of chromosomes. One set was inherited from the organism’s mother, while the other set was inherited from the organism’s father. A haploid (n) cell contains one set of chromosomes. In humans, mature egg and sperm cells are haploid. The Human Life Cycle: Mitosis Mitosis occurs all over the human body for growth and repair. During this process, one diploid (2n) parent cell divides into two diploid daughter cells. Since mitosis is essentially a cloning process, the daughter cells are identical to each other and to the original par.

CJ 317 CJ StatisticsChapter 5 – NIBRS ExercisesLet’s work wi.docx

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City of Mound Bayou’s Fire Department FY 2015 Budget Capital Improvement Program Project Summary: Project Description: Estimated Impact on Operating Budget: City of Mound Bayou’s Fire Department FY 2015 Budget Capital Improvement Program Project Summary: Project Description: Estimated Impact on Operating Budget: City of Mound Bayou’s Fire Department FY 2015 Budget Capital Improvement Program Project Summary: Project Description: Estimated Impact on Operating Budget: City of Mount Bayou Project Priority List Rank Project Name Cost Justification City of Mount Bayou Project Priority List Rank Project Name Cost Justification City of Mount Bayou Project Priority List Rank Project Name Cost Justification Module Four Chapter 4 Overview In addition to the personnel services and support services potion of the budget is the capital outlay portion. It is this portion that monies for needed “equipment” is found within the budget. Some states allow for “construction projects” to also be included in this section of the budget, however Florida is not one of those states. The laws vary from state to state as to the definition of “equipment” within public organizations. Equipment purchased under this portion of the budget is almost always placed on the agency’s inventory and assigned a property control number. Obviously this is the means whereby equipment is both managed and accounted for in public agencies. When equipment is no longer needed by the agency, it is either sold at public auction, or disposed of in accordance with law. Strict records should always be kept of all equipment under the control of any public agency. Chapter Four Lecture In this module we will be examining the Capital Outlay portion of the budget. Monies allocated for this portion of the budget vary based upon the agency or government entity preparing the budget. The power point provided for this module discusses monies allocated to this portion of the budget may include such things as construction costs for new buildings. Other areas of the power point discuss monies allocated to this portion of the budget are allocated for equipment. The difference can be found in the government entity preparing the budget. Let’s take a look at the local level of government, county or city. In the United States counties and cities have a governing body called the Council or Commission. This governing body is known as the legislative branch of that local government. Local agencies, such as the police department, sheriff’s office, building and zoning, etc. do not place it their budgets under the capital expenditure portion construction for new buildings or purchasing land. This would be done at the county or city level within the ove.

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gordienaysmythe

Cite the readings and multimedia in the module to support your comments. 1.In your own words describe what happens in your brain from the neurobiological perspective when you experience anxiety. How might you convey to a client what is happening in their brain when they experience anxiety? 2.Highlight and summarize at least two insights you have gained from the Preston and Bentley readings and the week's videos .

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gordienaysmythe

CIt!tLF. 1C= MADE POLICY 57 .7')I r_ Bac re at the Border Why Enforcement without Legalization Cannot Stop Illegal Immigration by Douglas S . Massey Executive Summary Despite increased enforcement at the U.S.-Mexican border beginning in the 1980s, the number of foreign-born workers entering the United States illegally each year has not diminished . Today an estimated 10 million or more people reside in the United States without legal documentation . For the past two decades, the U.S . government has pursued a contradictory policy on North American integration . While the U.S. government has pursued more commercial integration through the North American Free Trade Agreement, it has sought to unilaterally curb the flow of labor across the U.S.-Mexican border. That policy has not only failed to reduce illegal immigration; it has actually made the problem worse Increased border enforcement has only succeeded in pushing immigration flows into more remote regions . That has resulted in a tripling of the death rate at the border and, at the same time, a dramatic fall in the rate of apprehension. As a result, the cost to U.S. taxpayers of making one arrest June 13, 2005 along the border increased from $300 in 1992 to $1,700 in 2002, an increase of 467 percent in just a decade . Enforcement has driven up the cost of crossing the border illegally, but that has had the unintended consequence of encouraging illegal immigrants to stay longer in the United States to recoup the cost ofentry.The result is that illegal immigrants are less likely to return to their home country, causing an increase in the number of illegal immigrants remsmung in the United States Whatever one thinks about the goal of reducing migra- tion from Menace, US policies toward that end have clearly failed, and at great cost to U.S. taxpayers. A border policy that relies solely on enforcement is bound to fail. Congress should build on President Bush's immigration initia- tive to enact a temporary visa program that would allow wodes from Canada, Mexico, and other countries to work in the United States without restriction for a certain limited time. Undocumented workers already in the United States who do not have a criminal record should be given temporary, legal status . andcoautY lrBeyond Smoke and (Mirror pMelxic Immigration in an tE assof INS! Economic Integration (New York. Russell Sage Foundation, 2002) . No. 29 Despite increased enforcement at the U.S: Mexican border beginning in the 1980s, the number of foreign-born workers entering the United States illegally each year has not diminished. Introduction One of the most important and challenging problems facing the 109th Congress will be immigration reform. Despite increased enforcement at the U.S .-Mexican border beginning in the 1980s, the number of foreign-born workers entering the United States illegally each year has not diminished . Today an estimated 10 million or more people reside in the.

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