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Note: I will take swift action regarding any instance of cheating or plagiarism. Submit your own work. Do not copy from any source. Understand that, in accordance with University policy, you may be suspended or expelled as a result. Instructions for Writing Reports: Instructions will vary from track to track. They are given after each track below. Do not email reports; submit a hard copy on the due date. I will accept only one (1) late submission a week after the due date. Report 1: Part A Instructions: A ½ page summary in your own words of “Chapter 12: Music,” which is in the reader. Your summary must include reference to: a) musical categories b) characteristics of the music c) musical instruments. Part B Instructions: A ½ page summary in your own words of “Introduction to the Son Mexicano,” which is in the reader. Your summary must include (in your own words): a) an explanation of what a son is b) an identification of at least four features c) a brief overview of the son ’s history d) three son varieties DUE DATE: February 16 ...

Note: I will take swift action regarding any instance of cheating
or plagiarism. Submit your own work. Do not copy from any
source. Understand that, in accordance with University policy,
you may be suspended or expelled as a result.
Instructions for Writing Reports: Instructions will vary from
track to track. They are given after each track below. Do not
email reports; submit a hard copy on the due date. I will accept
only one (1) late submission a week after the due date.
Report 1:
Part A
Instructions:
A ½ page summary in your own words of “Chapter 12: Music,”
which is in the reader. Your summary must include reference to:
a) musical categories b) characteristics of the music c) musical
instruments.
Part B
Instructions:
A ½ page summary in your own words of “Introduction to the
Son Mexicano,” which is in the reader. Your summary must
include (in your own words): a) an explanation of what a

son
is b) an identification of at least four features c) a brief
overview of the
son
’s history d) three son varieties
DUE DATE: February 16

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0091-4169/04/9501-0001 THE JOURNAL OF CRIMINAL LAW & CRIMINOLOGY Vol. 95, No. I Copyright © 2004 by Northwestern Utliversity, School of Law Primed in U.S.A. CRIMINAL LAW COMMUNITY POLICING AND YOUTH AS ASSETS JAMES FORMAN, JR. INTRODUCTION Over a decade afiter it was first introduced, community policing remains the most important innovation in American policing today. Called "the most significant era in police organizational change since the introduction ofthe telephone, automobile, and two way radio,"' community policing has been supported by the past three Presidents, Congress, every major police organization, and much ofthe public? A broad cross-section Associate Professor of Law, Georgetown University Law Center. I presented an earlier version of this paper to the law faculties at Columbia University, Fordham University, Georgetown University, New York University, University of Michigan, and Yale University, and am grateful for the comments I received. 1 would like to thank Akhil Amar, Michael Barr, David Cole, Arthur Evenchik, Jeff Fagan, Owen Fiss, Sam Gross, Don Herzog, Dan Kahan, Jerry Kang, Randy Kennedy, Steve Mastrofski, Jim Ryan, Mike Seidman, Reva Siegel, Gerry Spann, Bill Stuntz, Susan Sturm, and Adrien Wing for helpful comments, and Edeanna Johnson-Chebbi for help with the manuscript. Margaret Rodgers, Tamaria Kai Perry, Nicole Devero, Kristen Johnson, and Om Kakani provided first-rate research assistance. ' Edward R. Maguire & William Wells, Community Policing as Communication Reform, in LAW ENFORCEMENT, COMMUNICATION AND COMMUNITY 33,33 (Howard Giles ed., 2002). ^ Edward R. Maguire & Charles M. Katz, Community Policing, Loose Coupling, and Sensemaking in American Police Agencies, 19 JuST. Q. 503, 504 (2002); see also Wesley G. Skogan, Preface to COMMUNITY POLICING: CAN IT WORK?, at xii (Wesley Skogan ed., 2004) (community policing "is so widely known and popular with the public and city councils that it is hard to fmd a police chief that does not claim that his or her department is on board because they have adopted this or that community-friendly program");WESLEY G. SKOGAN ET AL., O N THE BEAT: POLICE AND COMMUNITY PROBLEM SOLVING 21 (1999) (reporting that by 1997, fifty-four percent of police departments had adopted some type of community 1 2 JAMES FORMAN, JR. [Vol.95 of the legal academy also endorses community policing. Those who seek new ways for inner-city communities to mobilize against disorder and crime support it,̂ as do others whose principal concem is reducing police abuse of minorities.'* In this Article, I will argue both that there is much to be said for community policing and that it has not reached its potential. The flaw, I suggest, is that a critical group—youth and young adults—has largely been left out of the new policing model. Community policing rejects the discredited "warrior" approach to policing, in which inner-city communities were viewed as implacably hostile to the policing enterp.

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.,Discuss power, authority, and violence Differentiate between the different types of governments around the world A response to the initial question(s) below Responses to at least two other students' posts Step 1 Conduct research on the Internet. Pick three countries from around the world that have different political systems than the United States. Explore their characteristics in terms of power and authority. Step 2 Write a post answering following questions. How does the political system work in each of these countries? Who are the power holders? Are they elected? Do they have governments? Answer the questions in paragraphs and please add sociology references to each paragraph. .

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. Why is understanding the fundamentals of persuasion and argumentation necessary in technical writing? 2. In analyzing the audience for a persuasive document, what broader goals is the write hoping to achieve? 3. In planning a persuasive document, what constraints must the writer consider? Please be precise. 4. What are the elements of a persuasive argument? Briefly explain each. 5. A successful persuasive document must avoid logical fallacies, name them. 6. What is persona? What characteristics would help a writer to demonstrate, as well as establish, an attractive persona to his or her audience when preparing a persuasive document? 7. What are the elements of a coherent paragraph? .

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09-15 PRACTICAL EXERCISE: PE 4-04-1 TITLE: Project PRT INTRODUCTION: Many situations will occur during your tours, which test your ability to solve complex problems. When we are faced with solving a problem the first and most critical step is identifying the problem. Often times we try to fix symptoms of the problem instead of the problem itself. INFORMATION: Upon graduating the SEA, you report to your new squadron. During your check-in brief with the Command Master Chief, you discover the collateral duty of Command Fitness Leader (CFL) is vacant. You have the training and interest in this program and willingly volunteer. Your Commanding Officer’s welcome aboard interview goes well and he appears very satisfied of your eagerness to accept duties as CFL. During the interview he mentions the number one complaint from the crew is their inability to perform PT during the workday. His concern is the high number of failures among the younger members of the crew during the previous PFA cycle (13 percent of Sailors fewer than 24 years old failed the run portion and seven percent of the command failed the body composition portion of the previous cycle’s PFA). The current command instruction requires personnel to PT after normal working hours. The Captain wants to make the PT program a part of the workday and asks you to develop a schedule where everyone will have an opportunity to meet the CNO’s directives (one hour per day/three times per week). When you meet the Maintenance Master Chief, you mention the concern of the Captain over the Command PT program. The Master Chief is aware of the crew’s complaints regarding the requirement to PT after normal working hours. He doesn’t see the importance of the program when weighed against the amount of daily mission-essential maintenance required on “his” aircraft. Three of the six department heads seem satisfied with the current program and do not see a need for change. You find the CPOs are not happy with the current program (because of the high failure rate on the previous PFA) and fully support a change. They are unwilling to defy the Maintenance Master Chief. The Command Master Chief pledges his full support of any reasonable plan you and the Chiefs develop as long as each department maintains no less than a supervisor, collateral duty inspector (supervisor can dual hat as CDI), and three workers. Your plan must have PT for everyone. ASSIGNMENT- Post your answer on the discussion board: 1. Identify the problem. 2. Write a problem statement. 3. Explain why you believe the problem you identified is the root cause and not a symptom. Assignment 3: Project Proposal – Execution, Control, and Closure Due Week 10 and worth 150 points Note: This is the third of three assignments which, as a whole, will cover all aspects of the project life cycle relevant to your selected project. THIS ASSIGNMENT IS BASED .

09-15 PRACTICAL EXERCISE PE 4-04-1 TITL.docx

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0 Running Head: NON-VERBAL COMMUNICATIONS 1 0 NON-VERBAL COMMUNICATION Contributor, N. T. (2019, December 23). Communication skills 3: non-verbal communication. Retrieved from https://www.nursingtimes.net/clinical-archive/assessment-skills/communication-skills-3-non-verbal-communication-15-01-2018/ Non-verbal communication is primarily about body language, but other factors such as the layout or decoration of a room, or someone’s clothing or appearance, can also communicate messages. Non-verbal communication can be a supplemental for verbal communication and can reinforce or substitute a spoken message. The non-verbal communication can be different in each situation and each encounter. It is affected by the patient’s sensitivities, how one is regarded and the situation itself. it is very important to facilitate the positive non-verbal interactions in the health care settings. Body language can be crucial as it aids in communication and also helps to decode and react appropriately to other people’s visual and cues. Also, the cultural differences can affect the non-verbal communication as some non-verbal communication can be considered appropriate in some cultures. Thus, it is required to have some knowledge regarding cultural differences and cultural competence. Liu, Calvo, A., R., Lim, & Renee. (2016, June 7). Improving Medical Students' Awareness of Their Non-Verbal Communication through Automated Non-Verbal Behavior Feedback. Retrieved from https://www.frontiersin.org/articles/10.3389/fict.2016.00011/full The non-verbal communication of clinicians has an impact on patients’ satisfaction and health outcomes. Yet medical students are not receiving enough training on the appropriate non-verbal behaviors in clinical consultations. Computer vision techniques have been used for detecting different kinds of non-verbal behaviors, and they can be incorporated in educational systems that help medical students to develop communication skills. We describe EQClinic, a system that combines a tele-health platform with automated non-verbal behavior recognition. The system aims to help medical students improve their communication skills through a combination of human and automatically generated feedback. EQClinic provides fully automated calendaring and video conferencing features for doctors or medical students to interview patients. We describe a pilot (18 dyadic interactions) in which standardized patients (SPs) (i.e., someone acting as a real patient) were interviewed by medical students and provided assessments and comments about their performance. After the interview, computer vision and audio processing algorithms were used to recognize students’ non-verbal behaviors known to influence the quality of a medical consultation: including turn taking, speaking ratio, sound volume, sound pitch, smiling, frowning, head leaning, head tilting, nodding, shaking, face-touch gestures and overall body movements. The results showed that students’ awareness.

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0Running Head NON-VERBAL COMMUNICATIONS 10NON-VERBAL C.docx

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"... all men are created equal ... they are endowed by their Creator with certain unalienable Rights, ... among these are Life, Liberty, and the pursuit of Happiness." – Preamble to the Declaration of Independence (National Archives, 2020) Imagine that you are Thomas Jefferson during the eventful days of 1776 (the year the Declaration of Independence was signed), when protest and revolt energized the air. If Thomas Jefferson looked into the future, he might not have realized just how important and revered the Declaration of Independence would become. The Declaration is studied and admired all over the world, and its importance continues to grow. Read more about the Declaration and its importance in this article . For your Discussion Board post complete the following: Explain why you think the Declaration has become the revered document that it is. Discuss whether you think the Declaration of Independence is relevant in your life today and why .

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1 CDU APA 6th Referencing Style Guide (February 2019 version) 2 Contents APA Fundamentals .......................................................................................... 3 Reference List ................................................................................................... 3 Citing in the text ............................................................................................... 5 Paraphrase ................................................................................................... 5 Direct quotes................................................................................................. 5 Secondary source .......................................................................................... 6 Personal communications............................................................................. 6 Examples .......................................................................................................... 7 Book .............................................................................................................. 7 eBook ............................................................................................................ 7 Journal article with doi ................................................................................ 7 Journal article without doi ........................................................................... 7 Web page ...................................................................................................... 7 Books - print and online ................................................................................... 8 Single author ................................................................................................ 8 eBook/electronic book ................................................................................ 11 Journal articles, Conference papers and Newspaper articles ........................ 13 Multimedia ..................................................................................................... 16 YouTube or Streaming video ..................................................................... 16 Online images ................................................................................................. 17 Web sources and online documents ................................................................ 20 Web page .................................................................................................... 20 Document from a website ........................................................................... 21 Legislation and cases ...................................................................................... 23 Common abbreviations .................................................................................. 24 Appendix 1: How to write an APA reference when information is missing .. 25 Appendix 2: Author layout.

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1 CDU APA 6th Referencing Style Guide (Febru.docx

1 How to Overcome Public Perception Issues on Potable Reuse Projects Michael R. Markus, P.E., Orange County Water District, Fountain Valley, CA Eleanor Torres, Orange County Water District, Fountain Valley, CA Abstract The purpose of this paper is to provide an overview of how the Orange County Water District (the District; OCWD) was able to insulate itself from public opposition to its potable reuse project, the Groundwater Replenishment System (GWRS). To understand what challenges the District would be facing it is important to first understand what was happening with other projects that were being developed at the same time in Southern California. Second, it is important to understand the process by which the outreach program was developed and how it was executed. That program was ongoing and changed with the project to help anticipate and react to various issues that developed. Finally, it will be shown how important it is to continue the outreach efforts and outline the various steps the District has taken to educate people on the benefits of reuse. Introduction The Orange County Water District manages a very large groundwater basin (basin) in central and north Orange County in the state of California, U.S.A. It was created by the State Legislature in 1933 for that purpose and is governed by a 10-member Board of Directors that sets policy, establishes the amount of pumping out of the basin and sets tariffs. The District currently has set the amount of groundwater that can be pumped out of the basin at 77% of the total water demands for its 19 retail agencies which serve 2.5 million people. The remaining 23% of its water supply is dependent on water that is imported into the region. The Southern California region has a semi-arid climate, which receives approximately 355 mm of rainfall per year. Most of its water is imported from two primary outside sources, the Colorado River and the Sacramento-San Joaquin Delta (the Delta) in Northern California. The Metropolitan Water District of Southern California (MWD) built a 320 km aqueduct in the 1930’s bringing water from the Colorado River into Southern California and then participated in the building of a 640 km aqueduct in the 1960’s from Northern California to bring water from the Delta to Southern California. These supplies are enough to meet the water demands in most years, but they are variable and the amount of water through these systems is dependent on hydrology and certainly in the future, climate change. Groundwater basins provide an important source of supplemental supply to the imported water provided by MWD. A sustainably managed basin can provide a reliable source of low-cost water, with groundwater costing half as much as imported water. The Orange County Water District relies on rainfall, stormwater capture, Santa Ana River flows, untreated imported water and recycled water for refilling its basin. This amount of water.

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. Thoroughly complete each part of the prewriting process. . Create a strong thesis statement. . Analyze quotations and supporting evidence. Remember that the purpose of researched information is to prove your own point--not to make that point for Include strong supporting evidence, if required. Once you've done some research, you'll probablAll essays must have a main ide ) Is my name clearly on the assignment EXACTLY the way it is documented in StraighterLine’s system? (E.g., if your middle initial is in the system, is it on your paper?) 2.) If applicable, have I used one of the required topics for the paper? 3.) Am I uploading the correct assignment? 4.) Have I met the minimum word requirement? 5.) Have I submitted my own work ? Plagiarized essays WILL BE FLAGGED and you will need to resubmit a revised version. 6.) Have I used both in-text and bibliographic citations as appropriate? 7.) Have I saved my paper in a format Turn It In can open? 8.) Have I removed any previous comments I got from tutors? DRAF1): Descriptive Paragraph (Optional) 7(2) FINAL: Descriptive Paragraph (Required) d (3)Annotated Bibliograph y (Required , 8(4) DRAFT: Compare/Contrast (Optional) (5) FINAL: Compare/Contrast (Required (6) DRAFT: Personal Narrative (Optional) (7) FINAL: Personal Narrative (Required) 0 D(8)RAFT: Persuasive (Optional 0(9) FINAL: Persuasive (Required) 12/13/18, 1:051 0 5 (Required) 1 REQUIRED DRAFT: Researc 0 1(12)4 FINAL: Research (Required) (12) d) 1 Descriptive Paragraph (Optional) Descriptive Paragraph ( (1) Annotated Bibliography ( : (3)Compare/Contrast (Optional) L: C ompare/Contrast (Required) , T: Personal Narrative (Optional L: Personal Narrative Persuas : Persuasive (Required) T: Argumentative (Optional) , L: Argumentative (Required 0 11 REQUIRED DRAFT: Research : Research (Required) .

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