1
Planning and Evaluation
Program Planning and Evaluation Paper
Axia College
Program Planning and Evaluation Paper
The Santa Rosa Philharmonic Youth Symphony (SRPYS) is an organization which supports young people who love music, encourages quality musicianship, and advanced leadership skills through their program. Local elementary and middle schools have had to cut the music programs from their curriculum; parents, students, and community members are concerned that this lack of support from the education community will discourage talented individuals. SRPYS is an organization which has developed plans to educate and advance the skills of young musicians. Their program planning and evaluation techniques are established, but always open to change as the students and musical tastes vary from year to year.
Program planning and evaluation are two different processes in any human services agency, but are related to each other in many ways. Program planning is a process through activities or interventions which address and facilitate changes in a specific problem or problems. (Terao & Yuen, 2003) Through this planning, new programs can be implemented which can more appropriately address the problem or add new aspects to an existing program. Program evaluation provides information about how well a program is meeting the needs of its clientele, staff, the community, and its mission. Ongoing assessments allow for changes which need to be made as participants change, needs change, or there are better ways to address a problem.
As programs are developed, the tools for assessments and evaluations need to be put into place. These evaluative tools relate directly to the program because without them there would be no measure of whether it meets the needs of its clients or if the organization has strayed from its original mission, goals, and objectives; likewise, if there were no program, there would be no need for evaluation. The evaluations help to define the current direction, past performance, and future of a program in the planning stages. It is important to view the present in light of the past and future to reasonably assess the potential of any program. It is easy as organizations grow for the original mission to be lost in the acquiring of funding and political pressures. Funding opportunities rest not only on the program itself, but if it can be proven as a successful method to address the problem. Planning and evaluation are both processes which rely on truthful, realistic, and comparative facts.
The program planning of the SRPYS is integrally related to the evaluation of its educational, leadership, funding, and performance schedule. In the past, they have successfully been able to blend school-based programs and community desire to encourage young musicians to further their career and personal goals. Since school programs have been cut for mon ...
Dr. Horvath introduced the Community Partners Program, where public relations students develop plans for local nonprofits. The program fosters hands-on learning while promoting community engagement. This year saw a record number of nonprofits apply to work with over 40 students divided into PR firms. Greystone Nature Preserve and Chautauqua Rails to Trails were selected, allowing students to gain experience while helping organizations preserve Chautauqua County's landscapes.
Watch Diversity.Review Section 1 and 3.Discuss thetidwellerin392
Watch
"Diversity."
Review
Section 1 and 3.
Discuss
the following question:
1.How can schools encourage and embrace diversity?
How can schools encourage and embrace diversity?
Consider
the following question:
3. In what ways might a school elicit feedback from its stakeholders?
Diversity section 1
Diversity section 3
Read Ch3 its 4 Questions at then end that needs to answer ….
Then the Diversity video by
Diversity recommendations in
Breaking Ranks
Chapter 8: Diversity
Topic A: Expert - Diversity
Juan R. Baughn, Ed.D. Lecturer, Lehigh University, Bethlehem, PA ■ Former Teacher, Principal and Superintendent
Section Navigation
Chapter 3 Understanding the Community
After completing this chapter you should be able to …
■ Identify key community segments important to school–community relations planning and programming.
■ Distinguish methods for community–audience assessment and identifying influential communicators.
■ Recognize the characteristics of community power structures.
■ Distinguish opinion research techniques commonly deployed in school–community relations programs.
Before attempting any communication, school administrators must study the intended audience for the message. When trying to communicate with a diverse community, it’s imperative that school officials know the various components of the community.Collecting information about the makeup of the community is a major first step toward a communications program. This enables administrators to plan intelligently and reduce guesswork. When gathering information about the community, the following topics should be considered:
• The nature of the power structure and the way decisions are made in the community
• The identification of the media and long-term challenges that need attention
• The expectations of citizens regarding education
• Situations to be avoided based on the history of conflict in the community
• Identification of individuals and groups who are friendly or unfriendly toward education
• Opportunities and ways to effect better cooperative relations with various publics
• The identification of gaps that need to be filled to produce more public understanding of educational policies and programs
• The channels through which public opinion is built in the community
• Changes that are occurring in patterns of community life
• The identification of leaders and those who influence leaders in the community
• A listing of the types of organizations and social agencies in the community
To comprehend all of these factors, the study of the community should be directed at its sociological characteristics, the nature and influence of its power structure, and the way in which people think and feel about education and the programs provided by the district. Since the community is constantly changing, continuing studies are necessary to keep knowledge current.
SOCIOLOGICAL INVENTORY
To plan an effective program, the distri ...
The Reciprocal Relationship of Higher Education Institutions and Their Commun...Innovations2Solutions
The purpose of this paper is to illustrate how action-oriented programs in community engagement are a means for Higher Education Institutions (HEIs) to advance the needs of their organizations. Advancement occurs through dynamic relationships and partnerships with a variety of community stakeholders. The result of this synergy is the enhancement of quality of life and an improved educational climate, which benefits students, staff, faculty and community members.
The Youth Network is a program under the Guilford County Resource and Referral Center that aims to enrich the lives of local youth. It currently serves 10 African American boys in kindergarten through 2nd grade on Saturdays. The program focuses on areas like inspiration, self-discovery, physical activity, and social skills. It hopes to partner with High Point University for support through events and a student sponsorship program. Competitors in the area include the Boys and Girls Club, YMCA, and Big Brothers Big Sisters, but the Youth Network differentiates itself through its specific programming. Key audiences include participating families, HPU students, and local businesses for support. The program has strengths like community interest but also weaknesses like
Student Bridges is a student-run organization at UMass Amherst that aims to increase college access, awareness, and success for underrepresented students. It has four main programs: community outreach, university retention support, policy advocacy, and academic tutoring/mentoring. The document presents a logic model that outlines Student Bridges' inputs, activities, outputs, and intended outcomes and impacts. It analyzes key stakeholders and proposes evaluation questions to assess whether the organization is implementing planned activities and achieving learning outcomes and impacts like improved academic performance and feelings of support among mentees.
This document discusses criminological theory and differential association theory. It examines the concepts of criminological theory and the history of criminological theory. Differential association theory, proposed by Edwin Sutherland in 1939, is summarized as suggesting criminal behavior is learned through interaction with others who engage in criminal behavior and have favorable definitions toward crime. The theory emphasizes that through social interaction and communication within intimate personal groups, individuals learn criminal patterns of behavior. Implications for prevention and control of crime are considered.
This document discusses concerns with the current RA programming model at WOU University Housing. The author notes that many RA programs have poor attendance and feel thrown together, despite RAs' efforts. This indicates the programming model is not effectively connecting RAs to residents and building community.
The author analyzes past and present issues, including a lack of intentionality in programming and evaluations. Interviews suggest the model focuses more on quantity over quality. Residents and staff note programs are underattended and RAs do not use all programming resources.
The author concludes the programming model hinders RAs from meeting residents' needs and achieving the university's goals of supporting students. Changes are needed to better foster community and connection through the
Role Of A Care Coordinator At The Community Care Access...Diane Allen
The community intervention plan aims to improve children's mental health in the Hillside-Quadra area through establishing a monthly parent support group, conducting a needs assessment to identify gaps in services, and developing after-school programs for at-risk youth to increase social engagement and support.
Dr. Horvath introduced the Community Partners Program, where public relations students develop plans for local nonprofits. The program fosters hands-on learning while promoting community engagement. This year saw a record number of nonprofits apply to work with over 40 students divided into PR firms. Greystone Nature Preserve and Chautauqua Rails to Trails were selected, allowing students to gain experience while helping organizations preserve Chautauqua County's landscapes.
Watch Diversity.Review Section 1 and 3.Discuss thetidwellerin392
Watch
"Diversity."
Review
Section 1 and 3.
Discuss
the following question:
1.How can schools encourage and embrace diversity?
How can schools encourage and embrace diversity?
Consider
the following question:
3. In what ways might a school elicit feedback from its stakeholders?
Diversity section 1
Diversity section 3
Read Ch3 its 4 Questions at then end that needs to answer ….
Then the Diversity video by
Diversity recommendations in
Breaking Ranks
Chapter 8: Diversity
Topic A: Expert - Diversity
Juan R. Baughn, Ed.D. Lecturer, Lehigh University, Bethlehem, PA ■ Former Teacher, Principal and Superintendent
Section Navigation
Chapter 3 Understanding the Community
After completing this chapter you should be able to …
■ Identify key community segments important to school–community relations planning and programming.
■ Distinguish methods for community–audience assessment and identifying influential communicators.
■ Recognize the characteristics of community power structures.
■ Distinguish opinion research techniques commonly deployed in school–community relations programs.
Before attempting any communication, school administrators must study the intended audience for the message. When trying to communicate with a diverse community, it’s imperative that school officials know the various components of the community.Collecting information about the makeup of the community is a major first step toward a communications program. This enables administrators to plan intelligently and reduce guesswork. When gathering information about the community, the following topics should be considered:
• The nature of the power structure and the way decisions are made in the community
• The identification of the media and long-term challenges that need attention
• The expectations of citizens regarding education
• Situations to be avoided based on the history of conflict in the community
• Identification of individuals and groups who are friendly or unfriendly toward education
• Opportunities and ways to effect better cooperative relations with various publics
• The identification of gaps that need to be filled to produce more public understanding of educational policies and programs
• The channels through which public opinion is built in the community
• Changes that are occurring in patterns of community life
• The identification of leaders and those who influence leaders in the community
• A listing of the types of organizations and social agencies in the community
To comprehend all of these factors, the study of the community should be directed at its sociological characteristics, the nature and influence of its power structure, and the way in which people think and feel about education and the programs provided by the district. Since the community is constantly changing, continuing studies are necessary to keep knowledge current.
SOCIOLOGICAL INVENTORY
To plan an effective program, the distri ...
The Reciprocal Relationship of Higher Education Institutions and Their Commun...Innovations2Solutions
The purpose of this paper is to illustrate how action-oriented programs in community engagement are a means for Higher Education Institutions (HEIs) to advance the needs of their organizations. Advancement occurs through dynamic relationships and partnerships with a variety of community stakeholders. The result of this synergy is the enhancement of quality of life and an improved educational climate, which benefits students, staff, faculty and community members.
The Youth Network is a program under the Guilford County Resource and Referral Center that aims to enrich the lives of local youth. It currently serves 10 African American boys in kindergarten through 2nd grade on Saturdays. The program focuses on areas like inspiration, self-discovery, physical activity, and social skills. It hopes to partner with High Point University for support through events and a student sponsorship program. Competitors in the area include the Boys and Girls Club, YMCA, and Big Brothers Big Sisters, but the Youth Network differentiates itself through its specific programming. Key audiences include participating families, HPU students, and local businesses for support. The program has strengths like community interest but also weaknesses like
Student Bridges is a student-run organization at UMass Amherst that aims to increase college access, awareness, and success for underrepresented students. It has four main programs: community outreach, university retention support, policy advocacy, and academic tutoring/mentoring. The document presents a logic model that outlines Student Bridges' inputs, activities, outputs, and intended outcomes and impacts. It analyzes key stakeholders and proposes evaluation questions to assess whether the organization is implementing planned activities and achieving learning outcomes and impacts like improved academic performance and feelings of support among mentees.
This document discusses criminological theory and differential association theory. It examines the concepts of criminological theory and the history of criminological theory. Differential association theory, proposed by Edwin Sutherland in 1939, is summarized as suggesting criminal behavior is learned through interaction with others who engage in criminal behavior and have favorable definitions toward crime. The theory emphasizes that through social interaction and communication within intimate personal groups, individuals learn criminal patterns of behavior. Implications for prevention and control of crime are considered.
This document discusses concerns with the current RA programming model at WOU University Housing. The author notes that many RA programs have poor attendance and feel thrown together, despite RAs' efforts. This indicates the programming model is not effectively connecting RAs to residents and building community.
The author analyzes past and present issues, including a lack of intentionality in programming and evaluations. Interviews suggest the model focuses more on quantity over quality. Residents and staff note programs are underattended and RAs do not use all programming resources.
The author concludes the programming model hinders RAs from meeting residents' needs and achieving the university's goals of supporting students. Changes are needed to better foster community and connection through the
Role Of A Care Coordinator At The Community Care Access...Diane Allen
The community intervention plan aims to improve children's mental health in the Hillside-Quadra area through establishing a monthly parent support group, conducting a needs assessment to identify gaps in services, and developing after-school programs for at-risk youth to increase social engagement and support.
This document outlines a strategy for using a local to national community development approach to improve educational attainment for people with disabilities. The strategy involves (1) empowering individuals and families at the local level to develop support plans, (2) bringing together local education and disability sectors to increase support, and (3) leveraging successful local approaches at provincial/national levels to influence policy change. The approach is rooted in communities and aims to build inclusive solutions from the ground up while also facilitating cross-sector collaboration and information sharing across levels of government.
This document describes Utah State University's redesigned their Technical Communication and Rhetoric program to incorporate considerations of social justice across the curriculum. The program faculty envisioned this shift after bringing on new faculty members and recognizing opportunities to increase diversity and recruit students interested in social justice. The program is now focused on social justice as informed by a virtue ethics framework, with the goal of developing justice as an active habit. Course design and community partnerships now aim to connect concepts of social justice to professional practice through hands-on learning opportunities.
Running head PROJECT AND FUNDER YOUTH HOMELESS SHELTER .docxjeanettehully
Running head: PROJECT AND FUNDER YOUTH HOMELESS SHELTER 1
PROJECT AND FUNDER YOUTH HOMELESS SHELTER 5
Project and funder youth homeless shelter
Student name:
Institution:
Course:
Professor:
Date:
Part one
The description of the grant to be used in this paper includes the promotion and foster of community partnerships to reduce homelessness in various communities. In essence, the project is intended to engage both provincial and territorial government levels to join the effort of aligning homelessness investments and priorities with the ultimate goals and objectives to prevent and reduce the aspect of homelessness especially in many youths (Forchuk, 2018). To elaborate, the grant is a unique program based on community affairs with the ultimate goals of eliminating if not reducing homelessness issues within various communities. Moreover, the project is aimed to accomplish this by encouraging funders to directly provide their support and funds to about sixty designated communities across all territories and provinces that are possible to reach. The most appropriate hyperlink for identifying RFP is: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6054288/
One of the significant factors that make this grant to be worth and for one to gain the confidant of pursuing it is the fact that it has been witnessed working for other countries. For instance, the grant was implemented in Canada in 2011, where it served over three hundred projects and managed to raise over fifty-five million Canadian dollars. The funds were well utilized by focusing them on, especially youth and young adults of age fifteen to twenty-eight. Based on that, it is a potential grant that I believe if well managed it is worth to take the risk as it guarantees the reduction of homelessness.
For evaluation purposes, several questions were identified to assess whether the grant was aligned with the objectives and goals of eliminating or reducing the aspect homelessness in various communities within the country. Furthermore, there were designed questions that aimed at assessing the progress of the program in its implementation including coordination, communication, reporting, adherence to housing first principles, monitoring as well as an assessment of early outcomes of the grant.
In accomplishing all the necessary criteria that were required by the project, I utilized Bing as my search engine for the task.
The goals and objectives of the selected funding agency are to ensure that it provides all the necessary resources that can enable the non-profitable organizations with its purposes of fulfilling the intended impact towards the communities concerned. Besides, the agency is aimed at addressing the essential issues relating to homelessness of especially youths and young adults within different communities.
The primary reason for selecting the RFP is accompanied by the fact that commu ...
This document discusses how career development policy and practice can better support community wellness in remote communities in the Northwest Territories (NWT). It takes an interdisciplinary approach, drawing on disciplines like economics, sociology, psychology, education, political science and history. It provides context on the NWT, where communities face high unemployment, loss of culture, and poverty. While career programs aim to address unemployment, the remote labor market is very limited. The document examines ideas from career development, community development, and wellness models to identify new approaches that value local input and priorities to foster livelihood opportunities and a healthy future for remote NWT communities.
This document provides background information on Project Look Sharp, a nonprofit media literacy organization. It discusses Project Look Sharp's mission to teach students critical thinking skills to analyze media messages through its free lesson kits. The document outlines Project Look Sharp's plans to develop new lesson kits focused on health and nutrition, given children's high exposure to food advertising. It argues that teaching media literacy skills around nutrition and food marketing can help address public health issues like obesity. Overall, the document provides context about Project Look Sharp and its initiative to expand its media literacy curriculum to include health-related topics.
Examples Of Persuasive Essays For Middle SchoolersJackie Rojas
This document provides a 3-step process for requesting writing assistance from HelpWriting.net. The steps are: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample if wanting the writer to imitate your style. 3) Review bids from writers and choose one based on qualifications, history, and feedback. Place a deposit to start the assignment. The document emphasizes that customers can request revisions until satisfied with the final product. HelpWriting.net promises original, high-quality work and refunds for plagiarized content.
This document discusses the benefits of afterschool programs for middle school students. It begins by outlining some of the unique developmental needs of middle school aged youth, such as physical activity, competence and achievement, creative expression, and positive social interactions. It then discusses how afterschool programs can help address these needs. Specific examples of successful afterschool programs are provided that incorporate leadership opportunities, empower youth to make responsible choices, and allow youth to have ownership over activities. The conclusion states that afterschool programs provide multiple benefits to middle school students by supporting their social, emotional, and academic development.
This document is a capstone paper submitted for a Master's degree in Philanthropy and Development. It explores best practices in youth philanthropy through a literature review and case study of programs at Pennsylvania State University. The literature review finds that youth philanthropy initiatives are important for positive youth development and that they provide benefits like learning life skills while improving academic performance. However, there are also barriers like socioeconomic factors, adult perceptions of youth, and a lack of transportation that must be addressed. The case study examines specific programs at Penn State like a senior class gift program, a student philanthropy council, and a dance marathon that raises funds for pediatric cancer research. The paper aims to provide recommendations for engaging youth in philanth
The document provides background information on a community engaged assessment of art and healing programs in HOPE SF communities conducted from January to July 2015. It describes the purpose of examining how art can promote community building and healing. Methods included interviews with 17 resident artists, 21 program staff, and 27 key stakeholders, as well as workshops and discussions. The assessment aimed to understand current art programs, barriers to participation, and opportunities to incorporate art into community development.
The document provides background information on a community engaged assessment of art and healing programs in HOPE SF communities conducted from January to July 2015. It describes the purpose of examining how art can promote community building and healing. Methods included interviews with 17 resident artists, 21 program staff, and 27 key stakeholders, as well as workshops and discussions. The assessment aimed to understand current art programs, barriers to participation, and opportunities to incorporate art into community development.
The document provides background information on a community engaged assessment of art and healing programs in HOPE SF communities conducted from January to July 2015. It describes the purpose of examining how art can promote community building and healing. Methods included interviews with 17 resident artists, 21 program staff, and 27 key stakeholders, as well as workshops and discussions. The assessment aimed to understand current art programs, barriers to participation, and opportunities to incorporate art into community development.
The document describes a proposed 4-year leadership and service program called the Lucius E. Burch Scholars Program at Rhodes College. It discusses the needs assessment conducted by Rhodes College that found issues with retention, diversity, and developing leadership skills. The proposed program aims to address these needs by involving students in campus activities, community service, and formal leadership training over 4 years. It provides details on the program philosophy, components, and research that shows benefits of such programs in developing students' skills, sense of community, and civic responsibility.
The document discusses various aspects of developing a research problem statement, including identifying a research topic, formulating a statement of the problem, developing hypotheses, defining variables, and establishing the significance of the study. As an example, it provides a proposed research study on the development orientation and governance of municipal and city government officials in Pangasinan Province. The study would assess officials' development orientation and governance, examine how these relate to personal profiles and differences across profiles, and explore implications for local authorities, citizens, and respondents.
1) Youth workers and policymakers met to develop principles for successful cross-sectoral cooperation between municipalities, youth work, education, employment, and social welfare to empower young people.
2) Key principles included having a shared vision and goals focused on community and youth needs, recognizing each partner's expertise, developing a common language, embracing disagreements as learning opportunities, and building on evidence to demonstrate impact.
3) Ongoing political and management support is also important for sustainable collaboration, along with regular assessment of risks from changing environments and circumstances.
This document summarizes insights from a CIFAR symposium on building effective collaborations between academic and community partners. The key points are:
1) Prioritize strong relationships from the start by taking time to build trust and understanding between partners, establishing clear roles and expectations, and engaging community members affected by the research.
2) Improve capacity to support partnerships through sharing research frameworks, training staff, using evaluations for learning, and creating steering committees.
3) Communicate and mobilize research findings into action by allocating time and resources to knowledge translation, engaging stakeholders, and advocating to decision-makers to influence policy change.
This section profiles the service learning programs at 7 New Visions schools. The programs vary in their approaches, with some emphasizing social action and others experiential learning. Responsibility for the programs also varies, with some led by full-time coordinators and others by teachers with other duties. Small school size presents challenges in funding dedicated staff but also opportunities to implement service learning. Lessons learned highlight the importance of dedicated program leadership and support.
This document summarizes a study on minority student retention in education. It discusses traditional student retention theory and how it stems from traditional student demographics. Current educational structures and policies deter effective minority student persistence and retention. The study hypothesizes that new and revised models focusing on minority student populations can be more effective for retention. It describes the study's methods, results showing key components of effective programs, and conclusions discussing implications for adapting theory and practice to new student generations.
The proposed project, The Artistic Interpretations from Children of Imprisoned Parents, will provide monthly programming for children of incarcerated parents in Washington D.C., their support networks, and others interested in assisting. The programming will engage students through cathartic artistic expression like poetry, drawing, and photography. The goal is to help the students heal relationships with incarcerated parents, reconcile their identities, finish high school, and pursue higher education. Founder Yasmine Arrington hopes artistic expression will empower the students and break cycles of incarceration. ScholarCHIPS is requesting $10,000 from the DCCAH INNOVATE grant to fund the monthly workshops and create a poetry book at the end of six
1 Question Information refinement means taking the system requi.docxmercysuttle
1
Question: Information refinement means taking the system requirements you find during requirements determination and ordering them into tables, diagrams, and other formats that make them easier to translate into technical system specifications.
A
True
B
False
2
Question: Agile Methodologies focus on the roles that people perform.
A
True
B
False
3
Question: In the ____, like that shown in the accompanying figure, the result of each phase, which is called a deliverable or end product, flows sequentially into the next phase in the SDLC.
A
Interactive model
B
Requirements model
C
Waterfall model
D
Object model
4
Question: The goal of operational feasibility is to understand the degree to which a proposed system will likely solve the business problems or take advantage of opportunities.
A
True
B
False
5
Question: Which of the following focuses on the frequent production of working versions of a system that have a subset of the total number of required features?
A
Use-case modeling
B
Limited production
C
Structured analysis
D
Structured programming
E
Iterative development
6
Question: Component focusing allows the systems analyst to break a system into small, manageable, and understandable subsystems.
A
True
B
False
7
Question: Greater user involvement in the system development process usually results in ____.
A
Poorer communication
B
More satisfied users
C
Slower development times
D
Both b and c
8
Question: Agile approaches work best when the system being developed operates in a stable environment.
A
True
B
False
9
Question: Dependence of one part of the system on one or more other system parts best describes
A
Interrelated components
B
Component
C
Dependency
D
Cohesion
E
Boundary
10
Question: A systems development technique is the series of steps used to mark the phases of development for an information system.
A
True
B
False
11
Question: Analyzing an organization's activities to determine where value is added to products and/or services and the costs incurred best describes
A
Affinity clustering
B
Value chain analysis
C
Resource availability
D
Business process reengineering
E
Technical difficulty
12
Question: A ____ path includes all tasks that are vital to the project schedule.
A
Vital
B
Baseline
C
Critical
D
Foundational
13
Question: Referencing enterprise solutions, the difference between the modules and traditional approaches is that the modules are integrated to focus on the business functional areas, rather than on business processes.
A
True
B
False
14
Question: The document sent to vendors asking them to propose hardware and software that will meet the requirements of your new system is called a
A
Requirements statement
B
Systems service request
C
Baseline Project Plan
D
Business case
E
Request for proposal (RFP)
15
Question: The first step in creating a WBS is to ____.
A
Mark all recognizable events
B
Determine ...
1 pageApaSourcesDiscuss how an organization’s marketing i.docxmercysuttle
1 page
Apa
Sources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive capabilities
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw-Hill.
1 page
A
pa
S
ources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive
capabilitie
s
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw
-
Hill
.
...
This document outlines a strategy for using a local to national community development approach to improve educational attainment for people with disabilities. The strategy involves (1) empowering individuals and families at the local level to develop support plans, (2) bringing together local education and disability sectors to increase support, and (3) leveraging successful local approaches at provincial/national levels to influence policy change. The approach is rooted in communities and aims to build inclusive solutions from the ground up while also facilitating cross-sector collaboration and information sharing across levels of government.
This document describes Utah State University's redesigned their Technical Communication and Rhetoric program to incorporate considerations of social justice across the curriculum. The program faculty envisioned this shift after bringing on new faculty members and recognizing opportunities to increase diversity and recruit students interested in social justice. The program is now focused on social justice as informed by a virtue ethics framework, with the goal of developing justice as an active habit. Course design and community partnerships now aim to connect concepts of social justice to professional practice through hands-on learning opportunities.
Running head PROJECT AND FUNDER YOUTH HOMELESS SHELTER .docxjeanettehully
Running head: PROJECT AND FUNDER YOUTH HOMELESS SHELTER 1
PROJECT AND FUNDER YOUTH HOMELESS SHELTER 5
Project and funder youth homeless shelter
Student name:
Institution:
Course:
Professor:
Date:
Part one
The description of the grant to be used in this paper includes the promotion and foster of community partnerships to reduce homelessness in various communities. In essence, the project is intended to engage both provincial and territorial government levels to join the effort of aligning homelessness investments and priorities with the ultimate goals and objectives to prevent and reduce the aspect of homelessness especially in many youths (Forchuk, 2018). To elaborate, the grant is a unique program based on community affairs with the ultimate goals of eliminating if not reducing homelessness issues within various communities. Moreover, the project is aimed to accomplish this by encouraging funders to directly provide their support and funds to about sixty designated communities across all territories and provinces that are possible to reach. The most appropriate hyperlink for identifying RFP is: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6054288/
One of the significant factors that make this grant to be worth and for one to gain the confidant of pursuing it is the fact that it has been witnessed working for other countries. For instance, the grant was implemented in Canada in 2011, where it served over three hundred projects and managed to raise over fifty-five million Canadian dollars. The funds were well utilized by focusing them on, especially youth and young adults of age fifteen to twenty-eight. Based on that, it is a potential grant that I believe if well managed it is worth to take the risk as it guarantees the reduction of homelessness.
For evaluation purposes, several questions were identified to assess whether the grant was aligned with the objectives and goals of eliminating or reducing the aspect homelessness in various communities within the country. Furthermore, there were designed questions that aimed at assessing the progress of the program in its implementation including coordination, communication, reporting, adherence to housing first principles, monitoring as well as an assessment of early outcomes of the grant.
In accomplishing all the necessary criteria that were required by the project, I utilized Bing as my search engine for the task.
The goals and objectives of the selected funding agency are to ensure that it provides all the necessary resources that can enable the non-profitable organizations with its purposes of fulfilling the intended impact towards the communities concerned. Besides, the agency is aimed at addressing the essential issues relating to homelessness of especially youths and young adults within different communities.
The primary reason for selecting the RFP is accompanied by the fact that commu ...
This document discusses how career development policy and practice can better support community wellness in remote communities in the Northwest Territories (NWT). It takes an interdisciplinary approach, drawing on disciplines like economics, sociology, psychology, education, political science and history. It provides context on the NWT, where communities face high unemployment, loss of culture, and poverty. While career programs aim to address unemployment, the remote labor market is very limited. The document examines ideas from career development, community development, and wellness models to identify new approaches that value local input and priorities to foster livelihood opportunities and a healthy future for remote NWT communities.
This document provides background information on Project Look Sharp, a nonprofit media literacy organization. It discusses Project Look Sharp's mission to teach students critical thinking skills to analyze media messages through its free lesson kits. The document outlines Project Look Sharp's plans to develop new lesson kits focused on health and nutrition, given children's high exposure to food advertising. It argues that teaching media literacy skills around nutrition and food marketing can help address public health issues like obesity. Overall, the document provides context about Project Look Sharp and its initiative to expand its media literacy curriculum to include health-related topics.
Examples Of Persuasive Essays For Middle SchoolersJackie Rojas
This document provides a 3-step process for requesting writing assistance from HelpWriting.net. The steps are: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample if wanting the writer to imitate your style. 3) Review bids from writers and choose one based on qualifications, history, and feedback. Place a deposit to start the assignment. The document emphasizes that customers can request revisions until satisfied with the final product. HelpWriting.net promises original, high-quality work and refunds for plagiarized content.
This document discusses the benefits of afterschool programs for middle school students. It begins by outlining some of the unique developmental needs of middle school aged youth, such as physical activity, competence and achievement, creative expression, and positive social interactions. It then discusses how afterschool programs can help address these needs. Specific examples of successful afterschool programs are provided that incorporate leadership opportunities, empower youth to make responsible choices, and allow youth to have ownership over activities. The conclusion states that afterschool programs provide multiple benefits to middle school students by supporting their social, emotional, and academic development.
This document is a capstone paper submitted for a Master's degree in Philanthropy and Development. It explores best practices in youth philanthropy through a literature review and case study of programs at Pennsylvania State University. The literature review finds that youth philanthropy initiatives are important for positive youth development and that they provide benefits like learning life skills while improving academic performance. However, there are also barriers like socioeconomic factors, adult perceptions of youth, and a lack of transportation that must be addressed. The case study examines specific programs at Penn State like a senior class gift program, a student philanthropy council, and a dance marathon that raises funds for pediatric cancer research. The paper aims to provide recommendations for engaging youth in philanth
The document provides background information on a community engaged assessment of art and healing programs in HOPE SF communities conducted from January to July 2015. It describes the purpose of examining how art can promote community building and healing. Methods included interviews with 17 resident artists, 21 program staff, and 27 key stakeholders, as well as workshops and discussions. The assessment aimed to understand current art programs, barriers to participation, and opportunities to incorporate art into community development.
The document provides background information on a community engaged assessment of art and healing programs in HOPE SF communities conducted from January to July 2015. It describes the purpose of examining how art can promote community building and healing. Methods included interviews with 17 resident artists, 21 program staff, and 27 key stakeholders, as well as workshops and discussions. The assessment aimed to understand current art programs, barriers to participation, and opportunities to incorporate art into community development.
The document provides background information on a community engaged assessment of art and healing programs in HOPE SF communities conducted from January to July 2015. It describes the purpose of examining how art can promote community building and healing. Methods included interviews with 17 resident artists, 21 program staff, and 27 key stakeholders, as well as workshops and discussions. The assessment aimed to understand current art programs, barriers to participation, and opportunities to incorporate art into community development.
The document describes a proposed 4-year leadership and service program called the Lucius E. Burch Scholars Program at Rhodes College. It discusses the needs assessment conducted by Rhodes College that found issues with retention, diversity, and developing leadership skills. The proposed program aims to address these needs by involving students in campus activities, community service, and formal leadership training over 4 years. It provides details on the program philosophy, components, and research that shows benefits of such programs in developing students' skills, sense of community, and civic responsibility.
The document discusses various aspects of developing a research problem statement, including identifying a research topic, formulating a statement of the problem, developing hypotheses, defining variables, and establishing the significance of the study. As an example, it provides a proposed research study on the development orientation and governance of municipal and city government officials in Pangasinan Province. The study would assess officials' development orientation and governance, examine how these relate to personal profiles and differences across profiles, and explore implications for local authorities, citizens, and respondents.
1) Youth workers and policymakers met to develop principles for successful cross-sectoral cooperation between municipalities, youth work, education, employment, and social welfare to empower young people.
2) Key principles included having a shared vision and goals focused on community and youth needs, recognizing each partner's expertise, developing a common language, embracing disagreements as learning opportunities, and building on evidence to demonstrate impact.
3) Ongoing political and management support is also important for sustainable collaboration, along with regular assessment of risks from changing environments and circumstances.
This document summarizes insights from a CIFAR symposium on building effective collaborations between academic and community partners. The key points are:
1) Prioritize strong relationships from the start by taking time to build trust and understanding between partners, establishing clear roles and expectations, and engaging community members affected by the research.
2) Improve capacity to support partnerships through sharing research frameworks, training staff, using evaluations for learning, and creating steering committees.
3) Communicate and mobilize research findings into action by allocating time and resources to knowledge translation, engaging stakeholders, and advocating to decision-makers to influence policy change.
This section profiles the service learning programs at 7 New Visions schools. The programs vary in their approaches, with some emphasizing social action and others experiential learning. Responsibility for the programs also varies, with some led by full-time coordinators and others by teachers with other duties. Small school size presents challenges in funding dedicated staff but also opportunities to implement service learning. Lessons learned highlight the importance of dedicated program leadership and support.
This document summarizes a study on minority student retention in education. It discusses traditional student retention theory and how it stems from traditional student demographics. Current educational structures and policies deter effective minority student persistence and retention. The study hypothesizes that new and revised models focusing on minority student populations can be more effective for retention. It describes the study's methods, results showing key components of effective programs, and conclusions discussing implications for adapting theory and practice to new student generations.
The proposed project, The Artistic Interpretations from Children of Imprisoned Parents, will provide monthly programming for children of incarcerated parents in Washington D.C., their support networks, and others interested in assisting. The programming will engage students through cathartic artistic expression like poetry, drawing, and photography. The goal is to help the students heal relationships with incarcerated parents, reconcile their identities, finish high school, and pursue higher education. Founder Yasmine Arrington hopes artistic expression will empower the students and break cycles of incarceration. ScholarCHIPS is requesting $10,000 from the DCCAH INNOVATE grant to fund the monthly workshops and create a poetry book at the end of six
1 Question Information refinement means taking the system requi.docxmercysuttle
1
Question: Information refinement means taking the system requirements you find during requirements determination and ordering them into tables, diagrams, and other formats that make them easier to translate into technical system specifications.
A
True
B
False
2
Question: Agile Methodologies focus on the roles that people perform.
A
True
B
False
3
Question: In the ____, like that shown in the accompanying figure, the result of each phase, which is called a deliverable or end product, flows sequentially into the next phase in the SDLC.
A
Interactive model
B
Requirements model
C
Waterfall model
D
Object model
4
Question: The goal of operational feasibility is to understand the degree to which a proposed system will likely solve the business problems or take advantage of opportunities.
A
True
B
False
5
Question: Which of the following focuses on the frequent production of working versions of a system that have a subset of the total number of required features?
A
Use-case modeling
B
Limited production
C
Structured analysis
D
Structured programming
E
Iterative development
6
Question: Component focusing allows the systems analyst to break a system into small, manageable, and understandable subsystems.
A
True
B
False
7
Question: Greater user involvement in the system development process usually results in ____.
A
Poorer communication
B
More satisfied users
C
Slower development times
D
Both b and c
8
Question: Agile approaches work best when the system being developed operates in a stable environment.
A
True
B
False
9
Question: Dependence of one part of the system on one or more other system parts best describes
A
Interrelated components
B
Component
C
Dependency
D
Cohesion
E
Boundary
10
Question: A systems development technique is the series of steps used to mark the phases of development for an information system.
A
True
B
False
11
Question: Analyzing an organization's activities to determine where value is added to products and/or services and the costs incurred best describes
A
Affinity clustering
B
Value chain analysis
C
Resource availability
D
Business process reengineering
E
Technical difficulty
12
Question: A ____ path includes all tasks that are vital to the project schedule.
A
Vital
B
Baseline
C
Critical
D
Foundational
13
Question: Referencing enterprise solutions, the difference between the modules and traditional approaches is that the modules are integrated to focus on the business functional areas, rather than on business processes.
A
True
B
False
14
Question: The document sent to vendors asking them to propose hardware and software that will meet the requirements of your new system is called a
A
Requirements statement
B
Systems service request
C
Baseline Project Plan
D
Business case
E
Request for proposal (RFP)
15
Question: The first step in creating a WBS is to ____.
A
Mark all recognizable events
B
Determine ...
1 pageApaSourcesDiscuss how an organization’s marketing i.docxmercysuttle
1 page
Apa
Sources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive capabilities
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw-Hill.
1 page
A
pa
S
ources:
Discuss how an organization’s marketing information skills and resources contribute to its distinctive
capabilitie
s
Refereence
Cravens, D., & Piercy, N. (2013). Strategic marketing (10th ed.). New York: McGraw
-
Hill
.
...
1
R1
20
V1
1Vac
0Vdc R2
100
V
C1
3m
ECE2280 Homework #1
1. (a) Find 𝑉!/𝑉!
(b) Find the Thevenin equivalent between terminals a-b.
Assume that Vg is the input signal. Find the Thevenin equivalent between terminals a-b.
2. Use the solution from Problem 1.
(a)If Vg=2V DC, what is the output at Vo?
(b)If Vg=5V DC, what is the output at Vo?
(c)If Vg=sin(10t), what is the output at Vo? Make a rough sketch of Vo and Vg.
(d) Note that this is an amplifier – the output is linearly related to the input by a gain value. Mathematically, this is
expressed as:
𝑉𝑜𝑢𝑡
𝑉𝑖𝑛
= (𝑔𝑎𝑖𝑛)
For this circuit, what variable is Vout and Vin. What is the numerical gain value?
3. Sketch the following waveforms. Identify the dc component of the waveform and the ac component of the
waveform.
a. Vs=10cos(2πt)
b. Vs=3V+3cos(3t)
c. Vs=5V±0.5V
4. Explain in your own words the procedural steps for plotting Bode Plots. (Note: I would prepare this question for use
during an exam)
Use the following figure for Problems 5-10:
5. Derive the transfer function 𝐻 𝑠 =
!!
!!
by hand.
6 and 7. Use Multisim to draw the circuit and print it out.
8. Simulate the circuit in Mulitsim to obtain the Bode Plots for the circuit.
9. Use MATLAB and the result of the hand derivation to obtain the Bode Plots.
10. Sketch the straight-line approximation of the magnitude Bode plot on the same graph as that printed out in Problem 9.
Note that Multisim plots the results over frequency and the derived transfer function uses 𝜔.
+ _
10Ω
8v1
+
_
a
b
2v2
40Ω
+
v1
-
5Ω 40Ω
20Ω
6Ω
10Ω _
v2
+
Sales and Disposal of Assets
After reviewing the scenario, explain the impact that the adjusted basis has on the calculation of tax liability, and propose at least two (2) tax-planning strategies for reducing, eliminating, or deferring the payment of capital gains taxes. Also, discuss other alternatives aimed at optimizing deductions or reducing taxes, such as selling the property to an unrelated third party which, in turn, allows losses to be deductible expenses.
Imagine that you are a tax consultant and a client needs your advice on how to reduce his tax liability on the sale of depreciable assets that have not been fully depreciated. The client has identified three (3) long-term depreciable assets and assumes that he will be able to pay capital gains taxes on the profit from their sale. It would be to your client’s advantage to treat a taxable gain as long-term capital gain to which lower rates apply and a loss is categorized as an ordinary loss, which can offset ordinary loss, which can offset ordinary income. Discuss the treatment of gains and losses for Section 1231 and Section 1245 of the Internal Revenue Code, and recommend at least three (3) tax-planning strategies that would assist the client in reducing his tax liability. Provide support for you
1
PSYC 499: Senior Capstone
The Impact of the Social on the Individual
Class Syllabus
Spring/2020
Class Cycle: Monday - Sunday
Instructor: Tara West
Contact Information: [email protected]
Office Hours: Mondays, 2pm – 3pm (or by appointment)
NOTE: When emailing, please include your name and class in the subject line
Course Materials:
• Lesko, W.A. (2012). Readings in social psychology: General, classic, and contemporary
selections (8th ed.). New York, NY: Pearson. ISBN: 978-0-205-17967. (Required)
• American Psychological Association (2019). Concise Rules of APA Style (7th ed.).
Washington, DC: American Psychological Association. ISBN: 978-1433832178.
(Recommended)
Type of Course: Required
Field of Study: Psychology
Credits: 3 credits, undergraduate
Pre-requisites:
Completion of all required courses (Level 2 and Level 3) and permission.
Course Description:
All students will complete a senior research project under the direction of a faculty mentor, with a
topic within the track in which the student has completed at least three courses. This capstone
project will build upon work done in previous courses, allowing students to apply methods of
scholarly and/or action research to specific psychological issues. Projects may be completed in
small research groups or individually.
Course Summary:
This capstone project will build upon work completed in previous courses, allowing students to
apply methods of scholarly and/or action research to the field of Social Psychology, specifically the
impact of the social world on individuals.
Course Goals:
The objectives for this course include: gaining a theoretical knowledge base about the interplay
between individuals and their environments, gaining first-hand experience with the many steps
involved with research, the interpretation of research, and the presentation of research, using APA
formatting. Likewise, you will increase your familiarity with reading (and finding) primary sources.
Although only a few of you may pursue careers as researchers, all of you are consumers of research.
As such, a major goal for this course is to develop your capacity to critically think about, evaluate,
and critique the scientific evidence that is often presented in journal articles, newspapers,
magazines, and on television.
2
Learning Objectives/ Outcomes:
o Students should be able to:
• Conduct a review of research in a specific area of Psychology.
• Understand the strengths and weaknesses of scientific research.
• Interpret and generalize appropriately from research results.
• Evaluate the appropriateness of conclusions derived from psychological research.
• Use the concepts, language, and major theories of the discipline to account for
psychological phenomena in the context of social psychology.
• Use reasoning to recognize, develop, defend, and criticize arguments.
• Articulate how psycholo ...
1 Politicking is less likely in organizations that have· adecl.docxmercysuttle
1 Politicking is less likely in organizations that have
·
adeclining resources
·
high role ambiguity
·
clear performance appraisal systems
·
democratic decision making
2 In convergent periods, the role of executive management is to
·
develop new strategies for the problems at hand
·
shift middle managers to promote new views
·
reemphasize the mission and core values
·
challenge middle managers to reinvent their departments
3 Periods of convergence are those in which an organization
·
is in turmoil
·
seeks to improve its situation with relatively minor changes
·
must downsize to conserve resources
·
employs new strategies to advance the organization
4 Transformational change in an organization
·
is always necessary to some degree
·
is best delivered by a top-down plan
·
has no defined formula
·
is best delivered by a bottom-up plan
5 A person likely to participate in political behavior
·
believes he or she has little influence
·
has a desire for power
·
is a social nonconformist
·
is insensitive to social cues
6 To keep a strategy in focus, effective managers employ
·
rigid implementation
·
piecemeal implementation
·
simple goals
·
central themes
7 An influence tactic that relies on rank and enforcement of group goals is
·
legitimacy
·
coalitions
·
pressure
·
personal appeals
8 During organizational change, employee–management interfaces such as workshops and retreats
·
initiate
·
distract the participants from the real issues
·
help employees overcome downsizing issues
·
solve communication problems relatively short-term periods of high-energy action
9 Buck passing and scapegoating when politics is seen as a threat are forms of
·
defensive behaviors
·
offensive behaviors
·
suppression
·
aggression
10 A primary goal of politics in the workplace is to
·
exclude undesirable peers
·
form alliances
·
promote organizational goals
·
secure limited resources
11 Political behavior in the workplace
·
works only in an upward or lateral influence direction
·
attempts to influence decision making
·
is unlikely in a well-run organization
·
works only in a lateral influence direction
12 Impression management sends _____ messages that may be _____ under other circumstances.
·
false, true
·
ethical, unethical
·
true, false
·
convincing, unconvincing
13 The formulation and implementation of a strategy
·
are separate and sequential processes
·
must be completely defined before action is taken
·
are ongoing events within an organization
·
follow strict, unalterable guidelines
14 Surveys of seasoned managers reveal they believe politics in the workplace is
·
always unethical
·
part of some job requirements
·
a major part of organizational life
·
ineffective
15 With downward influence, power tactics preferred by U.S. managers include
·
personal appeals
·
inspirational appeals
·
coalitions
·
influence
16 Hard power tactics best influence those with which following characteristic?
·
High se ...
1 page2 sourcesReflect on the important performance management.docxmercysuttle
1 page
2 sources
Reflect on the important performance management theories and practices covered during the past six weeks. Describe one key point that you will apply to the work environment immediately. Highlight the specific course learning outcome(s) that relate(s) to this important takeaway. Also, mention the specific reading materials and/or theories that you found to be most applicable.
Required Text
Pulakos, E.D. (2009). Performance management: A new approach for driving business results. (1st ed.). West Sussex, United Kingdom: Wiley-Blackwell. ISBN: 9781405177610.
Chapter 9: Conclusion
Required References
de Leeuw, S., van den Berg, P (2011). Improving operational performance by influencing shopfloor behavior via performance management practices. Journal of Operations Management, 29, 3, 224-233. (Retrieved from http://www.isihome.ir/freearticle/ISIHome.ir-21006.pdf)
Fulmer, R.M., Stumpf, S.A. & Bleak, J. (2009). The strategic development of high potential leaders. Strategy & Leadership, 37(3), 17-22. (Retrieved from ProQuest).
Recommended References
Turnbull, H., Greenwood, R., Tworoger, L., & Golden, C. (2009). Diversity and inclusion in organizations: Developing an instrument for identification of skill deficiencies. Allied Academies International Conference. Academy of Organizational Culture, Communications and Conflict. Proceedings, 14(1), 28-33(Retrieved from ProQuest).
PLEASE HAVE THESE PARAGRAPH REWORDED IN YOUR OWN WORDS.
PLEASE DO NOT USE THE SAME WORDS AS IN THE PARAGRAPH.
· 1-According to chapter 8, a team is small number of people with similar skills who are committed to one ambition, performance goals, and pursuit for which they hold themselves accountable. In the other hand, a group is two or more people freely interacting who share norms and goals and have a common identity. The size of a group is limited by the potential for mutual interaction and mutual awareness. I was part of team during my military service, which I agree with the chapter that a team is more than just a group, because all my team members worked together towards a common goal and we all share responsibility for the team's success. The team I was part of was a 'fire team' that is a small military subunit of infantry designed to optimize bounding over watch, and fire and movement tactical within a hostile urban environment
·
· 2-At work, I am currently assigned to a group of customer service. This group or department consists of 12 employees, which all members have a shared knowledge of the group's objectives, but specific responsibilities are assigned to each of us. The purpose or objectives of our group is to troubleshoot technical problems, provide excellent customer support service, and address solutions to customers. The main factor of our group success is due to the manager in control of the group who also coordinate our individuals efforts. I would not change anything in my group, but I would add weekly meetings to see the end result ...
1 of 402.5 PointsUse Cramer’s Rule to solve the following syst.docxmercysuttle
1 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + 2y = 3
3x - 4y = 4
A. {(3, 1/5)}
B. {(5, 1/3)}
C. {(1, 1/2)}
D. {(2, 1/2)}
2 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
x + y - z = -2
2x - y + z = 5
-x + 2y + 2z = 1
A. {(0, -1, -2)}
B. {(2, 0, 2)}
C. {(1, -1, 2)}
D. {(4, -1, 3)}
3 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
2x = 3y + 2
5x = 51 - 4y
A. {(8, 2)}
B. {(3, -4)}
C. {(2, 5)}
D. {(7, 4)}
4 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
4x - 5y = 17
2x + 3y = 3
A. {(3, -1)}
B. {(2, -1)}
C. {(3, -7)}
D. {(2, 0)}
5 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
4x - 5y - 6z = -1
x - 2y - 5z = -12
2x - y = 7
A. {(2, -3, 4)}
B. {(5, -7, 4)}
C. {(3, -3, 3)}
D. {(1, -3, 5)}
6 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
3x - 4y = 4
2x + 2y = 12
A. {(3, 1)}
B. {(4, 2)}
C. {(5, 1)}
D. {(2, 1)}
Reset Selection
7 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + y + z = 0
2x - y + z = -1
-x + 3y - z = -8
A. {(-1, -3, 7)}
B. {(-6, -2, 4)}
C. {(-5, -2, 7)}
D. {(-4, -1, 7)}
8 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
3x1 + 5x2 - 8x3 + 5x4 = -8
x1 + 2x2 - 3x3 + x4 = -7
2x1 + 3x2 - 7x3 + 3x4 = -11
4x1 + 8x2 - 10x3+ 7x4 = -10
A. {(1, -5, 3, 4)}
B. {(2, -1, 3, 5)}
C. {(1, 2, 3, 3)}
D. {(2, -2, 3, 4)}
9 of 40
2.5 Points
Solve the following system of equations using matrices. Use Gaussian elimination with back substitution or Gauss-Jordan elimination.
x + y + z = 4
x - y - z = 0
x - y + z = 2
A. {(3, 1, 0)}
B. {(2, 1, 1)}
C. {(4, 2, 1)}
D. {(2, 1, 0)}
10 of 40
2.5 Points
Solve the system using the inverse that is given for the coefficient matrix.
2x + 6y + 6z = 8
2x + 7y + 6z =10
2x + 7y + 7z = 9
The inverse of:
2
2
2
6
7
7
6
6
7
is
7/2
-1
0
0
1
-1
-3
0
1
A. {(1, 2, -1)}
B. {(2, 1, -1)}
C. {(1, 2, 0)}
D. {(1, 3, -1)}
Reset Selection
11 of 40
2.5 Points
Use Gaussian elimination to find the complete solution to the following system of equations, or show that none exists.
2w + x - y = 3
w - 3x + 2y = -4
3w + x - 3y + z = 1
w + 2x - 4y - z = -2
A. {(1, 3, 2, 1)}
B. {(1, 4, 3, -1)}
C. {(1, 5, 1, 1)}
D. {(-1, 2, -2, 1)}
12 of 40
2.5 Points
Use Cramer’s Rule to solve the following system.
x + y = 7
x - y = 3
A. {(7, 2)}
B. {(8, -2)}
C. {(5, 2)}
D. {(9, 3)}
13 of 40
2.5 Points
Use Gaussian elimination to find the complete solution to each system.
x1 + 4x2 + 3x3 - 6x4 = 5
x1 + 3x2 + x3 - 4x4 = 3
2x1 + 8x2 + 7x3 - 5x4 = 11
2x1 + 5x2 - 6x4 = 4
A. {(-47t + 4, 12t, 7t + 1, t)}
B. {(-37t + 2, 16t, -7t + 1, t)}
...
1 of 6 LAB 5 IMAGE FILTERING ECE180 Introduction to.docxmercysuttle
1 of 6
LAB 5: IMAGE FILTERING
ECE180: Introduction to Signal Processing
OVERVIEW
You have recently learned about the convolution sum that serves as the basis of the FIR filter difference equation. The filter
coefficient sequence {𝑏𝑘} – equivalent to the filter’s impulse response ℎ[𝑛] – may be viewed as a one-dimensional moving
window that slides over the input signal 𝑥[𝑛] to compute the output signal 𝑦[𝑛] at each time step. Extending the moving
window concept to a 2-D array that slides over an image pixel array provides a useful and popular way to filter an image.
In this lab project you will implement two types of moving-window image filters, one based on convolution and the other
based on the median value of the pixel grayscale values spanned by the window. You will also gain experience with the
built-in image convolution filter imfilter.
OUTLINE
1. Develop and test a 33 median filter
2. Develop and test a 33 convolution filter
3. Evaluate the median and convolution filters to reduce noise while preserving edges
4. Study the behavior of various 33 convolution filter kernels for smoothing, edge detection, and sharpening
5. Learn how to use imfilter to convolution-filter color images, and study the various mechanisms offered by
imfilter to deal with boundary effects
PREPARATION – TO BE COMPLETED BEFORE LAB
Study these tutorial videos:
1. Nested “for” loops -- http://youtu.be/q2xfz8mOuSI?t=1m8s (review this part)
2. Functions -- http://youtu.be/0zTmMIh6I8A (review as needed)
Ensure that you have added the ECE180 DFS folders to your MATLAB path, especially the “images” and “matlab” subfolders.
Follow along with the tutorial video http://youtu.be/MEqUd0dJNBA, if necessary.
LAB ACTIVITIES
1. Develop and test a 33 median filter function:
1.1. Implement the following algorithm as the function med3x3:
TIP: First implement and debug the algorithm as a script and then convert it to a function as a final step. Use any
of the smaller grayscale images from the ECE180 “images” folder as you develop the function, or use the test
image X described in the Step 1.2.
(a) Create the function template and save it to an .m file with the same name as the function,
(b) Accept a grayscale image x as the function input,
http://youtu.be/q2xfz8mOuSI?t=1m8s
http://youtu.be/0zTmMIh6I8A
http://youtu.be/MEqUd0dJNBA
2 of 6
(c) Copy x to the output image y and then initialize y(:) to zero; this technique creates y as the same size and
data type as x,
(d) Determine the number of image rows and columns (see size),
(e) Loop over all pixels in image x (subject to boundary limits):
Extract a 33 neighborhood (subarray) about the current pixel,
Flatten the 2-D array to a 1-D array,
Sort the 1-D array values (see sort),
Assign the middle value of the sorted array to the current output pixel, and
(f) Return the median-filtered image y.
1.2. Enter load lab_5_verify to load the
1 Objectives Genetically transform bacteria with for.docxmercysuttle
1
Objectives
Genetically transform bacteria with
foreign DNA and induce
expression of genes encoded on
DNA to produce novel
Isolate chromosomal DNA from
Introduction
In this portion of the lab, you will perform a
procedure known as genetic
transformation. that a gene is
a piece of DNA that provides the
instructions for making (codes for) a
protein. This gives an organism a
particular trait. Genetic transformation
literally means change caused by genes,
involves the insertion of a gene into an
organism in order to change the organism’s
trait. transformation is used in
many areas of biotechnology. In
agriculture, genes coding for traits such as
pest, or spoilage resistance can be
genetically transformed into plants. In
bioremediation, bacteria can genetically
transformed with genes enabling them to
digest oil spills. In medicine, diseases
caused defective genes are beginning
to be treated by gene therapy; that is, by
genetically transforming a person’s
cells with healthy copies of the defective
gene that causes the
You will use a procedure to transform
bacteria with a gene that codes for Green
Fluorescent (GFP). The real-life
source of this gene is the bioluminescent
jellyfish Aequorea victoria.
Fluorescent Protein causes the jellyfish to
fluoresce and glow in the dark.
LAB TOPIC 10: Nucleic Acids and Genetic Transformation
Following the procedure,
the bacteria express their newly acquired
jellyfish gene and produce the fluorescent
which causes them to glow a
brilliant green color under ultraviolet
In this activity, you will learn about the
process of moving genes from one organism
to another with aid of a plasmid. In
nature, bacteria can transfer plasmids back
and forth allowing them to share
beneficial genes. This natural mechanism
allows bacteria to adapt to new
environments. The occurrence of
bacterial resistance to is due to
the transmission of
Genetic transformation involves
insertion of some new DNA into the E.
cells. In addition to one large
bacteria often contain one or more
circular pieces of DNA called
Plasmid DNA usually contains genes for
than one trait. Scientists can use a
called genetic engineering to insert
coding for new traits into a plasmid.
In case, the pGLO plasmid carries the
GFP that codes for the green
fluorescent protein and a gene (bla) that
codes for a protein that gives the
resistance to an antibiotic. The genetically
engineered plasmid can then be used to
genetically bacteria to give them
this new
Figure 10.1 Bacterial cell undergoing genetic transformation with the pGLO
plasmid
Exercise 10.1
Bacterial Transformation
2
Pre-lab exercises:
Since scientific laboratory investigations
are designed to get information about a
question, our first might be to
formulate some questions for this
Can we genetically transform an organism?
Which organism is
1. To genetically tra ...
1 of 8
Student name: …………….
Student ID: …………….
The Effect of Social Media on the English Language
2 of 8
Table Of Content:
Abstract 3
Introduction 3
Literature review 3
Significance of Research 4
Research Question 4
Methodology 4
Ethical Considerations 4
Limitations of the study 4
Expected results 5
Conclusion 5
References 6
Appendix 7
3 of 8
Abstract:
Giving the popularity of social networking sites lately, it has made an effect on the English
language either in a positive way by adding new words to the dictionary a negative way by misus-
ing the grammar and using incorrect abbreviated words like turning “you’re” to “your’. In this re-
search proposal I would like to investigate what the effect of using social networks has on the Eng-
lish language and see if it was more positive than negative and vice versa. I will be making a survey
page to collect data on the way people use these sites. Furthermore, we will see if people know the
importance of using proper English and try to make social networking sites improve our way of us-
ing the English language.
Introduction:
Technology has changed rapidly in the past five years, we became more reliant on our smart phones
and it completely changed the way we communicate with each other in our everyday life, it made it
easier for us to interact with people across the world with a single touch through social networking
sites, such as Twitter, Facebook and YouTube. Technology is clearly having some impact on the
English language and the words we use. Recently we saw how some Internet words have made it to
the Oxford dictionary this proves the impact it made, for example the word “Tweet” which means
according to the dictionary: “a posting made on the social networking service Twitter”. However,
some people think that it is okay to misuse Grammar or word spelling on social networking sites,
for instance, using “your” instead of “You’re”. So do these sites make a positive or a negative im-
pact on the English language?
Literature review:
A research titled “5 Ways That Social Media Benefits Writing the English language” written by
Mallary Jean Tenore in 2013 mentioned some ways that social media benefits writing and language,
such as how it increases the awareness of mistakes, when people make grammatical or spelling mis-
takes people will point them out via these websites therefore we become more aware of our spelling
and grammar thus improving our language. She also talked about how it creates new words and
meaning, such as “googled”, “tweeted”, “Friended”. She said that it also spotlight short writings
meaning it valued short storytelling with Vine videos where you have just six seconds to give a
message and in twitter you only have 140 characters to use which forces you to make every word
count.
4 of 8
Another research called Social networkin ...
1
MATH 106 QUIZ 4 Due: by 11:59 PM, Sunday, September 22, 2013,
(take-home part) via the Assignment Folder
NAME: _______________________________
I have completed this assignment myself, working independently and not consulting anyone except the
instructor.
INSTRUCTIONS
The take-home part of Quiz 4 is worth 75 points. There are 10 problems (5 pages), some with multiple parts.
This quiz is open book and open notes. This means that you may refer to your textbook, notes, and online
classroom materials, but you must work independently and may not consult anyone (and confirm this with
your submission). You may take as much time as you wish, provided you turn in your quiz no later than
Sunday, September 22, 2013.
Show work/explanation where indicated. Answers without any work may earn little, if any, credit. You
may type or write your work in your copy of the quiz, or if you prefer, create a document containing your work.
Scanned work is acceptable also. In your document, be sure to include your name and the assertion of
independence of work.
General quiz tips and instructions for submitting work are posted in the Quizzes conference.
If you have any questions, please contact me via Private Message in WebTycho.
1. (4 pts) Determine how many six-character codes can be formed if the first, second, third, and
fourth characters are letters, the fifth character is a nonzero digit, the sixth character is an odd
digit, and repetition of letters and digits are allowed. (A digit is 0, 1, 2, .., or 9.) Show your
work . 1. ______
A. 720
B. 175,760
C. 790,920
D. 20,563,920
2. (4 pts) Suppose that a multiple choice exam has seven questions and each question has five
choices. In how many ways can the exam be completed? Show your work. 2. ______
A. 35
B. 4,096
C. 16,807
D. 78,125
2
3. (4 pts) Given the feasible region shown to
the right, find the values of x and y that
minimize the objective function 8x + 7y.
Show your Work. 3. _______
A. There is no minimum.
B. (x, y) = (6, 0)
C. (x, y) = (3, 2)
D. (x, y) = (1, 4)
E. (x, y) = (0, 7)
4. (4 pts) Six customers in a grocery store are lining up at the check-out. In how many different
orders can the customers line up? Show your work. 4. _______
A. 6
B. 36
C. 720
D. 46,656
5. (4 pts) A restaurant’s menu has six appetizers, four entrees, and five beverages. To order dinner, a
customer must choose one entrée and one beverage, and may choose one appetizer. (That is, a dinner
must include one entrée and one beverage, but not necessarily an appetizer. An appetizer is optional.)
How many different dinners can be ordered? Show your work. ...
1 MN6003 Levis Strauss Case Adapted from Does Levi St.docxmercysuttle
1
MN6003 Levis Strauss Case:
Adapted from: “Does Levi Strauss still fit
America?” by Caroline Fairchild October 6, 2014,
Fortune Magazine and “Levi Strauss - The Boss
and the yogi” Jul 12th 2014 from the Economist
It used to be the only name in denim. Today the
161-year-old family owned company is just one
name among hundreds. Can anyone bring the
blue jeans pioneer back to its old glory? Enter
Chip Bergh—a former P&G brand whiz who once
made razorblades cool. Chip Bergh is not an
“apparel guy,” he says, while walking through
Levi’s Stadium in Santa Clara, California, the new
home of the San Francisco 49ers. Levi’s 20-year,
$220 million investment in the naming rights for
the 49ers stadium is part of a larger push to tap
into the nostalgia Bergh believes everyone has
for the brand. Despite the setting, Bergh isn’t
really a “sports guy” either. He is much more of a
company man. “I still bleed Procter & Gamble
blue,” he says about his former employer.
A crowd full of fans wearing your clothing is the
fantasy of anyone heading an apparel company.
But at Levi—the largest jeans company in the
world and the undisputed founder of the
category—the fantasy has been far from reality
for a long time. The creator of the 501 has
struggled to keep its brand relevant for what
Bergh calls Levi’s “Lost Generation.” For 120
years the term “Levi’s” was synonymous with
“blue jeans.” Then came the turn of the 21st
century, when a fashion explosion in denim
suddenly gave shoppers a range of high-end
choices—including brands like 7 For All Mankind
(founded in 2000) and True Religion (2002),
whose labels sounded more like cults than pants.
At the same time, lower-end rivals that had been
kicking around for a while (Lee and Wrangler)
began nibbling away at market share and
consumers defected to cheaper jeans, sold by
“fast-fashion” retailers like Zara and H&M. Levi
got lost in the middle. With $7.1 billion in 1996
sales, the company used to be bigger than Nike.
By 2003, Levi’s revenues had bell-bottomed out
to $4.2 billion. Over the next decade, sales rose
only barely as the company failed to translate
affection for the brand into actual purchases.
Levi’s design team was late to key trends, like
colored denim for women and more tailored jeans
for men. Once in the top quintile of
the Fortune 500, Levi dropped off the list in 2012.
That kind of decline would be a challenge for any
new CEO, yet Bergh, a 57-year-old vegan and
former U.S. Army captain, is bringing a discipline
to the company that had been missing for nearly
20 years. He has taken an axe to the company’s
inflated cost structure and is convinced that he
can make Levi grow again. While still relying
heavily on the classic pieces of clothing that are
the seam of the denim giant’s business (think the
button-fly jean, the white pocket tee, the trucker
jacket), Bergh is now investing i ...
1
NAME__________________
EXAM 1
Directions: Answer the following questions on the attached sheets of paper. Please adhere
to the following guidelines to reduce any suspicions of cheating:
1. KEEP YOUR EYES ON YOUR OWN EXAM AT ALL TIMES.
2. KEEP YOUR ANSWERS COVERED AT ALL TIMES.
3. Do not communicate with any other student during the exam.
4. Do not use any unauthorized prepared material during the exam.
5. Only acceptable calculators may be used on the exams.
6. Do not leave the room at any time before handing in your exam.
7. SHOW ALL OF YOUR WORK (answers may not be accepted without work
shown)
EQUATIONS
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Earth: mR
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1. A stone is thrown straight up with a speed of 25.0 m/s from the top of a building 55.0 m
tall.
a. How far above the ground will the stone go?
b. How long until the stone hits the ground?
c. What is the speed of the stone just before it hits the ground?
d. If a ball is thrown downward from the top of the same building with a speed of
25.0 m/s, will its speed just before hitting the ground be greater than, less than, or
equal to the speed of the stone just before it hits the ground? Explain. (Hint:
What is the speed of the stone when it returns to the height it was thrown?)
3
2. A ball is thrown from the top of a building of height 40m at an angle of 20˚ above the
horizontal and with an initial speed of 15m/s. Use the assumptions of projectile motion
to answer the following questions.
a. How high above the ground will the ball travel?
b. What speed will the ball have at the maximum height?
c. What is the direction of the velocity of the ball at the maximum height?
d. How far has the ball traveled horizontally when it hits the ground?
e. What will be the speed of the ball when it hits the ground?
4
3. Consider the frictionless system below. The pulley is massless and frictionless, and the
string is massless. The mass of each block is ma = 2.0 kg, mb = 1.0 kg, mc = 2.0 kg, and
md = 1.0 kg.
a. What is the acceleration of the system?
b. What is the tension in the string between block a and block b?
c. What is the tension in the string between block b and block c?
d. What is the tension in the string between block c and block d?
e. If the system is initially at rest, how long will it take block d to fall 3.0 m?
5
4. Two equal mass ...
1
Name: Chem 9, Section:
Lab Partner: Experiment Date:
Synthetic Polymers and Plastics
Part A: Physical Characteristics
Find or choose one type of each of the following plastic polymers, and report the following
characteristics:
Plastic
number
Short Name
(HDPE,
LDPE, etc)
Clear
(yes or no)
Opaque
(yes or no)
Flexibility
(can be
bent?)
Durability
(hard or
soft)
Breakability
(can be
cracked?)
Recyclable
(yes or no)
1
2
3
4
5
6
7
Part B: Density Tests
Report for plastic samples in each liquid: sinks rapidly, sinks slowly, floats on top, floats below surface
Plastic
number
1:1 ethanol/water
density = 0.94 g/cm
3
Water
density = 1.0 g/cm
3
10% NaCl solution
density = 1.08 g/cm
3
1
2
3
4
5
6
Relative Plastic Densities:
Less than 0.94 g/cm
3
Less than 1.0 g/cm
3
Less than 1.08 g/cm
3
More than 1.08 g/cm
3
Ranking of densities:
(lowest) _______ _______ _______ _______ _______ _______ (highest)
2
Part C: Polymer Bouncy Balls
Polymer Ball composition Approximate height bounced Physical characteristics
Ball #1:
Ball #2
Ball #3
Questions
1. Which of the Big Six plastics was the most flexible?
2. Which of the Big Six plastics would be the best material for each of the following examples?
Use short names to identify each plastic (e.g. HDPE).
a replacement for a glass window ?
a take-out container for food?
a flexible, expandable bag for carrying items?
a lightweight bottle cap?
3. An unknown plastic floats in a 10% NaCl solution but sinks in water. What is the range of
possible density values this plastic may have? Suggest the composition of this plastic.
3
4. Why is it important to dislodge any adhering bubbles in the density tests?
5. PET plastic (number 1) is the most valuable waste plastic at the present time. Suggest a way
to separate it commercially from other waste plastics.
6. Sometimes plastic containers are made from two polymers and not just one. What would
happen to the water density test if HDPE and PVC were mixed?
7. Why are plastic recyclers very concerned about identifying the different polymers and not
mixing them together?
8. The figure below depicts polymerization of polystyrene (PS). Circle the original monomers
and determine how many monomers are present.
4
9. Polyvinylchloride (PVC) is composed of the vinyl chloride monomer. The monomer
structure and general reaction are shown at right.
Draw a polyvinyl chloride polymer composed of five
monomers arrange ...
1 pageapasources2Third Party LogisticsBriefly describe .docxmercysuttle
1 page
apa
sources:2
Third Party Logistics
Briefly describe the basic types of third party logistics (3PL) organizations.
• Identify some of the best practices that leading companies using 3PLs have embraced.
• What value-added considerations would you take into account when considering the use of a 3PL?
• Which 3PL would provide the most suitable service to your organization? (Forwarder and Warehousing are the ones my company use.)
• What 3PLs does your organization currently use? (My company uses a freight forwarder)
What other 3PLs could you recommend to your management? Domestic Transportation.
WAVfiles/behave.wav
WAVfiles/cat_meow_x.wav
WAVfiles/cow3.wav
WAVfiles/goat2.wav
WAVfiles/gold.wav
WAVfiles/imamog.wav
WAVfiles/reach.wav
WAVfiles/README.txt
Title Artist
===== ======
behave Austin Powers
cat_meow_x Kitty
cow3 Miss Cow
goat2 Goaty
gold Snowman
imamog Mog
reach Woody
rudolph Rudolph
theme Archie and Edith
warning_alien Robot
wizoz5 Munchkins
WAVfiles/rudolph.wav
WAVfiles/theme.wav
WAVfiles/warning_alien.wav
WAVfiles/wizoz5.wav
...
1 Pageapasources2Review the Food Environment Atlas maps for.docxmercysuttle
1 Page
apa
sources:2
Review the Food Environment Atlas maps for variables that seem to affect your selected state the most.
Select a state and variables you consider relevant to represent the food environment in you chosen state.
1) Include at least two food categories from the following list:
? ACCESS
? STORES
? RESTAURANTS
? ASSISTANCE
? INSECURITY
? PRICES_TAXES
? LOCAL
2) Include at least two health variables in each of the selected food categories. Find the name and descriptions of variables in the Food Environment Atlas Resources: Excel Data and Documentation Download.
Write a 200- to 300-word plan that includes
? your selected state (Texas);
? selected food categories and health variables; and
? reasons for selection. Are your variables expressed in numbers or percentages?
Optional: Discuss choices in discussion with classmates and instructor. Write a summary of your discussion to include with this assignment.
...
1 Lab 3 Newton’s Second Law of Motion Introducti.docxmercysuttle
1
Lab 3: Newton’s Second Law of Motion
Introduction
Newton’s Second law of motion can be summarized by the following equation:
Σ F = m a (1)
where Σ F represents a net force acting on an object, m is the mass of the object moving
under the influence of Σ F, and a is the acceleration of that object. The bold letters in
the equation represent vector quantities.
In this lab you will try to validate this law by applying Eq. 1 to the almost frictionless
motion of a car moving along a horizontal aluminum track when a constant force T
(tension in the string) acts upon it. This motion (to be exact the velocity of the moving
object) will be recorded automatically by a motion sensor. The experimental set up
for a car moving away from the motion sensor is depicted below.
If we consider the frictionless motion of the cart in the positive x-direction chosen in
the diagram, then Newton’s Second Law can be written for each of the objects as
follows:
T Ma (2)
and
– gT F ma (3)
From this system of equations we can get the acceleration of the system:
2
gF
a
m M
(4)
Because the motion of the car is not frictionless, to get better results it is necessary to
include the force of kinetic friction fk experienced by the moving car in the analysis.
When the cart is moving away from the motion detector (positive x-direction in the
diagram) Newton’s Second Law is written as follows for each of the moving objects
m and M:
1 1– kT f Ma (5)
and
1 1– gT F ma (6)
Since it is quite difficult to assess quantitatively the magnitude of kinetic friction
involved in our experiment we will solve the problem by putting the object in two
different situations in which the friction acts in opposite directions respectively while
the tension in the string remains the same.
When the cart M is forced to move towards the motion detector (negative x-direction
in the diagram), the corresponding Newton’s Second Law equations will change as
follows:
2 2kT f Ma (7)
and
2 2gT F ma (8)
Note that in equations 5, 6, 7, and 8 the direction of acceleration represented by vector
a has been chosen in the same direction as the direction of motion.
We are able to eliminate the force of kinetic friction on the final result, by calculating
the mean acceleration from these two runs:
1 2
2
ave
slope slope
a
(9)
Combing the equations (5) – (8) we derive the equation to calculate the value of
gravitational acceleration:
avea M mg
m
(10)
3
Equipment
Horizontal dynamics track with smart pulley and safety stopper on one end; collision
cart with reflector connected to a variable mass hanging over the pulley; motion
detector connected to the Science Workshop interface recording the velocity of the
moving cart.
Procedure:
a) Weigh the cart (M) and the small mass (m) hanger.
b) Open the experiment file “New ...
1 Marks 2 A person can be prosecuted for both an attempt and .docxmercysuttle
1
Marks: 2
A person can be prosecuted for both an attempt and the completed crime.
Choose one answer.
a. False
b. True
Question 2
Marks: 2
According to Hicks v. U.S.,150 U.S. 442 (1893)one can be held criminally liable by “merely speaking words of encouragement.”
Choose one answer.
a. True
b. False
Question 3
Marks: 2
According to MPC §1.07, conspirators in a completed crime may be punished for the conspiracy, as well as the completed crime.
Choose one answer.
a. True
b. False
Question 4
Marks: 2
According to your reading, in some states it is a more serious offense to break into a car and steal a tape player than it is to steal the entire car.
Choose one answer.
a. false
b. true
Question 5
Marks: 2
According to your reading, the charge of forgery includes each of the following elements except
Choose one answer.
a. the false making or altering
b. of a legally significant instrument
c. with intent to defraud
d. a court of law or financial institution
Question 6
Marks: 2
According to your reading, the legal term of art most often employed to distinguish murder from manslaughter is
Choose one answer.
a. causation
b. vicarious liability
c. burden of proof
d. malice aforethought
Question 7
Marks: 2
According to your reading, the Model Penal Code considers the solicitor to be as dangerous as the perpetrator of the completed crime.
Choose one answer.
a. false
b. true
Question 8
Marks: 2
According to your reading, the problems with corporate criminal liability include
Choose one answer.
a. Determining who to charge
b. determining punishment
c. the wording of criminal statutes
d. all of the above
Question 9
Marks: 2
Although they are similar, embezzlement differs from larceny in which of the following ways?
Choose one answer.
a. embezzlement requires asportation
b. the claim of right defense is generally not applicable to larceny
c. embezzlement does not require intent
d. none of the above
Question 10
Marks: 2
An aider and abettor or accessory before the fact must
Choose one answer.
a. be a principal of the crime
b. discourage the commission of the crime
c. solicit the commission of the crime
d. aid or encourage the commission of a crime
11
Marks: 2
An effective abandonment defense to aiding and abetting, or to accessory before the fact, will
Choose one answer.
a. vary with aid
b. depend on the type of solicitation made
c. all of the above
d. none of the above
Question 12
Marks: 2
Assault and battery are
Choose one answer.
a. civil torts, not crimes
b. handled the same in all jurisdictions
c. handled the same in civil and criminal proceedings
d. handled differently from jurisdiction to jurisdiction
Question 13
Marks: 2
At Common Law, which of the following elements is not accurate regarding the crime of Burglary?
Choose one answer.
a. Trespassory breaking and entering
b. Of the dwelling of anoth ...
1 Marks 1 Post Traumatic Stress Disorder (PTSD)Choose one .docxmercysuttle
1
Marks: 1
Post Traumatic Stress Disorder (PTSD):
Choose one answer.
a. is exclusive to Vietnam Veterans
b. is a psychological illness characterized by panic attacks, nightmares, depression, guilt and flashbacks
c. can be caused by any highly emotional event
d. both b and c above
Question 2
Marks: 1
Which of the following is not a role of a crisis interventionist?
Choose one answer.
a. To encourage and allow the client to "make the decisions".
b. To tell the client exactly what he/she should do, when he/she should do it, and how he/she should do it.
c. To enable the client to become aware of possible solutions to the crisis.
d. To allow the client to vent emotions.
Question 3
Marks: 1
A victim's pain:
Choose one answer.
a. may often last weeks, months, or even years after the incident
b. usually goes away after the court process is completed
c. usually goes away after an advocate explains the legal system
d. usually goes away after receipt of financial reimbursement for personal and property losses
Question 4
Marks: 1
Which of the following does NOT create law:
Choose one answer.
a. U.S. Congress
b. National Association for the Advancement of Colored People
c. U.S. Environmental Protection Agency
d. Colorado Supreme Court
Question 5
Marks: 1
Which of the following is not considered to be a responsibility of a victim advocate?
Choose one answer.
a. To consider the job a serious commitment.
b. To litigate the victim's case.
c. To maintain confidentiality in all issues pertaining to clients.
d. To keep informed on relevant issues through ongoing training.
Question 6
Marks: 1
Which of the following is a goal of perpetrator counseling?
Choose one answer.
a. Counseling done in hopes to keep perpetrators from committing further crimes.
b. To encourage the perpetrator to commit more crimes
c. To meet the urgent physical and emotional needs of a victim.
d. To provide support and reassurance at the scene of the crime or shortly thereafter.
Question 7
Marks: 1
What court-related service involves monitoring court activity to make sure victims are being treated fairly by judges and attorneys?
Choose one answer.
a. Witness Alert
b. Court Watch
c. Restitution Assistance
d. Legislative Advocacy
Question 8
Marks: 1
Which of the following puts the statutes in the correct chronological order (earliest to most recent) by their date of enactment?
Choose one answer.
a. Violence Against Women Act; Victims of Crime Act; Victims & Witness Protection Act; Victims Rights & Restitution Act
b. The Victims of Crime Act; Victims Right & Restitution Act; Violence Against Women Act; Victims & Witness Protection Act
c. The Victim & Witness Protection Act; Violence Against Women Act; The Victims of Crime Act; Victims Rights & Restitution Act
d. The Victim & Witness Protection Act; The Victims of Crime Act; Victims Rights & Restitution Act; Violence Against Wome ...
1 List of Acceptable Primary Resources for the Week 3 .docxmercysuttle
1
List of Acceptable Primary Resources for the Week 3 and Week 5
Assignments
These are the primary resources that you can cite when explaining a moral theory in order to fulfill the
relevant portion of the resources requirement. Readings included in the “Required Readings” list are
indicated with a *.
Utilitarianism:
*Mill, J. S. Utilitarianism, in the original version in the textbook, or in the version by Jonathan
Bennett retrieved from www.earlymoderntexts.com.
Haines, W. (n.d.). Consequentialism. Internet Encyclopedia of Philosophy. Retrieved from
http://www.iep.utm.edu/conseque/
Singer, P. (2003). Voluntary euthanasia: A utilitarian perspective. Bioethics, 17(5/6), 526-541.
Retrieved from the EBSCOhost database.
Deontology:
* Kant, I. (2008). Groundwork for the metaphysic of morals. In J. Bennett (Ed. & Trans.), Early
Modern Philosophy. Retrieved from http://www.earlymoderntexts.com/pdfs/kant1785.pdf
(Original work published in 1785).
Virtue Ethics:
* Aristotle. (350 B.C.E.). Nicomachean ethics (W. D. Ross, Trans.). Retrieved from
http://classics.mit.edu/Aristotle/nicomachaen.html
Annas, J. (2006). Virtue ethics. In D. Copp (Ed.), The Oxford Handbook of Ethical Theory (pp. 515–
36). Oxford: Oxford University Press. Retrieved from
https://www.sesync.org/sites/default/files/resources/case_studies/10-kenyaecotourism-
handbook.pdf
Hursthouse, R. (2012). Virtue ethics. In E. Zalta (Ed.), The Stanford Encyclopedia of Philosophy.
Retrieved from http://plato.stanford.edu/entries/ethics-virtue/
MacIntyre, A. (1984). After virtue. Notre Dame, IN: University of Notre Dame Press. Chapters 14-15
are included in the Chapter 6 readings of the textbook.
Feminist/Care Ethics:
*Held, V. Feminist transformations of moral theory. Included in the Chapter 6 readings of the
textbook.
*Gilligan, C. (1982). In a different voice: Psychological theory and women’s development.
Cambridge, MA: Harvard University Press. Retrieved from
https://lms.manhattan.edu/pluginfile.php/26517/mod_resource/content/1/Gilligan%20In%20
a%20Different%20Voice.pdf
http://insite.bridgepoint.local/dept/ops/pni/Navigator Images/Ashford Logo New.jpg
http://www.earlymoderntexts.com/
http://www.iep.utm.edu/conseque/
https://www.sesync.org/sites/default/files/resources/case_studies/10-kenyaecotourism-handbook.pdf
http://plato.stanford.edu/entries/ethics-virtue/
https://lms.manhattan.edu/pluginfile.php/26517/mod_resource/content/1/Gilligan%20In%20a%20Different%20Voice.pdf
2
* Noddings, N. (2010). Maternal factor: Two paths to morality. Berkeley, CA: University of
California Press. Retrieved from the ebrary database.
http://insite.bridgepoint.local/dept/ops/pni/Navigator Images/Ashford Logo New.jpg
...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
1. 1
Planning and Evaluation
Program Planning and Evaluation Paper
Axia College
Program Planning and Evaluation Paper
The Santa Rosa Philharmonic Youth Symphony (SRPYS) is an
organization which supports young people who love music,
encourages quality musicianship, and advanced leadership skills
through their program. Local elementary and middle schools
have had to cut the music programs from their curriculum;
parents, students, and community members are concerned that
this lack of support from the education community will
discourage talented individuals. SRPYS is an organization
2. which has developed plans to educate and advance the skills of
young musicians. Their program planning and evaluation
techniques are established, but always open to change as the
students and musical tastes vary from year to year.
Program planning and evaluation are two different processes in
any human services agency, but are related to each other in
many ways. Program planning is a process through activities or
interventions which address and facilitate changes in a specific
problem or problems. (Terao & Yuen, 2003) Through this
planning, new programs can be implemented which can more
appropriately address the problem or add new aspects to an
existing program. Program evaluation provides information
about how well a program is meeting the needs of its clientele,
staff, the community, and its mission. Ongoing assessments
allow for changes which need to be made as participants
change, needs change, or there are better ways to address a
problem.
As programs are developed, the tools for assessments and
evaluations need to be put into place. These evaluative tools
relate directly to the program because without them there would
be no measure of whether it meets the needs of its clients or if
the organization has strayed from its original mission, goals,
and objectives; likewise, if there were no program, there would
be no need for evaluation. The evaluations help to define the
current direction, past performance, and future of a program in
the planning stages. It is important to view the present in light
of the past and future to reasonably assess the potential of any
program. It is easy as organizations grow for the original
mission to be lost in the acquiring of funding and political
pressures. Funding opportunities rest not only on the program
itself, but if it can be proven as a successful method to address
the problem. Planning and evaluation are both processes which
rely on truthful, realistic, and comparative facts.
The program planning of the SRPYS is integrally related to the
evaluation of its educational, leadership, funding, and
performance schedule. In the past, they have successfully been
3. able to blend school-based programs and community desire to
encourage young musicians to further their career and personal
goals. Since school programs have been cut for monetary
reasons, their mission is even more important to all involved.
They must set goals and objectives for their program which will
fulfill organizational guidelines and meet community needs;
evaluation will show how well they have met those needs. The
evaluations will also show how much funding will be required
to operate this program and how the program will be organized
to best meet the needs of the students and produce quality
performances.
In order to qualify for funding they must engage at least three
touring companies, artists, or exhibitions per year, pay a fee for
these activities, and manage local presentations. In order to be
eligible for the grants, they must employ one professional staff
person and have been in business for two years. Funding
sources will require some form of proof through financial and
past performance records to consider granting funds to this
organization. Some of their expenses will be met through ticket
fees at performances, but it is essential that they receive outside
funding if they are to succeed.
One aspect of the planning and evaluation process that cannot
be ignored is the influence of politics. There will always be
some individuals in favor of a program, some who are
indifferent, and some who are against the program. Monies are
often allocated to programs which are most strongly supported
by local government officials, community members and
leadership, educational institutions, and current state and
federal administration agendas. In recent years, social programs
have encouraged fine arts organizations to provide better
opportunities for youth; hence, the planning of these programs
must include items of interest or be left behind in the wake of
other competing interests.
The technology involved in human services organizations is
essential in turning the inputs (talent, money, staffing,
commitment, etc.) into viable, measureable outputs (community
4. satisfaction, performances, advancement of students learning
and leadership skills, etc.). While this may seem an easy task,
there is far more involved in the conversion than first appears.
This society has become dependent of the use of machines to
lessen the workload of humans, but the human aspect is by far
more valuable to the mechanics of any social program. Finding
skilled personnel who enjoy working with young people and
wish to further this program will be very important. The use of
experimental and descriptive research methods help to identify
the needs of an organization, while also defining the values and
outcomes that the program means to make into reality.
Gaining the trust, respect, and appreciation of the community
and its artists will be paramount to the success or failure of this
program. If funding is not found beyond ticket sales and local
grants, it may cease to exist; expanding a deficient which
already exists in the community. While Santa Rosa does love
their music, the proper program planning and evaluative
techniques are essential if they wish the SRPYS to continue to
assist students in their goals. Incorporating theory, knowledge,
approaches, models, skills, and techniques to all aspects of the
program encourages the fulfillment of the organization’s
mission and a positive outcome for all involved.
References
Terao, K., Terao, K.L. & Yuen (2003). Practical Grant Writing
and Program Evaluation. Brooks and Cole/Cengage Learning,
Florence, KY.
Reducing the number of people living in extreme poverty
throughout the world is clearly one of the great moral
challenges of our time. Although the issue is by no means
absent from what we study and teach, as educators in the United
5. States we appear to be falling short in the task of ensuring that
our students are adequately informed about world poverty, its
consequences, and the ways in which it can be reduced. Is it
possible that some of the reluctance to deal with the topic stems
from the fact that it may have uncomfortable conclusions for
our own lives?
If we take seriously the idea that the value of a human life does
not diminish when we cross national boundaries, then we ought
to be giving a much higher priority to reducing world poverty. I
have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses
on international development (valuable as they are). The issue
should be prominent in anthropology, cultural studies,
economics, ethics and sociology. In political-science courses,
we should ask why we pay so little attention to people living in
poverty outside our borders. Psychology courses could take up
the factors that limit our willingness to give to distant strangers.
Engineers might increase the amount of class time they devote
to how their skills can be applied to assist the world's poorest
people. Medical schools could focus more on the global burden
of disease and how it might be reduced, and law students should
be prompted to think about an international legal regime that
allows American oil companies to buy oil from dictators who
pocket most of the proceeds. Programs could also be produced
to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on
teaching in fields that have timeless artistic and cultural value.
It is legitimate to ask: In a situation in which more people die
each year from poverty-related causes than died in any one year
during World War II, how much should we be spending on the
refinement of our artistic sensitivities and those of our
students?
I began to think about our obligations to the poor in 1971, when
I was a graduate student in philosophy at the University of
Oxford. A few years earlier, such a question would not have
been considered one for philosophers to discuss. The prevailing
6. view then was that the business of philosophy was to analyze
the meanings of words. The linguistic analysis that preoccupied
philosophers was supposed to be ethically neutral. We would
discuss whether the statement "You ought to return the book
you borrowed" expressed an attitude or stated a fact, but not
whether it was always obligatory to return a borrowed book --
let alone to give to the poor.
The student movement of the 1960s demanded that the
university become "relevant." In response, with war raging in
Vietnam and civil disobedience against it at draft offices across
the United States, a few philosophers began to revive
discussions of the criteria for a just war, and of our obligations
to obey the law. When a crisis broke out in East Pakistan (now
Bangladesh) and nine million refugees poured across the border
into India, I wrote an article, "Famine, Affluence and Morality,"
which appeared in the first volume of Philosophy & Public
Affairs. (The journal's title was itself a manifesto, an assertion
that philosophy did, after all, have something to say about
public affairs.)
Over the 37 years since that article appeared, I've written about
many other issues in applied ethics -- our treatment of animals,
new reproductive technology, euthanasia, globalization, climate
change, and what we eat. At the core of my work is a desire to
draw attention to points at which conventional morality causes,
or fails to alleviate, a significant amount of suffering that could
be reduced. What we owe the poor is part of that core.
The World Bank defines extreme poverty as not having enough
income to meet the most basic human needs for adequate food,
water, shelter, clothing, sanitation, health care, or education.
One widely quoted statistic is that a billion people are living on
less than one U.S. dollar per day. That was the World Bank's
poverty line until 2008, when better data led to a new poverty
line of $1.25 per day. As a result, the number of people whose
income puts them under the new poverty line is 1.4 billion.
On hearing the "$1.25 a day" figure, the thought may cross your
mind that in many developing countries it is possible to live
7. much more cheaply than in industrialized nations. But the
World Bank has already made that adjustment in purchasing
power, so those it classifies as living in extreme poverty are
existing on a daily total consumption of goods and services --
whether earned or homegrown -- comparable to the amount of
goods and services that can be bought in the United States for
$1.25.
The 1.4 billion people living in extreme poverty are likely to be
hungry for at least a part of every year. Even if they can get
enough food to fill their stomachs, they will probably be
malnourished because their diet lacks essential nutrients. In
children, malnutrition stunts growth and can cause permanent
brain damage. The poor may not be able to afford to send their
children to school. Even the most basic health-care services are
usually beyond their means.
That kind of poverty kills. While life expectancy in rich nations
averages 78 years, in the poorest nations -- those classified by
the United Nations as "least developed" -- it is below 50. In rich
countries, fewer than one child in 100 dies before the age of 5;
in the poorest countries, one in five does. Unicef, the United
Nations Children's Fund, estimates that nearly 10 million
children under 5 die each year from causes related to poverty.
That's 27,000 a day -- a football stadium full of young children,
dying every day (along with thousands of older children and
adults who die from poverty every day as well). Some children
die because they don't have enough to eat or clean water to
drink. More die from measles, malaria, diarrhea, and pneumonia
-- diseases that don't exist in developed nations, or if they do,
are easily cured and rarely fatal.
Describing a case in Ghana, a man told a researcher from the
World Bank: "Take the death of this small boy this morning, for
example. The boy died of measles. We all know he could have
been cured at the hospital. But the parents had no money, and so
the boy died a slow and painful death, not of measles but out of
poverty."
Unicef, Oxfam, Doctors Without Borders, and many other
8. organizations are working to reduce poverty and provide clean
water and basic health care, and those efforts are reducing the
toll. If the groups had more money, they could do more, and
more lives would be saved.
Despite the recent economic downturn, we are nevertheless
living in a time that is particularly opportune for reducing
extreme poverty worldwide. The first decade of the 21st century
has seen the proportion of people unable to meet their basic
physical needs shrink to less than it has been at any time in
history, and perhaps at any time since human beings came into
existence. At the same time, the proportion of people with far
more than they need is also unprecedented. Those in affluent
societies work an average of only six hours a week to earn
enough to buy an adequate amount of food.
Most important, rich and poor are now linked in ways they
never were before. Real-time moving images of people on the
edge of survival are beamed into our living rooms. Not only do
we know a lot about the desperately poor, but we also have
much more than before to offer them in terms of better health
care, improved seeds and agricultural techniques, and new
technologies for generating electricity. More amazing, through
instant communications and open access to a wealth of
information that surpasses the greatest libraries of the pre-
Internet age, we can enable them to join the worldwide
community -- if only we can help them to get far enough out of
poverty to seize the opportunity.
The economist Jeffrey Sachs has argued convincingly in The
End of Poverty (Penguin Press, 2005) and Common Wealth:
Economics for a Crowded Planet (Penguin, 2008) that extreme
poverty can be virtually eliminated by the middle of this
century. We are already making progress. Although the figure
of 1.4 billion people living in extreme poverty is an increase
from the one billion that we thought there were before the
World Bank recalculated its poverty line, in 1981 the
comparable figure was 1.9 billion. In 1960, according to Unicef,
20 million children died before their fifth birthday because of
9. poverty. In 2007, Unicef announced that, for the first time since
record keeping began, the number of deaths of young children
had fallen below 10 million a year. Public-health campaigns
against smallpox, measles, and malaria have contributed to the
drop in child mortality, as has economic progress in several
countries. The decline is even more impressive because the
world's population has more than doubled since 1960.
To do better, however, we need to dispel some prevalent myths
-- myths that our students too often embrace. When I speak
about world poverty at Princeton University, where I teach, or
at campuses around the country, students often suggest that
America is a generous country: It's already doing its part.
When my students cite American generosity, I show them
figures from the Organisation for Economic Co-operation and
Development on the amounts given by all the group's donor
members. The students are astonished to find that the United
States has, for many years, been at or near the bottom of the list
of industrialized countries in terms of the proportion of national
income given as foreign aid. After several years of vying with
Portugal and Greece, we fell to the absolute bottom in 2007.
Norway led the way, giving 95 cents per $100, followed by
Sweden, Luxembourg, the Netherlands, Denmark, Ireland, and
Austria. Other rich countries give less than 50 cents, with the
average that year 45 cents; the United States gave only 16 cents
of every $100 earned.
The ignorance of Americans about their nation's role in aiding
the world's poorest people is widespread, and it has been shown
in many surveys. Asked by the Gallup International Association
in 2005 whether the United States gives more, less, or about the
same amount of aid as other wealthy countries do in terms of
percentage of national income, only 9 percent of Americans
gave the correct answer; 42 percent of the respondents said the
nation gave more than four times as much as was true at the
time. At the extreme, 8 percent of Americans thought that the
United States gave more than a quarter of its national income as
aid, a portion that is more than 100 times as great as the actual
10. amount.
Americans also suffer from gross misconceptions about how
significant the country's aid is as a percentage of all federal
spending. In four surveys that asked Americans what portion of
government spending goes to foreign aid, the median answers
ranged from 15 percent to 20 percent. The correct answer is less
than 1 percent.
A majority of people in those surveys further said that America
gives too much aid -- but when asked how much America should
give, the median answers ranged from 5 percent to 10 percent of
government spending. In other words, people wanted foreign aid
cut -- to an amount that is five to 10 times as much as their
country actually gives.
Some observers contend that such figures are misleading
because the United States gives more than other countries in
private aid. But although we give more private aid than most
rich nations do, we still trail Canada, Ireland, and Switzerland
in private aid as a percentage of national income. Adding
nongovernment aid, of 8 cents per $100 earned, to government
aid leaves the nation's total contribution at no more than 24
cents of every $100 earned, still near the bottom of the
international aid league.
Moreover, the majority of U.S. aid is not directed to helping the
extremely poor. The leading recipients of official U.S.
development aid are, in descending order, Iraq, Afghanistan,
Sudan, Colombia, and Egypt. Iraq alone received about one-
fifth of the U.S. foreign-aid budget in 2007. Iraq and
Afghanistan are the top recipients because of their central role
in the war on terror; Egypt has ranked near the top for decades
because it is an important partner in U.S. efforts to stabilize the
Middle East. Colombia is not an especially poor country -- its
aid is associated with the attempt to suppress cocaine cartels.
Only about a quarter of U.S. aid goes to countries classified by
the OECD as "least developed."
Another obstacle to giving is the belief that most aid is wasted
by corrupt regimes and never reaches the people for whom it is
11. intended. That things sometimes go wrong is inevitable in any
large-scale human enterprise, but most critiques of aid focus on
government-to-government assistance or on giving by
institutions like the World Bank. Aid by nongovernment
organizations is less susceptible to diversion because it is given
not to governments but directly to communities and grass-roots
organizations working with the poor. Misappropriation happens,
of course -- but the poor live on so little, and need assistance so
much, that even if some aid is wasted, the remainder will almost
certainly do much more good than the money we donate would
have done for us, had we retained it.
A 1995 Duke University study of more than 500 lifesaving
interventions in the United States put the median cost of saving
a life at $2.2-million. In 2008 the U.S. Environmental
Protection Agency valued a generic American life at $7.22-
million, while the Department of Transportation uses a figure of
$5.8-million. (Government agencies use such figures to judge
whether measures that save lives by, for example, reducing air
pollution or building safer roads are economically justifiable.)
In contrast, when GiveWell.net, an organization dedicated to
rigorous evaluation of the cost-effectiveness of aid, studied the
work of the nonprofit group Population Services International in
preventing HIV infection in Africa, it calculated a cost of $200
to $700 per infection avoided. Bear in mind: In countries where
antiretroviral drugs are not available, an infection prevented is
likely to be a life saved. Other organizations, according to
GiveWell, save lives for amounts ranging from $250 to $3,500.
It is reasonable for governments to spend more to save the lives
of their own citizens than to save the lives of people in other
countries. We all give more when our compatriots are facing
tragedy. The tsunami that struck Southeast Asia just after
Christmas 2004 killed 220,000 people and rendered millions
homeless and destitute. It prompted Americans to give $1.54-
billion for disaster-relief work, the largest amount that they
have ever given after any natural disaster outside the United
States. But that was less than a quarter of the $6.5-billion that
12. Americans gave the following year to help those affected by
Hurricane Katrina, which killed about 1,600 people and left far
fewer homeless than the tsunami did. An earthquake in Pakistan
in October 2005 that killed 73,000 people elicited a
comparatively small $150-million in donations from Americans.
But how great should the contrast be between what we are
prepared to spend to save an American life and what we are
prepared to spend to save the life of someone in another
country? A hundred times greater? A thousand times greater?
Ten thousand times greater? The last of those figures seems to
be the current approximate ratio, and that should make us
uncomfortable.
Ignorance is paralyzing. If people believe that their country is
doing vastly more to fight world poverty than it really is, they
will see no need to add to the effort. The same is true if they
believe that aid given to nongovernment organizations will
never reach the poor. On those issues, the facts are clear. They
simply need to be better known.
On the effectiveness of aid, there is, admittedly, more room for
debate. To settle it, we need more research of the kind carried
out by the Abdul Latif Jameel Poverty Action Lab, at the
Massachusetts Institute of Technology, led by Esther Duflo and
Abhijit Banerjee. To show that an experimental drug is
effective, pharmaceutical companies carry out trials in which
they randomly choose who will receive a new drug and who gets
the standard treatment. Duflo and Banerjee have applied the
same method -- as far as the circumstances permit -- to aid
interventions. If you want to know whether offering a free,
nourishing meal to schoolchildren in poor areas will improve
attendance and educational achievement, start by randomly
selecting some schools to receive that assistance, matching them
with other schools that do not. (If that sounds tough on the
children, remember that aid organizations don't have the
resources to provide interventions wherever they are needed.)
That particular intervention does work, but some others that
look plausible do not.
13. We also need support for trial aid projects that can, if
successful, be scaled up. The Earth Institute at Columbia
University, under the direction of Jeffrey Sachs, has joined with
the United Nations Development Programme and Millennium
Promise, a nongovernment agency, to provide expertise for the
Millennium Villages project, which tests the impact of a modest
amount of assistance in agriculture, education, health, and
infrastructure on extremely poor rural villages in sub-Saharan
Africa. More universities should be doing that kind of work,
which has an aid component and a research element.
Once we and our students have a better understanding of the
facts about extreme poverty and aid, the next step is to discuss
the moral implications: What obligations do affluent people
have in a world in which more than a billion people live in
extreme poverty? In my new book, The Life You Can Save:
Acting Now to End World Poverty, I draw a parallel with a
situation in which you come across a small child who has fallen
into a pond and is in danger of drowning. You know that you
can easily and safely rescue him, but you are wearing an
expensive pair of shoes that will be ruined if you do. We all
think it would be seriously wrong to walk on past the pond -- in
fact, most people think it would be monstrous. Yet most people
don't think it wrong to buy expensive shoes that they don't need
rather than give the money to an organization that would put it
toward interventions that could save a child's life. Although the
parallel between the two situations is not exact, even after
exploring the differences, I do not think we can justify our
sharply differing moral judgments. We should conclude that
when we can save the life of an innocent human being at a
modest cost to ourselves, we should do so.
If I am correct, the vast majority of us who live in developed
nations are not living an even minimally decent ethical life.
Almost all of us spend money on luxuries -- after all, even
bottled water is a luxury when the water that comes out of the
tap is free. Should we be spending money on that, and on other
unnecessary items with much larger price tags, when the money
14. we are spending on things we don't need could save a life?
To answer that question, we and our students should read, think,
and reach our own decisions. There is a growing philosophical
literature on the topic, most of which agrees that we have some
obligations to the poor (although there is no consensus on how
demanding those obligations are). Relevant books include Peter
K. Unger's Living High and Letting Die (Oxford University
Press, 1996); Brad Hooker's Ideal Code, Real World (Oxford,
2000); Liam B. Murphy's Moral Demands in Nonideal Theory
(Oxford, 2000); Garrett Cullity's The Moral Demands of
Affluence (Oxford, 2004); Kwame Anthony Appiah's
Cosmopolitanism (Norton, 2006); and Thomas Pogge's World
Poverty and Human Rights (Polity Press, 2002, 2nd ed., 2008).
Libertarians, like the Canadian philosopher Jan Narveson,
remain outside that consensus. They argue -- for example, in
Narveson's 2003 article "We Don't Owe Them a Thing! A
Tough-Minded but Soft-Hearted View of Aid to the Faraway
Needy" -- that since we have not harmed the poor, we have no
obligation to help them. The moral foundations of that position
are difficult to swallow, but even if we could accept them, the
fact that climate change is being caused largely by
industrialized nations, while the harm it causes falls
predominantly on developing nations, undermines the factual
basis for the claim that we have not harmed the poor, or at least
not many of them.
If we grant that the United States ought to be giving more
foreign aid, we should be led to give more ourselves. That
means reaching for our checkbooks and credit cards. Both in my
book and on its related Web site,
http://www.thelifeyoucansave.com, I've suggested a realistic
standard for how much we can ask of people, proportionate to
their income. The standard is not overly demanding, but it will
still challenge many people -- including educators -- to give
more than they are giving now. Since our students may ask us
how well we are living up to the moral arguments we are
presenting to them, failing to meet the challenge could lead to
15. awkward moments in class.
My argument raises another question for psychologists: How
can we encourage people to give more, and change the culture
of our society so that giving a significant amount becomes
normal for people who think of themselves as living an ethical
life? (I suggest a progressive scale, starting at 1 percent of
annual income for those who are middle class and earn less than
$105,000 a year, and rising to 33.3 percent for those earning
more than $10-million.) There is a body of research on giving
behavior, but the experimental exploration of what can motivate
people to give to distant strangers is still in its infancy. Deborah
Small, George Loewenstein, and Paul Slovic have done
pioneering work on the difference between giving to help
identifiable victims and to help statistical victims. They and
others doing experimental work in the field were brought
together in July 2007 at a conference at Princeton on
"Experimental Approaches to the Study of Charitable Giving."
My argument about our moral obligations to the poor has led me
to suggest that our educational institutions give more emphasis
to teaching and research that focus on world poverty and what
can be done about it. The converse is that we should give a
lower priority to areas of study that have no obvious connection
with world poverty or with, say, climate change or avoiding war
or, indeed, with any similarly large and pressing problem. That
will no doubt incense some of my colleagues who think that we
should study art, languages, history, mathematics, or philosophy
for its own sake. I agree that, in an ideal world, studying
epistemology, classical music, and Italian Renaissance art
would be part of every cultivated person's education. But we
live in a world in which 27,000 children die every day from
preventable causes.
In such a world, it is difficult to deny that some areas of study
are an indulgence. It's not wrong to pursue them. Arguably we
need some indulgences, some pursuits that broaden our gaze and
refresh our spirits before we turn back to more-urgent problems.
But indulgences need to be placed in a setting in which it is
16. clear that they are not the most important thing in our lives, or
in the education we offer.
Peter Singer is a professor of bioethics at Princeton University.
His latest book, The Life You Can Save: Acting Now to End
World Poverty, was published this month by Random House.