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22. True/false: In order to construct a conﬁdence interval on the difference between means, you need to assume that the populations have the same variance and are both normally distributed. 23. True/false: The red distribution represents the t distribution and the blue distribution represents the normal distribution. Page 1 of 7 Homework Assignment 5 Stat 200 (Clary) Instructions:Be sure to record the final answer next to “Answer” and show all your calculation steps or assumptions under “Work.” You can type in your calculations, use the equation tool, or insert images of your handwritten calculations. Remember to add your last and first name to the end of the file name and upload your answers here (e.g., FILENAME_LASTNAME.docx) before submitting. *Page numbers are approximate Problem Number Problem and Solution #1 (2 pts) Text Chapter Exercise page Lane et al. 10 4 364 (Note: Be sure to discuss what is conceptually different between them). Answer: Work: #2 (2 pts) Text Chapter Exercise Page Lane et al. 10 12 365 Answer: Work: #3 (2 pts) Text Chapter Exercise page Lane et al. 10 15 365 Answer: Work: #4 (2 pts) Text Chapter Exercise page Lane et al. 10 18 366 Answer: Work: #5 (2 pts) Text Chapter Exercise page Illowsky et al. 8 100 450 Answer: Work: #6 (2 pts) Text Chapter Exercise page Illowsky et al. 8 106 452 Answer: Work: #7 (2 pts) Text Chapter Exercise page Illowsky et al. 8 112 454 Answer: Work: #8 (2 pts) Text Chapter Exercise page Illowsky et al. 8 115 & 116 454 Answer: Work: #9 (2 pts) Text Chapter Exercise page Illowsky et al. 8 120 455 Answer: Work: #10 (2 pts) Text Chapter Exercise page Illowsky et al. 8 130 457 Answer: Work: ...

22. True/false: In order to construct a conﬁdence interval on the
difference between means, you need to assume that the
populations have the same variance and are both normally
distributed.
23. True/false: The red distribution represents the t distribution
and the blue distribution represents the normal distribution.
Page 1 of 7
Homework Assignment 5
Stat 200 (Clary)
Instructions:Be sure to record the final answer next to “Answer”
and show all your calculation steps or assumptions under
“Work.” You can type in your calculations, use the equation
tool, or insert images of your handwritten calculations.
Remember to add your last and first name to the end of the file
name and upload your answers here (e.g.,
FILENAME_LASTNAME.docx) before submitting.
*Page numbers are approximate
Problem Number
Problem and
Solution
#1
(2 pts)
Text
Chapter

Exercise
page
Lane et al.
10
4
364
(Note: Be sure to discuss what is conceptually different between
them).
Answer:
Work:
#2
(2 pts)
Text
Chapter
Exercise
Page
Lane et al.
10
12
365

Answer:
Work:
#3
(2 pts)
Text
Chapter
Exercise
page
Lane et al.
10
15
365
Answer:

Work:
#4
(2 pts)
Text
Chapter
Exercise
page
Lane et al.
10
18
366
Answer:
Work:

#5
(2 pts)
Text
Chapter
Exercise
page
Illowsky et al.
8
100
450
Answer:
Work:

#6
(2 pts)
Text
Chapter
Exercise
page
Illowsky et al.
8
106
452

Answer:
Work:
#7
(2 pts)
Text
Chapter
Exercise
page

Illowsky et al.
8
112
454
Answer:
Work:
#8
(2 pts)
Text
Chapter
Exercise
page
Illowsky et al.
8
115 & 116
454
Answer:

Work:
#9
(2 pts)
Text
Chapter
Exercise
page
Illowsky et al.
8
120
455

Answer:
Work:
#10
(2 pts)
Text
Chapter
Exercise
page
Illowsky et al.
8
130
457
Answer:
Work:

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NAME: MATH125: Unit 2 Submission Assignment Answer Form Mathematical Modeling and Problem Solving ALL questions below regarding painting a bedroom must be answered. Show ALL step-by-step calculations, round all of your final answers correctly, and include the units of measurement. For full credit, all explanations must be given in the spaces provided. Upload this modified Answer Form to the intellipath Unit 2 Submission lesson. Make sure that you submit your work in a modified Microsoft Word document; scanned or handwritten work will not be accepted. If you need assistance, please contact your course instructor. All of the commonly used formulas for geometric objects are just the mathematical models of the characteristics of physical objects. For example, because a basketball is approximately a sphere, it can be partially modeled by its distance from one side through the center (radius, r) and then to the other side by the diameter formula for a sphere, D = 2r. For the two-dimensional variables of length (L) and width (W), the perimeter and area formulas for a rectangle are mathematical models for the distance around a rectangle (perimeter, P) and the region enclosed by the sides (area, A), respectively, as follows: P = 2L + 2W and A = L × W Along with another variable, height (H), a three-dimensional rectangular prism’s volume and surface area can be measured. For example, the formulas for a common closed cardboard box’s inside space (volume, V) and outside covering (surface area, SA) are, respectively, as follows: V = L x W x H and SA = 2(L x W) + 2(W x H) + 2(L x H) For this Submission Assignment, follow Pólya’s principles to solve your problems, as follows: 1. Understand the problem. 2. Devise a plan. 3. Carry out the plan. 4. Take a look back. Include the following in your assignment: · Explain your interpretation of what the problem is about. · Develop and write down a strategy for solving this problem; show the steps in the correct order for your attempted solution. · Did your strategy actually solve the problem? How do you know? · Suppose that your solution did not solve the problem—what would your next action be? Painting a Bedroom The walls and ceiling inside your bedroom need to be painted. To save money, you decide that you will paint the bedroom yourself. Use the following information to solve this problem: · The bedroom is 17 feet long by 18 feet wide, and the ceiling is 9 feet high. · The inside of the bedroom door will be painted the same color as the walls. · Two coats of paint will be applied to all of the painted surfaces. · The room has one window, measuring 3 feet, 9 inches by 4 feet, which will not be painted. Pólya’s Principle Step 1: Understand the Problem 1. Describe in detail what you understand the problem to be. In other words, what problem will you need to solve? Is there enough information to enable you to find a solution to your problem? Show your work here: (10 points) 2. Discuss different ways to cons ...

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Are you sure you can get this done by tomorrow night lets say 9PM?? THere is also a color coding of cells that the professor requires meaning answers are colored in a specific color etx will send that in addtional email shortly. The problem details are listed on the first tab while the supporting calculations are on the second tab. Must be well organized, show all steps and follow the directions in full. (see below) For this problem you will submit the final product which will be an Excel spreadsheet used to create the model and either a Word document or a Power Point presentation. The final project will be graded not only on the accuracy of the quantitative solutions, but also the analytical approach used and the presentation of the results. Keep in mind that this course is designed for individuals interested in Business Management. As such, the final presentation should be appropriate for a presentation in a professional setting. It will be necessary to clearly explain the case study and present the results in a professional, yet easily understood manner. The presentation should clearly state the objective, the constraints in obtaining that objective, the factors that can be varied, the sensitivity of the model to the variable factors, and the potential weakness of the conclusions. Must include LP graphs, and show all work including how you arrived at the answer (solver tables) including ranges (see below) Must be organized and easy to follow. THE MORE DETAIL AND INFORMATION PROVIDED THE BETTER Worksheet: [excel.xlsx]Model Report Created: 7/8/2015 10:48:28 PM Result: Solver found a solution. All Constraints and optimality conditions are satisfied. Solver Engine Engine: Simplex LP Solution Time: 0.016 Seconds. Iterations: 9 Subproblems: 0 Solver Options Max Time 100 sec, Iterations 100, Precision 0.000001 Max Subproblems Unlimited, Max Integer Sols Unlimited, Integer Tolerance 0.05%, Solve Without Integer Constraints, Assume NonNegative Objective Cell (Min) Cell Name Original Value Final Value $B$31 TotGallons 2450 2450 Variable Cells Cell Name Original Value Final Value Integer $D$16 Flow 0 0 Contin $D$17 Flow 1 1 Contin $D$18 Flow 0 0 Contin $D$19 Flow 0 0 Contin $D$20 Flow 0 0 Contin $D$21 Flow 1 1 Contin $D$22 Flow 0 0 Contin $D$23 Flow 0 0 Contin $D$24 Flow 0 0 Contin $D$25 Flow 1 1 Contin $D$26 Flow 0 0 Contin $D$27 Flow 0 0 Contin $D$28 Flow 0 0 Contin $D$29 Flow 0 0 Contin Constraints Cell Name Cell Value Formula Status Slack $G$16 Net inflow/outflow 1 $G$16=$I$16 Binding 0 $G$17 Net inflow/outflow 0 $G$17=$I$17 Binding 0 $G$18 Net inflow.

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1 Computer Assignment 3 --- Hypothesis tests about means Statistics, Fall 2014, Singleton Microsoft Excel has two data analysis tools that are very useful for hypothesis testing about population means as done in the textbook, chapters 9 and 10. These are 1) t-Test: Two-Sample Assuming Equal Variances 2) t-Test: Two-Sample Assuming Unequal Variances These tools utilize the two sets of equations in Chapter 10 of the text, namely (1) on page 368 assuming equal variances, and (2) on page 369 assuming unequal variances. Number 1 tool (equal variances) is strictly for Chapter 10 problems with two samples, each from its own population, and you are attempting to compare the two population means, and by hypothesis tests involving . Number 2 tool (unequal variances) can be used for Chapter 9 or Chapter 10 problems. In previous online classes taught by Dr Revere, she had students use a combination of various Excel functions to do Chapter 9 t-tests about . It seems to me that using the unequal-variance tool is easier. On page 353 of the text there is an almost-correct description of how to use the Chapter- 10-style t-test for Chapter 9. In using a Chapter 10 test for Chapter 9, instead of comparing 2 sets of data, the second set of data is replaced with a fixed hypothesized value (which has zero variation). Steps are (for Ch 9 problems) ---Enter a column of your n values of experimental data to be tested. ---Enter another column of at least two of the hypothesized value being tested against (if the null hypothesis has =1.84 or ≤1.84 or ≥1.84 enter at a column of at least two 1.84’s (contrary to what the book says, you do not have to use n 1.84’s). ---With menus open the “t-Test: Two-Sample Assuming Unequal Variances” analysis tool. ---Select the “Variable 1 Range” to contain the experimental data. ---Select the “Variable 2 Range” to contain at least two identical values of the number in the null hypothesis (see the example below which has 1.84). (The book says enter n of them.) 2 ---Enter 0 for the “Hypothesized Mean Difference” ---Set the “Labels” checkbox using the rules you obeyed for data in Computer Assignment 1. In many of the problems the data are set up NOT to use labels. ---Make sure you set “Alpha” to your specified value. Also typing it on the worksheet is helpful as a reminder. ---The output is going to be compact and I suggest that you set “Output Range” to a cell near the data. ---Click OK When you do a Chapter 9 problem this way you are comparing your sample data, which has a variance that is calculated by Excel, with your hypothesized value, which has a variance of zero since you entered 2 or more identical values for it. Your “Hypothesized Mean Difference” must always be zero. Of course this requires the “t-Test: Two-Sample Assuming Unequal Variances” tool. Why does this work? If s22 and  are both zero in the equat ...

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Homework 1 Introduction to Statistics Be sure you have reviewed this module/week’s lesson and presentations before proceeding to the homework exercises. Number all responses. Review the “Homework Instructions: General” document for an example of how homework assignments must look. Homework 1 does not include any SPSS output and consists only of Part I. Part I: Concepts These questions cover the Nolan and Heinzen reading and end-of-chapter questions as well as basic SPSS functions covered in this module/week’s Green and Salkind reading and presentations.

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Hw8/Excel - Exercise 8 Mail Merge-2.doc INFS 3250 In Class Project – Exercise 8 Mail MergeName: ____________________________ Points: ______ / 15 Due: See Blackboard Date (1.5 pts deduction for each class period late) This assignment asks you to demonstrate your ability to create and work with a Word mail merge. 1. (3 pts.)Create a word document and write a generic letter that you could send to a list of friends and family updating them on how your semester is going, your plans for a semester in which you will study abroad and a request for money to support you in this worthwhile effort. Be creative – have fun with this! 2. (3 pts.)Create a new Excel Workbook and enter a list of friends and family names and addresses that you will send your letter to. Be sure to use column headings and enter at least 10 people into your data lists. Possible column headings include: first name, last name, relationship, address, city, state, zip, amount of money that you are asking for, whether you are asking for a loan or a gift, and some shared memory that you want to use to remind them of how much they love you. 3. (3 pts.)Turn your created Word document into a mail merge document by connecting the Word doc to the Excel file and inserting the fields from your Excel worksheet. 4. (3 pts.)Merge your Word document to your Excel data to a new document. 5. (1 pts.)Print one letter from your merged documents. 6. (1 pts.)Print the Mail Merge document – without a preview – so that your merge fields are visible. 7. (1 pts.)Print your Excel data. Save your Excel file, your merge file and your merged letters and upload the (3) files to the Blackboard site. Attach your printed reports to this document. Write your name on the top of this form and turn it in as a vehicle to communicate your graded project. Formatting Numeric Data: Numeric Data loses any formatting when merged from an Excel or Access data source. You can force the formatting by entering a format mask on a merged field. After setting up your merge fields – select the numeric field that you want to format, press and hold the ALT key and press the F9 key at the same time. This displays the actual code that Word uses to insert the data. It will look something like: {MERGEFIELD GPA} (Where GPA is the name of a column of Excel Data to insert.) If you wanted to force the GPA data to display with a single decimal of precision – you would change it to look like: {MERGEFIELD "GPA"\# 0.0# } Press the ALT key and F9 – to return the display to only the field names. Hw8/My name is Bader Alsallum.docx First Name Last Name Address City Country or state Amount of money Mohammed Algannam Alsloom st Riyadh Saudi Arabia $9,000 Faraj Alsahali King Fahad Riyadh Saudi Arabia $7,000 Ahmad Albelihed Secor Rd Toledo Ohio $5,000 Fahad Albelihed Raleigh Dr Toledo Ohio $4,000 Raed Alsanad Dorr St Toledo Ohio $2,000 Abduallh Alhazzani Secor Rd Toledo Ohio $1,000 Mohammed Alsa.

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 Patient Population The student will describe the patient populati.docx

 Patient Population The student will describe the patient populati.docx

 Dr. Paul Murray  Bessie Coleman  Jean-Bapiste Belley  Harriet Elizabeth Brown  Monte Irvin  Shirley Graham Dubois  Vernon Dahmer  Hale Woodruff  Jo Ann Robinson  Eugene "Pineapple" Jackson  Dr. Francis Cress Welsing  Dr. Kenneth Clark  Amy Jacques Garvey  Ophelia DeVore  Augusta Fells Savage  Eugene Jacques Bullard  Bobby Timmons  Clyde Kennard  Madison Washington  Joseph Winters  Sam Sharpe  Joseph Rainey  Bessie Stringfield  DJ Kool Herc  Lonnie Clayton  Mrs. Mamie Lang Kirkland  Lucius Septimius Bassianus  Carolyn Gudger  Jasmine Twitty  Daisy Bates  Ella Jenkins  Lewis Henry Douglass  Cynthia Robinson  Sylvester Magee  Mabel Fairbanks  Cathay Williams  Clara Belle Williams  John Baxter Taylor Jr.  Anna J. Cooper  The Black Seminoles  Dr. Daniel Hale Williams  Matthew Williams  Phillipa Schuyler  Yarrow Mamout  Mamie "Peanut" Johnson  Frank E. Petersen  "Miss Maggie" Walker  Paul Robeson  Olivia J. Hooker  Dr. Henry T Sampson  Lovie Yancy  Willie James Howard  Toni Stone (Marcenia Lyle Alberga)  Lucien Victor Alexis  Mevinia Sheilds  Dr. Lonnie Smith  Rosewood  Miss Jane Pittman  Lucy Terry  Abraham Galloway  Thomas Jennings  Irene Morgan  Paul Lawrence Dunbar  Jean Toomer  Doris Payne  Ann Petry  Madam C.J. Walker  Dr. May Edward Chinn  Greenwood, Tulsa, OK  Karen Bass  Dr. Dorothy Height  Dr. Geneva Smitherman  Michaëlle Jean  Robin Kelly  Mary Macleod Bethune  Jane Bolin  Donna Edwards  Dame Eugenia Charles  Dr. Thomas Elkins  Wilma Rudolph  Annie Malone  Ann Lowe  Black Wall Street  Cathy Hughes  Kamala Harris  Fannie Lou Hamer  Sarah Rector  Ruth Simmons  Claudette Colvin  MC Lyte  Benajin Banneker  Benjamin O. Davis, Jr.  Thurgood Marshall  Doris "Dorie" Miller  Cecil Noble  WC Handy  Dorothy Counts  Bayard Rustin  Dr. Eliza Ann Grier  Matthew Henson  Jesse Owens  Nina Simone  Wendell Scott  Adam Clayton Powell  Percy Julian  Dr. Charles Drew  Thomas "Fats" Waller  Satchel Paige  Bass Reeves  Marian Anderson  Josephine Baker  Joe Louis  Walter White  William Hastie  Elijah McCoy  Jan Matzelger  Lewis Latimer  Granville T. Woods  Fred Jones  Nella Larsen  Lloyd Hall  A. Philip Randolph  Althea Gibson  Barbara C. Jordon  Marcus Garvey  Malcolm X  James Meridith  Guy Buford  Hazel Scott  Stokely Carmichal  Denmark Vessey  Alex Haley  Virginia Hamilton  Ishmael Reed  Nalo Hopkinson  George Schuyler  Patricia Roberts Harris  John Lewis  Les McCann  Martin Delany  Derek Walcott  Carter Godwin Woodson  Alvin Ailey  Debbie Allen  Ralph Abernathy  Arthur Ashe  Crispus Attucks  Amiri Baraka  Seko.

 Dr. Paul Murray  Bessie Coleman  Jean-Bapiste Bell.docx

 Dr. Paul Murray  Bessie Coleman  Jean-Bapiste Bell.docx

 Dr. Paul Murray  Bessie Coleman  Jean-Bapiste Bell.docx

 In depth analysis of your physical fitness progress  Term paper should include details of: ▪ What worked and why (include all documentation) ▪ What didn’t and why ▪ Are your physical fitness results in alignment with your health continuum goals (include documentation) ▪ What are your current goals ▪ What are your future goals ▪ Develop a road map to get achieve those goals  Due no later than November 30, 2020. samples  Physical fitness benchmark assessments  Fitness assessment data sheet  Exercise charts  Personal physical fitness progress chart  Self assessment: Individual Health Continuum .

 In depth analysis of your physical fitness progress  Term p.docx

 In depth analysis of your physical fitness progress  Term p.docx

 In depth analysis of your physical fitness progress  Term p.docx

 Information systems infrastructure: evolution and trends  Strategic importance of cloud computing in business organizations  Big data and its business impacts  Managerial issues of a networked organization  Emerging enterprise network applications  Mobile computing and its business implications Instructions: 9- 10 pages (does not include Title page and references ) can Include images (not more than two) Minimum six (6) sources – at least two (2) from peer reviewed journals Include an abstract, introduction, and conclusion .

 Information systems infrastructure evolution and trends  Str.docx

 Information systems infrastructure evolution and trends  Str.docx

 Information systems infrastructure evolution and trends  Str.docx

⦁One to two paragraph brief summary of the book. ⦁Who is the author and his/her background? ⦁Does the author have any particular ideological viewpoint that he or she is trying to advance or do you consider the author to have been neutral and presented both sides of controversial issues? (You will find asking this same question will help you in other courses and your future career.) ⦁When was this book written? Does the author reflect the views (biases) of the time when the book was written? Why or why not? ⦁What did you find most interesting in the book? Least interesting? ⦁What additional topics should the author have included in the book? Why? ⦁How had people before the age of the telegraph attempted to communicate faster over distances? ⦁How did the telegraph reflect scientific and technological developments, both in the United States and other countries? ⦁Why did the telegraph represent such a revolutionary development and not just an incremental improvement in communication? ⦁How did the telegraph impact politics, journalism, business, military strategy and society in general? ⦁How were the American and European experiences similar or different in developing the telegraph? Did the telegraph have a similar impact in the United States and Europe? ⦁What do you think of the author’s title? Is the Victorian-era telegraph really the equivalent of today’s internet in terms of its impact or is that an exaggeration? Why or why not? ⦁Do you think the author makes the material interesting, understandable and relevant to the general public? Why or why not? ⦁If you were the editor in the publishing company, what changes would you make to the author’s draft? ⦁Did the book increase your interest in a particular issue that you would like to learn more about? ⦁Do you think it is worthwhile learn about the historical impact of scientific and technological developments? ⦁Would you recommend this book to a friend? Why or why not? ⦁Would you recommend that I continue to use this book in this course with future students? .

⦁One to two paragraph brief summary of the book. ⦁Who is the.docx

⦁One to two paragraph brief summary of the book. ⦁Who is the.docx

⦁One to two paragraph brief summary of the book. ⦁Who is the.docx

10/10/18, 6(27 PM Page 1 of 65https://jigsaw.vitalsource.com/api/v0/books/1260406946/print?from=2&to=26 10/10/18, 6(27 PM Page 2 of 65https://jigsaw.vitalsource.com/api/v0/books/1260406946/print?from=2&to=26 Page 2 PRINTED BY: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. 1 Mass Communication, Culture, and Media Literacy 10/10/18, 6(27 PM Page 3 of 65https://jigsaw.vitalsource.com/api/v0/books/1260406946/print?from=2&to=26 Learning Objectives Mass communication, mass media, and the culture that shapes us (and that we shape) are inseparable. After studying this chapter, you should be able to ̖ Our experiences of the world are increasingly mass mediated. © Sean Gallup/Getty Images Define communication, mass communication, mass media, and cu lture. Describe the relationships among communication, mass communi https://jigsaw.vitalsource.com/books/1260406946/epub/OPS/s9ml/chapter01/chapter01.xhtml#lo0100 https://jigsaw.vitalsource.com/books/1260406946/epub/OPS/s9ml/chapter01/chapter01.xhtml#lo0101 10/10/18, 6(27 PM Page 4 of 65https://jigsaw.vitalsource.com/api/v0/books/1260406946/print?from=2&to=26 cation, culture, and those who live in the culture. Evaluate the impact of technology and economics on those relation ships. List the components of media literacy. Identify key skills required for developing media literacy. https://jigsaw.vitalsource.com/books/1260406946/epub/OPS/s9ml/chapter01/chapter01.xhtml#lo0101 https://jigsaw.vitalsource.com/books/1260406946/epub/OPS/s9ml/chapter01/chapter01.xhtml#lo0102 https://jigsaw.vitalsource.com/books/1260406946/epub/OPS/s9ml/chapter01/chapter01.xhtml#lo0103 https://jigsaw.vitalsource.com/books/1260406946/epub/OPS/s9ml/chapter01/chapter01.xhtml#lo0104 10/10/18, 6(27 PM Page 5 of 65https://jigsaw.vitalsource.com/api/v0/books/1260406946/print?from=2&to=26 Page 3 PRINTED BY: [email protected] Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. YOUR SMARTPHONE’S RADIO ALARM SINGS YOU AWAKE. It’s Sam Smith, the last few bars of “Stay With Me.” The laughing deejay shouts at you that it’s 7:41 and you’d better get going. But before you do, he adds, listen to a few words from your friends at Best Buy electronics, home of fast, friendly, courteous service—“Buyer be happy!” In the living room, you find your roommate has left the television on. You stop for a moment and listen: The economy is showing stronger signs of rebounding, brightening the employment picture for new college grads; several states are considering providing free high-speed Internet to all students to improve their access to the digital world; democratic chaos continues to sweep across the Middle East; and you deserve a break today at McDonald’s. As you head toward the bat.

101018, 6(27 PMPage 1 of 65httpsjigsaw.vitalsource.co.docx

101018, 6(27 PMPage 1 of 65httpsjigsaw.vitalsource.co.docx

101018, 6(27 PMPage 1 of 65httpsjigsaw.vitalsource.co.docx

100.0 %Criteria 10.0 %Part 1: PLAAFP The PLAAFP thoroughly and adeptly incorporates student's academic strengths, evaluations, performance in classes, and any other relevant issues. 10.0 %Part 2: Present Levels for Transition COE 3.8 [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); MC2, MC3, MC4, MC5] Preferential learning environment, strengths and interests relating to the transition, and areas in need of improvement for transition are substantially described. 15.0 %Part 2: Transition Plan COE: 3.10 [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); MC1, MC2, MC4, MC5] The transition plan demonstrates best practices in identifying proficient, measureable transition plan goals that are aligned with student's interests and present levels. Also includes quality aligned activities/services, persons/agency involved and realistic expected dates of achievement. 10.0 %Part 3: Rationale - Justification COE: 5.1 [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); MC2, MC3, MC4] Rationale skillfully justifies content and decisions displayed in PLAAFP, annual goals, and transition plan, convincingly demonstrating how they meet the needs of the student. Claims are fully grounded in CEC Code of Ethics. 15.0 %Part 4: Rationale - Confidentiality COE: 5.8 [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); MC1, MC2, MC4, MC5] The rationale thoroughly defends the legal, ethical, and quality requirements related to the management of confidential student information. 10.0 %Reflection COE: 5.4 [CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); MC1, MC2, MC4; COE 5.4] Reflection convincingly relates how foundational knowledge developed relating to providing professional, ethical and legal educational services will be used in future professional practice. 5.0 %Research Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. 10.0 %Organization The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. 10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. 5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are documented completely and correctly, as appropria.

100.0 Criteria10.0 Part 1 PLAAFP The PLAAFP thoroughly an.docx

100.0 Criteria10.0 Part 1 PLAAFP The PLAAFP thoroughly an.docx

100.0 Criteria10.0 Part 1 PLAAFP The PLAAFP thoroughly an.docx

100635307 FLORIDA BUILDING CODE Sixth Edition(2017) Building Item No. 5601L17 Copyright © 2017 ICC. ALL RIGHTS RESERVED. Accessed by JUAN RUGERO ([email protected]), (-) Order Number #100635307 on Mar 28, 2019 07:24 AM (PDT) pursuant to License Agreement with ICC. No further reproduction or distribution authorized. Single user only, copying and networking prohibited. ANY UNAUTHORIZED REPRODUCTION OR DISTRIBUTION IS A VIOLATION OF THE FEDERAL COPYRIGHT ACT AND THE LICENSE AGREEMENT, AND SUBJECT TO CIVIL AND CRIMINAL PENALTIES THEREUNDER. 100635307 Florida Building Code, Building, 6th Edition (2017) First Printing: July 2017 ISBN: 978-1-60983-687-0 COPYRIGHT © 2017 by INTERNATIONAL CODE COUNCIL, INC. ALL RIGHTS RESERVED. This Florida Building Code, Building, 6th Edition (2017) contains substantial copyrighted materials from the 2015 International Building Code®, 3rd printing, which is a copyrighted work owned by the International Code Council, Inc., that is © 2015 International Code Council, Inc. ALL RIGHTS RESERVED. Without advance written permission from the copyright owner, no part of this work may be reproduced, distributed or transmitted in any form or by any means, including, without limitation, electronic, optical or mechanical means (by way of example, and not limitation, photocopying, or recording by or in an information storage retrieval system). For information on use rights and permissions, please contact: Publi- cations, 4051 Flossmoor Road, Country Club Hills, IL 60478. Phone 1-888-ICC-SAFE (422-7233). The following trademarks: “International Code Council,” the “International Code Council” logo, “ICC,” the “ICC” logo, the “International Building Code,” and the “IBC” are trademarks of the International Code Council, Inc., and may not be used without permission. PRINTED IN THE U.S.A. Copyright © 2017 ICC. ALL RIGHTS RESERVED. Accessed by JUAN RUGERO ([email protected]), (-) Order Number #100635307 on Mar 28, 2019 07:24 AM (PDT) pursuant to License Agreement with ICC. No further reproduction or distribution authorized. Single user only, copying and networking prohibited. ANY UNAUTHORIZED REPRODUCTION OR DISTRIBUTION IS A VIOLATION OF THE FEDERAL COPYRIGHT ACT AND THE LICENSE AGREEMENT, AND SUBJECT TO CIVIL AND CRIMINAL PENALTIES THEREUNDER. 100635307 FLORIDA BUILDING CODE — BUILDING, 6th EDITION (2017) iii PREFACE History The State of Florida first mandated statewide building codes during the 1970s at the beginning of the modern construction boom. The first law required all municipalities and counties to adopt and enforce one of the four state-recognized model codes known as the “state minimum building codes.” During the early 1990s a series of natural disasters, together with the increasing complexity of building construction regulation in vastly changed markets, led to a comprehensive review of the state building code system. The study revealed that building code adoption and enforcement was inco.

100635307FLORIDABUILDINGCODE Sixth Edition(2017).docx

100635307FLORIDABUILDINGCODE Sixth Edition(2017).docx

100635307FLORIDABUILDINGCODE Sixth Edition(2017).docx

1003 Violence Against Women Volume 12 Number 11 November 2006 1003-1018 © 2006 Sage Publications 10.1177/1077801206293328 http://vaw.sagepub.com hosted at http://online.sagepub.com Conflict and Control Gender Symmetry and Asymmetry in Domestic Violence Michael P. Johnson The Pennsylvania State University, University Park Four types of individual partner violence are identified based on the dyadic control context of the violence. In intimate terrorism, the individual is violent and controlling, the partner is not. In violent resistance, the individual is violent but not controlling; the partner is the violent and controlling one. In situational couple violence, although the individual is violent, neither the individual nor the partner is violent and controlling. In mutual violent control, the individual and the partner are violent and controlling. Evidence is presented that situational couple violence dominates in general surveys, intimate terrorism and violent resistance dominate in agency samples, and this is the source of differences across studies with respect to the gender symmetry of partner violence. An argument is made that if we want to understand partner violence, intervene effectively in individual cases, or make useful policy recommendations, we must make these distinctions in our research. Keywords: gender symmetry; intimate terrorism; mutual violent control; situational couple violence; violent resistance The central argument of this article is that there are four major types of intimatepartner violence and that the failure to distinguish among them has left us with a domestic violence literature that, to a large extent, may be uninterpretable. The types of domestic violence (situational couple violence, intimate terrorism, violent resistance, and mutual violent control) are defined conceptually in terms of the control motives of the violent member(s) of the couple, motives that are identified oper- ationally by patterns of controlling behavior that indicate an attempt to exercise general control over one’s partner. With respect to implications for the question of gender symmetry, these types of domestic violence differ dramatically. In heterosexual relationships, intimate terrorism is perpetrated almost exclusively by men, whereas violent resistance is found almost exclusively among women. The other two types are gender symmetric. With respect to the general importance of distinguish- ing among types of violence, I believe that they have different causes, different patterns of development, different consequences, and that they require different forms of intervention. 1004 Violence Against Women Resolving the Gender Symmetry Debate The long-standing argument in the family literature regarding the gender symmetry of intimate partner violence takes the form of a disagreement about the nature of heterosexual intimate partner violence, as if heterosexual partner violence were a single phenomenon. One side of t.

1003Violence Against WomenVolume 12 Number 11Novembe.docx

1003Violence Against WomenVolume 12 Number 11Novembe.docx

1003Violence Against WomenVolume 12 Number 11Novembe.docx

10/21/2015 1 De-Myth-tifying Grading in Special Education 1980 2015 10/21/2015 2 Primary Purpose • “the primary purpose of…grades… (is) to communicate student achievement to students, parents, school administrators, post-secondary institutions and employers.” and • To provide teachers with information for instructional planning. Taken from “Reporting Achievement at the Secondary School Level: What and How?”, in Communicating Student Learning: ASCD Yearbook 1996, p. 120. What makes grading so hard? • Teacher preparation programs seldom include course work or even discussions of recommended practices for grading students in general, much less for students who may be struggling learners. As a result, teachers at all grade levels grapple with issues of fairness in grading. • Despite the magnitude of this problem, few recommendations for grading struggling learners can be found in the research literature or in education policy. • Urban Grading Legends 10/21/2015 3 Urban Legends: Bigfoot/Sasquatch Urban Legends • I can’t fail a special education student. • I give all my Life Skills students an 85. • The report card grade does not really mean anything. 10/21/2015 4 Urban Legends • The grade on the report card can’t be less than the IEP mastery level (default 70%) • I teach a lot in my classroom, but I can only grade the things that are on the IEP. • I don’t do the grades for my special education students in my classroom, the special education teacher does that for me. What’s the problem?? • Some students are not getting REAL grades. • Multiple court cases regarding failing students who are not receiving appropriate specially designed instruction or students only get “A’s” and it doesn’t truly reflect how he/she really performs in relation to the curriculum 10/21/2015 5 What does the law really say? • Neither the Individuals with Disabilities Education Act (IDEA) nor any other federal education laws contain requirements for grading. Therefore, each state has discretion on the issue. • The TEC is the set of state laws our state legislators have passed that relate to education. ARD committees do not have the authority to override state laws. The Texas Administrative Code (TAC) is the set of rules that the State Legislature has authorized Texas Education Agency (TEA) or the State Board to write. ARD committees must also follow these rules. • The state statutes apply to all public school students in Texas regardless of special education eligibility. Local Grading Policies TEC §28.0216 (1) “must require a classroom teacher to assign a grade that reflects the students’ relative mastery of an assignment; [and] (2) may not require a classroom teacher to assign a minimum grade for an assignment without regard to the student’s quality of work.” (3) may allow a student a reasonable opportunity to make up or redo a class .

102120151De-Myth-tifying Grading in Sp.docx

102120151De-Myth-tifying Grading in Sp.docx

102120151De-Myth-tifying Grading in Sp.docx

100.0 %Criteria 30.0 %Flowchart Content The flowchart skillfully depicts the two possible discipline paths following the manifestation determination. In addition, there are two comprehensively aligned IEP goals for each determination. 40.0 %Legal Issues Analysis A compelling analysis is included regarding any legal issues raised by the change in Carrie's transportation, proficiently incorporating relevant statutes, regulations, and case decisions. 5.0 %Research Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. 5.0 %Rationale Organization The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea. 5.0 %Overall Flowchart Presentation The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination. 10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. 5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. 100 %Total Weightage .

100.0 Criteria30.0 Flowchart ContentThe flowchart skillful.docx

100.0 Criteria30.0 Flowchart ContentThe flowchart skillful.docx

100.0 Criteria30.0 Flowchart ContentThe flowchart skillful.docx

100 words agree or disagree to eac questions Q 1. As her defense attorney, I will argue that the officer did not only not read Sally's Miranda rights; he also did not respect her right to consul. After Sally made her allegedly verbal utterance, the Officer should have known to read Sally her rights. I will bring up that during New Jersey v. James P. Kucinski, Oct 26, 2016, the defendant was arrested for the bludgeoning death of his brother. The defendant was taken to police headquarters for questioning after the defendant was advised of his Miranda rights; he requested an attorney. The law enforcement officers terminated the interrogation, spoked with their supervisor, and approximately eight minutes later, the officers returned into the room and advised the defendant that he was being charged with murder. The scare tactic worked, and the defendant asked to speak with the officers. The defendant reluctantly answered a series of questions. Before trial, the defendant moved for suppression motion because the officers did not honor his request for counsel. The court denied the motion, during further questioning the defendant claimed to have acted in self-defense, the defense counsel moved for a mistrial. The trial court denied the motion for mistrial but instructed the jury that the defendant's right to remain silent should be limited to assessing his credibility. The defendant was charged with first-degree murder and third-degree possession of a weapon for unlawful purposes The Appellate Division reversed the defendant's conviction and motion for a new trial due to the prosecutor's question doing cross-examination was improper. The panel concluded that the defendant invoked his right to remain silent by telling law enforcement officers that he did not want to talk or answer questions. The Appellate Division found that the trial court instructions to the jury were flaws, and the supreme court agreed and affirmed. The officers should have stopped all questioning and contacted the defendant's attorney. New Jersey v. Kucinski (2017). https://law.justia.com/cases/new-jersey/supreme-court/2017/a-58-15.html Q 2. My last name begins with a K. so I am answering in the role of prosecutor. Sally was originally pulled over because she had shown probable cause of drunk driving. Upon her traffic stop, Sally was then searched after being arrested and the handgun and drugs were found on her body. The police asked about the two items but did not “interrogate” her. Sally voluntarily answered the arresting officers’ questions and in doing so piled new charges onto her initial arrest charge. I believe that the judge will deny the request to suppress the admission of Sally’s statements. Sally does have rights under the Fifth Amendment, but her statements to the police officers were not coerced out of her. The Cornell Law School website states that the Fifth Amendment, under the self-incrimination clause, if an individual makes a spo.

100 words agree or disagree to eac questions Q 1.As her .docx

100 words agree or disagree to eac questions Q 1.As her .docx

100 words agree or disagree to eac questions Q 1.As her .docx

10/11/18, 4(36 PMCollection – MSA 603 Strategic Planning for the Admin ... Page 1 of 1https://blackboard.cmich.edu/webapps/discussionboard/do/message?ac…_146240_1&nav=discussion_board_entry&isSearch=N&requestType=print Collection Users can Collect posts into a printable, sortable format. Collections are a good way to organize posts for quick reading. A Collection must be created to tag posts. More Help Thread: dis 4 Post: dis 4 Author: Posted Date: October 9, 2018 8:50 PM Status: Published Overall Rating: Tags: None (Post is Read) Brian Mcleod I would say that for them to move the work and still be ethical defensible are work conditions, respect for labor laws of the parent company, and job opportunities for the long-term employees. To expand on this would be the work conditions. The conditions that the workers have to work under should be the same conditions that workers in the US have to work under. This involves safety and environmental protection for the workers. Labor laws of the host country and “most” of the internally recognized laws must be observed. Overtime and child labor are a couple of items. The long-term employees should be given the opportunity to move to another US based plant if possible or to the new country. Sometimes because of the state of the industry companies do have to make these decisions or face possible bankruptcy. This alternative may not be the perfect solution but better than bankrupting a company that still has operation in the US. ← OK � https://blackboard.cmich.edu/webapps/discussionboard/do/message?action=collectPrint&conf_id=_248584_1&forum_id=_382697_1&course_id=_146240_1&nav=discussion_board_entry&isSearch=N&requestType=print# javascript:self.close() 10/11/18, 4(38 PMCollection – MSA 603 Strategic Planning for the Admin ... Page 1 of 1https://blackboard.cmich.edu/webapps/discussionboard/do/message?ac…_146240_1&nav=discussion_board_entry&isSearch=N&requestType=print Collection Users can Collect posts into a printable, sortable format. Collections are a good way to organize posts for quick reading. A Collection must be created to tag posts. More Help Thread: DB4 Post: DB4 Author: Posted Date: October 10, 2018 8:51 PM Status: Published Overall Rating: Tags: None (Post is Read) Christina Lacroix It is ethically defensible to outsource production when the outcome of not outsourcing would negatively impact stakeholders. Organizations define their most important stakeholders, often the shareholders, as they invested capital. While some risk is assumed by shareholders as a fiduciary managers have an obligation to the shareholders to protect their interest when possible. A company risks shareholder investment (access to capital) and jeopardizes all other stakeholders such as employees, suppliers, and creditors. An organization cannot risk itself and the other stakeholders depending upon in order to save employees. The organization should do its due diligence in securing its outso.

101118, 4(36 PMCollection – MSA 603 Strategic Planning for t.docx

101118, 4(36 PMCollection – MSA 603 Strategic Planning for t.docx

101118, 4(36 PMCollection – MSA 603 Strategic Planning for t.docx

100 words per question, no references needed or quotations. Only a general idea or opinion. A. · Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period. · Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque. B. From video Goya - The Third of May - If you cannot see this video, click here - https://youtu.be/e7piV4ocukg Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above. 1. Heroism, nationalism, and passion are themes associated with Romanticism. Which three landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature. 2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters. C. 1. From the arts of West Africa, what are some characteristics of African cultural heritage? 2. How did their religious beliefs influence their art and music. D. Watch video below Manet - Déjeuner sur l’herbe - If you cannot see this video, click https://youtu.be/3xBGF8H3bQ4 1. Viewers of Manet’s Déjeuner sur l’herbe initially responded to its public display by attacking the canvas with their umbrellas. Why? 2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting. E. Watch the video below. If you cannot see the video, click here: https://youtu.be/XyLNPumMMTs George Braque, Violin and Pitcher, (1909) • Pablo Picasso, Guernica, (1937) • Marcel Duchamp, Nude Descending a Staircase, (1912) Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above. 1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century. F. Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question. 1. After your experience in this course, describe why you feel the humanities are important. .

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100A 2 2 4 4 5 1A 1034 5 1B 1000 10 1C 1100 1 1D 1123 20 1E 1210 5 20 10 10 7 1A 2180 20 1B 1283 20 1C 3629 5 1D 3649 3 1E 4051 15 1F 4211 1 1G 5318 5 100B 1 2 4 1 3 1A 2180 10 1B 1283 10 1C 3629 5 100C 2 0 0 0 3 1A 6774 5 1B 6869 5 1C 6879 2 0 0 0 4 1A 6774 2 1B 6869 5 1C 6879 1 1D 7555 10 100D 1 10 5 3 3 1A 2180 5 1B 3649 2 1C 4211 3 Self-care and Residency Reflection Paper Scoring Rubric - Content 80 Points Points Earned Additional Comments: All key elements of the assignment are covered in a substantive way. Write a 700- to 1,050-word paper to reflect on your residency experience and outline your plan for self-care. Please use the self-care and residency reflection paper template posted in Student Materials for this assignment. Consider the following questions when writing your reflection: a) What have you learned about yourself during residency? b) What have you learned about yourself as a counselor-in-training during residency? c) What are aspects of residency that you enjoyed? Why did you enjoy these aspects? d) What aspects of residency did you not enjoy? Why did you not enjoy these aspects? e) What is counselor self-care? Why is it important? Include two separate in-text and end of work references. f) What strategies for maintaining self-care did you try throughout this program? How can you implement these strategies? g) How will you know when you are experiencing burnout? What can you do to prevent this? The content is comprehensive, accurate, and /or persuasive. The paper links theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly. This refers to the use of literary references. Generally you will need one separate literary reference for each main point (objective) of your paper. Major points are stated clearly and are supported by specific details, examples, or analysis. Organization / Development 35 Points Points Earned Additional Comments: The paper has a structure that is clear, logical, and easy to follow. The paper develops a central theme or idea, directed toward the appropriate audience. The introduction provides sufficient background on the topic and previews major points. The conclusion is logical, flows from the body of the paper, and reviews the major points. Transitions between sentences/ paragraphs/sections aid in maintaining the flow of thought. The tone is appropriate to the content and assignment. Mechanics 35 Points Points Earned Additional Comments: The paper, including the title page, reference page, tables, and appendices follow APA guidelines for format. Citations of original works within the body of the paper follow APA guidelines. The paper is laid out with effective use of headings, font styles, and white space. Rules of grammar, usage, and punctuation are followed. Sentences are complete, clear, concise, and varied. Spelling is correct. .

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10/12/2018 Week 5 Required Reading and Supplementary Materials - MGMT 670 9042 Strategic Management Capstone (2188) https://learn.umuc.edu/d2l/le/content/333174/viewContent/13406413/View /2 Required Readings: From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.) Porter's Five-Forces model. (2009). In Encyclopedia of management (6th Ed., pp. 714-717). From Other websites: Evaluating the industry. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-03-evaluating-the-industry.html The impact of external and internal factors on strategy. (2016, 31 May). In Boundless Management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/strategic-management/ Mapping strategic groups. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-04-mapping-strategic-groups.html The PESTEL and SCP frameworks. (2016, 26 May). In Boundless management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/external-inputs-to-strategy/ The relationship between an organization and its environment. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-01-the-relationship-between-an- or.html Strategic group mapping. (2010, October 5). MBA lectures. Retrieved from http://mba-lectures.com/management/strategic- management/1000/strategic-group-mapping.html Supplementary Materials: From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.) Anand, B. N. (2006). Crafting business strategy and environmental scanning [Video]. Harvard Business School Faculty Seminar Series. Follow these steps to find this video: Go to http://sites.umuc.edu/library/index.cfm Type in the entire name of the article: "Crafting business strategy and environmental scanning," into the search box and click on "search." Click on "multimedia" in the upper left hand corner of the webpage (under "Ask a Librarian.) Type in the entire name of the article: "Crafting business strategy and environmental scanning," in the box at the top of the page to the left of the word, "Search." Make sure only "Business Videos" and "Find all my search term" are the only boxes that are checked. Uncheck both "Image Collection" and "Apply equivalent subjects" Click on "Search" at the bottom right hand corner of the webpage. It is a small word in a box. The next page shows the article. Click on the article. Dahab, S. (2008). Five forces. In S. R. Clegg & J. R. Bailey (Eds.), International en.

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10/14/16 5:26 PMAfter September 11: Our State of Exception by Mark Danner | The New York Review of Books Page 1 of 11http://www.nybooks.com/articles/2011/10/13/after-september-11-our-state-exception/?printpage=true After September 11: Our State of Exception Mark Danner OCTOBER 13, 2011 ISSUE We are in a fight for our principles, and our first responsibility is to live by them. —George W. Bush, September 20, 2001 1. We are living in the State of Exception. We don’t know when it will end, as we don’t know when the War on Terror will end. But we all know when it began. We can no longer quite “remember” that moment, for the images have long since been refitted into a present-day fable of innocence and apocalypse: the perfect blue of that late summer sky stained by acrid black smoke. The jetliner appearing, tilting, then disappearing into the skin of the second tower, to emerge on the other side as a great eruption of red and yellow flame. The showers of debris, the falling bodies, and then that great blossoming flower of white dust, roiling and churning upward, enveloping and consuming the mighty skyscraper as it collapses into the whirlwind. To Americans, those terrible moments stand as a brightly lit portal through which we were all compelled to step, together, into a different world. Since that day ten years ago we have lived in a subtly different country, and though we have grown accustomed to these changes and think little of them now, certain words still appear often enough in the news— Guantánamo, indefinite detention, torture—to remind us that ours remains a strange America. The contours of this strangeness are not unknown in our history—the country has lived through broadly similar periods, at least half a dozen or so, depending on how you count; but we have no proper name for them. State of siege? Martial law? State of emergency? None of these expressions, familiar as they may be to other peoples, falls naturally from American lips. What are we to call this subtly altered America? Clinton Rossiter, the great American scholar of “crisis government,” writing in the shadow of World War II, called such times “constitutional dictatorship.” Others, more recently, have spoken of a “9/11 Constitution” or an “Emergency Constitution.” Vivid terms all; and yet perhaps too narrowly drawn, placing as they do the definitional weight entirely on law when this state of ours seems to have as much, or more, to do with politics —with how we live now and who we are as a polity. This is in part why I prefer “the state of exception,” an umbrella term that gathers beneath it those emergency categories while emphasizing that this state has as its defining characteristic that it transcends the borders of the strictly legal—that it occupies, in the words of the philosopher Giorgio Agamben, “a position at the limit between politics and law…an ambiguous, uncertain, borderline fringe, at the intersection of the legal and the political.” Call it, then, the s.

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100 words per question, no references needed or quotations. Only a general idea or opinion. A. · Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period. · Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque. B. From video Goya - The Third of May - If you cannot see this video, click here - https://youtu.be/e7piV4ocukg Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above. 1. Heroism, nationalism, and passion are themes associated with Romanticism. Which three landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature. 2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters. C. 1. From the arts of West Africa, what are some characteristics of African cultural heritage? 2. How did their religious beliefs influence their art and music. D. Watch video below Manet - Déjeuner sur l’herbe - If you cannot see this video, click https://youtu.be/3xBGF8H3bQ4 1. Viewers of Manet’s Déjeuner sur l’herbe initially responded to its public display by attacking the canvas with their umbrellas. Why? 2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting. E. Watch the video below. If you cannot see the video, click here: https://youtu.be/XyLNPumMMTs George Braque, Violin and Pitcher, (1909) • Pablo Picasso, Guernica, (1937) • Marcel Duchamp, Nude Descending a Staircase, (1912) Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above. 1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century. F. Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question. 1. After your experience in this course, describe why you feel the humanities are important. Edit question's body .

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22. Truefalse In order to construct a conﬁdence interval on the .docx

1. 22. True/false: In order to construct a conﬁdence interval on the difference between means, you need to assume that the populations have the same variance and are both normally distributed. 23. True/false: The red distribution represents the t distribution and the blue distribution represents the normal distribution. Page 1 of 7 Homework Assignment 5 Stat 200 (Clary) Instructions:Be sure to record the final answer next to “Answer” and show all your calculation steps or assumptions under “Work.” You can type in your calculations, use the equation tool, or insert images of your handwritten calculations. Remember to add your last and first name to the end of the file name and upload your answers here (e.g., FILENAME_LASTNAME.docx) before submitting. *Page numbers are approximate Problem Number Problem and Solution #1 (2 pts) Text Chapter

2. Exercise page Lane et al. 10 4 364 (Note: Be sure to discuss what is conceptually different between them). Answer: Work: #2 (2 pts) Text Chapter Exercise Page Lane et al. 10 12 365

3. Answer: Work: #3 (2 pts) Text Chapter Exercise page Lane et al. 10 15 365 Answer:

4. Work: #4 (2 pts) Text Chapter Exercise page Lane et al. 10 18 366 Answer: Work:

5. #5 (2 pts) Text Chapter Exercise page Illowsky et al. 8 100 450 Answer: Work:

6. #6 (2 pts) Text Chapter Exercise page Illowsky et al. 8 106 452

7. Answer: Work: #7 (2 pts) Text Chapter Exercise page

8. Illowsky et al. 8 112 454 Answer: Work: #8 (2 pts) Text Chapter Exercise page Illowsky et al. 8 115 & 116 454 Answer:

9. Work: #9 (2 pts) Text Chapter Exercise page Illowsky et al. 8 120 455

10. Answer: Work: #10 (2 pts) Text Chapter Exercise page Illowsky et al. 8 130 457 Answer: Work: