This document provides information on the course FIR 4301, Political and Legal Foundations of Fire Protection. The course examines legal and political issues involving the fire service. It is a 3-credit course that uses an online format. Students will complete weekly reading assignments, participate in discussion boards, and submit case study assignments to analyze real-world legal and political scenarios faced by fire departments. Upon completing the course, students should be able to identify legal/political issues in fire services, describe lessons from past court cases, and apply rules/policies to manage risk and recommend solutions.
FIR 3303, Introduction to Fire Prevention 1 Course Descr.docxAKHIL969626
FIR 3303, Introduction to Fire Prevention 1
Course Description
Fire Prevention provides fundamental knowledge relating to the field of fire prevention. Topics include the history and
philosophy of fire prevention, organization and operations of a fire prevention bureau, use and application of codes and
standards, plans review, fire inspections, fire and life safety education, and fire investigation.
Course Textbook
Diamantes, D. (2016). Principles of fire prevention (Updated 3rd ed.). Burlington, MA: Jones & Bartlett Learning.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Define the national fire problem and role of fire prevention.
2. Describe fire prevention organizations and associations.
3. Relate fire prevention laws, rules, regulations, and codes to jurisdiction authority.
4. Define the functions of a fire prevention bureau.
5. Describe inspection practices and procedures.
6. Explain the standards for professional qualifications for fire marshal, plans examiner, fire inspector, fire and life
safety educator, and fire investigator.
7. Explore opportunities in professional development for fire prevention personnel.
8. Examine the history and philosophy of fire prevention.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in the study guides for Units I-VII. Students are encouraged
to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the
Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
7. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
FIR 3303, Introduction to
Fire Prevention
Course Syllabus
FIR 3303, Introduction to Fire Prevention 2
8. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
9. Student Break Room: This communication forum allows ...
This document provides instructions for a chemistry exercise involving researching a pollutant using various library resources. It includes 6 parts where students are directed to search databases, books, and government sources to find physicochemical properties, toxicity information, and effects related to the pollutant and their major. The goal is to learn how to effectively search literature and find relevant information on an environmental pollutant from scientific and professional perspectives.
Course SyllabusCourse DescriptionProvides a framework .docxvanesaburnand
Course Syllabus
Course Description
Provides a framework for conducting and evaluating independent research in the fire
service by examining the basic principles and methodology for analyzing current fire-
related research.
Course Textbook(s)
Kumar, R. (2014). Research methodology: A step-by-step guide for beginners (4th
ed.). London, United Kingdom: Sage.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Locate, evaluate, and analyze fire-related research.
2. Demonstrate the application of fire research to a research problem.
3. Conduct a literature review of current research on a fire-related topic.
4. Determine the appropriate use of both qualitative and quantitative methodologies within a research project.
5. Draft a fire-related research proposal.
6. Write a fire-related research report.
Prerequisite(s)
No prerequisite courses are required for enrollment in this course.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards
provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course
concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.
7. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided below.
8. Ask the Professor: This communication forum provides students with an opportunity to ask their professor general
FIR 4308, Applications in Fire
Research
FIR 4308, Applications in Fire Research 1
questions or questions related to course content.
9. Student Break Room: This communication forum allows for casual conversation with other classmates.
CSU Online Library
The CSU Online Library is available to support your courses and programs. The online library includes databases, journals,
e-books, and research guides. These res.
BMGT 496 - Project 1 News Event (20)Project 1 is due Tuesday a.docxrichardnorman90310
BMGT 496 - Project 1: News Event (20%)
Project 1 is due Tuesday at 11:59 p.m. eastern time of week 3 unless otherwise changed by the instructor.
Purpose: In the first assignment, you have the opportunity to see how ethics can play out in a real world scenario. You will read the case scenario and answers the questions in a narrative format. Use headings for each question. Headings are not the question. You are required to use the course material to support your reasoning and the conclusions made.
Outcomes met by completing this project:
1. identify ethical issues that arise in domestic and global business environments using an understanding of ethical concepts and of legal and business principles
Case Scenario:
Pacific Gas and Electric Corporation (PG&E) that supplies electricity and natural gas to 16 million people, owns the transmission lines attributed to causing the November 2018 California "Camp Fire" that killed 85 people and destroyed thousands of acres of land including wildlife and the town of Paradise, California. Facing more than $30 billion in liability costs, the company has filed for bankruptcy protection.
Recent investigations including documents obtained under the Freedom of Information Act, reveals disturbing historical facts about the company's knowledge and management of its infrastructure. The information shows that the company knew of 49 steel towers needing replacement long before the November fire (WSJ, 2019). Built in the early 1900s, much of PG&E's original equipment remained in service including towers with a life expectancy of 65 years but kept in operation up to 108 years (WSJ, 2019). More than 2500 towers in the system were installed in the 1900s and 1910s, and an additional 6900 towers were kept in operation without knowing their age (WSJ, 2019).
According to Federal Regulatory findings PG&E repeatedly delayed upgrades to the older equipment, opting instead to spend billions on projects like sub-station upgrades. California's rules for electrical transmission are a simple three sentences stating that each utility company must come up with its own procedures and follow them.
The danger was exacerbated in 2013 when historic drought dried up California land. In 2017 the company acknowledged in its internal documents that a plan was needed to prevent structural failure and ground fires. State officials concluded that equipment failure on the Caribou-Palermo line, built in 1921 was the cause of the deadly California fire.
According to an attorney representing victims in a lawsuit against PG&E, the company spent money from customers to boost corporate profits and compensation, rather than infrastructure maintenance and safety (CNBC, 2018).
The lawyer further stated that while other utilities routinely shut power lines down when windy conditions prevailed, PG&E's pattern was to remain in service. He attributed this to management bonuses that were tied to customer complaints, rather than safety.
BMGT 496 - Project 1 News Event (20)Project 1 is due Tuesday a.docxaman341480
BMGT 496 - Project 1: News Event (20%)
Project 1 is due Tuesday at 11:59 p.m. eastern time of week 3 unless otherwise changed by the instructor.
Purpose: In the first assignment, you have the opportunity to see how ethics can play out in a real world scenario. You will read the case scenario and answers the questions in a narrative format. Use headings for each question. Headings are not the question. You are required to use the course material to support your reasoning and the conclusions made.
Outcomes met by completing this project:
1. identify ethical issues that arise in domestic and global business environments using an understanding of ethical concepts and of legal and business principles
Case Scenario:
Pacific Gas and Electric Corporation (PG&E) that supplies electricity and natural gas to 16 million people, owns the transmission lines attributed to causing the November 2018 California "Camp Fire" that killed 85 people and destroyed thousands of acres of land including wildlife and the town of Paradise, California. Facing more than $30 billion in liability costs, the company has filed for bankruptcy protection.
Recent investigations including documents obtained under the Freedom of Information Act, reveals disturbing historical facts about the company's knowledge and management of its infrastructure. The information shows that the company knew of 49 steel towers needing replacement long before the November fire (WSJ, 2019). Built in the early 1900s, much of PG&E's original equipment remained in service including towers with a life expectancy of 65 years but kept in operation up to 108 years (WSJ, 2019). More than 2500 towers in the system were installed in the 1900s and 1910s, and an additional 6900 towers were kept in operation without knowing their age (WSJ, 2019).
According to Federal Regulatory findings PG&E repeatedly delayed upgrades to the older equipment, opting instead to spend billions on projects like sub-station upgrades. California's rules for electrical transmission are a simple three sentences stating that each utility company must come up with its own procedures and follow them.
The danger was exacerbated in 2013 when historic drought dried up California land. In 2017 the company acknowledged in its internal documents that a plan was needed to prevent structural failure and ground fires. State officials concluded that equipment failure on the Caribou-Palermo line, built in 1921 was the cause of the deadly California fire.
According to an attorney representing victims in a lawsuit against PG&E, the company spent money from customers to boost corporate profits and compensation, rather than infrastructure maintenance and safety (CNBC, 2018).
The lawyer further stated that while other utilities routinely shut power lines down when windy conditions prevailed, PG&E's pattern was to remain in service. He attributed this to management bonuses that were tied to customer complaints, rather than safety ...
This document provides instructions for a chemistry exercise involving research on an assigned pollutant. Students are directed to use library databases and resources to find information on their pollutant, including technical books and documents, journal articles, toxicity data from government sources, and how the pollutant relates to their major field of study. The exercise involves citing sources in proper format and answering questions to demonstrate their findings. Students are to complete various parts of the assignment involving different library modules and resources on their pollutant.
HM500 Crisis and Emergency ManagementUnit 2 Discussion QuestionSusanaFurman449
HM500: Crisis and Emergency Management
Unit 2 Discussion Question
Part 1: Topic: Out of Control Grass Fire
You are the director of emergency services for your community. The temperature outside is over 100 degrees, the humidity is only 17%, and the Santa Ana winds have begun to blow. At 10:15 a.m., a grass fire is reported and the local fire department is responding. As these first units arrive on scene they realize that the fire is out of control, and that homes are being threatened.
The on-scene commander quickly calls for additional fire units and for the police to begin evacuating homes that are being threatened. By 1:30 p.m., the fire has grown 10 times its original size and continues out of control; several houses are in immediate danger, and all local resources are now exhausted.
What steps would you take and when would you call for mutual aid? Additionally, at what point would you request federal assistance? Discuss the options available to you as the director of emergency services. Provide a thorough explanation of your choices.
Part 2: Respond to Student #1Unit 2 Discussion - Out of Control Grass Fire
Kathryn Ostrom posted May 14, 2021 12:28 PM
Hello Professor and Class,
Due to the fire growing 10 times its original size, my first step would be calling for neighboring fire departments to assist in controlling the fire and helping to evacuate residence. It is important to asses which direction the wind is blowing to determine the direction the fire will continue to go until it is put out. If this did not at least slow the fire, this is when I would request federal assistance. "Federal responsibility for wildfire suppression is intended to protect lives, property, and resources on federal lands" (Hoover, 2019). Due to the fire continuing to grow and local response not being able to control it, to ensure lives are protected it would be important to call for federal assistance. They would be able to help with controlling the fire, evacuation of residence, and additional resources for individuals who have had to leave their homes.
Thank you,
Kathryn Ostrom
Hoover, K. (2019, July 11). Federal Assistance for Wildfire Response and Recovery. Congressional Research Service. https://fas.org/sgp/crs/homesec/IF10732.pdf
Part 2: Respond to Student #2Unit 2 Discussion
Matthew Burdette posted May 14, 2021 11:25 PM
There are a few steps that I would take when deciding to call for mutual aid. After assessing the situation, I would identify the resources and agencies available to me. I can do this by reviewing my state’s Mission Ready Package or MRP. FEMA (2017) explained the MRP as “a specific mechanism that uses NIMS resource typing criteria to describe expected mission parameters and select the resources” (p. 12). This document would provide me with the information such as a mission statement, a description of any condi ...
BCJ 3950, Constitutional Law for Criminal Justice 1 Cour.docxikirkton
BCJ 3950, Constitutional Law for Criminal Justice 1
Course Description
An overview of the principles and practical analysis of significant case law applicable to the U.S. Constitution,
emphasizing search and seizure, arrest, civil rights, related amendments, due process, and the judicial system.
Prerequisites
None
Course Textbook
Harr, J. S., Hess, M. H., & Orthmann, C. H. (2012). Constitutional law and the criminal justice system (5th ed.). Belmont,
CA: Wadsworth.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Summarize and analyze the historical context that led to the creation of the U.S. Constitution.
2. Analyze the reasons for the establishment of the Bill of Rights and the need to guarantee freedoms.
3. Explain and analyze the provisions of constitutional law and its relationship to enacting state laws.
4. Explain the process of legislation and creation of law.
5. Explain the guidelines on how to read a Supreme Court case.
6. Distinguish and give examples of the differences between judicial, legislative and executive powers.
7. Summarize and explain the protection of civil rights and liberties and due process.
8. Explain the processes of freedom of individual expression and property rights.
9. Describe and apply the use of the constitution to the criminal justice system and to contemporary society.
10. Explain the authority and protections of arrest, search and seizure and right to counsel.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Unit Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided in the Unit I, II, IV, and V study guides to aid students in their course of
study
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in each unit to aid
students in their course of study.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BCJ 3950, Constitutional Law
for Criminal Justice
Course Syllabus
BCJ 3950, Constitutional Law for Criminal Justice 2
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of written response questions.
8. Unit ...
FIR 3303, Introduction to Fire Prevention 1 Course Descr.docxAKHIL969626
FIR 3303, Introduction to Fire Prevention 1
Course Description
Fire Prevention provides fundamental knowledge relating to the field of fire prevention. Topics include the history and
philosophy of fire prevention, organization and operations of a fire prevention bureau, use and application of codes and
standards, plans review, fire inspections, fire and life safety education, and fire investigation.
Course Textbook
Diamantes, D. (2016). Principles of fire prevention (Updated 3rd ed.). Burlington, MA: Jones & Bartlett Learning.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Define the national fire problem and role of fire prevention.
2. Describe fire prevention organizations and associations.
3. Relate fire prevention laws, rules, regulations, and codes to jurisdiction authority.
4. Define the functions of a fire prevention bureau.
5. Describe inspection practices and procedures.
6. Explain the standards for professional qualifications for fire marshal, plans examiner, fire inspector, fire and life
safety educator, and fire investigator.
7. Explore opportunities in professional development for fire prevention personnel.
8. Examine the history and philosophy of fire prevention.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in the study guides for Units I-VII. Students are encouraged
to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the
Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
7. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
FIR 3303, Introduction to
Fire Prevention
Course Syllabus
FIR 3303, Introduction to Fire Prevention 2
8. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
9. Student Break Room: This communication forum allows ...
This document provides instructions for a chemistry exercise involving researching a pollutant using various library resources. It includes 6 parts where students are directed to search databases, books, and government sources to find physicochemical properties, toxicity information, and effects related to the pollutant and their major. The goal is to learn how to effectively search literature and find relevant information on an environmental pollutant from scientific and professional perspectives.
Course SyllabusCourse DescriptionProvides a framework .docxvanesaburnand
Course Syllabus
Course Description
Provides a framework for conducting and evaluating independent research in the fire
service by examining the basic principles and methodology for analyzing current fire-
related research.
Course Textbook(s)
Kumar, R. (2014). Research methodology: A step-by-step guide for beginners (4th
ed.). London, United Kingdom: Sage.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Locate, evaluate, and analyze fire-related research.
2. Demonstrate the application of fire research to a research problem.
3. Conduct a literature review of current research on a fire-related topic.
4. Determine the appropriate use of both qualitative and quantitative methodologies within a research project.
5. Draft a fire-related research proposal.
6. Write a fire-related research report.
Prerequisite(s)
No prerequisite courses are required for enrollment in this course.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards
provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course
concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.
7. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided below.
8. Ask the Professor: This communication forum provides students with an opportunity to ask their professor general
FIR 4308, Applications in Fire
Research
FIR 4308, Applications in Fire Research 1
questions or questions related to course content.
9. Student Break Room: This communication forum allows for casual conversation with other classmates.
CSU Online Library
The CSU Online Library is available to support your courses and programs. The online library includes databases, journals,
e-books, and research guides. These res.
BMGT 496 - Project 1 News Event (20)Project 1 is due Tuesday a.docxrichardnorman90310
BMGT 496 - Project 1: News Event (20%)
Project 1 is due Tuesday at 11:59 p.m. eastern time of week 3 unless otherwise changed by the instructor.
Purpose: In the first assignment, you have the opportunity to see how ethics can play out in a real world scenario. You will read the case scenario and answers the questions in a narrative format. Use headings for each question. Headings are not the question. You are required to use the course material to support your reasoning and the conclusions made.
Outcomes met by completing this project:
1. identify ethical issues that arise in domestic and global business environments using an understanding of ethical concepts and of legal and business principles
Case Scenario:
Pacific Gas and Electric Corporation (PG&E) that supplies electricity and natural gas to 16 million people, owns the transmission lines attributed to causing the November 2018 California "Camp Fire" that killed 85 people and destroyed thousands of acres of land including wildlife and the town of Paradise, California. Facing more than $30 billion in liability costs, the company has filed for bankruptcy protection.
Recent investigations including documents obtained under the Freedom of Information Act, reveals disturbing historical facts about the company's knowledge and management of its infrastructure. The information shows that the company knew of 49 steel towers needing replacement long before the November fire (WSJ, 2019). Built in the early 1900s, much of PG&E's original equipment remained in service including towers with a life expectancy of 65 years but kept in operation up to 108 years (WSJ, 2019). More than 2500 towers in the system were installed in the 1900s and 1910s, and an additional 6900 towers were kept in operation without knowing their age (WSJ, 2019).
According to Federal Regulatory findings PG&E repeatedly delayed upgrades to the older equipment, opting instead to spend billions on projects like sub-station upgrades. California's rules for electrical transmission are a simple three sentences stating that each utility company must come up with its own procedures and follow them.
The danger was exacerbated in 2013 when historic drought dried up California land. In 2017 the company acknowledged in its internal documents that a plan was needed to prevent structural failure and ground fires. State officials concluded that equipment failure on the Caribou-Palermo line, built in 1921 was the cause of the deadly California fire.
According to an attorney representing victims in a lawsuit against PG&E, the company spent money from customers to boost corporate profits and compensation, rather than infrastructure maintenance and safety (CNBC, 2018).
The lawyer further stated that while other utilities routinely shut power lines down when windy conditions prevailed, PG&E's pattern was to remain in service. He attributed this to management bonuses that were tied to customer complaints, rather than safety.
BMGT 496 - Project 1 News Event (20)Project 1 is due Tuesday a.docxaman341480
BMGT 496 - Project 1: News Event (20%)
Project 1 is due Tuesday at 11:59 p.m. eastern time of week 3 unless otherwise changed by the instructor.
Purpose: In the first assignment, you have the opportunity to see how ethics can play out in a real world scenario. You will read the case scenario and answers the questions in a narrative format. Use headings for each question. Headings are not the question. You are required to use the course material to support your reasoning and the conclusions made.
Outcomes met by completing this project:
1. identify ethical issues that arise in domestic and global business environments using an understanding of ethical concepts and of legal and business principles
Case Scenario:
Pacific Gas and Electric Corporation (PG&E) that supplies electricity and natural gas to 16 million people, owns the transmission lines attributed to causing the November 2018 California "Camp Fire" that killed 85 people and destroyed thousands of acres of land including wildlife and the town of Paradise, California. Facing more than $30 billion in liability costs, the company has filed for bankruptcy protection.
Recent investigations including documents obtained under the Freedom of Information Act, reveals disturbing historical facts about the company's knowledge and management of its infrastructure. The information shows that the company knew of 49 steel towers needing replacement long before the November fire (WSJ, 2019). Built in the early 1900s, much of PG&E's original equipment remained in service including towers with a life expectancy of 65 years but kept in operation up to 108 years (WSJ, 2019). More than 2500 towers in the system were installed in the 1900s and 1910s, and an additional 6900 towers were kept in operation without knowing their age (WSJ, 2019).
According to Federal Regulatory findings PG&E repeatedly delayed upgrades to the older equipment, opting instead to spend billions on projects like sub-station upgrades. California's rules for electrical transmission are a simple three sentences stating that each utility company must come up with its own procedures and follow them.
The danger was exacerbated in 2013 when historic drought dried up California land. In 2017 the company acknowledged in its internal documents that a plan was needed to prevent structural failure and ground fires. State officials concluded that equipment failure on the Caribou-Palermo line, built in 1921 was the cause of the deadly California fire.
According to an attorney representing victims in a lawsuit against PG&E, the company spent money from customers to boost corporate profits and compensation, rather than infrastructure maintenance and safety (CNBC, 2018).
The lawyer further stated that while other utilities routinely shut power lines down when windy conditions prevailed, PG&E's pattern was to remain in service. He attributed this to management bonuses that were tied to customer complaints, rather than safety ...
This document provides instructions for a chemistry exercise involving research on an assigned pollutant. Students are directed to use library databases and resources to find information on their pollutant, including technical books and documents, journal articles, toxicity data from government sources, and how the pollutant relates to their major field of study. The exercise involves citing sources in proper format and answering questions to demonstrate their findings. Students are to complete various parts of the assignment involving different library modules and resources on their pollutant.
HM500 Crisis and Emergency ManagementUnit 2 Discussion QuestionSusanaFurman449
HM500: Crisis and Emergency Management
Unit 2 Discussion Question
Part 1: Topic: Out of Control Grass Fire
You are the director of emergency services for your community. The temperature outside is over 100 degrees, the humidity is only 17%, and the Santa Ana winds have begun to blow. At 10:15 a.m., a grass fire is reported and the local fire department is responding. As these first units arrive on scene they realize that the fire is out of control, and that homes are being threatened.
The on-scene commander quickly calls for additional fire units and for the police to begin evacuating homes that are being threatened. By 1:30 p.m., the fire has grown 10 times its original size and continues out of control; several houses are in immediate danger, and all local resources are now exhausted.
What steps would you take and when would you call for mutual aid? Additionally, at what point would you request federal assistance? Discuss the options available to you as the director of emergency services. Provide a thorough explanation of your choices.
Part 2: Respond to Student #1Unit 2 Discussion - Out of Control Grass Fire
Kathryn Ostrom posted May 14, 2021 12:28 PM
Hello Professor and Class,
Due to the fire growing 10 times its original size, my first step would be calling for neighboring fire departments to assist in controlling the fire and helping to evacuate residence. It is important to asses which direction the wind is blowing to determine the direction the fire will continue to go until it is put out. If this did not at least slow the fire, this is when I would request federal assistance. "Federal responsibility for wildfire suppression is intended to protect lives, property, and resources on federal lands" (Hoover, 2019). Due to the fire continuing to grow and local response not being able to control it, to ensure lives are protected it would be important to call for federal assistance. They would be able to help with controlling the fire, evacuation of residence, and additional resources for individuals who have had to leave their homes.
Thank you,
Kathryn Ostrom
Hoover, K. (2019, July 11). Federal Assistance for Wildfire Response and Recovery. Congressional Research Service. https://fas.org/sgp/crs/homesec/IF10732.pdf
Part 2: Respond to Student #2Unit 2 Discussion
Matthew Burdette posted May 14, 2021 11:25 PM
There are a few steps that I would take when deciding to call for mutual aid. After assessing the situation, I would identify the resources and agencies available to me. I can do this by reviewing my state’s Mission Ready Package or MRP. FEMA (2017) explained the MRP as “a specific mechanism that uses NIMS resource typing criteria to describe expected mission parameters and select the resources” (p. 12). This document would provide me with the information such as a mission statement, a description of any condi ...
BCJ 3950, Constitutional Law for Criminal Justice 1 Cour.docxikirkton
BCJ 3950, Constitutional Law for Criminal Justice 1
Course Description
An overview of the principles and practical analysis of significant case law applicable to the U.S. Constitution,
emphasizing search and seizure, arrest, civil rights, related amendments, due process, and the judicial system.
Prerequisites
None
Course Textbook
Harr, J. S., Hess, M. H., & Orthmann, C. H. (2012). Constitutional law and the criminal justice system (5th ed.). Belmont,
CA: Wadsworth.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Summarize and analyze the historical context that led to the creation of the U.S. Constitution.
2. Analyze the reasons for the establishment of the Bill of Rights and the need to guarantee freedoms.
3. Explain and analyze the provisions of constitutional law and its relationship to enacting state laws.
4. Explain the process of legislation and creation of law.
5. Explain the guidelines on how to read a Supreme Court case.
6. Distinguish and give examples of the differences between judicial, legislative and executive powers.
7. Summarize and explain the protection of civil rights and liberties and due process.
8. Explain the processes of freedom of individual expression and property rights.
9. Describe and apply the use of the constitution to the criminal justice system and to contemporary society.
10. Explain the authority and protections of arrest, search and seizure and right to counsel.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Unit Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided in the Unit I, II, IV, and V study guides to aid students in their course of
study
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in each unit to aid
students in their course of study.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BCJ 3950, Constitutional Law
for Criminal Justice
Course Syllabus
BCJ 3950, Constitutional Law for Criminal Justice 2
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of written response questions.
8. Unit ...
This document contains instructions for several assignments for a criminal justice course. It includes assignments on creating a timeline of influential events in psychotherapy, comparing behavioral theories and interventions used in community and corrections settings, developing behavior plans using case studies and behavioral or cognitive theories, analyzing major cognitive theorists and theories, examining the use of person-centered and reality therapy approaches with multicultural populations, integrating case studies using systems and multicultural approaches, developing hypothetical case studies and behavior plans as part of a group presentation, and creating a personal resource file and theory paper reflecting on concepts learned in the course.
The english colonies pt. 3 – trouble all over the placecherry686017
The document provides instructions for Project 3, which requires students to write a research paper on a topic related to digital and social media discussed in class. Students must select one of 12 topics, such as digital media's effects on the brain or fake news. They are instructed to summarize class materials on the topic and discuss its relevance. Additionally, students must find two credible external sources to further research the topic and discuss new information learned. The paper must follow APA format guidelines and include an introduction, discussion, additional research section, and references page. It is to be submitted to the class Assignments Folder by the specified due date. Late submissions within 5 days are allowed but with a 10% reduction.
Unit III Case StudyWater Outage ScenarioFor this assignment, s.docxmarilucorr
Unit III Case Study
Water Outage Scenario
For this assignment, students are required to answer questions about the scenario below.
You are the president of a university with an enrollment of 10,000 students. On Tuesday at 8:15 am, facility management has informed you that a major water main break has occurred outside of your main campus building near the site of a newly constructed research building. Law enforcement is also on scene as this situation is suspected to be an eco-terror attack.
Found spray painted on the wall was the following message: “Experiment on yourselves. This is your last warning.” As a result of this water main break, the following situations have developed:
· There is no water on the main campus and in the five large dormitories that house 2,000 students.
· The water main break impacts the HVAC cooling system and the data center for the campus.
· All building services, such as toilets, drinking water, water suppression systems, and dining facilities, are out of water.
· The damage is extensive, and it is going to take 36 hours for the water company to fix the damage.
· Due to the lack of water, the buildings must be closed per the health department’s health codes.
· Security and facilities management personnel will need to stay onsite to perform fire watch for the buildings and to escort the utility workers in and out of the facilities.
· Security will also be assisting law enforcement in their investigation at the crime scene.
· The data center will not be staffed.
· No other students and staff can stay in the facilities.
· The students living in dormitories will require some type of temporary housing.
· The students on meal cards will require meals.
· The university will have to determine makeup policies for missed classes.
Review what you have learned about the purpose of the Planning “P” incident action plan (IAP), and Incident Command System (ICS) forms. Then, based on the scenario above, determine how you would address the following issues by answering the following question:
1. Assess the situation.
a. Would this situation require an activation of the university’s ICS? Why?
b. Would this situation require an IAP? Why?
2. Develop initial strategies.
a. What are the incident priorities?
b. Create three SMART (specific, measureable, achievable, realistic, time-phased) objectives.
3. Assign resources to the SMART objectives.
a. Are there resource restraints that the university may have for this incident?
4. Determine the next operational period.
a. What is the operational period: 8 hours, 10 hours, or 12 hours?
b. When should the next operational period begin, and why?
5. Determine which ICS forms should be used to complete the IAP for the university.
a. What ICS forms should be used to complete the IAP for the university?
b. Why did you choose these forms?
Your paper should consist of no less than two pages, not counting the title page and reference page. All citations and references used should be formatted using A ...
This document provides instructions for a chemistry assignment involving research on an assigned pollutant using library databases and resources. It includes directions to find and summarize information on the pollutant from technical books, journal articles, government sources like the EPA, and chemical handbooks. Students are asked to search library databases and sources to find details like chemical names, toxicity values, typical exposure sources, and physical properties of the pollutant.
Mos 6301 you have been asked to perform an evaluation of employee/tutorialoutletMitchinson
FOR MORE CLASSES VISIT
tutorialoutletdotcom
MOS 6301, Advanced Industrial
Hygiene Course Syllabus
Course Description
Examination of advanced practical theory as it applies to the classical industrial hygiene field. Review an array of
investigative, scientific, engineering, organizational, and social skills that are necessary to effectively control occupational
BOS 3401, Construction Safety 1 Course Description .docxhartrobert670
BOS 3401, Construction Safety 1
Course Description
Exploration of the OSHA regulations and related safety practices governing the construction industry. Provides an
analysis of the high incident/accident rates in the construction industry and how it contributed to the passage of the OSH
Act in 1970. Presents practical examples of how to apply “on the job” construction safety and health programs and
policies.
Prerequisites
None
Course Textbook
Goetsch, D. L. (2010). Construction safety and the OSHA standards. Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Examine and explain the theories and concepts of construction safety and health.
2. Discuss, evaluate, and interpret OSHA's construction standards and related safety practices.
3. Describe how to apply construction safety and health programs and policies while on the job.
4. Identify and discuss safety and health issues and practices in the workplace.
5. Explain how to estimate the costs of work accidents and rates.
6. Describe contractors and safety and health teams.
7. Discuss ethics and safety, including how ethics is an important part in the construction safety profession.
8. Explain the Workers' Compensation Program.
9. Discuss hazard analysis and risk assessment.
10. Define and discuss stress, workplace violence, and conflict resolution.
11. Explain the emergency response system and its importance to the construction safety professional.
12. Discuss ISO 14000 and its importance to the construction professional.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills
and knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the
textbook. Supplemental Readings are provided in Units III and V to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Unit VI to aid
students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay
particular attention to Key Terms as they represent important concepts within the unit material and reading.
BOS 3401, Construction Safety
Course Syllabus
BOS 3401, Construction Safety 2
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each ...
BEM 3701, Hazardous Waste Management 1 Course Descriptio.docxAASTHA76
BEM 3701, Hazardous Waste Management 1
Course Description
An Introduction to hazardous waste management issues, programs, regulations, hazards, identification, characterization,
storage, disposal, and treatment options in the corporate, industrial, and municipal settings.
Course Textbook
Pichtel, J. (2014). Waste management practices: Municipal, hazardous, and industrial (2nd ed.). Boca Raton, FL:
CRC Press.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Discuss the history and the legal framework surrounding hazardous waste issues.
2. Characterize the hazardous waste problem in America.
3. Describe various types of hazardous wastes, their impact on the environment, and respective environmental
control and public health remedies.
4. Evaluate relevant regulatory compliance requirements in the industrial environment.
5. Evaluate the efficacy of hazardous waste related mandates and programs.
6. Describe hazardous waste characteristics, pathways in the environment, and toxicological impacts.
7. Evaluate contemporary methods of hazardous waste mitigation and remediation including waste minimization,
pollution prevention, reuse, and recycling.
8. Evaluate safety and health efforts related to hazardous waste workers.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Units I-VII contain Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in the Unit II and III study guides. Students are encouraged
to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the
Suggested Readings.
6. Learning Activities (Non-Graded): The non-graded Learning Activity in Unit II is provided to aid students in their
course of study.
7. Unit Assessments: This course contains four Unit Assessments, one to be completed at the end of Units I, II, V,
and VIII. Assessments are composed of written-response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-IV, VI, and VII.
Specific information and instructions regarding these assignments are provided below. Grading rubrics are
included with each assignment. Specific information about accessing these rubrics is provided below.
BEM 3701, Hazardous Waste
Management
Course Syllabus
BEM 3701, Hazardous Waste Management 2
9. Ask the Professor: This ...
OSH 4308, Advanced Concepts in Environmental Safety Management.docxalfred4lewis58146
OSH 4308, Advanced Concepts in Environmental Safety Management 1
Course Description
A comprehensive overview of the occupational safety and health field to include the application of quantitative problem
solving related to workplace safety and health. This course is also designed to be helpful for students in preparation for
the ASP and CSP exams.
Course Textbook
Yates, W. D. (2011). Safety professional’s reference and study guide. Boca Raton, FL: CRC Press.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Recognize safety, health, and environmental hazards dealing with ergonomic, electrical, natural, biological,
radiological, physical, mechanical, and other relevant sources.
2. Apply appropriate measurement and evaluation techniques to safety, health, and environmental hazards.
3. Explain important laws, codes, and regulations related to occupational safety and health and the environment.
4. Recommend appropriate means for controlling safety, health, and environmental hazards.
5. Perform appropriate calculations in relation to measurement, evaluation, and control of safety, health, and
environmental hazards.
6. Recognize and discuss safety, health, and environmental training and management techniques.
7. Recognize and discuss fundamental business principles, practices, and metrics commonly applied to safety,
health, and environmental practice.
8. Explain scientific facts and concepts important to the occupational safety and health professional.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the
textbook. Suggested Readings are provided in Unit I, II, IV, and V Study Guides to aid students in their course
of study. The readings themselves are not provided in the course, but students are encouraged to read the
resources listed if the opportunity arises as they have valuable information that expands upon the lesson
material. Students will not be tested on their knowledge of the Suggested Readings.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII to aid
students in their course of study.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
6. Unit Quizzes: This course contains eight Unit Quizzes, one to be completed at the end of each unit. Quizzes
are used to give students quick feedback on their understanding of the unit ma.
HUM1001Art History Prehistory to the Middle AgesWeek 3 Projec.docxsheronlewthwaite
HUM1001
Art History: Prehistory to the Middle Ages
Week 3 Project
Similarities and Differences in Architecture
Part 1 of 2: Comparison chart
Greek Temple
Roman Temple
Early Christian Church
Byzantine Church
Choose one example from each group:
Sanctuary of Apollo, Delphi
(c. 530-525 bce)
Reconstruction of an Etruscan Temple (based on archaeological evidence and description by Vitruvius)
Church of Santa Sabina, Rome. c. 422-432 ce
Hagia Sophia, Istanbul.
c. 523-437 ce
Temple of Aphaia, Aegina (c. 500 bce)
Temple, perhaps dedicated to Portunus, Rome. (c. late 2nd century bce)
Church of Santa Costanza, Rome.
c. 350 ce
Church of San Vitale, Ravenna. Consecrated, 547 ce.
Parthenon, Athens (c. 447-432 bce)
Pantheon, Rome. c. 118-128 ce.
Old Saint Peters, Rome (Reconstruction). C. 320-327 ce.
Dome of the Rock, Jerusalem. c. 691-692 ce
Visual similarities
Visual differences
Part 2 of 2: Essay: Historical and Social Context
In a paragraph of at least 8-10 sentences, highlight key similarities and differences between the four structures, and any social, historical, religious, and/or political factors that may have contributed to these similarities and differences. Explain the use and function of each structure, and provide any additional details that help us understand its full meaning.
[Your answer should be written in paragraph form here.]
School of Security and Global StudiesINTL446
Intelligence and NarcoticsCredit Hours: 3Length of Course: 8 WeeksPrerequisite: NONE
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Course Guidelines
Course Resources
University Policies
Course Description (Catalog)
INTL446 Intelligence and Narcotics (3 hours)
This course surveys the role of narcotics and the illicit drug trade as risks to national security, international development, and progress. The purpose is to assess both domestic and foreign intelligence gathering and analysis, with an emphasis on counter-narcotics policies and strategies. Students will be able to critically analyze, strategically assess effective intelligence collection, and evaluate the impact of current drug interdiction efforts by federal domestic and international agencies.
Table of Contents
Course Scope
As a 400-level course, this course provides a higher level of knowledge building on the material taught at the 300 level. The purpose and scope of this course is to enable the student to build a deeper understanding of the discipline.
Table of Contents
Course Objectives
After successfully completing this course, you will be able to:
CO-1 Explain the illicit drugs available in the United States and the major organizations and countries involved in production, trafficking and distribution of these drugs.
CO-2 Distinguish U.S. and international counter-narcotics policies and strategies and ...
Cjhs 400 Effective Communication / snaptutorial.comHarrisGeorg12
CJHS 400 Week 1 Psychotherapy and Therapeutic Treatment Timeline
Resource: Timeline Builder located on the student website or another program of your choice to create a timeline.
https://ecampus.phoenix.edu/secure/aapd/Materials/IP/curriculum/social-sciences/SEC470/TimelineBuilder/Timeline.html
Select 5 to 8 influential historical and world events concerning psychotherapy and therapeutic treatment.
Use Timeline Builder to create a timeline detailing the events you selected.
Include the following in your timeline:
Date of the event
Description of the event
How the event relates to the history of psychotherapy and therapeutic techniques
Prevalent psychotherapy theories and concepts related to the event
Theorists associated with the event, if any
Week 4 Guidance - Emergency Planning and Community Right-to-Know A.docxjessiehampson
Week 4 Guidance - Emergency Planning and Community Right-to-Know Act
Welcome! This week, we will discuss the Planning and Community Right-to-Know Act (EPCRA). The learning outcomes are as follows:
1. Evaluate a local Emergency Response Plan prepared pursuant to the requirements of the Emergency Planning and Community Right-to-Know Act (EPCRA).
2. Produce an outline of the research and analysis to be conducted in the Final Project.
Required Resources
Text
1. Read the following chapters in your text, Environmental Law:
2. Chapter 10: Emergency Planning and Community Right-to-Know Act (EPCRA)
Recommended Resources
1. U.S. Environmental Protection Agency. Emergency Planning and Community Right-to-Know Act (EPCRA). Retrieved from http://www2.epa.gov/epcra
Discussions
Participate in the following discussions:
1. Emergency Response Plan.1st Post Due by Day 3. Using the internet, locate and read the Emergency Response Plan for your local community. Evaluate whether the plan seems to be sufficient as an emergency planning tool. Why or why not? Does it place undue burden on business? Does it place undue burden on individual members of society? Does it satisfy the Emergency Planning and Community Right to Know Acts requirements? Regardless of whether you believe the plan is sufficient or not, provide two suggestions for improving it. (If you cannot locate your local Emergency Response Plan, choose any city’s plan to evaluate instead.) Respond to at least two of your fellow students’ postings.
Assignment
1. Final Project Plan.Due by Day 7. The purpose of this assignment is to create an outline, abstract, and reference page for your final paper. The outline must be two-to-three pages in length (excluding the title and reference pages) and formatted according to APA style guidelines as outlined in the Ashford Writing Center.
2. Address all of the following parts of this assignment:
3. Prepare a two-to-three page, double-spaced outline of your Final Paper
4. Generate a thesis statement that you will use in your Final Paper
5. The outline must contain the major sections that will exist in your Final Paper, as well as a brief description (two to three sentences) of what will be discussed under each heading.
6. The outline should include an abstract of one resource using the Annotated Bibliography Guidelines below:
7. Provide a summary/abstract/annotation of the article, which means to list the major topics discussed in the article.
8. The outline must be accompanied by a reference page that includes at least eight scholarly sources in addition to your textbook that will be used in your Final Paper. Six of these resources need to come from the Ashford University Library.
Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the evaluation of your assignments.
Reflection
Chapter 10 discusses the Emergency Planning and Community Right-to-Know Act (EPCRA). This Act was enacted in 1986 as part (Title III) of the Superfu ...
[Title Here, up to 12 Words, on One to Two Lines] [Aut.docxgerardkortney
This document outlines the course syllabus for a police and community relations course. It includes the course description, learning outcomes, assignments, and policies. The course examines the history of community policing and evolving strategies. It aims to help students understand how the relationship between police and the communities they serve can impact crime rates, public safety, and civil rights. Students complete journal entries, essays, and presentations on related topics throughout the course.
The document discusses the roles of federal, state, and local governments in fire prevention. It outlines key federal fire prevention programs and agencies, tracing the expansion of federal involvement from initially protecting federal assets to broader public protection efforts. Major catalysts for increased federal action included World War II, the 1947 Fire Prevention Conference, and the 1973 America Burning report, which led to the creation of agencies like the U.S. Fire Administration. The document also lists various state and federal agencies involved in fire prevention, protection, research, training, and code development.
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Papers
Assignment 1: Crime Scene Investigation
Due Week 3 and worth 160 points
Preliminary investigations do not necessarily yield enough information to prosecute a criminal case. Despite a thorough preliminary investigation, many cases require a follow - up investigation. Use your textbook, the Internet, and / or Strayer Library to research articles on crime scene investigation.
Running head: CYBERBULLYING 1
CYBERBULLYING 6
Cyberbullying and the First Amendment
Jane Doe
July 28, 2016
Cyberbullying and the First Amendment
All papers should have an introductory paragraph that provides background on the subject you are going to write about in the paper. I recommend finding a current event, perhaps an article where a student committed suicide after having been the target of cyberbullying. A good approach follows this line: Tell them what you are going to tell them (introduction), Tell them (body of paper), and Tell them what you told them (Conclusion). The introduction must contain a thesis statement previewing the paper. An examination of Minford School District’s school board policy as well as the faculty and student handbooks in addition to the relevant sections of the Ohio Revised Code followed by a review of the First Amendment arguments the student who is charged with cyberbullying might make, and the First Amendment responses based on case law the school district could argue, will provide insight into the issue of cyberbullying. (This is just an example off the top of my head). (Another approach for the purpose statement could be: Having been notified that a student in your class has been subjected to bullying through another classmate's Facebook page, a discussion of steps required by (enter your state's name)"s statutes, (enter your school district's name)'s school board policies as well as the student handbook, will provide a basis for examining any First Amendment arguments that the bullying has raised, and a discussion of the school district’s First Amendment argumentative responses consistent with the cases in the assigned readings.)
State Statutes and District Policies on Cyberbullying
Paragraph one should explain how the school district policy that you are examining addresses cyberbullying. You should examine the district’s policy, the faculty handbook, and the student handbook. Make sure that you are correctly providing in-text citations to these sources.
In a separate paragraph, you should examine your state’s laws on cyberbullying. (We looked these up in one of the DQs this week). The question you should answer after reviewing each of the above are what steps that a faculty member should take based on the laws and policies examined. Another issue to examine might be if the policy differentiates between cyberbullying that occurs out of school and cyberbullying that occurs during school. Remember to refer back to the facts of the specific scenario as you examine each of these laws or policies. Citations to sources should be used throughout the paper. Transition sentence into the next section of the paper goes here. Examples: Having examined the Minford Local School District’s policy, the faculty handbook, the student handbook, and the Ohio Revised Code, this paper w ...
FIR 3307, Community Risk Reduction for the Fire and Emergency .docxAKHIL969626
FIR 3307, Community Risk Reduction for the Fire and Emergency Services 1
Course Description
Provides an overview of the comprehensive approach to fire prevention within the community. Covers strategic planning
and community programs as they relate to fire safety prevention and terrorist incidents. Explores the plan review process,
code development, code enforcement, fire investigation, and evaluating prevention programs.
Course Textbook
Shaw, R. (Ed.). (2012). Community-based disaster risk reduction. Bingley, England: Emerald.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Become champions of risk reduction.
2. Develop and meet risk reduction objectives.
3. Identify and develop intervention strategies.
4. Implement a risk reduction program.
5. Review and modify risk reduction programs.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Units I-V, VII, and VIII contain Reading Assignments from one or more chapters from the
textbook. A Suggested Reading is listed in the Unit VII study guide. The reading itself is not provided in the
course, but students are encouraged to read the resource listed if the opportunity arises as it has valuable
information that expands upon the lesson material.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
6. Unit Assignments: Students are required to submit for grading Unit Assignments in each unit. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each Assignment. Specific information about accessing these rubrics is provided below.
7. Research Paper: Students are required to submit for grading a Research Paper in Unit VIII. Specific information
and instructions regarding this assignment are provided below. A grading rubric is included with this assignment.
Specific information for accessing this rubric is included below
FIR 3307, Community Risk Reduction
for the Fire and Emergency Services
Course Syllabus
FIR 3307, Community Risk Reduction for the Fire and Emergency Services 2
8. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
9. Student Break Room: This com ...
Privacy impact assessments (PIAs) are required by the E-Government Act of 2002 to evaluate privacy risks in federal IT systems and are submitted annually to the Office of Management and Budget. The document discusses researching how PIAs are used and the value they provide. A two to three page white paper must be written analyzing whether PIAs are useful policy tools by providing privacy protections and informing stakeholders like advocates, lawmakers, and policymakers. Research on privacy laws, PIA contents and use, and best practices for IT privacy protections must be included.
Assignment 2 - Geographic Issues in EuropeGEOGRAPHY OF EUROPEU.docxsalmonpybus
Assignment 2 - Geographic Issues in Europe
GEOGRAPHY OF EUROPE
University of Florida, Department of Geography
GEA 3500
Your Topic: Europe Will Never Be Integated.
You will be assigned an issue and a “side” to argue outlined in Tiersky, R., & Jones, E., (eds.), (2015) “Europe today, A twenty-first century Introduction”, 5th Edition, Roman and Littlefield, Plymouth, UK. ISBN 978-1-4422-2110-9. The book is on reserve in the Marston Science Library.
Each Issue assigned represents a Chapter in the text. While the “side” assigned may not be exactly the content of the Chapter, the text will provide you with the background information and basis for developing both your group (or individual) presentation and your paper.
Assignment 2a - The bulk of this assignment will be your summarization of the issue, outline of arguments and your development of a reaction based on your assigned issue in conjunction with outside sources (at least 4, appropriately referenced). You should conclude with your final reaction to the assigned issue and side. You may agree with the position assigned, disagree, remain skeptical or report a breakthrough in your opinion. The written portion is an individual assignment worth 15% of your grade.
Instructions and Format for European Issues Report - Assignment 2a
You are to read as much as you can to understand the issue you have been assigned, on either side of the topic, summarize your readings, write your opinions and evaluate how the side of this issue can be presented to your peers.
The objectives of the Issues Report assignment is to improve your writing skills, improve your ability to evaluate information that you read, and analyze the side of the issue you are assigned
Organization of Report
Introduction
State the title and side of the issue that you have been assigned. Outline the argument used for this issue. This will help you frame your investigation of relevant literature. What are the questions you will ask and answer about this issue? Provide a brief overview of your report.
Resource Information/References
What information did you find that has been written about this issue? Read as much as you can about this issue. Research and cite 4 additional references on this issue and summarize information and material from your readings. These readings will be listed in your Bibliography/References.
Evaluation and Analysis
Your readings should help to answer questions about the issue. This will provide you with a report framework. You will introduce your issue, consider it in context and provide your opinions based on research. Please demonstrate rational, reflective thought and logical arguments.
· Which aspects of European geography do your issue include (physical, social, political, population, medical, etc.)?
· What are the current conditions surrounding this issue?
· Who and what are involved in this issue: individuals, groups, officials, governments, companies, agencies, organizations?
· List a ter.
WEEK 3 RESEARCH PROJECT
(Set #1)
ACCT 429
DeVry University
IMPORTANT NOTE TO STUDENTS
This assignment is being distributed solely for your use in completing the Week 3 project in
DeVry University’s online Accounting 429 class. This assignment is an individual assignment,
and you are to complete it without any outside assistance by any other student, individual, or
outside materials, other than those specifically permitted by the problem. Any violations of
these requirements will be addressed as an academic integrity violation. Similarly, this
assignment may not be shared with any other student at any time, even after your completion
of the course. Students to do so may be subject to sanctions pursuant to DeVry’s academic
integrity policy, even though they may no longer be enrolled in Accounting 429.
Week 3 Research Project (Set #1)
DeVry University Acct 429
Performing tax research is an important part of tax practice. As outlined in Chapter 2 of your
textbook, tax law is developed through a number of different governmental entities. Congress
enacts the tax Code as statutory law. The Treasury Department is tasked with the
implementation of the tax Code and, in the course of doing so, develops a number of
documents and materials to aid taxpayers in understanding the Treasury Department's
interpretation of the code, including the Regulations. In turn, the Internal Revenue Service
("IRS”) has the direct responsibility for implementing the tax Code and in assessing and
collecting the applicable tax from taxpayers. In the course of its duties, it also develops a
number of materials, including Revenue Rulings, Revenue Procedures, and Private Letter
Rulings, in which it sets forth its understanding of the tax laws. Finally, the federal courts
decide tax cases in which taxpayers contest the government's interpretation of the tax laws. In
deciding these cases, the federal courts set forth binding interpretation of what the tax laws
provide. All of these materials (often called primary resources) are important resources in
performing tax research. On top of these primary sources of tax law, there are a number of
secondary materials provided by various organizations and publishers. These secondary
materials offer editorial analysis of the tax laws (somewhat akin to a Cliffs’ Notes® on tax laws)
to help tax practitioners understand the tax laws and apply them in given situations.
The following assignment has three (3) different graded elements. Two of them require you to
prepare tax file memoranda, while the remaining element requires you to compose an essay
answering the question asked. AS SUCH, YOU WILL BE SUBMITTING THREE SEPARATE
DOCUMENTS FOR THIS ASSIGNMENT.
1. The first two assignments require you to compose tax file memoranda. In each of these
problems, you will be given a fact pattern or issue that requires you to decide or analyze
a particular issu.
One of the most common used risk management tools is the Incident Re.docxAKHIL969626
One of the most common used risk management tools is the Incident Reporting.
More recently, incident Reporting system incorporated computer technology that will provide information like:
1. Major incident category.
2. Early identification of patterns and trends in the "how" and "why" of untoward events.
3. Code vulnerability inductors.
Discuss the potential benefits to use this technology. There is any Limitation for the system? Explain.
.
One of the first anthropologists to examine religion in Africa was E.docxAKHIL969626
Edward Evans-Pritchard was one of the first anthropologists to study religion in Africa in the early 1900s. He learned about the religious beliefs of the Azande people by studying them in the documentary "Strange Beliefs: Sir Edward Evans-Pritchard". The video shows that the Azande explain unfortunate events as being caused by witchcraft and sorcery, and conduct rituals to counter these influences.
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This document contains instructions for several assignments for a criminal justice course. It includes assignments on creating a timeline of influential events in psychotherapy, comparing behavioral theories and interventions used in community and corrections settings, developing behavior plans using case studies and behavioral or cognitive theories, analyzing major cognitive theorists and theories, examining the use of person-centered and reality therapy approaches with multicultural populations, integrating case studies using systems and multicultural approaches, developing hypothetical case studies and behavior plans as part of a group presentation, and creating a personal resource file and theory paper reflecting on concepts learned in the course.
The english colonies pt. 3 – trouble all over the placecherry686017
The document provides instructions for Project 3, which requires students to write a research paper on a topic related to digital and social media discussed in class. Students must select one of 12 topics, such as digital media's effects on the brain or fake news. They are instructed to summarize class materials on the topic and discuss its relevance. Additionally, students must find two credible external sources to further research the topic and discuss new information learned. The paper must follow APA format guidelines and include an introduction, discussion, additional research section, and references page. It is to be submitted to the class Assignments Folder by the specified due date. Late submissions within 5 days are allowed but with a 10% reduction.
Unit III Case StudyWater Outage ScenarioFor this assignment, s.docxmarilucorr
Unit III Case Study
Water Outage Scenario
For this assignment, students are required to answer questions about the scenario below.
You are the president of a university with an enrollment of 10,000 students. On Tuesday at 8:15 am, facility management has informed you that a major water main break has occurred outside of your main campus building near the site of a newly constructed research building. Law enforcement is also on scene as this situation is suspected to be an eco-terror attack.
Found spray painted on the wall was the following message: “Experiment on yourselves. This is your last warning.” As a result of this water main break, the following situations have developed:
· There is no water on the main campus and in the five large dormitories that house 2,000 students.
· The water main break impacts the HVAC cooling system and the data center for the campus.
· All building services, such as toilets, drinking water, water suppression systems, and dining facilities, are out of water.
· The damage is extensive, and it is going to take 36 hours for the water company to fix the damage.
· Due to the lack of water, the buildings must be closed per the health department’s health codes.
· Security and facilities management personnel will need to stay onsite to perform fire watch for the buildings and to escort the utility workers in and out of the facilities.
· Security will also be assisting law enforcement in their investigation at the crime scene.
· The data center will not be staffed.
· No other students and staff can stay in the facilities.
· The students living in dormitories will require some type of temporary housing.
· The students on meal cards will require meals.
· The university will have to determine makeup policies for missed classes.
Review what you have learned about the purpose of the Planning “P” incident action plan (IAP), and Incident Command System (ICS) forms. Then, based on the scenario above, determine how you would address the following issues by answering the following question:
1. Assess the situation.
a. Would this situation require an activation of the university’s ICS? Why?
b. Would this situation require an IAP? Why?
2. Develop initial strategies.
a. What are the incident priorities?
b. Create three SMART (specific, measureable, achievable, realistic, time-phased) objectives.
3. Assign resources to the SMART objectives.
a. Are there resource restraints that the university may have for this incident?
4. Determine the next operational period.
a. What is the operational period: 8 hours, 10 hours, or 12 hours?
b. When should the next operational period begin, and why?
5. Determine which ICS forms should be used to complete the IAP for the university.
a. What ICS forms should be used to complete the IAP for the university?
b. Why did you choose these forms?
Your paper should consist of no less than two pages, not counting the title page and reference page. All citations and references used should be formatted using A ...
This document provides instructions for a chemistry assignment involving research on an assigned pollutant using library databases and resources. It includes directions to find and summarize information on the pollutant from technical books, journal articles, government sources like the EPA, and chemical handbooks. Students are asked to search library databases and sources to find details like chemical names, toxicity values, typical exposure sources, and physical properties of the pollutant.
Mos 6301 you have been asked to perform an evaluation of employee/tutorialoutletMitchinson
FOR MORE CLASSES VISIT
tutorialoutletdotcom
MOS 6301, Advanced Industrial
Hygiene Course Syllabus
Course Description
Examination of advanced practical theory as it applies to the classical industrial hygiene field. Review an array of
investigative, scientific, engineering, organizational, and social skills that are necessary to effectively control occupational
BOS 3401, Construction Safety 1 Course Description .docxhartrobert670
BOS 3401, Construction Safety 1
Course Description
Exploration of the OSHA regulations and related safety practices governing the construction industry. Provides an
analysis of the high incident/accident rates in the construction industry and how it contributed to the passage of the OSH
Act in 1970. Presents practical examples of how to apply “on the job” construction safety and health programs and
policies.
Prerequisites
None
Course Textbook
Goetsch, D. L. (2010). Construction safety and the OSHA standards. Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Examine and explain the theories and concepts of construction safety and health.
2. Discuss, evaluate, and interpret OSHA's construction standards and related safety practices.
3. Describe how to apply construction safety and health programs and policies while on the job.
4. Identify and discuss safety and health issues and practices in the workplace.
5. Explain how to estimate the costs of work accidents and rates.
6. Describe contractors and safety and health teams.
7. Discuss ethics and safety, including how ethics is an important part in the construction safety profession.
8. Explain the Workers' Compensation Program.
9. Discuss hazard analysis and risk assessment.
10. Define and discuss stress, workplace violence, and conflict resolution.
11. Explain the emergency response system and its importance to the construction safety professional.
12. Discuss ISO 14000 and its importance to the construction professional.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills
and knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the
textbook. Supplemental Readings are provided in Units III and V to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Unit VI to aid
students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay
particular attention to Key Terms as they represent important concepts within the unit material and reading.
BOS 3401, Construction Safety
Course Syllabus
BOS 3401, Construction Safety 2
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each ...
BEM 3701, Hazardous Waste Management 1 Course Descriptio.docxAASTHA76
BEM 3701, Hazardous Waste Management 1
Course Description
An Introduction to hazardous waste management issues, programs, regulations, hazards, identification, characterization,
storage, disposal, and treatment options in the corporate, industrial, and municipal settings.
Course Textbook
Pichtel, J. (2014). Waste management practices: Municipal, hazardous, and industrial (2nd ed.). Boca Raton, FL:
CRC Press.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Discuss the history and the legal framework surrounding hazardous waste issues.
2. Characterize the hazardous waste problem in America.
3. Describe various types of hazardous wastes, their impact on the environment, and respective environmental
control and public health remedies.
4. Evaluate relevant regulatory compliance requirements in the industrial environment.
5. Evaluate the efficacy of hazardous waste related mandates and programs.
6. Describe hazardous waste characteristics, pathways in the environment, and toxicological impacts.
7. Evaluate contemporary methods of hazardous waste mitigation and remediation including waste minimization,
pollution prevention, reuse, and recycling.
8. Evaluate safety and health efforts related to hazardous waste workers.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Units I-VII contain Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in the Unit II and III study guides. Students are encouraged
to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the
Suggested Readings.
6. Learning Activities (Non-Graded): The non-graded Learning Activity in Unit II is provided to aid students in their
course of study.
7. Unit Assessments: This course contains four Unit Assessments, one to be completed at the end of Units I, II, V,
and VIII. Assessments are composed of written-response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-IV, VI, and VII.
Specific information and instructions regarding these assignments are provided below. Grading rubrics are
included with each assignment. Specific information about accessing these rubrics is provided below.
BEM 3701, Hazardous Waste
Management
Course Syllabus
BEM 3701, Hazardous Waste Management 2
9. Ask the Professor: This ...
OSH 4308, Advanced Concepts in Environmental Safety Management.docxalfred4lewis58146
OSH 4308, Advanced Concepts in Environmental Safety Management 1
Course Description
A comprehensive overview of the occupational safety and health field to include the application of quantitative problem
solving related to workplace safety and health. This course is also designed to be helpful for students in preparation for
the ASP and CSP exams.
Course Textbook
Yates, W. D. (2011). Safety professional’s reference and study guide. Boca Raton, FL: CRC Press.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Recognize safety, health, and environmental hazards dealing with ergonomic, electrical, natural, biological,
radiological, physical, mechanical, and other relevant sources.
2. Apply appropriate measurement and evaluation techniques to safety, health, and environmental hazards.
3. Explain important laws, codes, and regulations related to occupational safety and health and the environment.
4. Recommend appropriate means for controlling safety, health, and environmental hazards.
5. Perform appropriate calculations in relation to measurement, evaluation, and control of safety, health, and
environmental hazards.
6. Recognize and discuss safety, health, and environmental training and management techniques.
7. Recognize and discuss fundamental business principles, practices, and metrics commonly applied to safety,
health, and environmental practice.
8. Explain scientific facts and concepts important to the occupational safety and health professional.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the
textbook. Suggested Readings are provided in Unit I, II, IV, and V Study Guides to aid students in their course
of study. The readings themselves are not provided in the course, but students are encouraged to read the
resources listed if the opportunity arises as they have valuable information that expands upon the lesson
material. Students will not be tested on their knowledge of the Suggested Readings.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII to aid
students in their course of study.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
6. Unit Quizzes: This course contains eight Unit Quizzes, one to be completed at the end of each unit. Quizzes
are used to give students quick feedback on their understanding of the unit ma.
HUM1001Art History Prehistory to the Middle AgesWeek 3 Projec.docxsheronlewthwaite
HUM1001
Art History: Prehistory to the Middle Ages
Week 3 Project
Similarities and Differences in Architecture
Part 1 of 2: Comparison chart
Greek Temple
Roman Temple
Early Christian Church
Byzantine Church
Choose one example from each group:
Sanctuary of Apollo, Delphi
(c. 530-525 bce)
Reconstruction of an Etruscan Temple (based on archaeological evidence and description by Vitruvius)
Church of Santa Sabina, Rome. c. 422-432 ce
Hagia Sophia, Istanbul.
c. 523-437 ce
Temple of Aphaia, Aegina (c. 500 bce)
Temple, perhaps dedicated to Portunus, Rome. (c. late 2nd century bce)
Church of Santa Costanza, Rome.
c. 350 ce
Church of San Vitale, Ravenna. Consecrated, 547 ce.
Parthenon, Athens (c. 447-432 bce)
Pantheon, Rome. c. 118-128 ce.
Old Saint Peters, Rome (Reconstruction). C. 320-327 ce.
Dome of the Rock, Jerusalem. c. 691-692 ce
Visual similarities
Visual differences
Part 2 of 2: Essay: Historical and Social Context
In a paragraph of at least 8-10 sentences, highlight key similarities and differences between the four structures, and any social, historical, religious, and/or political factors that may have contributed to these similarities and differences. Explain the use and function of each structure, and provide any additional details that help us understand its full meaning.
[Your answer should be written in paragraph form here.]
School of Security and Global StudiesINTL446
Intelligence and NarcoticsCredit Hours: 3Length of Course: 8 WeeksPrerequisite: NONE
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Course Guidelines
Course Resources
University Policies
Course Description (Catalog)
INTL446 Intelligence and Narcotics (3 hours)
This course surveys the role of narcotics and the illicit drug trade as risks to national security, international development, and progress. The purpose is to assess both domestic and foreign intelligence gathering and analysis, with an emphasis on counter-narcotics policies and strategies. Students will be able to critically analyze, strategically assess effective intelligence collection, and evaluate the impact of current drug interdiction efforts by federal domestic and international agencies.
Table of Contents
Course Scope
As a 400-level course, this course provides a higher level of knowledge building on the material taught at the 300 level. The purpose and scope of this course is to enable the student to build a deeper understanding of the discipline.
Table of Contents
Course Objectives
After successfully completing this course, you will be able to:
CO-1 Explain the illicit drugs available in the United States and the major organizations and countries involved in production, trafficking and distribution of these drugs.
CO-2 Distinguish U.S. and international counter-narcotics policies and strategies and ...
Cjhs 400 Effective Communication / snaptutorial.comHarrisGeorg12
CJHS 400 Week 1 Psychotherapy and Therapeutic Treatment Timeline
Resource: Timeline Builder located on the student website or another program of your choice to create a timeline.
https://ecampus.phoenix.edu/secure/aapd/Materials/IP/curriculum/social-sciences/SEC470/TimelineBuilder/Timeline.html
Select 5 to 8 influential historical and world events concerning psychotherapy and therapeutic treatment.
Use Timeline Builder to create a timeline detailing the events you selected.
Include the following in your timeline:
Date of the event
Description of the event
How the event relates to the history of psychotherapy and therapeutic techniques
Prevalent psychotherapy theories and concepts related to the event
Theorists associated with the event, if any
Week 4 Guidance - Emergency Planning and Community Right-to-Know A.docxjessiehampson
Week 4 Guidance - Emergency Planning and Community Right-to-Know Act
Welcome! This week, we will discuss the Planning and Community Right-to-Know Act (EPCRA). The learning outcomes are as follows:
1. Evaluate a local Emergency Response Plan prepared pursuant to the requirements of the Emergency Planning and Community Right-to-Know Act (EPCRA).
2. Produce an outline of the research and analysis to be conducted in the Final Project.
Required Resources
Text
1. Read the following chapters in your text, Environmental Law:
2. Chapter 10: Emergency Planning and Community Right-to-Know Act (EPCRA)
Recommended Resources
1. U.S. Environmental Protection Agency. Emergency Planning and Community Right-to-Know Act (EPCRA). Retrieved from http://www2.epa.gov/epcra
Discussions
Participate in the following discussions:
1. Emergency Response Plan.1st Post Due by Day 3. Using the internet, locate and read the Emergency Response Plan for your local community. Evaluate whether the plan seems to be sufficient as an emergency planning tool. Why or why not? Does it place undue burden on business? Does it place undue burden on individual members of society? Does it satisfy the Emergency Planning and Community Right to Know Acts requirements? Regardless of whether you believe the plan is sufficient or not, provide two suggestions for improving it. (If you cannot locate your local Emergency Response Plan, choose any city’s plan to evaluate instead.) Respond to at least two of your fellow students’ postings.
Assignment
1. Final Project Plan.Due by Day 7. The purpose of this assignment is to create an outline, abstract, and reference page for your final paper. The outline must be two-to-three pages in length (excluding the title and reference pages) and formatted according to APA style guidelines as outlined in the Ashford Writing Center.
2. Address all of the following parts of this assignment:
3. Prepare a two-to-three page, double-spaced outline of your Final Paper
4. Generate a thesis statement that you will use in your Final Paper
5. The outline must contain the major sections that will exist in your Final Paper, as well as a brief description (two to three sentences) of what will be discussed under each heading.
6. The outline should include an abstract of one resource using the Annotated Bibliography Guidelines below:
7. Provide a summary/abstract/annotation of the article, which means to list the major topics discussed in the article.
8. The outline must be accompanied by a reference page that includes at least eight scholarly sources in addition to your textbook that will be used in your Final Paper. Six of these resources need to come from the Ashford University Library.
Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the evaluation of your assignments.
Reflection
Chapter 10 discusses the Emergency Planning and Community Right-to-Know Act (EPCRA). This Act was enacted in 1986 as part (Title III) of the Superfu ...
[Title Here, up to 12 Words, on One to Two Lines] [Aut.docxgerardkortney
This document outlines the course syllabus for a police and community relations course. It includes the course description, learning outcomes, assignments, and policies. The course examines the history of community policing and evolving strategies. It aims to help students understand how the relationship between police and the communities they serve can impact crime rates, public safety, and civil rights. Students complete journal entries, essays, and presentations on related topics throughout the course.
The document discusses the roles of federal, state, and local governments in fire prevention. It outlines key federal fire prevention programs and agencies, tracing the expansion of federal involvement from initially protecting federal assets to broader public protection efforts. Major catalysts for increased federal action included World War II, the 1947 Fire Prevention Conference, and the 1973 America Burning report, which led to the creation of agencies like the U.S. Fire Administration. The document also lists various state and federal agencies involved in fire prevention, protection, research, training, and code development.
For more course tutorials visit
www.tutorialrank.com
This Tutorial contains 2 Papers
Assignment 1: Crime Scene Investigation
Due Week 3 and worth 160 points
Preliminary investigations do not necessarily yield enough information to prosecute a criminal case. Despite a thorough preliminary investigation, many cases require a follow - up investigation. Use your textbook, the Internet, and / or Strayer Library to research articles on crime scene investigation.
Running head: CYBERBULLYING 1
CYBERBULLYING 6
Cyberbullying and the First Amendment
Jane Doe
July 28, 2016
Cyberbullying and the First Amendment
All papers should have an introductory paragraph that provides background on the subject you are going to write about in the paper. I recommend finding a current event, perhaps an article where a student committed suicide after having been the target of cyberbullying. A good approach follows this line: Tell them what you are going to tell them (introduction), Tell them (body of paper), and Tell them what you told them (Conclusion). The introduction must contain a thesis statement previewing the paper. An examination of Minford School District’s school board policy as well as the faculty and student handbooks in addition to the relevant sections of the Ohio Revised Code followed by a review of the First Amendment arguments the student who is charged with cyberbullying might make, and the First Amendment responses based on case law the school district could argue, will provide insight into the issue of cyberbullying. (This is just an example off the top of my head). (Another approach for the purpose statement could be: Having been notified that a student in your class has been subjected to bullying through another classmate's Facebook page, a discussion of steps required by (enter your state's name)"s statutes, (enter your school district's name)'s school board policies as well as the student handbook, will provide a basis for examining any First Amendment arguments that the bullying has raised, and a discussion of the school district’s First Amendment argumentative responses consistent with the cases in the assigned readings.)
State Statutes and District Policies on Cyberbullying
Paragraph one should explain how the school district policy that you are examining addresses cyberbullying. You should examine the district’s policy, the faculty handbook, and the student handbook. Make sure that you are correctly providing in-text citations to these sources.
In a separate paragraph, you should examine your state’s laws on cyberbullying. (We looked these up in one of the DQs this week). The question you should answer after reviewing each of the above are what steps that a faculty member should take based on the laws and policies examined. Another issue to examine might be if the policy differentiates between cyberbullying that occurs out of school and cyberbullying that occurs during school. Remember to refer back to the facts of the specific scenario as you examine each of these laws or policies. Citations to sources should be used throughout the paper. Transition sentence into the next section of the paper goes here. Examples: Having examined the Minford Local School District’s policy, the faculty handbook, the student handbook, and the Ohio Revised Code, this paper w ...
FIR 3307, Community Risk Reduction for the Fire and Emergency .docxAKHIL969626
FIR 3307, Community Risk Reduction for the Fire and Emergency Services 1
Course Description
Provides an overview of the comprehensive approach to fire prevention within the community. Covers strategic planning
and community programs as they relate to fire safety prevention and terrorist incidents. Explores the plan review process,
code development, code enforcement, fire investigation, and evaluating prevention programs.
Course Textbook
Shaw, R. (Ed.). (2012). Community-based disaster risk reduction. Bingley, England: Emerald.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Become champions of risk reduction.
2. Develop and meet risk reduction objectives.
3. Identify and develop intervention strategies.
4. Implement a risk reduction program.
5. Review and modify risk reduction programs.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Units I-V, VII, and VIII contain Reading Assignments from one or more chapters from the
textbook. A Suggested Reading is listed in the Unit VII study guide. The reading itself is not provided in the
course, but students are encouraged to read the resource listed if the opportunity arises as it has valuable
information that expands upon the lesson material.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
6. Unit Assignments: Students are required to submit for grading Unit Assignments in each unit. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each Assignment. Specific information about accessing these rubrics is provided below.
7. Research Paper: Students are required to submit for grading a Research Paper in Unit VIII. Specific information
and instructions regarding this assignment are provided below. A grading rubric is included with this assignment.
Specific information for accessing this rubric is included below
FIR 3307, Community Risk Reduction
for the Fire and Emergency Services
Course Syllabus
FIR 3307, Community Risk Reduction for the Fire and Emergency Services 2
8. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
9. Student Break Room: This com ...
Privacy impact assessments (PIAs) are required by the E-Government Act of 2002 to evaluate privacy risks in federal IT systems and are submitted annually to the Office of Management and Budget. The document discusses researching how PIAs are used and the value they provide. A two to three page white paper must be written analyzing whether PIAs are useful policy tools by providing privacy protections and informing stakeholders like advocates, lawmakers, and policymakers. Research on privacy laws, PIA contents and use, and best practices for IT privacy protections must be included.
Assignment 2 - Geographic Issues in EuropeGEOGRAPHY OF EUROPEU.docxsalmonpybus
Assignment 2 - Geographic Issues in Europe
GEOGRAPHY OF EUROPE
University of Florida, Department of Geography
GEA 3500
Your Topic: Europe Will Never Be Integated.
You will be assigned an issue and a “side” to argue outlined in Tiersky, R., & Jones, E., (eds.), (2015) “Europe today, A twenty-first century Introduction”, 5th Edition, Roman and Littlefield, Plymouth, UK. ISBN 978-1-4422-2110-9. The book is on reserve in the Marston Science Library.
Each Issue assigned represents a Chapter in the text. While the “side” assigned may not be exactly the content of the Chapter, the text will provide you with the background information and basis for developing both your group (or individual) presentation and your paper.
Assignment 2a - The bulk of this assignment will be your summarization of the issue, outline of arguments and your development of a reaction based on your assigned issue in conjunction with outside sources (at least 4, appropriately referenced). You should conclude with your final reaction to the assigned issue and side. You may agree with the position assigned, disagree, remain skeptical or report a breakthrough in your opinion. The written portion is an individual assignment worth 15% of your grade.
Instructions and Format for European Issues Report - Assignment 2a
You are to read as much as you can to understand the issue you have been assigned, on either side of the topic, summarize your readings, write your opinions and evaluate how the side of this issue can be presented to your peers.
The objectives of the Issues Report assignment is to improve your writing skills, improve your ability to evaluate information that you read, and analyze the side of the issue you are assigned
Organization of Report
Introduction
State the title and side of the issue that you have been assigned. Outline the argument used for this issue. This will help you frame your investigation of relevant literature. What are the questions you will ask and answer about this issue? Provide a brief overview of your report.
Resource Information/References
What information did you find that has been written about this issue? Read as much as you can about this issue. Research and cite 4 additional references on this issue and summarize information and material from your readings. These readings will be listed in your Bibliography/References.
Evaluation and Analysis
Your readings should help to answer questions about the issue. This will provide you with a report framework. You will introduce your issue, consider it in context and provide your opinions based on research. Please demonstrate rational, reflective thought and logical arguments.
· Which aspects of European geography do your issue include (physical, social, political, population, medical, etc.)?
· What are the current conditions surrounding this issue?
· Who and what are involved in this issue: individuals, groups, officials, governments, companies, agencies, organizations?
· List a ter.
WEEK 3 RESEARCH PROJECT
(Set #1)
ACCT 429
DeVry University
IMPORTANT NOTE TO STUDENTS
This assignment is being distributed solely for your use in completing the Week 3 project in
DeVry University’s online Accounting 429 class. This assignment is an individual assignment,
and you are to complete it without any outside assistance by any other student, individual, or
outside materials, other than those specifically permitted by the problem. Any violations of
these requirements will be addressed as an academic integrity violation. Similarly, this
assignment may not be shared with any other student at any time, even after your completion
of the course. Students to do so may be subject to sanctions pursuant to DeVry’s academic
integrity policy, even though they may no longer be enrolled in Accounting 429.
Week 3 Research Project (Set #1)
DeVry University Acct 429
Performing tax research is an important part of tax practice. As outlined in Chapter 2 of your
textbook, tax law is developed through a number of different governmental entities. Congress
enacts the tax Code as statutory law. The Treasury Department is tasked with the
implementation of the tax Code and, in the course of doing so, develops a number of
documents and materials to aid taxpayers in understanding the Treasury Department's
interpretation of the code, including the Regulations. In turn, the Internal Revenue Service
("IRS”) has the direct responsibility for implementing the tax Code and in assessing and
collecting the applicable tax from taxpayers. In the course of its duties, it also develops a
number of materials, including Revenue Rulings, Revenue Procedures, and Private Letter
Rulings, in which it sets forth its understanding of the tax laws. Finally, the federal courts
decide tax cases in which taxpayers contest the government's interpretation of the tax laws. In
deciding these cases, the federal courts set forth binding interpretation of what the tax laws
provide. All of these materials (often called primary resources) are important resources in
performing tax research. On top of these primary sources of tax law, there are a number of
secondary materials provided by various organizations and publishers. These secondary
materials offer editorial analysis of the tax laws (somewhat akin to a Cliffs’ Notes® on tax laws)
to help tax practitioners understand the tax laws and apply them in given situations.
The following assignment has three (3) different graded elements. Two of them require you to
prepare tax file memoranda, while the remaining element requires you to compose an essay
answering the question asked. AS SUCH, YOU WILL BE SUBMITTING THREE SEPARATE
DOCUMENTS FOR THIS ASSIGNMENT.
1. The first two assignments require you to compose tax file memoranda. In each of these
problems, you will be given a fact pattern or issue that requires you to decide or analyze
a particular issu.
Similar to FIR 4301, Political and Legal Foundations of Fire Protection 1.docx (20)
One of the most common used risk management tools is the Incident Re.docxAKHIL969626
One of the most common used risk management tools is the Incident Reporting.
More recently, incident Reporting system incorporated computer technology that will provide information like:
1. Major incident category.
2. Early identification of patterns and trends in the "how" and "why" of untoward events.
3. Code vulnerability inductors.
Discuss the potential benefits to use this technology. There is any Limitation for the system? Explain.
.
One of the first anthropologists to examine religion in Africa was E.docxAKHIL969626
Edward Evans-Pritchard was one of the first anthropologists to study religion in Africa in the early 1900s. He learned about the religious beliefs of the Azande people by studying them in the documentary "Strange Beliefs: Sir Edward Evans-Pritchard". The video shows that the Azande explain unfortunate events as being caused by witchcraft and sorcery, and conduct rituals to counter these influences.
One of the most important concepts in clinical practice and group wo.docxAKHIL969626
One of the most important concepts in clinical practice and group work is confidentiality. All members of the group sign an informed consent form in order to address the rules and parameters of the group sessions. The rules regarding confidentiality are stated in one section of the form. Although every member must sign this agreement, ensuring that all information shared in the group remains confidential can be difficult. As the group leader, the clinical social worker is responsible for developing strategies so that all members feel safe to share.
For this Discussion, review the “Working With Groups: Latino Patients Living With HIV/AIDS” case study.
By Day 3
Post
strategies you might prefer to use to ensure confidentiality in a treatment group for individuals living with HIV/AIDS. Describe how informed consent addresses confidentiality in a group setting. How does confidentiality in a group differ from confidentiality in individual counseling? Also, discuss how you would address a breach of confidentiality in the group.
Required Readings
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014).
Social work case studies: Concentration year
. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].
“Working With Groups: Latino Patients Living With HIV/AIDS” (pp. 39–41)
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
Chapter 11, “Task Groups: Foundation Methods” (pp. 336-363)
Chapter 12, “Task Groups: Specialized Methods” (pp. 364–395)
Himalhoch, S., Medoff, D. R., & Oyeniyi, G. (2007). Efficacy of group psychotherapy to reduce depressive symptoms among HIV-infected individuals: A systematic review and meta-analysis.
AIDS Patient Care and STDs,
21
(10), 732–739
Lasky, G. B., & Riva, M. T. (2006). Confidentiality and privileged communication in group psychotherapy.
International Journal of Group Psychotherapy
,
56
(4), 455–476.
Toseland, R. W., & Rivas, R. F. (2017).
An introduction to group work practice
(8th ed.). Boston, MA: Pearson.
Chapter 1, “Introduction” (pp. 1–42)
Chapter 2, “Historical and Theoretical Developments” (pp. 45–66)
Working With Groups:
Latino
Patients Living
WithHIV/AIDS
The support group discussed here was created to address the unique needs of a vulnerable population receiving services at an outpatient interdisciplinary comprehensive care center. The center’s mission was to provide medical and psychosocial services to adult patients living with HIV/AIDS (PLWH). Both patients and providers at the center expressed a need for a group to address the needs of the center’s Latino population. At the time the group was created, 36% of the center’s population identified as Latino, and 25% of this cohort identified Spanish as their primary language. The purpose of the group was twofold: 1) to reduce the social isolation felt by Latino patients at the center and 2) to create a culturally sensitive environm.
One function of a leader is to provide the vision for the organizati.docxAKHIL969626
One function of a leader is to provide the vision for the organization that they lead. Being a role model and leading the way forward are important aspects of leadership.
If you were leading an Internet retailer or another organization that involves innovative technology and organizational flexibility, describe the process that you would use to create a vision for the organization.
How would you get the employees involved in the vision?
Describe how the process would differ between an Internet retailer and a brick and mortar retailer.
.
One could argue that old-fashioned attitudes regarding gender and t.docxAKHIL969626
One could argue that old-fashioned attitudes regarding gender and "traditional" gender roles are becoming obsolete. In many parts of the world women head major corporations and hold high positions of power—positions historically seen as being of the male domain. In turn, many men freely choose to be "stay-at-home-dads" or enter professions that were once considered to be "feminine." Naturally, our contemporary views of gender and gender roles illustrate the social progress we have made as one human culture.
Yet, prehistoric and ancient works of art tell a different story—one that reinforces old-fashioned gender roles (and maybe for good reason). Prehistoric and ancient representations of gender illustrate the social norms of their periods. Naturally, these works of art were produced by people whose lives and values were quite different from ours. Yet, the views of gender presented by these works of art are, despite our contemporary sensibilities, are still very recognizable.
Write an essay that analyzes the representation of gender and gender roles as seen in
Woman of Willendorf
(prehistoric: c. 25,000–20,000 B.C.E.) and
Kouros
/
Statue of Standing Youth
(ancient Greece: c. 580 B.C.E.).
.
One of the hallmarks of qualitative research is writing detailed obs.docxAKHIL969626
One of the hallmarks of qualitative research is writing detailed observations when collecting data. For this assignment, take a notebook with you to a public setting where social interaction takes place (restaurant, public library, public park, shopping mall, airport, etc.). Observe for an hour, then write up your notes into a descriptive vignette, looking for patterns in events and actions.
Observe as though you are a stranger in a new country, trying to make sense of the action around you. Describe how things look, smell, sound, feel, etc. Be as descriptive as possible. Write up your observations into a vignette with the intention of having readers feel as though they are in the environment you choose to observe. Do not be shy to talk to people and ask what they are doing for more information.
REMEMBER to concentrate on observing the
context
only (NO PERSONAL OPINIONS)! This paper should be no longer than 3 pages double-spaced. There is going to be follow-up with this assignment in Module 8.
Assignment Specifics:
· Student will write a 3 double-spaced reflective paper.
· Citations from any of the required reading/presentations from the assigned module
· APA format
.
One of the three main tenants of information security is availabilit.docxAKHIL969626
One of the three main tenants of information security is availability. It is also one of the least thought about. Explain the importance of availability? Do you believe it should be more important than the other two tenants (confidentiality/integrity)? Why is it important to know the value of your data when it comes to availability?
Requirements:
Initial posting by Wednesday
Reply to at least 2 other classmates by Sunday (Post a response on different days throughout the week)
Provide a minimum of 3 references on the initial post and on any response posts.
Proper APA Format (References & Citations)/No plagiarism
.
One of the challenges in group problem solving is identifying the ac.docxAKHIL969626
This document discusses identifying the actual problem in group problem solving. It notes that groups often try to fix symptoms instead of the underlying problem. Readers are asked to review an attached scenario, identify the problem in a short statement, and explain why their identified problem is the root cause rather than a symptom.
One is the personal plot that unfolds around the relationships betwe.docxAKHIL969626
This document discusses the two main plots in Shakespeare's play Othello: the personal plot surrounding the relationships between the main characters, and the public plot of Venice's war with the Turks. It asks how these two plots intersect and overlap in terms of the main themes of the play, and points to a line from Act I, scene iii that suggests the Turkish ships may be just for show rather than a real threat, connecting the public and personal plots.
One and half pagesimple, noplagarism Title page, abstr.docxAKHIL969626
One and half page
simple, noplagarism
Title page, abstract, table of contents, list of figures, list of tables are all
not required
in the discussion forums. All other aspects of
APA (citations, list of references, correct spacing & formatting, etc.)
are
required to receive full credit
You must
engage
(not just agree, disagree, or repost you own posting) at least two of your classmates in the discussions each week to receive full credit
Each question should be researched and supported with some peer reviewed sources other than or in addition to your textbook
Discussion posts are assessed on a rubric with equal weight given to 5 assessable items: Comprehension, Timeliness, Engagement, Critical Thinking, and APA/Mechanics
Digital Forensics
There are three primary goals with digital forensics:
Collect electronically stored information in a sound, defensible manner,
Analyze the results of the collections, and
Present the findings either in formal legal proceedings or less formally to inform a client.
Electronic evidence can be short-lived and fragile. It needs to be collected in a defensible, methodological manner to preserve it accurately, and to withstand scrutiny in legal proceedings. (chain of custody)
Electronic evidence can be highly probative, both as it appears to users, and behind the scenes. There is a lot of information that a computer user never sees (e.g. metadata, logs, registry entries). This behind-the-scenes evidence may provide a wealth of information about who did what when and where. Forensic analysts are trained to preserve, collect and interpret this kind of evidence.
Some digital files can be recovered, even if a user has tried to delete them.
Locate a famous case where digital forensics played a role, and share it with the class. Discuss how digital forensics was critical in cracking the case. Examples are listed below, but
you can’t use them – find your own.
Famous cases cracked with digital forensics
Be it a text message, Google searches or GPS information, a person’s digital footprint can provide plenty of ammunition in the courtroom. Here are a few cases where digital forensics played a critical role in bringing about justice
.
1. The BTK Killer, Dennis Rader
Perhaps the most famous case to be solved through digital forensics is that of
the BTK Killer Dennis Rader
, with “BTK” referring to his MO of “bind, torture and kill.” Rader enjoyed taunting police during his killing sprees in Wichita, KS. But this also proved to be his fatal flaw. A floppy disk Rader sent to police revealed his true identity. He was soon arrested, pled guilty and was put behind bars for life, much to the relief of his long-terrorized community.
2. Dr. Conrad Murray’s lethal prescriptions
Another recent case solved with digital forensics was that of
Dr. Conrad Murray, personal physician of Michael Jackson
. Digital forensics played a crucial role in the trial. After Jackson passed away unexpectedly in 20.
One 750 - word essay exploring an art historical issue presented in .docxAKHIL969626
This 6-page document is a statement from the Combahee River Collective, a group of Black feminists. A student is asked to write a 750-word essay reacting to and adding their own thoughts on an art historical issue presented in the document. They should explore an issue from the class and discuss the Collective's statement while including some of their own analysis.
One of the most interesting items in the communication realm of orga.docxAKHIL969626
One of the most interesting items in the communication realm of organization management is the informal grapevine. The informal grapevine has the capacity to undermine the official communication function of a criminal justice organization.
Discuss what a grapevine is and the best methods to counteract it.
.
One of the most important filmmakers of the twentieth centur.docxAKHIL969626
One of the most important filmmakers of the twentieth century to release such popular films such as Ferris Bueller’s Day Off, and The Breakfast Club was someone by the name of John Hughes. Born February 18 in 1950, he sadly died 11 years ago due to a heart attack. Brought up in Michigan, John Hughes started off by creating jokes for already famous comedians. He then began to capture the interest of adolescents in the 1980’s with his work. Movies such as The Breakfast Club;Sixteen Candles;Ferris Bueller's Day Off;Plane, Trains, and Automobiles; and Home Alone gained a huge amount of popularity over time. These movies usually ended in a good way but not without a struggle along the way.
One of John Hughes most popular film’s, titled The Breakfast club takes place in a school library setting as the main 5 students are tasked with learning and understanding each other. Understanding their dislikes for teachers, parents, as well as going through the peer pressure of their respective social groups. This film highly resembles Hughes' work as it reaches toward the best of society with all different types of popular culture which explains why the movie takes place in a library, with the students surrounded by art, books, and statues.
Hughes was very well known as being the king of highschool movies. All of his work dealt with teenagers and the issues they dealt with. Ferris Bueller
Ferris Buellers was one of Hughes' first comedies, and it is the most original movie about high school that has ever been made. There wasn't a movie like it before it was made, and since many attempts have been made to recapture what Ferris Buellers brought to the table. Unfortunately, that is impossible. A big part of Ferris Bueller's magic was the originality of Hughes' vision. He looked at teenagers and high school life from a completely new perspective. Hughes created a world where everything worked out for the hero, and everyone can identify with that.
.
One of the ways businesses provide secure access to their networ.docxAKHIL969626
One of the ways businesses provide secure access to their network (or a subset of their network) to remote (or mobile) users is to use virtual private networks (VPNs). VPNs allow users to connect securely (over an encrypted link) to a network. For this discussion:
Define the term virtual private network
Discuss the goal(s) of a VPN
Describe different types of VPNs (hardware or software based)
Discuss how the use of a VPN may support BYOD (bring your own device)
List several commonly available (open source) VPNs
Describe best practices for using a VPN
300 Words NO Plagiarism
.
On Stretching Time (250 Words)The given paradigms by which we.docxAKHIL969626
On Stretching Time (250 Words)
“The given paradigms by which we are to understand and use academic freedom isolate utterances and individuals to insist that the contexts that matter are professional and institutional. But if we stretch time, the potent context of modern nationalism/settler colonialism becomes strongly palpable.”
Kandice Chuh argues that it is imperative for us to “stretch time”: to be able to place utterances and individuals in the academic context in the broader context of modern nationalism and settler colonialism. What is something someone can only understand about you by bringing in a larger context? Write that, and also the larger context needed to understand.
.
On the evening news, social media and even in conversation, do you f.docxAKHIL969626
On the evening news, social media and even in conversation, do you feel that noting where data and other vital information being shared came from could alleviate confusion, frustration and "gossip"? If so, where should we draw the line? Do you trust what others discuss with you? Or do you "fact check"?
.
On p. 98-99 of Music and Capitalism, Tim Taylor writes, The.docxAKHIL969626
On p. 98-99 of
Music and Capitalism,
Tim Taylor writes, “These and other Western star musicians employ other common discourses about the musicians with whom they worked and the musics they appropriated or collaborated with. The dominant ideology and discourse are that non-Western musics are a kind of natural resource that is available for the taking, though these acts of appropriation are frequently tempered by the Western star’s appearance alongside the non-Western musicians in publicity photographs, on recordings, and in liner notes.”
Review your notes from class about important words, or look these up as necessary: discourse, appropriation, collaboration, ideology
Then, write a response that does the following:
Explain: what does this quotation mean in your own words?
How does the
Graceland
example fit in with what Tim Taylor is talking about here
?
Think of another time that musicians with different power positions are part of a musical performance or recording (you can use one in the chapter, like
Buena Vista Social Club, Deep Forest,
“The Lion Sleeps Tonight,” “Return to Innocence,” “El Condor Pasa,” or
Talking Timbuktu
, or one not in the reading that interests you). Describe the relationship between the musicians, and argue whether you think the album/performance is appropriation, collaboration, sampling, or something else. If the artists have different positionalities in terms of race, gender, and/or country of origin, comment on the effect this has. Give your opinion on ethical questions raised in this particular situation.
Your response should be about 3-5 paragraphs (minimum 12 sentences) in length. For part c, you will need to reference and cite an additional source (i.e. web site, album, academic source, news article, etc.)
.
On 1 January 2016, the 17 Sustainable Development Goals (SDGs) o.docxAKHIL969626
On 1 January 2016, the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development — adopted by world leaders in September 2015 at an historic UN Summit — officially came into force. These goals address every topic of concern we have discussed this semester. Over the coming decade, it's the hope of UN member nations (which includes the U.S.) that the SDGs will universally be applied to all, countries will mobilize efforts to end all forms of poverty, fight inequalities and tackle climate change, while ensuring that no one is left behind.
With the SDGs as your reference, answer these questions:
Are any of the 17goals from the UN website particularly unrealistic—describe, in detail, why you think so (or not).
Which of the 17 goals do you believe is the highest priority for the world and why? Cite specific examples from class content, discussions and assessments.
.
On September 11, 2001 the U.S. changed forever. While the U.S. had s.docxAKHIL969626
On September 11, 2001 the U.S. changed forever. While the U.S. had suffered attacks before, nothing to this scale and magnitude. The attacks were aimed at highly populated areas (NYC) and homes for the government and armed forces (Washington, D.C. and the Pentagon). The World Trade Centers were an ideal target for their height and location. For your own post, consider vulnerable populations. What constitutes vulnerability in populations living in disaster prone areas? Consider NYC, these attacks were neither the first nor the last attacks NYC has suffered. Why is NYC such a hub for terrorist attacks? Try considering other areas, other than NYC, and provide an example from a recent disaster. Unfortunately, there are many. You can discuss man-made disasters or natural disasters.
250 Words
.
On January 28, 1986, the Space Shuttle Challenger was destroyed upo.docxAKHIL969626
On January 28, 1986, the Space Shuttle Challenger was destroyed upon launch from Cape Canaveral, Florida killing all seven astronauts on board. Conduct a literature and an Internet search on the topics of the Challenger disaster and groupthink. Then, discuss how groupthink might have created decision-making problems for NASA and its booster contractor. Cite at least two sources in your answer.
250 words and list references
.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
FIR 4301, Political and Legal Foundations of Fire Protection 1.docx
1. FIR 4301, Political and Legal Foundations of Fire Protection 1
Course Description
Examines the legal aspects of fire service and the political and
social impacts of legal issues. Includes a review of the
American legal system and in-depth coverage of legal and
political issues involving employment and personnel matters.
Course Textbook
Bennett, L. T. (2008). Fire service law. Upper Saddle River, NJ:
Prentice Hall.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify potential legal and political issues in fire and
emergency services.
2. Describe legal lessons learned from recent cases, and identify
best practices in the fire service to avoid
legal liability.
3. Analyze and apply legal rules and political issues to manage
2. risk.
4. Formulate political and legal conclusions and
recommendations based on analysis.
5. Locate and apply recent legal and legislative online
resources.
Credits
Upon completion of this course, the students will earn three (3)
hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Unit Learning
Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which
discusses unit material.
3. Reading Assignments: Each unit contains Reading
Assignments from one or more chapters from the textbook.
Suggested Readings are listed in each unit study guide. The
readings themselves are not provided in the course,
but students are encouraged to read the resources listed if the
opportunity arises as they have valuable
information that expands upon the lesson material.
4. Key Terms: Key Terms are intended to guide students in their
course of study. Students should pay particular
attention to Key Terms as they represent important concepts
within the unit material and reading.
3. 5. Discussion Boards: Discussion Boards are a part of all CSU
term courses. More information and specifications
can be found in the Student Resources link listed in the Course
Menu bar.
6. Unit Assignments: Students are required to submit for
grading Unit Assignments in Units I-VIII. Specific
information and instructions regarding these assignments are
provided below. Grading rubrics are included with
all Assignments. Specific information about accessing these
rubrics is provided below.
7. Ask the Professor: This communication forum provides you
with an opportunity to ask your professor general or
course content related questions.
8. Student Break Room: This communication forum allows for
casual conversation with your classmates.
FIR 4301, Political and Legal
Foundations of Fire Protection
Course Syllabus
FIR 4301, Political and Legal Foundations of Fire Protection 2
CSU Online Library
The CSU Online Library is available to support your courses
and programs. The online library includes databases,
journals, e-books, and research guides. These resources are
4. always accessible and can be reached through the library
webpage. To access the library, log into the myCSU Student
Portal, and click on “CSU Online Library.” You can also
access the CSU Online Library from the “My Library” button on
the course menu for each course in Blackboard.
The CSU Online Library offers several reference services. E-
mail ([email protected]) and telephone
(1.877.268.8046) assistance is available Monday – Thursday
from 8 am to 5 pm and Friday from 8 am to 3 pm. The
library’s chat reference service, Ask a Librarian, is available
24/7; look for the chat box on the online library page.
Librarians can help you develop your research plan or assist you
in finding relevant, appropriate, and timely information.
Reference requests can include customized keyword search
strategies, links to articles, database help, and other
services.
Unit Assignments
Unit I Case Study
Case Study 1: 50 points
Read the U.S. Department of Commerce’s National Institute of
Standards and Technology report on the February 20,
2003 fire at The Station nightclub in Rhode Island that killed
100 people. The report is available at
http://www.nist.gov/manuscript-publication-
search.cfm?pub_id=100988
Prepare a memo to your fire chief that outlines the “lessons
learned” from that incident and that addresses corrective
5. actions that your department and/or the state fire marshal should
take.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Case Study 2: 50 points
Read the NIOSH Fire Fighter Fatality Investigation Report F-
2001-16 on the LODD of a career firefighter who died in
responding to a house fire resulting from an improperly
installed hot water heater. The report is available at
http://www.cdc.gov/niosh/fire/reports/face200116.html.
The firefighter’s widow filed suit against the heating and
ventilation company that sold the water heater, the plumber that
installed it, and the homeowner. The case never went to hearing
since it was settled during the pre-trial discovery stage,
as is commonplace.
Research the fireman’s rule in your state, and determine
whether it has been modified by statute. Discuss the above
incident and whether you believe each of the defendant’s would
be found liable under the current status of the rule in your
state and whether that is fair and reasonable.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Please submit your Case Study 1 and 2 responses as one word
6. document.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit II Case Study
Case Study 1: 50 points
Review Articles V and VI of the EMAC legislation Public Law
104-321.
mailto:[email protected]
http://www.nist.gov/manuscript-publication-
search.cfm?pub_id=100988
http://www.cdc.gov/niosh/fire/reports/face200116.html
FIR 4301, Political and Legal Foundations of Fire Protection 3
To do this, copy and paste the following web address into a web
browser: http://www.gpo.gov/fdsys/pkg/PLAW-
104publ321/pdf/PLAW-104publ321.pdf
Assume that in response to a request for support from a
neighboring state, your fire department decides to send one
engine and a crew of four career firefighters/paramedics. You
are not selected. One of your best friends who has been
selected urges you to drive to the site of the call in the
neighboring state in your own vehicle and hook up with the
engine
company when you get there.
From pre-EMAC and post-EMAC perspectives, describe what
7. legal liability risks you are personally incurring when
rendering medical assistance as an out-of-state paramedic who
is “freelancing”. If the incident commander allows you to
participate in response, is he or she and/or your home
municipality facing potential liability? Be sure to address each
issue
from both perspectives.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Case Study 2: 50 points
The St. Louis Fire Department experienced a heavy drop in
emergency vehicle accidents after issuing an SOP that
requires “on the quiet” responses (no red lights or sirens) for
incidents such as automatic alarms, smoke detectors,
sprinkler alarms, manual pull stations, carbon monoxide
detectors, and natural gas leaks. Many fire departments limit
“hot” responses to alarm drops to the first due engine and,
possibly, a battalion chief. Other departments will send an
engine company to accompany an emergency medical services
squad, but the engine company goes “on the quiet.”
A couple of terrific studies of such policies in Anne Arundel
County, MD, and Philadelphia, PA, are available via the U.S.
Fire Administration’s website.
Williams, A. S., Anne Arundel County Fire Department. (2005).
Identifying issues when responding without lights and
siren to selected call types for the Anne Arundel County Fire
Department. Emmitsburg, MD: National Fire
8. Academy. Retrieved from
http://nfa.usfa.fema.gov/pdf/efop/efo38659.pdf
You can locate the above study through one of the following
ways:
http://nfa.usfa.fema.gov/pdf/efop/efo38659.pdf
page with
a link to the .pdf:
http://usfa.kohalibrary.com/app/work/173444
following website: http://usfa.kohalibrary.com/
Hargett, E. F., Philadelphia Fire Department. (2005). Preventing
emergency vehicle accidents in the Philadelphia Fire
Department. Emmitsburg, MD: National Fire Academy.
Retrieved from
http://nfa.usfa.fema.gov/pdf/efop/efo38366.pdf
You can locate the above study through one of the following
ways:
following link into a web browser:
http://nfa.usfa.fema.gov/pdf/efop/efo38366.pdf
a link to the PDF:
http://usfa.kohalibrary.com/app/work/173362
9. 38366) at the
following website: http://usfa.kohalibrary.com/
Describe what fire departments have done in your particular
state to develop a similar SOP that addresses emergency
response on certain runs.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Please submit your Case Study 1 and 2 responses as one word
document.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
http://www.gpo.gov/fdsys/pkg/PLAW-104publ321/pdf/PLAW-
104publ321.pdf
http://www.gpo.gov/fdsys/pkg/PLAW-104publ321/pdf/PLAW-
104publ321.pdf
http://usfa.kohalibrary.com/app/work/173444
http://usfa.kohalibrary.com/
http://usfa.kohalibrary.com/app/work/173362
http://usfa.kohalibrary.com/
FIR 4301, Political and Legal Foundations of Fire Protection 4
Unit III Case Study
10. Case Study 1: 50 points
Review Case Study 6-2: Firefighter Mandatory Retirement Age,
found on page 75 in the textbook. Minch v. City of
Chicago, 363 F.3d 615 (7th Cir. April 9, 2004).
The full decision is available at http://caselaw.findlaw.com/us-
7th-circuit/1314030.html
Discuss whether you believe it is appropriate for physical
examination/tests to be given more frequently as firefighters
increase in age to ensure they are physically capable of
handling the duties and responsibilities of the job. As part of
your
analysis of this issue, address whether you believe all
firefighters, including those in administrative positions, should
be
required to pass annual physical examinations/tests.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Case Study 2: 50 points
Review Case study 7-2: Employer “Mixed Motive” When
Terminating Female-Circumstantial Evidence Admissible to
Prove Anti-Female Workplace/U.S. Supreme Court, found on
page 85 in the textbook. Desert Palace, Inc. dba Caesers
Palace Hotel and Casino v. Costa, 539 U.S.90 (2003; U.S.
Supreme Court, (June 9, 2003).
The full decision is available at
http://www.law.cornell.edu/supct/html/02-679.ZS.html
11. Then, consider this hypothetical situation. You are the fire
chief. A female firefighter has complained to you about ongoing
harassment, and you have promptly investigated and verbally
cautioned her male crew members to stop the harassment.
Describe what steps you should next take when you receive
complaints from those same crew members about her lack of
cooperation and substandard performance.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Please submit your Case Study 1 and 2 responses as one Word
document.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit IV Case Study
Case Study 1: 50 points
Review Case Study 8-1: Fire Apprentice Program to Recruit
Minorities – Added Points on Entrance Test, found on page
99 in the textbook. IAFF Local 136 v. City of Dayton, 107 Ohio
St. 3d 10, 2005-Ohio-5826 (November 16, 2005).
To view the full decision copy and paste the following web
address into a web browser:
http://www.sconet.state.oh.us/rod/docs/pdf/0/2005/2005-ohio-
5826.pdf
12. Although the Ohio Supreme Court found the added points
program did not violate the rights of male and non-minority
applicants, describe some alternative means or programs that
the fire department might use to recruit female and minority
firefighters.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
http://www.law.cornell.edu/supct/html/02-679.ZS.html
http://www.sconet.state.oh.us/rod/docs/pdf/0/2005/2005-ohio-
5826.pdf
FIR 4301, Political and Legal Foundations of Fire Protection 5
Case Study 2: 50 points
Review Case study 9-2: Firefighter with Back Injury Offered
Light Duty in Police Department, found on page 116 in the
textbook. Pfanz v. City of Cincinnati, 149 Ohio App.3d 743,
778 N.E.2d 1073 (Ohio 1st District Court of Appeals (2002)).
To view the full decision copy and paste the following web
address into a web browser:
http://www.supremecourt.ohio.gov/rod/docs/pdf/1/2002/2002-
Ohio-5492.pdf
Large fire departments typically have light duty assignments
available for firefighters who are temporarily unable to
perform the essential functions of their regular job. However,
13. many smaller departments do not have such
accommodations available.
Explain the obligations of employers and employees to enter
into discussions regarding reasonable accommodations.
Also, discuss whether the department that does offer an
accommodation, such as a light duty assignment, should impose
a time limit for when the firefighter must either return to full
duty, take disability retirement, or otherwise leave the
department.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Please submit your Case Study 1 and 2 responses as one Word
document.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit V Case Study
Case Study 1: 50 points
Review Case Study 11-3: Comp Time – Public Employers
Offering Instead of Overtime Pay/U.S. Supreme Court, found
on page 146 in the textbook. Christensen v. Harris County, 529
U.S. 576 (2000).
The full decision is available at
http://supreme.justia.com/cases/federal/us/529/576/case.html
Many fire departments have rules regarding the maximum
compensation time that employees may accumulate and also
14. how compensation time is paid at retirement or termination.
Discuss the rules regarding compensation time accrual and use
in your fire department or another department in your
state and compare and contrast them to those at issue in
Christensen. Be sure to address if and how the rules comply
with the FLSA.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Case Study 2: 50 points
Review Case Study 12-1: Random Drug testing – No History of
Drug Problems on Fire Department, found on page 152 in
the textbook. Petersen v. City of Mesa, 83 P.3d 35 (Ariz. 2004),
Arizona Supreme Court
No. CV-03-0100-PR.
To view the full decision copy and paste the following web
address into a web browser:
https://www.courtlistener.com/ariz/5rSY/petersen-v-city-of-
mesa/
Though the Arizona Supreme Court found Mesa’s random drug
testing to be outside the “closely guarded category of
constitutionally permissible suspicionless searches”, a number
of Appeals Court cases have upheld drug testing of
firefighters in general, finding that that they do serve in
“safety-sensitive” positions.
Discuss whether your fire department or another fire department
in your state has a random drug testing program. Briefly
15. outline the provisions of the program. Also, explain if and how
this program is addressed in your union’s collective
bargaining agreement with your employer.
http://www.supremecourt.ohio.gov/rod/docs/pdf/1/2002/2002-
Ohio-5492.pdf
http://supreme.justia.com/cases/federal/us/529/576/case.html
https://www.courtlistener.com/ariz/5rSY/petersen-v-city-of-
mesa/
FIR 4301, Political and Legal Foundations of Fire Protection 6
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Please submit your Case Study 1 and 2 responses as one Word
document.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit VI Case Study
Case Study 1: 50 points
Review Case Study 14-1: Physical Fitness and Wellness
Program – Annual Medical Exam, found on page 184 in the
textbook. Weimer v. City of Baton Rouge, 915 So.2d 875
(La.App. May 6, 2005).
16. The full decision is available at
http://scholar.google.com/scholar_case?case=181494120793191
8549&hl=en&as_sdt=2&as_vis=1&oi=scholarr
This case addressed the legality of imposing a health and
wellness program on firefighters.
Describe the nature of the health and wellness program in your
fire department or another department in your state.
Explain the process by which the program was implemented and
the union’s part, if any, in that process. Address the
aspects of the program requiring voluntary or mandatory
participation and, if applicable, disciplinary or non-disciplinary
actions resulting from refusal to participate.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Case Study 2: 50 points
Review Case Study 14-3: Physical Ability Testing, Adverse
Impact on Female Firefighters, found on page 187 in the
textbook. Victoria Pietras v. Board of Fire Commissioners of
the Farmingdale Fire District, 180 F.3d 468 (2nd Cir. 1999).
The full decision is available at
http://openjurist.org/180/f3d/468/pietras-v-board-of-fire-
commissioners-of-the-farmingville-fire-district
This case addressed the disparate impact of a physical agility
test on female firefighters.
Describe the physical agility testing done by your fire
17. department or a department in your state. Address whether the
testing is work related and reflects a “real world” scenario.
Also, discuss whether you believe the testing has a disparate
impact based upon sex or age.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Please submit your Case Study 1 and 2 responses as one Word
document.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit VII Case Study
Case Study 1: 50 points
Review Harmon v. Ogden City Corporation, 2007 UT App. 336,
Case No 20060434-CA, October 18, 2007.
The full decision is available at
http://caselaw.findlaw.com/ut-court-of-appeals/1238012.html
Harmon was a captain who was terminated for his involvement
in a number of inappropriate, off duty activities during his
twenty-one year career.
http://scholar.google.com/scholar_case?case=181494120793191
8549&hl=en&as_sdt=2&as_vis=1&oi=scholarr
http://openjurist.org/180/f3d/468/pietras-v-board-of-fire-
commissioners-of-the-farmingville-fire-district
http://caselaw.findlaw.com/ut-court-of-appeals/1238012.html
18. FIR 4301, Political and Legal Foundations of Fire Protection 7
Discuss what policies your department has in place to prevent
and address off duty activities, such as those in Harmon.
Describe any training that is conducted or that you believe
should be conducted to address the impact of off duty activities
on your official position. In your description, identify whether
this training covers ethics and conflicts of interest. Also,
address whether you believe Harmon’s termination was an
appropriate sanction.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Case Study 2: 50 points
Review In the Matter of an Act 111 Interest Arbitration between
City of Philadelphia and International Association of Fire
Fighters, Local 22, AAA Case No. 14 360 L 00532 09, Issued
July 2, 2012.
To view the full decision copy and paste the following web
address into a web browser:
http://media.philly.com/documents/Local+22+Remand+Award+
w+Dissent+and+Concurrence+(July+2).pdf
The International Association of Fire Fighters (IAFF), Local 22,
has been pursuing payment of its $200M arbitration award
for a number of years. The initial award was reviewed and
vacated by the Philadelphia County Court of Common Pleas
19. and then remanded back to the arbitration panel.
Discuss whether you agree or disagree with the panel’s final
decision in light of the dire budget issues facing Philadelphia.
Should the city’s budget woes be taken into consideration by
the panel, and, if so, how much weight would you give to the
situation? Describe the dispute resolution provision in your
collective bargaining agreement or, if you do not have one,
describe the provision for one of your local firefighters’ unions.
Discuss whether you believe such a provision is fair and
equitable for both parties.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Please submit your Case Study 1 and 2 responses as one Word
document.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit VIII Case Study
Case Study 1: 50 points
Review Case Study 18-1: EMT Injured by Toxic Fumes - Files
Suit Against Chemical Company, found on page 231 in the
textbook. Kapherr v. MFG Chemical, Inc., No. A06A0184,
December 28, 2005.
The full decision is available at
http://caselaw.findlaw.com/ga-court-of-appeals/1005355.html
20. In Kapherr, the Georgia Court of Appeals found that the
fireman’s rule does apply to emergency medical technicians.
Address the argument that Kapherr maintained regarding
treating the injured only if the scene had been secured. Do you
agree with the court’s reasoning in responding to this defense?
Explain why, or why not.
Describe a set of circumstances under which it would not be
reasonable to consider that the emergency responder has
assumed the risk of the hazardous circumstances at the scene.
Research and determine the status of the fireman’s rule in
Georgia. Identify whether there has been any change to the
law since Kapherr. Research and determine the status of the
Fireman’s rule in your state. If your state is Georgia or
Florida, please select a neighboring state. Has the rule been
adopted and enacted into law? Have there been any
exceptions enacted into law?
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
http://media.philly.com/documents/Local+22+Remand+Award+
w+Dissent+and+Concurrence+(July+2).pdf
http://caselaw.findlaw.com/ga-court-of-appeals/1005355.html
FIR 4301, Political and Legal Foundations of Fire Protection 8
Case Study 2: 50 points
21. Read Espinoza v. Schulenburg, CV-05-0158-PR, Arizona
Supreme Court, 2006.
To view the full decision copy and paste the following web
address into a web browser:
http://www.myazbar.org/AZAttorney/PDF_Articles/0706appella
te.pdf
Espinoza was an off duty firefighter and emergency medical
technician who was injured while providing roadside
assistance to the Schulenburgs. The trial court granted summary
judgment to the Schulenburgs, holding that the
firefighter's rule bars Espinoza's claim. The court of appeals
reversed that decision, holding that the firefighter's rule
should be narrowly construed so as not to bar the claims of off
duty firefighters.
To see the full Court of Appeals decision, copy and paste the
following web address into a web browser:
http://statecasefiles.justia.com/documents/arizona/court-of-
appeals-division-one-published/CV040438.pdf
However, the appeals court remanded for determination of
whether Espinoza had a duty as part of her job as a firefighter
to render assistance, in which case the court would apparently
conclude that the rule should apply to bar her suit. On
appeal to the Arizona Supreme Court, a more conclusive
decision was handed down. That Court made the clear
distinction between on-duty and off duty, finding that Espinoza
volunteered to render aid and, therefore, the fireman’s rule
did not apply.
Discuss how the Arizona Supreme Court distinguished between
on-duty and off duty. Do you agree with this distinction?
Can you suggest other distinguishing factors that should have
22. been considered? Should the fact that one receives
workers’ compensation for the injury enter into the distinction?
Describe how your department addresses rendering aid off
duty. Is it part of your “duty” as a firefighter, or is it more so an
ethical duty? Also, describe how your department
addresses off duty injuries incurred as a result of rendering aid.
Your response should be at least 300 words in length. You are
required to use at least your textbook as source material
for your response. All sources used, including the textbook,
must be referenced; paraphrased and quoted material must
have accompanying citations.
Please submit your Case Study 1 and 2 responses as one Word
document.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Submitting Course Papers/Projects
Once you have completed your papers/projects, submit your
completed papers/projects by uploading through the
Assignment tab in each unit. Do not e-mail your paper directly
to your professor. By using the Assignment tab, your record
will automatically be updated to indicate you have submitted
your papers/projects and the assignment will be provided to
your professor for grading. Instructions for submitting your
assignment can be found under the Assignment tab in each
unit.
APA Guidelines
23. The application of the APA writing style shall be practical,
functional, and appropriate to each academic level, with the
primary purpose being the documentation (citation) of sources.
CSU requires that students use APA style for certain
papers and projects. Students should always carefully read and
follow assignment directions and review the associated
grading rubric when available. Students can find CSU’s Citation
Guide by clicking here. This document includes examples
and sample papers and provides information on how to contact
the CSU Success Center.
Grading Rubrics
This course utilizes analytic grading rubrics as tools for your
professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of
the learning activity and describes the criteria for each
level of achievement. In addition, a rubric is a reference tool
that lists evaluation criteria and can help you organize your
http://www.myazbar.org/AZAttorney/PDF_Articles/0706appella
te.pdf
http://statecasefiles.justia.com/documents/arizona/court-of-
appeals-division-one-published/CV040438.pdf
http://www.columbiasouthern.edu/downloads/pdf/success/citatio
n-guide
FIR 4301, Political and Legal Foundations of Fire Protection 9
efforts to meet the requirements of that learning activity. It is
imperative for you to familiarize yourself with these rubrics
24. because these are the primary tools your professor uses for
assessing learning activities.
Rubric categories include: (1) Discussion Board, (2) Assessment
(Written Response), and (3) Assignment. However, it is
possible that not all of the listed rubric types will be used in a
single course (e.g., some courses may not have
Assessments).
The Discussion Board rubric can be found within Unit I’s
Discussion Board submission instructions.
The Assessment (Written Response) rubric can be found
embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when
written-response questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study,
research paper) will have its own rubric. The Assignment
rubrics
are built into Blackboard, allowing students to review them
prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the
Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the
course menu by selecting “Tools” and then “My Grades.”
Again, it is vitally important for you to become familiar with
these rubrics because their application to your
Discussion Boards, Assessments, and Assignments is the
method by which your instructor assigns all grades.
Communication Forums
25. These are non-graded discussion forums that allow you to
communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not
required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to
these forums are provided below.
Click here for instructions on how to subscribe/unsubscribe and
post to the Communication Forums.
Ask the Professor
This communication forum provides you with an opportunity to
ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course
components, textbook or course content elaboration,
additional guidance on assessment requirements, or general
advice from other students.
Questions that are specific in nature, such as inquiries regarding
assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If
you have questions, comments, or concerns of a non-
public nature, please feel free to email your professor.
Responses to your post will be addressed or emailed by the
professor within 48 hours.
Before posting, please ensure that you have read all relevant
course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other
important information.
Student Break Room
This communication forum allows for casual conversation with
your classmates. Communication on this forum should
26. always maintain a standard of appropriateness and respect for
your fellow classmates. This forum should NOT be used to
share assessment answers.
Grading
Discussion Board (8 @ 2%) = 16%
Case Studies (8 @ 10.5%) = 84%
Total = 100%
https://online.columbiasouthern.edu/CSU_Content/common_file
s/instructions/DB/Create_New_Thread_Subscribe.pdf
FIR 4301, Political and Legal Foundations of Fire Protection 10
Course Schedule/Checklist (PLEASE PRINT)
The following pages contain a printable Course Schedule to
assist you through this course. By following this schedule,
you will be assured that you will complete the course within the
time allotted.
FIR 4301, Political and Legal Foundations of Fire Protection 11
27. FIR 4301, Political and Legal Foundations of Fire Protection
Course Schedule
By following this schedule, you will be assured that you will
complete the course within the time allotted. Please keep this
schedule for reference as you progress through your course.
Unit I American Legal System and Line of Duty Death (LODD)
and Safety
Read:
Investigations, Fire Code Enforcement,
and Civil Litigation
and Fireman’s rule
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
28. Notes/Goals:
Unit II Homeland Security, Incident Command, and Emergency
Vehicle Operations
it Study Guide
Read:
Management System, USA Patriot Act, and War on
Terrorism
Training, and Immunity
Discuss:
Discussion Board question by
29. Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
FIR 4301, Political and Legal Foundations of Fire Protection 12
FIR 4301, Political and Legal Foundations of Fire Protection
Course Schedule
Unit III Employment Litigation and Sexual Harassment
30. Read:
and Promotions
Atmosphere,
Pregnancy Discrimination, and
Gender Discrimination
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Board Comment: Comment on another student’s
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
31. Unit IV Race and Disability Discrimination and the Family
Medical Leave Act
Read:
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Submit:
Notes/Goals:
32. FIR 4301, Political and Legal Foundations of Fire Protection 13
FIR 4301, Political and Legal Foundations of Fire Protection
Course Schedule
Unit V Fair Labor Standards Act, Drug-Free Workplace, and
Emergency Medical Service
Read:
-Free Workplace: Random Drug Testing and
Firefighter DUIs
Medical Service (EMS) and the
Health Insurance Portability and
Accountability Act (HIPAA)
Discuss:
33. Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
Unit VI Physical Fitness and Critical Incident Stress
Management
Read:
Discuss:
34. your response to the
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
(Central Time)
Notes/Goals:
FIR 4301, Political and Legal Foundations of Fire Protection 14
FIR 4301, Political and Legal Foundations of Fire Protection
Course Schedule
35. Unit VII Discipline: Misconduct On-Duty and Off duty and
Ethical Decision Making; Arbitration/Mediation
Read:
and Ethical Decision Making
e
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
36. Unit VIII
Legislative Process: Getting Helpful Laws Passed for the Fire
Service (Amending the
Fireman’s rule)
Read:
for the Fire Service (Amending the
Fireman’s rule)
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals: