Running head SAFETY FIRST 1 Safety First Open Carry Fire.docx
•Download as DOCX, PDF•
0 likes•3 views
Running head: SAFETY FIRST 1 Safety First: Open Carry Firearms on Higher Education Campuses in Arizona Student Name Columbia Southern University APA header: Note that the title is in capital letters and prefaced by the words “Running head.” The page number is also included. Full title of the paper with the major words beginning with a capital letter The student’s first and last name Name of the institution, which will always be “Columbia Southern University” SAFETY FIRST 2 Safety First: Open Carry Firearms on Higher Education Campuses in Arizona Much has been made in the past few years about gun restrictions in the U.S. Proponents of gun regulation are in a constant state of lobbying for state and federal bills that restrict access to firearms, whether that takes the form of more extensive background checks on potential gun owners or longer waiting periods before guns may be sold to individuals. On the other side, the National Rifle Association (NRA) and other like-minded individuals advocate for looser restrictions on the sale and carrying of firearms. For these supporters of pro-gun legislation, owning and carrying guns is a fundamental right—even a civil right. While this national debate continues to loom over the hot topic of guns, there are breaking news stories, especially within the last few months, that bring this fundamental debate to the threshold of our nations colleges, high schools, even elementary schools. Seung-Hui Cho’s massacre at Virginia Tech (April 16, 2007) is perhaps one of the more infamous school shootings, but there are others that are perhaps more difficult to remember, like the deaths of 27 killed at Sandy Hook Elementary School in Newton, Connecticut (December 14, 2012) (CNN, 2015). Shootings like these in educational settings have drawn attention from both anti-gun proponents and pro-gun lobbyists, and the State of Arizona is no exception to this firestorm. The Arizona State legislature has proposed SB 1474, a gun bill that will allow students and faculty to carry guns on the campus grounds of its three state-funded universities. Supporters of the bill claim that Arizona is an open carry state, and those rights should not be restricted simply because the carrier crosses the border of a college campus. Those against the bill assert that guns have no place in education and that those who support the bill are only after their own election-year agendas. While the Second Amendment should be upheld, the educational learning environment should be protected; Full title presented again at the top of the page Para 1: Introduction Sentence 1 (S1): Amanda introduces the main topic (gun control) in a generalized manner; this sentence also introduces the con side of the controversy S2 &3: Follows S1 by introducing the position of the pro side; again, Amanda is general, focusing on the larger controversy S4: Amanda begins to narrow the scope of the project by poin ...
Report
Share
Report
Share
Recommended
Unit iv color key blue apa document formatting
This document is a student paper analyzing the controversy over Arizona Senate Bill 1474, which would allow open carry of firearms on state university campuses. The paper begins with an introduction outlining the debate over gun control nationally and how it relates to educational settings. It then presents a literature review summarizing arguments from both sides of the issue regarding SB 1474, including concerns about campus safety and the rights of gun owners. The literature review examines the positions of supporters like the NRA, who see it as protecting civil rights, as well as opponents like university presidents, who believe guns would negatively impact the learning environment. The paper concludes by restating its thesis that while Second Amendment rights should be upheld, universities require a unique atmosphere free
Unit IV Color Key Blue APA document formatting .docx
Unit IV Color Key:
Blue: APA document formatting
Red: Example common mistakes in APA style
Brown: Paragraph number and label
Green: Sentence-level number and explanation
Running head: SAFETY FIRST 1
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
APA header: Note that the title is in capital letters and prefaced by the words “Running head.” The page number is also included.
Full title of the paper with the major words beginning with a capital letter
The student’s first and last name
Name of the institution, which will always be “Columbia Southern University”
SAFETY FIRST 2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Much has been made in the past few years about gun restrictions in the U.S. Proponents
of gun regulation are in a constant state of lobbying for state and federal bills that restrict access
to firearms, whether that takes the form of more extensive background checks on potential gun
owners or longer waiting periods before guns may be sold to individuals. On the other side, the
National Rifle Association (NRA) and other like-minded individuals advocate for looser
restrictions on the sale and carrying of firearms. For these supporters of pro-gun legislation,
owning and carrying guns is a fundamental right—even a civil right. While this national debate
continues to loom over the hot topic of guns, there are breaking news stories, especially within
the last few months, that bring this fundamental debate to the threshold of our nations colleges,
high schools, even elementary schools. Seung-Hui Cho’s massacre at Virginia Tech (April 16,
2007) is perhaps one of the more infamous school shootings, but there are others that are perhaps
more difficult to remember, like the deaths of 27 killed at Sandy Hook Elementary School in
Newton, Connecticut (December 14, 2012) (CNN, 2015). Shootings like these in educational
settings have drawn attention from both anti-gun proponents and pro-gun lobbyists, and the State
of Arizona is no exception to this firestorm. The Arizona State legislature has proposed SB 1474,
a gun bill that will allow students and faculty to carry guns on the campus grounds of its three
state-funded universities. Supporters of the bill claim that Arizona is an open carry state, and
those rights should not be restricted simply because the carrier crosses the border of a college
campus. Those against the bill assert that guns have no place in education and that those who
support the bill are only after their own election-year agendas. While the Second Amendment
should be upheld, the educational learning environment should be protected;
Full title presented again at the top of the page
Para 1: Introduction
Sentence 1 (S1): Amanda introduces the main topic (gun control) in a generalized manner; this sentence also introduces the con side of the controv ...
Unit IV Color Key Blue APA document formatting .docx
Unit IV Color Key:
Blue: APA document formatting
Red: Example common mistakes in APA style
Brown: Paragraph number and label
Green: Sentence-level number and explanation
Running head: SAFETY FIRST 1
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
APA header: Note that the title is in capital letters and prefaced by the words “Running head.” The page number is also included.
Full title of the paper with the major words beginning with a capital letter
The student’s first and last name
Name of the institution, which will always be “Columbia Southern University”
SAFETY FIRST 2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Much has been made in the past few years about gun restrictions in the U.S. Proponents
of gun regulation are in a constant state of lobbying for state and federal bills that restrict access
to firearms, whether that takes the form of more extensive background checks on potential gun
owners or longer waiting periods before guns may be sold to individuals. On the other side, the
National Rifle Association (NRA) and other like-minded individuals advocate for looser
restrictions on the sale and carrying of firearms. For these supporters of pro-gun legislation,
owning and carrying guns is a fundamental right—even a civil right. While this national debate
continues to loom over the hot topic of guns, there are breaking news stories, especially within
the last few months, that bring this fundamental debate to the threshold of our nations colleges,
high schools, even elementary schools. Seung-Hui Cho’s massacre at Virginia Tech (April 16,
2007) is perhaps one of the more infamous school shootings, but there are others that are perhaps
more difficult to remember, like the deaths of 27 killed at Sandy Hook Elementary School in
Newton, Connecticut (December 14, 2012) (CNN, 2015). Shootings like these in educational
settings have drawn attention from both anti-gun proponents and pro-gun lobbyists, and the State
of Arizona is no exception to this firestorm. The Arizona State legislature has proposed SB 1474,
a gun bill that will allow students and faculty to carry guns on the campus grounds of its three
state-funded universities. Supporters of the bill claim that Arizona is an open carry state, and
those rights should not be restricted simply because the carrier crosses the border of a college
campus. Those against the bill assert that guns have no place in education and that those who
support the bill are only after their own election-year agendas. While the Second Amendment
should be upheld, the educational learning environment should be protected;
Full title presented again at the top of the page
Para 1: Introduction
Sentence 1 (S1): Amanda introduces the main topic (gun control) in a generalized manner; this sentence also introduces the con side of the controv ...
1 Safety First Open Carry Firearms on Higher Edu
1
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
EH 1020 English Composition II
Instructor Name
Due Date
Full title of the paper with the
major words beginning with a
capital letter
Top of page, plain
number on right of
header
Student’s first and last
name
Name of the institution
will always be
“Columbia Southern
University.”
Unit IV Color Key:
• Blue: APA document formatting
• Red: Example common mistakes in APA style
• Brown: Paragraph number and label
• Green: Sentence-level number and
explanation
Please note that the margins are a little wider than standard on
this example paper so as to make room for the comment bubbles.
2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Much has been made in the past few years about gun restrictions in the U.S.
Proponents of gun regulation are in a constant state of lobbying for state and federal bills
that restrict access to firearms, whether that takes the form of more extensive background
checks on potential gun owners or longer waiting periods before guns may be sold to
individuals. On the other side, the National Rifle Association (NRA) and other like-
minded individuals advocate for looser restrictions on the sale and carrying of firearms.
For these supporters of pro-gun legislation, owning and carrying guns is a fundamental
right—even a civil right. While this national debate continues to loom over the hot topic
of guns, there are breaking news stories, especially within the last few months, that bring
this fundamental debate to the threshold of our nations’ colleges, high schools, even
elementary schools. Seung-Hui Cho’s massacre at Virginia Tech (April 16, 2007) is
perhaps one of the more infamous school shootings, but there are others that are perhaps
more difficult to remember, like the deaths of 27 killed at Sandy Hook Elementary
School in Newton, Connecticut (December 14, 2012) (CNN, 2015). Shootings like these
in educational settings have drawn attention from both anti-gun proponents and pro-gun
lobbyists, and the State of Arizona is no exception to this firestorm. The Arizona State
legislature has proposed SB 1474, a gun bill that will allow students and faculty to carry
guns on the campus grounds of its three state-funded universities. Supporters of the bill
claim that Arizona is an open carry state, and those rights should not be restricted simply
because the carrier crosses the border of a college campus. Those against the bill assert
that guns have no place in education and that those who support the bill are only after
their own election-year agendas. While the Second Amendment should be upheld, the
Full title presented again at the top of the page.
Para 1:
Introductio
n
Sentence 1
(S1): Amanda
introduces
the main
topic (gun
control) in a
generalized
manner; th ...
1 Safety First Open Carry Firearms on Higher Edu
1
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
EH 1020 English Composition II
Instructor Name
Due Date
Full title of the paper with the
major words beginning with a
capital letter
Top of page, plain
number on right of
header
Student’s first and last
name
Name of the institution
will always be
“Columbia Southern
University.”
Unit IV Color Key:
• Blue: APA document formatting
• Red: Example common mistakes in APA style
• Brown: Paragraph number and label
• Green: Sentence-level number and
explanation
Please note that the margins are a little wider than standard on
this example paper so as to make room for the comment bubbles.
2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Much has been made in the past few years about gun restrictions in the U.S.
Proponents of gun regulation are in a constant state of lobbying for state and federal bills
that restrict access to firearms, whether that takes the form of more extensive background
checks on potential gun owners or longer waiting periods before guns may be sold to
individuals. On the other side, the National Rifle Association (NRA) and other like-
minded individuals advocate for looser restrictions on the sale and carrying of firearms.
For these supporters of pro-gun legislation, owning and carrying guns is a fundamental
right—even a civil right. While this national debate continues to loom over the hot topic
of guns, there are breaking news stories, especially within the last few months, that bring
this fundamental debate to the threshold of our nations’ colleges, high schools, even
elementary schools. Seung-Hui Cho’s massacre at Virginia Tech (April 16, 2007) is
perhaps one of the more infamous school shootings, but there are others that are perhaps
more difficult to remember, like the deaths of 27 killed at Sandy Hook Elementary
School in Newton, Connecticut (December 14, 2012) (CNN, 2015). Shootings like these
in educational settings have drawn attention from both anti-gun proponents and pro-gun
lobbyists, and the State of Arizona is no exception to this firestorm. The Arizona State
legislature has proposed SB 1474, a gun bill that will allow students and faculty to carry
guns on the campus grounds of its three state-funded universities. Supporters of the bill
claim that Arizona is an open carry state, and those rights should not be restricted simply
because the carrier crosses the border of a college campus. Those against the bill assert
that guns have no place in education and that those who support the bill are only after
their own election-year agendas. While the Second Amendment should be upheld, the
Full title presented again at the top of the page.
Para 1:
Introductio
n
Sentence 1
(S1): Amanda
introduces
the main
topic (gun
control) in a
generalized
manner; th ...
1 Safety First Open Carry Firearms on Higher Edu.docx
1
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
EH 1020 English Composition II
Instructor Name
Due Date
APA: Full title of the paper
with the major words
beginning with a capital letter
APA: Top of page,
plain page number on
right of header
APA: Student’s first and
last name
APA: Name of the
institution will always
be “Columbia Southern
University.”
Unit IV Color Key:
• Blue: APA Style document formatting
• Red: Example common mistakes in APA Style
• Brown: Paragraph number and label
• Green: Sentence-level number and explanation
Please note that the margins are a little wider than standard on
this example paper so as to make room for the comment bubbles.
2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Much has been made in the past few years about gun restrictions in the United
States. Proponents of gun regulation are in a constant state of lobbying for state and
federal bills that restrict access to firearms, whether that takes the form of more extensive
background checks on potential gun owners or longer waiting periods before guns may
be sold to individuals. On the other side, the National Rifle Association (NRA) and other
like-minded individuals advocate for looser restrictions on the sale and carrying of
firearms. For these supporters of pro-gun legislation, owning and carrying guns is a
fundamental right—even a civil right. While this national debate continues to loom over
the hot topic of guns, there are breaking news stories, especially within the last few
months, that bring this fundamental debate to the threshold of our nations’ colleges, high
schools, even elementary schools. Seung-Hui Cho’s massacre at Virginia Tech on April
16, 2007, is perhaps one of the more infamous school shootings, but there are others that
are perhaps more difficult to remember, like the deaths of 27 killed at Sandy Hook
Elementary School in Newton, Connecticut, on December 14, 2012 (CNN, 2015).
Shootings like these in educational settings have drawn attention from both anti-gun
proponents and pro-gun lobbyists, and the State of Arizona is no exception to this
firestorm. The Arizona State legislature has proposed SB 1474, a gun bill that will allow
students and faculty to carry guns on the campus grounds of its three state-funded
universities. Supporters of the bill claim that Arizona is an open carry state, and those
rights should not be restricted simply because the carrier crosses the border of a college
campus. Those against the bill assert that guns have no place in education and that those
who support the bill are only after their own election-year agendas. While the Second
APA: Full title presented again at the top of the page.
Paragraph 1:
Introduction
Sentence 1:
Amanda
introduces
the main
topic (gun
control) in a
generalized
manner.
MB-E4J (200 words minimum)We have discussed both the introduct
MB-E4J (200 words minimum)
We have discussed both the introduction and the literature review. Throughout the process of writing both of these sections, you have no doubt gained a better understanding of the controversy that you are exploring with your paper. You probably have a better sense of your argument and what you would like your points to be for your body paragraphs.
In this reflection, introduce your professor to your project. Speak about the pro and con sides of the controversy, and present your thesis statement. Then, consider some of the following questions as you reflect upon the road so far. If you want to, explain a little bit about your process. What have you experienced so far in writing your paper? Was it difficult or fairly easy to come up with your design? Do you feel confident about your progress so far? How do you feel about your thesis statement? What would you like to do in revisions? What step seems the most difficult or the easiest for you?
1
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
EH 1020 English Composition II
Instructor Name
Due Date
APA: Full title of the paper
with the major words
beginning with a capital letter
APA: Top of page,
plain page number on
right of header
APA: Student’s first and
last name
APA: Name of the
institution will always
be “Columbia Southern
University.”
Unit IV Color Key:
• Blue: APA Style document formatting
• Red: Example common mistakes in APA Style
• Brown: Paragraph number and label
• Green: Sentence-level number and explanation
Please note that the margins are a little wider than standard on
this example paper so as to make room for the comment bubbles.
2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Much has been made in the past few years about gun restrictions in the United
States. Proponents of gun regulation are in a constant state of lobbying for state and
federal bills that restrict access to firearms, whether that takes the form of more extensive
background checks on potential gun owners or longer waiting periods before guns may
be sold to individuals. On the other side, the National Rifle Association (NRA) and other
like-minded individuals advocate for looser restrictions on the sale and carrying of
firearms. For these supporters of pro-gun legislation, owning and carrying guns is a
fundamental right—even a civil right. While this national debate continues to loom over
the hot topic of guns, there are breaking news stories, especially within the last few
months, that bring this fundamental debate to the threshold of our nations’ colleges, high
schools, even elementary schools. Seung-Hui Cho’s massacre at Virginia Tech on April
16, 2007, is perhaps one of the more infamous school shootings, but there are others that
are perhaps more difficult to remember, like the deaths of 27 kill ...
LESSON 4RESEARCH ESSAYReading Assignment Dodge’s Johnso
LESSON 4
RESEARCH ESSAY
Reading Assignment: Dodge’s “Johnson county Dreamin’” (page 186) and “The Jilting of Katherine Anne Porter” (page 183)
Writing Assignments:
1. Write a paragraph summarizing each Dodge article
2. Write a four paragraph Research Essay (see below).
One part of this lesson is to review one of the basic elements of expository writing, the essay. In this lesson the Research Essay will be studied. A Research Essay is a form of writing in which a personal opinion is expressed about a subject. Review the enclosed outline and sample of a Research Essay. After reviewing this material, please submit a four paragraph Research Essay on a famous painting, monument or statue. Check the COMPOSITION WRITING AIDS before writing this paper.
KEYS TO WRITING THE RESEARCH ESSAY
OVERALL DESIGN
INTRODUCTORY PARAGRAPH: Subject with the issue followed by the Who, What, When, Where, and Why on Subject + Thesis w/Main Points
BODY PARAGRAPH: Full discussion of 1st Main Point w/Specific Example at least 3 sentences long
BODY PARAGRAPH: Full discussion of 2nd Main Point w/Specific Example at least 3 sentences long
CONCLUSION: Summarize the key elements of the essay and add any other relevant information
THE INTRODUCTORY PARAGRAPH:
The introductory paragraph for the Research Essay opens with subject of the essay followed by the issue. Next is the thesis followed by the paper’s main points
Below are 2 sample thesis statements:
ISSUE with the SUBJECT: Giving to the Cancer Society of America
OPINION: should be discouraged because
MAIN POINTS: only 1% of the proceeds go to cancer patients and the society is a scam
SUBJECT: Attending Six Flags’ Fright Night
OPINION: is good because
MAIN POINTS: the haunted house is remarkable and the Halloween show is exceptionally entertaining
THE FIRST BODY PARAGRAPH:
The first body paragraph of a Classification Essay has 2 elements: a full discussion of the 1st main point so that the reader understands the issue followed by a 3 sentences long SPECIFIC example/illustration which illuminates the 1st main point. This body paragraph must end with citation (see example below).
THE SECOND BODY PARAGRAPH:
The second body paragraph of a Classification Essay has 2 elements: a full discussion of the 2nd main point so that the reader understands the issue followed by a 3 sentences long SPECIFIC example/illustration which illuminates the 2nd main point. This body paragraph must end with citation (see example below).
THE CONCLUSION:
Summarize the key elements of the essay and add any other relevant information
Lee Bee
English 1301
Lesson 4
...
Recommended
Unit iv color key blue apa document formatting
This document is a student paper analyzing the controversy over Arizona Senate Bill 1474, which would allow open carry of firearms on state university campuses. The paper begins with an introduction outlining the debate over gun control nationally and how it relates to educational settings. It then presents a literature review summarizing arguments from both sides of the issue regarding SB 1474, including concerns about campus safety and the rights of gun owners. The literature review examines the positions of supporters like the NRA, who see it as protecting civil rights, as well as opponents like university presidents, who believe guns would negatively impact the learning environment. The paper concludes by restating its thesis that while Second Amendment rights should be upheld, universities require a unique atmosphere free
Unit IV Color Key Blue APA document formatting .docx
Unit IV Color Key:
Blue: APA document formatting
Red: Example common mistakes in APA style
Brown: Paragraph number and label
Green: Sentence-level number and explanation
Running head: SAFETY FIRST 1
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
APA header: Note that the title is in capital letters and prefaced by the words “Running head.” The page number is also included.
Full title of the paper with the major words beginning with a capital letter
The student’s first and last name
Name of the institution, which will always be “Columbia Southern University”
SAFETY FIRST 2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Much has been made in the past few years about gun restrictions in the U.S. Proponents
of gun regulation are in a constant state of lobbying for state and federal bills that restrict access
to firearms, whether that takes the form of more extensive background checks on potential gun
owners or longer waiting periods before guns may be sold to individuals. On the other side, the
National Rifle Association (NRA) and other like-minded individuals advocate for looser
restrictions on the sale and carrying of firearms. For these supporters of pro-gun legislation,
owning and carrying guns is a fundamental right—even a civil right. While this national debate
continues to loom over the hot topic of guns, there are breaking news stories, especially within
the last few months, that bring this fundamental debate to the threshold of our nations colleges,
high schools, even elementary schools. Seung-Hui Cho’s massacre at Virginia Tech (April 16,
2007) is perhaps one of the more infamous school shootings, but there are others that are perhaps
more difficult to remember, like the deaths of 27 killed at Sandy Hook Elementary School in
Newton, Connecticut (December 14, 2012) (CNN, 2015). Shootings like these in educational
settings have drawn attention from both anti-gun proponents and pro-gun lobbyists, and the State
of Arizona is no exception to this firestorm. The Arizona State legislature has proposed SB 1474,
a gun bill that will allow students and faculty to carry guns on the campus grounds of its three
state-funded universities. Supporters of the bill claim that Arizona is an open carry state, and
those rights should not be restricted simply because the carrier crosses the border of a college
campus. Those against the bill assert that guns have no place in education and that those who
support the bill are only after their own election-year agendas. While the Second Amendment
should be upheld, the educational learning environment should be protected;
Full title presented again at the top of the page
Para 1: Introduction
Sentence 1 (S1): Amanda introduces the main topic (gun control) in a generalized manner; this sentence also introduces the con side of the controv ...
Unit IV Color Key Blue APA document formatting .docx
Unit IV Color Key:
Blue: APA document formatting
Red: Example common mistakes in APA style
Brown: Paragraph number and label
Green: Sentence-level number and explanation
Running head: SAFETY FIRST 1
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
APA header: Note that the title is in capital letters and prefaced by the words “Running head.” The page number is also included.
Full title of the paper with the major words beginning with a capital letter
The student’s first and last name
Name of the institution, which will always be “Columbia Southern University”
SAFETY FIRST 2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Much has been made in the past few years about gun restrictions in the U.S. Proponents
of gun regulation are in a constant state of lobbying for state and federal bills that restrict access
to firearms, whether that takes the form of more extensive background checks on potential gun
owners or longer waiting periods before guns may be sold to individuals. On the other side, the
National Rifle Association (NRA) and other like-minded individuals advocate for looser
restrictions on the sale and carrying of firearms. For these supporters of pro-gun legislation,
owning and carrying guns is a fundamental right—even a civil right. While this national debate
continues to loom over the hot topic of guns, there are breaking news stories, especially within
the last few months, that bring this fundamental debate to the threshold of our nations colleges,
high schools, even elementary schools. Seung-Hui Cho’s massacre at Virginia Tech (April 16,
2007) is perhaps one of the more infamous school shootings, but there are others that are perhaps
more difficult to remember, like the deaths of 27 killed at Sandy Hook Elementary School in
Newton, Connecticut (December 14, 2012) (CNN, 2015). Shootings like these in educational
settings have drawn attention from both anti-gun proponents and pro-gun lobbyists, and the State
of Arizona is no exception to this firestorm. The Arizona State legislature has proposed SB 1474,
a gun bill that will allow students and faculty to carry guns on the campus grounds of its three
state-funded universities. Supporters of the bill claim that Arizona is an open carry state, and
those rights should not be restricted simply because the carrier crosses the border of a college
campus. Those against the bill assert that guns have no place in education and that those who
support the bill are only after their own election-year agendas. While the Second Amendment
should be upheld, the educational learning environment should be protected;
Full title presented again at the top of the page
Para 1: Introduction
Sentence 1 (S1): Amanda introduces the main topic (gun control) in a generalized manner; this sentence also introduces the con side of the controv ...
1 Safety First Open Carry Firearms on Higher Edu
1
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
EH 1020 English Composition II
Instructor Name
Due Date
Full title of the paper with the
major words beginning with a
capital letter
Top of page, plain
number on right of
header
Student’s first and last
name
Name of the institution
will always be
“Columbia Southern
University.”
Unit IV Color Key:
• Blue: APA document formatting
• Red: Example common mistakes in APA style
• Brown: Paragraph number and label
• Green: Sentence-level number and
explanation
Please note that the margins are a little wider than standard on
this example paper so as to make room for the comment bubbles.
2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Much has been made in the past few years about gun restrictions in the U.S.
Proponents of gun regulation are in a constant state of lobbying for state and federal bills
that restrict access to firearms, whether that takes the form of more extensive background
checks on potential gun owners or longer waiting periods before guns may be sold to
individuals. On the other side, the National Rifle Association (NRA) and other like-
minded individuals advocate for looser restrictions on the sale and carrying of firearms.
For these supporters of pro-gun legislation, owning and carrying guns is a fundamental
right—even a civil right. While this national debate continues to loom over the hot topic
of guns, there are breaking news stories, especially within the last few months, that bring
this fundamental debate to the threshold of our nations’ colleges, high schools, even
elementary schools. Seung-Hui Cho’s massacre at Virginia Tech (April 16, 2007) is
perhaps one of the more infamous school shootings, but there are others that are perhaps
more difficult to remember, like the deaths of 27 killed at Sandy Hook Elementary
School in Newton, Connecticut (December 14, 2012) (CNN, 2015). Shootings like these
in educational settings have drawn attention from both anti-gun proponents and pro-gun
lobbyists, and the State of Arizona is no exception to this firestorm. The Arizona State
legislature has proposed SB 1474, a gun bill that will allow students and faculty to carry
guns on the campus grounds of its three state-funded universities. Supporters of the bill
claim that Arizona is an open carry state, and those rights should not be restricted simply
because the carrier crosses the border of a college campus. Those against the bill assert
that guns have no place in education and that those who support the bill are only after
their own election-year agendas. While the Second Amendment should be upheld, the
Full title presented again at the top of the page.
Para 1:
Introductio
n
Sentence 1
(S1): Amanda
introduces
the main
topic (gun
control) in a
generalized
manner; th ...
1 Safety First Open Carry Firearms on Higher Edu
1
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
EH 1020 English Composition II
Instructor Name
Due Date
Full title of the paper with the
major words beginning with a
capital letter
Top of page, plain
number on right of
header
Student’s first and last
name
Name of the institution
will always be
“Columbia Southern
University.”
Unit IV Color Key:
• Blue: APA document formatting
• Red: Example common mistakes in APA style
• Brown: Paragraph number and label
• Green: Sentence-level number and
explanation
Please note that the margins are a little wider than standard on
this example paper so as to make room for the comment bubbles.
2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Much has been made in the past few years about gun restrictions in the U.S.
Proponents of gun regulation are in a constant state of lobbying for state and federal bills
that restrict access to firearms, whether that takes the form of more extensive background
checks on potential gun owners or longer waiting periods before guns may be sold to
individuals. On the other side, the National Rifle Association (NRA) and other like-
minded individuals advocate for looser restrictions on the sale and carrying of firearms.
For these supporters of pro-gun legislation, owning and carrying guns is a fundamental
right—even a civil right. While this national debate continues to loom over the hot topic
of guns, there are breaking news stories, especially within the last few months, that bring
this fundamental debate to the threshold of our nations’ colleges, high schools, even
elementary schools. Seung-Hui Cho’s massacre at Virginia Tech (April 16, 2007) is
perhaps one of the more infamous school shootings, but there are others that are perhaps
more difficult to remember, like the deaths of 27 killed at Sandy Hook Elementary
School in Newton, Connecticut (December 14, 2012) (CNN, 2015). Shootings like these
in educational settings have drawn attention from both anti-gun proponents and pro-gun
lobbyists, and the State of Arizona is no exception to this firestorm. The Arizona State
legislature has proposed SB 1474, a gun bill that will allow students and faculty to carry
guns on the campus grounds of its three state-funded universities. Supporters of the bill
claim that Arizona is an open carry state, and those rights should not be restricted simply
because the carrier crosses the border of a college campus. Those against the bill assert
that guns have no place in education and that those who support the bill are only after
their own election-year agendas. While the Second Amendment should be upheld, the
Full title presented again at the top of the page.
Para 1:
Introductio
n
Sentence 1
(S1): Amanda
introduces
the main
topic (gun
control) in a
generalized
manner; th ...
1 Safety First Open Carry Firearms on Higher Edu.docx
1
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
EH 1020 English Composition II
Instructor Name
Due Date
APA: Full title of the paper
with the major words
beginning with a capital letter
APA: Top of page,
plain page number on
right of header
APA: Student’s first and
last name
APA: Name of the
institution will always
be “Columbia Southern
University.”
Unit IV Color Key:
• Blue: APA Style document formatting
• Red: Example common mistakes in APA Style
• Brown: Paragraph number and label
• Green: Sentence-level number and explanation
Please note that the margins are a little wider than standard on
this example paper so as to make room for the comment bubbles.
2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Much has been made in the past few years about gun restrictions in the United
States. Proponents of gun regulation are in a constant state of lobbying for state and
federal bills that restrict access to firearms, whether that takes the form of more extensive
background checks on potential gun owners or longer waiting periods before guns may
be sold to individuals. On the other side, the National Rifle Association (NRA) and other
like-minded individuals advocate for looser restrictions on the sale and carrying of
firearms. For these supporters of pro-gun legislation, owning and carrying guns is a
fundamental right—even a civil right. While this national debate continues to loom over
the hot topic of guns, there are breaking news stories, especially within the last few
months, that bring this fundamental debate to the threshold of our nations’ colleges, high
schools, even elementary schools. Seung-Hui Cho’s massacre at Virginia Tech on April
16, 2007, is perhaps one of the more infamous school shootings, but there are others that
are perhaps more difficult to remember, like the deaths of 27 killed at Sandy Hook
Elementary School in Newton, Connecticut, on December 14, 2012 (CNN, 2015).
Shootings like these in educational settings have drawn attention from both anti-gun
proponents and pro-gun lobbyists, and the State of Arizona is no exception to this
firestorm. The Arizona State legislature has proposed SB 1474, a gun bill that will allow
students and faculty to carry guns on the campus grounds of its three state-funded
universities. Supporters of the bill claim that Arizona is an open carry state, and those
rights should not be restricted simply because the carrier crosses the border of a college
campus. Those against the bill assert that guns have no place in education and that those
who support the bill are only after their own election-year agendas. While the Second
APA: Full title presented again at the top of the page.
Paragraph 1:
Introduction
Sentence 1:
Amanda
introduces
the main
topic (gun
control) in a
generalized
manner.
MB-E4J (200 words minimum)We have discussed both the introduct
MB-E4J (200 words minimum)
We have discussed both the introduction and the literature review. Throughout the process of writing both of these sections, you have no doubt gained a better understanding of the controversy that you are exploring with your paper. You probably have a better sense of your argument and what you would like your points to be for your body paragraphs.
In this reflection, introduce your professor to your project. Speak about the pro and con sides of the controversy, and present your thesis statement. Then, consider some of the following questions as you reflect upon the road so far. If you want to, explain a little bit about your process. What have you experienced so far in writing your paper? Was it difficult or fairly easy to come up with your design? Do you feel confident about your progress so far? How do you feel about your thesis statement? What would you like to do in revisions? What step seems the most difficult or the easiest for you?
1
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
EH 1020 English Composition II
Instructor Name
Due Date
APA: Full title of the paper
with the major words
beginning with a capital letter
APA: Top of page,
plain page number on
right of header
APA: Student’s first and
last name
APA: Name of the
institution will always
be “Columbia Southern
University.”
Unit IV Color Key:
• Blue: APA Style document formatting
• Red: Example common mistakes in APA Style
• Brown: Paragraph number and label
• Green: Sentence-level number and explanation
Please note that the margins are a little wider than standard on
this example paper so as to make room for the comment bubbles.
2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Much has been made in the past few years about gun restrictions in the United
States. Proponents of gun regulation are in a constant state of lobbying for state and
federal bills that restrict access to firearms, whether that takes the form of more extensive
background checks on potential gun owners or longer waiting periods before guns may
be sold to individuals. On the other side, the National Rifle Association (NRA) and other
like-minded individuals advocate for looser restrictions on the sale and carrying of
firearms. For these supporters of pro-gun legislation, owning and carrying guns is a
fundamental right—even a civil right. While this national debate continues to loom over
the hot topic of guns, there are breaking news stories, especially within the last few
months, that bring this fundamental debate to the threshold of our nations’ colleges, high
schools, even elementary schools. Seung-Hui Cho’s massacre at Virginia Tech on April
16, 2007, is perhaps one of the more infamous school shootings, but there are others that
are perhaps more difficult to remember, like the deaths of 27 kill ...
LESSON 4RESEARCH ESSAYReading Assignment Dodge’s Johnso
LESSON 4
RESEARCH ESSAY
Reading Assignment: Dodge’s “Johnson county Dreamin’” (page 186) and “The Jilting of Katherine Anne Porter” (page 183)
Writing Assignments:
1. Write a paragraph summarizing each Dodge article
2. Write a four paragraph Research Essay (see below).
One part of this lesson is to review one of the basic elements of expository writing, the essay. In this lesson the Research Essay will be studied. A Research Essay is a form of writing in which a personal opinion is expressed about a subject. Review the enclosed outline and sample of a Research Essay. After reviewing this material, please submit a four paragraph Research Essay on a famous painting, monument or statue. Check the COMPOSITION WRITING AIDS before writing this paper.
KEYS TO WRITING THE RESEARCH ESSAY
OVERALL DESIGN
INTRODUCTORY PARAGRAPH: Subject with the issue followed by the Who, What, When, Where, and Why on Subject + Thesis w/Main Points
BODY PARAGRAPH: Full discussion of 1st Main Point w/Specific Example at least 3 sentences long
BODY PARAGRAPH: Full discussion of 2nd Main Point w/Specific Example at least 3 sentences long
CONCLUSION: Summarize the key elements of the essay and add any other relevant information
THE INTRODUCTORY PARAGRAPH:
The introductory paragraph for the Research Essay opens with subject of the essay followed by the issue. Next is the thesis followed by the paper’s main points
Below are 2 sample thesis statements:
ISSUE with the SUBJECT: Giving to the Cancer Society of America
OPINION: should be discouraged because
MAIN POINTS: only 1% of the proceeds go to cancer patients and the society is a scam
SUBJECT: Attending Six Flags’ Fright Night
OPINION: is good because
MAIN POINTS: the haunted house is remarkable and the Halloween show is exceptionally entertaining
THE FIRST BODY PARAGRAPH:
The first body paragraph of a Classification Essay has 2 elements: a full discussion of the 1st main point so that the reader understands the issue followed by a 3 sentences long SPECIFIC example/illustration which illuminates the 1st main point. This body paragraph must end with citation (see example below).
THE SECOND BODY PARAGRAPH:
The second body paragraph of a Classification Essay has 2 elements: a full discussion of the 2nd main point so that the reader understands the issue followed by a 3 sentences long SPECIFIC example/illustration which illuminates the 2nd main point. This body paragraph must end with citation (see example below).
THE CONCLUSION:
Summarize the key elements of the essay and add any other relevant information
Lee Bee
English 1301
Lesson 4
...
Guns On Texas Campuses Wont Make Them Safer, University Chanc.docx
Guns On Texas Campuses Won't Make Them Safer, University Chancellor Says
Morning Edition, June 5, 2015
LISTEN AT: http://www.npr.org/2015/06/05/412177034/guns-on-texas-campuses-wont-make-
them-safer-university-chancellor-says
SHAPIRO: Now we're going to hear from retired Navy Admiral William McRaven. For years,
he ran U.S. Special Operations Command. He oversaw the raid that killed Osama bin Laden.
Now McRaven is chancellor of the University of Texas System, and he's been fighting a
different battle. The Texas state legislature just passed a law to allow concealed handguns on
college campuses. McRaven vocally objected to that proposal, and he joined us to discuss what
happens on campus now that the bill has passed. Chancellor McRaven, welcome to the program.
MCRAVEN: Oh, thank you, Ari.
SHAPIRO: You oversaw Special Operations for so many years. What have you got against
guns?
MCRAVEN: (Laughter) Well, actually, I like guns. I'm a big Second Amendment guy. I've
probably got nine guns and six swords and two tomahawks, so I'm all about weapons. My
concern has just been that in my new role as an educator, yeah, I want to make sure that we make
our campuses as safe as possible. And the addition of concealed weapons on campus just didn't
seem like a good idea to me.
SHAPIRO: You described some of your concerns in a letter to the Texas state legislature. And
you said there's great concern that the presence of handguns, even if limited to licensed
individuals aged 21 or older, will lead to an increase in both accidental shootings and self-
inflicted wounds. Is that your main concern as opposed to intentional acts of violence against
others?
MCRAVEN: Yeah, I think it's broader than that, Ari. I mean, the fact of the matter is, you know,
any time you introduce guns into an environment that has high stress, you know, you have a
number of concerns. Obviously, we do have concerns about self-inflicted gun wounds and
accidental discharges, but it is also this kind of perception that's out there that concerns me is that
people will believe that Texas campuses are less safe. And that perception can, in fact, be a
reality. But it also can have kind of second and third order effects in terms of difficulty recruiting
and just the belief that, again, we don't have the same academic freedom that we might have had.
Having said all that, I will tell you that while I am a little disappointed that the bill passed, I'm
also very appreciative that the state legislature has given us the latitude to take a look at where
we allow guns on campus.
SHAPIRO: You say you're concerned there may be a perception that University of Texas
campuses are less safe and that that perception could become a reality. Are you willing to say
right now that under this law the campuses are, in fact - will be when the law goes into effect -
less safe?
http://www.npr.org/2015/06/05/412177034/guns-on-texas-campuses-w ...
MLA Citations
This document provides an overview of MLA formatting and citation style guidelines. It discusses the proper formatting for MLA paper elements like font, margins, headers, and titles. It also explains how to format in-text citations whether they are signal phrases, parenthetical citations, or citations of indirect sources. Finally, it reviews the proper formatting for Works Cited list entries for different source types including books, journal articles, websites and more.
2 Comments !!!!! (220 word each one !!!!)Opposing Viewpoints.docx
2 Comments !!!!! (220 word each one !!!!)
Opposing Viewpoints Discussion on the Right to Carry Guns on College Campuses
David Burnett argues that, because of concealed carry bans, armed killers do not meet any resistance from their unarmed victims in shootings sprees that occur on university and college campuses; had the victims been armed, more people could have survived. Therefore, handguns should be allowed on campus because “students and teachers have the right to defend themselves.” (David Burnett). Darby Dickerson, on the other hand, argues that “there is no credible evidence that students or staff carrying guns would reduce crime.” According to her, students are not yet responsible enough to control their impulses and behavior, and allowing concealed or open carry may result in more violence. Therefore, guns should not be allowed on college and university campuses.
David Burnett uses the following supporting details: 1) most mass murders take place on campuses that are mandated as gun-free zones, making the killer’s task easier; 2) allowing concealed carry at the Colorado State University helped reduce crime by 61 percent in the last five years, while concealed carry ban at the University of Colorado increased crime by 47 percent, hence, “data show that concealed carry works as deterrent on a college campus;” 3) since young people are responsible enough to drive cars, get married, and serve in the military, they are responsible enough to safely handle guns and defend themselves. Darby Dickerson, on
the other hand, uses the following details to support her argument: 1) while Americans have the right to possess guns, university and college campuses have unique characteristics that make concealed carry on campus problematic: 2) guns on campus are not conducive to open discussion among students and professors; 3) as students are too young to control their impulses and make judgements, they are likely to engage in violent activities, therefore, “accessibility to guns and other weapons… is likely to lead to additional incidents of self-injury, accidental shooting, and homicides.” (Darby Dickerson).
I think that both authors have valid arguments. I do agree that concealed carry may prevent mass murders from happening or progressing. I can
’
t start to imagine the sheer horror of looking into the barrel of a mass killer
’
s gun that the victims of all those campus shootings might have experienced before they died, their last thought being, “If only I had a gun to defend myself and my friends.” On the other hand, allowing guns on campuses may indeed increase violence among students as students are all young people and some of them may even seek handgun possession for reasons other than self-defense, for instance, to assert themselves over other students. It is a tough choice to make. Until recently, mass murders on campuses, horrible as they are, have been statistical outliers, while possession of guns in student environment may cause stati.
ISTC Spring 2014 Fran Class 3
This document summarizes a presentation about plagiarism and APA style. The presentation covered defining plagiarism and the importance of properly citing sources. It reviewed the key components of in-text citations, including providing the authors' names and years of publication for direct quotes and paraphrases. The presentation also reviewed how to format reference list entries for different source types like books, websites, and journal articles according to APA style. Attendees were given a practice worksheet to complete citations.
College Campuses ‘n Guns
Quite a fuss lately about whether college students should be allowed to carry firearms on campus. The ferocity of the opposition to affording students their Second Amendment rights is eclipsed only by the hypocrisy of those who are doing the whining.
Attempts to apply logic to come up with any answers or explanations are a fool’s errand. It all boils down to the fact that the antis don’t want anyone carrying guns anywhere, anytime for any reason, which makes it easy for them to “assume” that there should be no way that college students should be allowed to pack heat, so to speak.
april19
This document contains several letters and articles submitted to the student newspaper "The Preface". The first letter criticizes the newspaper for including a sex advice column called "Kinsey", arguing that it provides information that is not applicable to most students and that space would be better used discussing health issues. Another letter from an alumnus reminisces about helping start the newspaper and discusses the threat of global warming. An article warns of increasing intolerance against conservative views on college campuses, providing several examples, and advocates for an "Academic Bill of Rights" to protect free expression. Finally, a letter asks for advice regarding sexual orientation and an upcoming marriage proposal, expressing attraction to both men and women.
Capstone Paper Introduction Students will select a s.docx
Capstone Paper
Introduction
Students will select a specific problem or policy discussed in the Alexander book and discuss the ramifications of the problem/policy within the criminal justice system. The paper should take the form of a problem/policy analysis and should indicate whether the problem is theoretical or practical (applied). Furthermore, students should include, at minimum, answers to the problem including, but not limited to, who, what, when, where, why, and how the problem originated within the criminal justice system as well as how it continues to be a problem.
1-2 pages
Literature Review
Students are expected to read and review historical and current research on their specific problem; this includes prior studies on the problem selected.
3-4 pages
Criminological Theory
Students should review criminological theory and ascertain how the problem/policy is rooted in a particular theory. Students should consult the text from Nature and Causes of Crime/Criminological Theory as a starting place.
1-2 pages
Cases
Students should review case law to determine the extent to which the problem/policy has been reviewed by the courts and provide a thorough background of the case(s) and the judicial opinion. If the problem/policy has not yet been reviewed by the courts, students should research case precedents that are closely aligned to the problem.
1-2 pages
Position
Students must clearly articulate their opinion on the problem/policy and how it should be addressed. A plan of action to support your position is expected.
1-2 pages
Alternative Positions
Provide a critique of logical alternatives to dealing with the problem.
1-2 pages
Critical Reflection
Using critical thinking and reflection skills, explain how the problem/policy, your position (and alternatives) affect police, courts, and corrections.
1-2 pages
Conclusion
Finally, provide a final description of the problem, theory, literature review, position and alternative positions.
1-2 pages
References
A detailed References section including a minimum of 15 resources is required. Resources may include professional trade journals, books, peer reviewed publications, and government publications. Wikipedia is not permitted. Internet resources will be limited to EBSCO, NCJRS, BJA, BJS, DOJ, OJJDP, and FirstGov. APA format must be used. Papers with incorrect APA format will be returned with no grade for revision.
His 330
Fall 2013
Writing Assignments—Tupelo
General Guidelines
Writing assignments should be doubled spaced and use a standard 12 point font. Remember to always put your name on your work.
Writing assignments should be submitted via SafeAssign on Blackboard before class on the date listed below. One letter grade will be deducted for each day the paper is late. Papers more than four days late will not be graded and given a zero. It is your responsibility to insure that papers are properly submitted to Blackboard on time. If in doubt, email a ...
Final Paper
This document discusses a research paper on the issue of campus carry from an interdisciplinary perspective. The paper analyzes campus carry using the disciplines of engineering and organizational leadership. From an engineering perspective, the focus is on designing safety measures to address concerns about accidental discharges or secure storage of guns. From an organizational leadership perspective, the focus is on how campuses can ensure the needs and safety of students and faculty are met regarding campus carry policies. The document outlines the interdisciplinary research process used and identifies relevant literature from each discipline to analyze the problem.
Please show each little step you take in your calculations 1..docx
Please show each little step you take in your calculations:
1.3. A mandatory health insurance plan costs $4,000. There are three workers. One gets $24,500 in employment income and $500 in investment income. One gets $48,000 in employment income and
$2,000 in investment income. The third gets $68,000 in employment income and $7,000 in investment income. A premium-based system would cost each worker $4,000. A wage-tax based system would cost each worker 8.5 percent of wages. An income-tax based system would cost each worker 8 percent of income. For each worker, calculate the cost of the insurance as a share of total income.
E= Employment income $24,500 $48,000 $68,000
I = Investment income $ 500 $ 2,000 $ 7,000
P= Premium cost of insurance $ 4,000 $ 4,000 $ 4,000
Premium as a percentage of income = P/(E + I)
W = Wage tax cost of insurance = 0.085 × E
Wage tax as a percentage of income = W/(E + I)
T = Income tax cost of insurance = 0.080 × (E + I)
Income tax cost as a percentage of income = T/(E + I)
1.7. Below are data for Australia, Canada, and the United States.
a. How did female life expectancy at birth change between 1995 and 2005?
b. How did expenditure per person change between 1995 and 2005?
c. What conclusions do you draw from these data?
d. If you were the “manager” of the healthcare system in the
United States, what would be a sensible response to data like these?
Life Expenditure Expectancy per Person
1995 2005 Change 1995 2005 Change
Australia 80.8 83.3 $2,056 $3,080
Canada 81.1 82.7 $2543 $3,496
United States 78.9 80.4 $4,593 $6,498
2.3. What’s wrong with spending 16 percent of GDP on healthcare?
2.10. A new treatment of cystic fibrosis costs $2 million. The life expectancy of 1,000 patients who were randomly assigned to the new treatment increased by 3.2 years. What is the cost per life year of the new treatment?
2.1. Setting up nurse practitioner clinics to serve 20,000 newborns in Georgia would cost $6 million. This would increase life expectancy at birth from 75.1 to 75.3. How many life years would be gained? What is the cost per life year? Should this program be started?
Students Should Not Be Allowed to Carry Guns
on College Campuses
Guns and Crime, 2012
Darby Dickerson, dean of Texas Tech University School of Law, is an expert in higher education law
and policy and is an elected member of the American Law Institut.
SLU Undergraduate Legal Studies Journal Spring 2015
The document discusses potential legal issues if a university or college bans the anonymous social media app Yik Yak on campus. A full ban by a public institution could violate the First Amendment, while a private school is not bound by the Constitution and has more flexibility to ban the app. However, any institution banning Yik Yak has so far only made it inconvenient, not impossible, to access on campus. The document examines how public versus private status determines the different legal frameworks and protections around banning anonymous speech platforms on university networks.
ISTC Fa 2014 Class 3
This document outlines information presented in a session about plagiarism and APA style. It discusses what plagiarism is and how to properly cite sources using APA style, both in-text citations and references. Examples are provided for how to cite different source types like websites, books, and journal articles in APA format. Attendees are directed to complete a plagiarism worksheet and feedback form for the library session. Contact information is provided for the presenter for any additional questions.
Essay about - Racism - InstructionsEssay – Argumentative Essay.docx
Essay about - Racism - Instructions
Essay –> Argumentative Essay –
Imagine you are a new attorney with a prestigious law firm working in Washington, D.C., and you must write a three-page essay on the topic of race in America that will be submitted to the Supreme Court. You will argue whether racism is or is no longer a significant issue for most Americans. After all, the Civil Rights Act of 1964 was passed over 50 years ago and Barack Obama was elected president in 2008 and re-elected in 2012. Because you have been hired to do this work, you personally may or may not agree with the perspective you will argue. In fact, you have no choice which side to argue because this will be randomly assigned to you.
____ Racism is no longer a significant issue for most Americans.
__X_ Racism continues to be a significant issue for most Americans.
Essay requirements:
The length of the essay should be approximately three pages, double-spaced, approximately 750 - 880 words. Please limit the essay to no more than four and one-half pages, or 1,250 words maximum.
Your essay should include an introduction, at least three body paragraphs, and a conclusion. Your body paragraphs should follow the enhanced PIE structure we are learning in this class. (See Lab 2 for the 7-step process to building a perfect body paragraph below.)
Use at least three trustworthy sources to support your thesis / claim. You may use the sources posted in the Essay 1 – Racism folder in Canvas. (The term source means an article, a study, a book, a video, an essay, or other similar writings that offer ideas and research related to a topic.) Feel free to conduct additional research as well.
Avoid the first person use of “I” or “me” in the essay. This keeps the focus on the issue and not on you. Avoid “I believe” and “I think” and other similar terms since your claim should be based on facts and evidence rather than your opinion. (See Lab 3 below for more on this.)
Avoid writing “you” when speaking to the reader. It’s best to speak collectively, such as “We can all learn from this example” or “We as a nation must take steps….”
Use formal style, tone, and diction. Avoid slang, casual language, broad generalizations, and contractions in most cases. (See Lab 3 below for an overview of academic language.)
Include at least three direct quotations from the sources and paraphrase other statements. (Direct quotations are when you place quotation marks around sentences that are word-for-word by a source. Paraphrasing means writing a source’s ideas in your own words.) Be careful not to quote a source for too long in the essay. Intersperse quotations with paraphrases of what the source has to say. (See Lab 4 below for a lesson in how to integrate quotations into your essay.)
Please include a Works Cited to list all sources cited in the essay. List the sources in Works Cited in alphabetical order. If you have an author name, list it at the start of the entry by last name, followed by first name. (See .
!#$OPINIONHow armed police officers on ca
!
"
#
$
OPINION
How armed police officers on campus have become a ubiquitous
part of American college life
Angela Wright: Over 100 American universities have contracts with the U.S. Department of Defense. This has
allowed universities to procure grenade launchers, armoured vehicles and military assault riBes like the M-16.
By Angela Wright
June 25, 2020
Police arrest an African-American protester, whose face is bloodied following a confrontation with police, during an anti-Vietnam War protest near 14th street in
Manhattan, New York City, New York following the Kent State shooting, May 7, 1970. (Stuart Lutz/Gado/Getty)
Angela Wright is a writer and political analyst based in Toronto.
It was just after midnight. I was finishing up what had become a nightly routine: a late-night study session with
friends at the library. It was a cool fall night, and my friend offered to drive us to our on-campus apartments. Just as
we pulled into the parking lot of my friend’s apartment complex on campus, bright headlights flooded the
windshield.
20 Ingenious Inventions 2020
They're selling like crazy.Everybody
wants them
Techgadgetstrends.com
How armed police officers on campus have become a ubiquitou... https://www.macleans.ca/opinion/how-armed-police-officers-on...
1 of 4 9/9/20, 9:23 PM
A police officer appro
dropping us off, my o
reminded that I wasn’t in Canada anymore. In the United States, campus police carry guns. I sat in the back seat in
sheer silence, staring at my friend’s campus parking pass hanging from the rearview mirror.
With the world’s eyes fixated on the violence of municipal police forces, the central role of armed police forces on
American university campuses have flown under the radar. And the history that brought so many armed police
officers to campuses across the U.S. is marred with controversy as well as death.
MORE: Hal Johnson: ‘Yes, there is systemic racism in Canada’
The first college police force was formed in 1894 at Yale University, but it wasn’t until the 1960s that armed police
officers on campus became a ubiquitous part of American college life. Unlike municipal police forces, who are
funded with municipal budgets and paid with local taxes, university police departments are employed directly by
universities.
As Baby Boomers entered university, the 1960s anti-segregation protests gave way to a growing anti-war protest
against the U.S. military’s increasing involvement in Vietnam. But in 1965, the military made changes to draft
eligibility: previously, young men enrolled as undergraduate and graduate students in universities were exempt
from the draft. Now, desperate for more soldiers, only the highest-achieving students would be exempt. Using
various testing methods, universities ranked their students, and only those whose scores tested above a certain cut
off would be exempt from the draft.
University students staged anti-war teach-ins across campuses and protested their universities’ ...
!#$OPINIONHow armed police officers on ca
!
"
#
$
OPINION
How armed police officers on campus have become a ubiquitous
part of American college life
Angela Wright: Over 100 American universities have contracts with the U.S. Department of Defense. This has
allowed universities to procure grenade launchers, armoured vehicles and military assault riBes like the M-16.
By Angela Wright
June 25, 2020
Police arrest an African-American protester, whose face is bloodied following a confrontation with police, during an anti-Vietnam War protest near 14th street in
Manhattan, New York City, New York following the Kent State shooting, May 7, 1970. (Stuart Lutz/Gado/Getty)
Angela Wright is a writer and political analyst based in Toronto.
It was just after midnight. I was finishing up what had become a nightly routine: a late-night study session with
friends at the library. It was a cool fall night, and my friend offered to drive us to our on-campus apartments. Just as
we pulled into the parking lot of my friend’s apartment complex on campus, bright headlights flooded the
windshield.
20 Ingenious Inventions 2020
They're selling like crazy.Everybody
wants them
Techgadgetstrends.com
How armed police officers on campus have become a ubiquitou... https://www.macleans.ca/opinion/how-armed-police-officers-on...
1 of 4 9/9/20, 9:23 PM
A police officer appro
dropping us off, my o
reminded that I wasn’t in Canada anymore. In the United States, campus police carry guns. I sat in the back seat in
sheer silence, staring at my friend’s campus parking pass hanging from the rearview mirror.
With the world’s eyes fixated on the violence of municipal police forces, the central role of armed police forces on
American university campuses have flown under the radar. And the history that brought so many armed police
officers to campuses across the U.S. is marred with controversy as well as death.
MORE: Hal Johnson: ‘Yes, there is systemic racism in Canada’
The first college police force was formed in 1894 at Yale University, but it wasn’t until the 1960s that armed police
officers on campus became a ubiquitous part of American college life. Unlike municipal police forces, who are
funded with municipal budgets and paid with local taxes, university police departments are employed directly by
universities.
As Baby Boomers entered university, the 1960s anti-segregation protests gave way to a growing anti-war protest
against the U.S. military’s increasing involvement in Vietnam. But in 1965, the military made changes to draft
eligibility: previously, young men enrolled as undergraduate and graduate students in universities were exempt
from the draft. Now, desperate for more soldiers, only the highest-achieving students would be exempt. Using
various testing methods, universities ranked their students, and only those whose scores tested above a certain cut
off would be exempt from the draft.
University students staged anti-war teach-ins across campuses and protested their universities’ ...
Assignment 1 ecree Please note that ecree works best in Firefox.docx
Assignment 1 ecree
Please note that ecree works best in Firefox and Chrome.
Please do not use Internet Explorer or mobile devices when using ecree.
Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s Due Week 3 and worth 120 points After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position. Statement—in which you can take a pro or con position: Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position. After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.)
Organize your paper as follows, handling these issues:
The position you choose —or something close to it—will be the thesis statement in your opening paragraph.To support your position, use three (3) specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.Explain why the opposing view is weak in comparison to yours.Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below.
This is guided research, not open-ended Googling. Source list for Assignment 1: Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a differen.
INTS 3300 Literature Review
This annotated bibliography contains sources related to campus carry laws and safety. The sources cover topics such as the constitutionality of campus carry restrictions, the effectiveness of gun-free zones, approaches to threat assessment, and the need for an interdisciplinary analysis of school violence. One source proposes that allowing concealed carry on campus may help discourage mass shootings by enabling citizens to stop violence, while others argue that educational institutions should determine their own policies without legislative interference.
Elementary CurriculaBoth articles highlight the fact that middle.docx
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)Assignment Statistic.docx
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docx
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docx
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docx
The percentage of children in Flint, Michigan with elevated blood lead levels increased after the city changed its water source in 2014. Before the change, 2.4% of Flint children under 5 had elevated blood lead levels, but after the change this increased to 4.9%, a statistically significant increase. The neighborhoods with the highest water lead levels experienced the largest increases, with elevated blood lead levels rising from 4.0% to 10.6%. Spatial analysis identified disadvantaged neighborhoods as having the greatest increases in elevated blood lead levels, informing the public health response.
Elev ent h EDIT IONREAL ESTATE PRINCIPLESCHARLES F. .docx
Elev ent h EDIT ION
REAL ESTATE
PRINCIPLES
CHARLES F. FLOYD and MARCUS T. ALLEN
00RePrinciples_BOOK.indb 1 11/25/2014 8:03:22 AM
This publication is designed to provide accurate and authoritative information
in regard to the subject matter covered. It is sold with the understanding that the
publisher is not engaged in rendering legal, accounting, or other professional
advice. If legal advice or other expert assistance is required, the services of a
competent professional should be sought.
President: Dr. Andrew Temte
Chief Learning Officer: Dr. Tim Smaby
Executive Director, Real Estate Education: Melissa Kleeman-Moy
Development Editor: Julia Marti
REAL ESTATE PRINCIPLES ELEVENTH EDITION
©2014 Kaplan, Inc.
Published by DF Institute, Inc., d/b/a Dearborn Real Estate Education
332 Front St. S., Suite 501
La Crosse, WI 54601
All rights reserved. The text of this publication, or any part thereof, may not be
reproduced in any manner whatsoever without written permission from the
publisher.
Printed in the United States of America
ISBN: 978-1-4754-2173-6 / 1-4754-2173-7
PPN: 1515-0111
00RePrinciples_BOOK.indb 2 11/25/2014 8:03:22 AM
DEDICATION
This book is dedicated to
R. W. Barber
a man of the land
and
C. O. Floyd
a man of business.
—Charles F. Floyd
This book is dedicated to
Rhonda, Melanie, and Issabella.
—Marcus T. Allen
00RePrinciples_BOOK.indb 3 11/25/2014 8:03:23 AM
00RePrinciples_BOOK.indb 4 11/25/2014 8:03:23 AM
v
c o n t e n t s
p r e f a c e x i i i
r e a l e s tat e t o d ay f e at u r e s x v i i
c h a p t e r 1
Why Study Real Estate? xx
Chapter Preview 1
The Role of Real Estate Studies in Business Education 2
Personal and Business-Related Real Estate Decisions 2
Organization of This Book 3
Special Characteristics of Real Estate 4
The Economic Importance of Real Estate 9
The Real Estate Industry: Career Opportunities 10
Chapter Review 13
Key Terms 14
p a r t o n e
Real Estate Legal Analysis 15
c h a p t e r 2
Property Rights and Legal Descriptions 16
Chapter Preview 17
Real versus Personal Property 18
Fixtures 18
Mineral and Air Rights 20
Water Rights 20
Estates in Land 23
Concurrent Estates 29
00RePrinciples_BOOK.indb 5 11/25/2014 8:03:23 AM
vi Contents
Condominium Ownership 31
Cooperative Ownership 32
Time-Shares 32
Legal Descriptions 32
Chapter Review 43
Key Terms 45
Study Exercises 46
Further Reading 47
c h a p t e r 3
Private Restrictions on Ownership 48
Chapter Preview 49
Covenants, Conditions, and Restrictions 50
Liens 54
Easements 58
A Relatively New Type of Easement 64
Profit a Prendre 64
Encroachments 64
Adverse Possession 66
Chapter Review 67
Key Terms 68
Study Exercises 68
c h a p t e r 4
Public Restrictions on Ownership 70
Chapter Preview 71
The Property Tax 72
Power of Eminent Domain 74
Police Power 75
The Comprehensive General Plan 76
Zoning 76
Chapter Review 94
Key Terms 96
Study Exercises 9.
More Related Content
Similar to Running head SAFETY FIRST 1 Safety First Open Carry Fire.docx
Guns On Texas Campuses Wont Make Them Safer, University Chanc.docx
Guns On Texas Campuses Won't Make Them Safer, University Chancellor Says
Morning Edition, June 5, 2015
LISTEN AT: http://www.npr.org/2015/06/05/412177034/guns-on-texas-campuses-wont-make-
them-safer-university-chancellor-says
SHAPIRO: Now we're going to hear from retired Navy Admiral William McRaven. For years,
he ran U.S. Special Operations Command. He oversaw the raid that killed Osama bin Laden.
Now McRaven is chancellor of the University of Texas System, and he's been fighting a
different battle. The Texas state legislature just passed a law to allow concealed handguns on
college campuses. McRaven vocally objected to that proposal, and he joined us to discuss what
happens on campus now that the bill has passed. Chancellor McRaven, welcome to the program.
MCRAVEN: Oh, thank you, Ari.
SHAPIRO: You oversaw Special Operations for so many years. What have you got against
guns?
MCRAVEN: (Laughter) Well, actually, I like guns. I'm a big Second Amendment guy. I've
probably got nine guns and six swords and two tomahawks, so I'm all about weapons. My
concern has just been that in my new role as an educator, yeah, I want to make sure that we make
our campuses as safe as possible. And the addition of concealed weapons on campus just didn't
seem like a good idea to me.
SHAPIRO: You described some of your concerns in a letter to the Texas state legislature. And
you said there's great concern that the presence of handguns, even if limited to licensed
individuals aged 21 or older, will lead to an increase in both accidental shootings and self-
inflicted wounds. Is that your main concern as opposed to intentional acts of violence against
others?
MCRAVEN: Yeah, I think it's broader than that, Ari. I mean, the fact of the matter is, you know,
any time you introduce guns into an environment that has high stress, you know, you have a
number of concerns. Obviously, we do have concerns about self-inflicted gun wounds and
accidental discharges, but it is also this kind of perception that's out there that concerns me is that
people will believe that Texas campuses are less safe. And that perception can, in fact, be a
reality. But it also can have kind of second and third order effects in terms of difficulty recruiting
and just the belief that, again, we don't have the same academic freedom that we might have had.
Having said all that, I will tell you that while I am a little disappointed that the bill passed, I'm
also very appreciative that the state legislature has given us the latitude to take a look at where
we allow guns on campus.
SHAPIRO: You say you're concerned there may be a perception that University of Texas
campuses are less safe and that that perception could become a reality. Are you willing to say
right now that under this law the campuses are, in fact - will be when the law goes into effect -
less safe?
http://www.npr.org/2015/06/05/412177034/guns-on-texas-campuses-w ...
MLA Citations
This document provides an overview of MLA formatting and citation style guidelines. It discusses the proper formatting for MLA paper elements like font, margins, headers, and titles. It also explains how to format in-text citations whether they are signal phrases, parenthetical citations, or citations of indirect sources. Finally, it reviews the proper formatting for Works Cited list entries for different source types including books, journal articles, websites and more.
2 Comments !!!!! (220 word each one !!!!)Opposing Viewpoints.docx
2 Comments !!!!! (220 word each one !!!!)
Opposing Viewpoints Discussion on the Right to Carry Guns on College Campuses
David Burnett argues that, because of concealed carry bans, armed killers do not meet any resistance from their unarmed victims in shootings sprees that occur on university and college campuses; had the victims been armed, more people could have survived. Therefore, handguns should be allowed on campus because “students and teachers have the right to defend themselves.” (David Burnett). Darby Dickerson, on the other hand, argues that “there is no credible evidence that students or staff carrying guns would reduce crime.” According to her, students are not yet responsible enough to control their impulses and behavior, and allowing concealed or open carry may result in more violence. Therefore, guns should not be allowed on college and university campuses.
David Burnett uses the following supporting details: 1) most mass murders take place on campuses that are mandated as gun-free zones, making the killer’s task easier; 2) allowing concealed carry at the Colorado State University helped reduce crime by 61 percent in the last five years, while concealed carry ban at the University of Colorado increased crime by 47 percent, hence, “data show that concealed carry works as deterrent on a college campus;” 3) since young people are responsible enough to drive cars, get married, and serve in the military, they are responsible enough to safely handle guns and defend themselves. Darby Dickerson, on
the other hand, uses the following details to support her argument: 1) while Americans have the right to possess guns, university and college campuses have unique characteristics that make concealed carry on campus problematic: 2) guns on campus are not conducive to open discussion among students and professors; 3) as students are too young to control their impulses and make judgements, they are likely to engage in violent activities, therefore, “accessibility to guns and other weapons… is likely to lead to additional incidents of self-injury, accidental shooting, and homicides.” (Darby Dickerson).
I think that both authors have valid arguments. I do agree that concealed carry may prevent mass murders from happening or progressing. I can
’
t start to imagine the sheer horror of looking into the barrel of a mass killer
’
s gun that the victims of all those campus shootings might have experienced before they died, their last thought being, “If only I had a gun to defend myself and my friends.” On the other hand, allowing guns on campuses may indeed increase violence among students as students are all young people and some of them may even seek handgun possession for reasons other than self-defense, for instance, to assert themselves over other students. It is a tough choice to make. Until recently, mass murders on campuses, horrible as they are, have been statistical outliers, while possession of guns in student environment may cause stati.
ISTC Spring 2014 Fran Class 3
This document summarizes a presentation about plagiarism and APA style. The presentation covered defining plagiarism and the importance of properly citing sources. It reviewed the key components of in-text citations, including providing the authors' names and years of publication for direct quotes and paraphrases. The presentation also reviewed how to format reference list entries for different source types like books, websites, and journal articles according to APA style. Attendees were given a practice worksheet to complete citations.
College Campuses ‘n Guns
Quite a fuss lately about whether college students should be allowed to carry firearms on campus. The ferocity of the opposition to affording students their Second Amendment rights is eclipsed only by the hypocrisy of those who are doing the whining.
Attempts to apply logic to come up with any answers or explanations are a fool’s errand. It all boils down to the fact that the antis don’t want anyone carrying guns anywhere, anytime for any reason, which makes it easy for them to “assume” that there should be no way that college students should be allowed to pack heat, so to speak.
april19
This document contains several letters and articles submitted to the student newspaper "The Preface". The first letter criticizes the newspaper for including a sex advice column called "Kinsey", arguing that it provides information that is not applicable to most students and that space would be better used discussing health issues. Another letter from an alumnus reminisces about helping start the newspaper and discusses the threat of global warming. An article warns of increasing intolerance against conservative views on college campuses, providing several examples, and advocates for an "Academic Bill of Rights" to protect free expression. Finally, a letter asks for advice regarding sexual orientation and an upcoming marriage proposal, expressing attraction to both men and women.
Capstone Paper Introduction Students will select a s.docx
Capstone Paper
Introduction
Students will select a specific problem or policy discussed in the Alexander book and discuss the ramifications of the problem/policy within the criminal justice system. The paper should take the form of a problem/policy analysis and should indicate whether the problem is theoretical or practical (applied). Furthermore, students should include, at minimum, answers to the problem including, but not limited to, who, what, when, where, why, and how the problem originated within the criminal justice system as well as how it continues to be a problem.
1-2 pages
Literature Review
Students are expected to read and review historical and current research on their specific problem; this includes prior studies on the problem selected.
3-4 pages
Criminological Theory
Students should review criminological theory and ascertain how the problem/policy is rooted in a particular theory. Students should consult the text from Nature and Causes of Crime/Criminological Theory as a starting place.
1-2 pages
Cases
Students should review case law to determine the extent to which the problem/policy has been reviewed by the courts and provide a thorough background of the case(s) and the judicial opinion. If the problem/policy has not yet been reviewed by the courts, students should research case precedents that are closely aligned to the problem.
1-2 pages
Position
Students must clearly articulate their opinion on the problem/policy and how it should be addressed. A plan of action to support your position is expected.
1-2 pages
Alternative Positions
Provide a critique of logical alternatives to dealing with the problem.
1-2 pages
Critical Reflection
Using critical thinking and reflection skills, explain how the problem/policy, your position (and alternatives) affect police, courts, and corrections.
1-2 pages
Conclusion
Finally, provide a final description of the problem, theory, literature review, position and alternative positions.
1-2 pages
References
A detailed References section including a minimum of 15 resources is required. Resources may include professional trade journals, books, peer reviewed publications, and government publications. Wikipedia is not permitted. Internet resources will be limited to EBSCO, NCJRS, BJA, BJS, DOJ, OJJDP, and FirstGov. APA format must be used. Papers with incorrect APA format will be returned with no grade for revision.
His 330
Fall 2013
Writing Assignments—Tupelo
General Guidelines
Writing assignments should be doubled spaced and use a standard 12 point font. Remember to always put your name on your work.
Writing assignments should be submitted via SafeAssign on Blackboard before class on the date listed below. One letter grade will be deducted for each day the paper is late. Papers more than four days late will not be graded and given a zero. It is your responsibility to insure that papers are properly submitted to Blackboard on time. If in doubt, email a ...
Final Paper
This document discusses a research paper on the issue of campus carry from an interdisciplinary perspective. The paper analyzes campus carry using the disciplines of engineering and organizational leadership. From an engineering perspective, the focus is on designing safety measures to address concerns about accidental discharges or secure storage of guns. From an organizational leadership perspective, the focus is on how campuses can ensure the needs and safety of students and faculty are met regarding campus carry policies. The document outlines the interdisciplinary research process used and identifies relevant literature from each discipline to analyze the problem.
Please show each little step you take in your calculations 1..docx
Please show each little step you take in your calculations:
1.3. A mandatory health insurance plan costs $4,000. There are three workers. One gets $24,500 in employment income and $500 in investment income. One gets $48,000 in employment income and
$2,000 in investment income. The third gets $68,000 in employment income and $7,000 in investment income. A premium-based system would cost each worker $4,000. A wage-tax based system would cost each worker 8.5 percent of wages. An income-tax based system would cost each worker 8 percent of income. For each worker, calculate the cost of the insurance as a share of total income.
E= Employment income $24,500 $48,000 $68,000
I = Investment income $ 500 $ 2,000 $ 7,000
P= Premium cost of insurance $ 4,000 $ 4,000 $ 4,000
Premium as a percentage of income = P/(E + I)
W = Wage tax cost of insurance = 0.085 × E
Wage tax as a percentage of income = W/(E + I)
T = Income tax cost of insurance = 0.080 × (E + I)
Income tax cost as a percentage of income = T/(E + I)
1.7. Below are data for Australia, Canada, and the United States.
a. How did female life expectancy at birth change between 1995 and 2005?
b. How did expenditure per person change between 1995 and 2005?
c. What conclusions do you draw from these data?
d. If you were the “manager” of the healthcare system in the
United States, what would be a sensible response to data like these?
Life Expenditure Expectancy per Person
1995 2005 Change 1995 2005 Change
Australia 80.8 83.3 $2,056 $3,080
Canada 81.1 82.7 $2543 $3,496
United States 78.9 80.4 $4,593 $6,498
2.3. What’s wrong with spending 16 percent of GDP on healthcare?
2.10. A new treatment of cystic fibrosis costs $2 million. The life expectancy of 1,000 patients who were randomly assigned to the new treatment increased by 3.2 years. What is the cost per life year of the new treatment?
2.1. Setting up nurse practitioner clinics to serve 20,000 newborns in Georgia would cost $6 million. This would increase life expectancy at birth from 75.1 to 75.3. How many life years would be gained? What is the cost per life year? Should this program be started?
Students Should Not Be Allowed to Carry Guns
on College Campuses
Guns and Crime, 2012
Darby Dickerson, dean of Texas Tech University School of Law, is an expert in higher education law
and policy and is an elected member of the American Law Institut.
SLU Undergraduate Legal Studies Journal Spring 2015
The document discusses potential legal issues if a university or college bans the anonymous social media app Yik Yak on campus. A full ban by a public institution could violate the First Amendment, while a private school is not bound by the Constitution and has more flexibility to ban the app. However, any institution banning Yik Yak has so far only made it inconvenient, not impossible, to access on campus. The document examines how public versus private status determines the different legal frameworks and protections around banning anonymous speech platforms on university networks.
ISTC Fa 2014 Class 3
This document outlines information presented in a session about plagiarism and APA style. It discusses what plagiarism is and how to properly cite sources using APA style, both in-text citations and references. Examples are provided for how to cite different source types like websites, books, and journal articles in APA format. Attendees are directed to complete a plagiarism worksheet and feedback form for the library session. Contact information is provided for the presenter for any additional questions.
Essay about - Racism - InstructionsEssay – Argumentative Essay.docx
Essay about - Racism - Instructions
Essay –> Argumentative Essay –
Imagine you are a new attorney with a prestigious law firm working in Washington, D.C., and you must write a three-page essay on the topic of race in America that will be submitted to the Supreme Court. You will argue whether racism is or is no longer a significant issue for most Americans. After all, the Civil Rights Act of 1964 was passed over 50 years ago and Barack Obama was elected president in 2008 and re-elected in 2012. Because you have been hired to do this work, you personally may or may not agree with the perspective you will argue. In fact, you have no choice which side to argue because this will be randomly assigned to you.
____ Racism is no longer a significant issue for most Americans.
__X_ Racism continues to be a significant issue for most Americans.
Essay requirements:
The length of the essay should be approximately three pages, double-spaced, approximately 750 - 880 words. Please limit the essay to no more than four and one-half pages, or 1,250 words maximum.
Your essay should include an introduction, at least three body paragraphs, and a conclusion. Your body paragraphs should follow the enhanced PIE structure we are learning in this class. (See Lab 2 for the 7-step process to building a perfect body paragraph below.)
Use at least three trustworthy sources to support your thesis / claim. You may use the sources posted in the Essay 1 – Racism folder in Canvas. (The term source means an article, a study, a book, a video, an essay, or other similar writings that offer ideas and research related to a topic.) Feel free to conduct additional research as well.
Avoid the first person use of “I” or “me” in the essay. This keeps the focus on the issue and not on you. Avoid “I believe” and “I think” and other similar terms since your claim should be based on facts and evidence rather than your opinion. (See Lab 3 below for more on this.)
Avoid writing “you” when speaking to the reader. It’s best to speak collectively, such as “We can all learn from this example” or “We as a nation must take steps….”
Use formal style, tone, and diction. Avoid slang, casual language, broad generalizations, and contractions in most cases. (See Lab 3 below for an overview of academic language.)
Include at least three direct quotations from the sources and paraphrase other statements. (Direct quotations are when you place quotation marks around sentences that are word-for-word by a source. Paraphrasing means writing a source’s ideas in your own words.) Be careful not to quote a source for too long in the essay. Intersperse quotations with paraphrases of what the source has to say. (See Lab 4 below for a lesson in how to integrate quotations into your essay.)
Please include a Works Cited to list all sources cited in the essay. List the sources in Works Cited in alphabetical order. If you have an author name, list it at the start of the entry by last name, followed by first name. (See .
!#$OPINIONHow armed police officers on ca
!
"
#
$
OPINION
How armed police officers on campus have become a ubiquitous
part of American college life
Angela Wright: Over 100 American universities have contracts with the U.S. Department of Defense. This has
allowed universities to procure grenade launchers, armoured vehicles and military assault riBes like the M-16.
By Angela Wright
June 25, 2020
Police arrest an African-American protester, whose face is bloodied following a confrontation with police, during an anti-Vietnam War protest near 14th street in
Manhattan, New York City, New York following the Kent State shooting, May 7, 1970. (Stuart Lutz/Gado/Getty)
Angela Wright is a writer and political analyst based in Toronto.
It was just after midnight. I was finishing up what had become a nightly routine: a late-night study session with
friends at the library. It was a cool fall night, and my friend offered to drive us to our on-campus apartments. Just as
we pulled into the parking lot of my friend’s apartment complex on campus, bright headlights flooded the
windshield.
20 Ingenious Inventions 2020
They're selling like crazy.Everybody
wants them
Techgadgetstrends.com
How armed police officers on campus have become a ubiquitou... https://www.macleans.ca/opinion/how-armed-police-officers-on...
1 of 4 9/9/20, 9:23 PM
A police officer appro
dropping us off, my o
reminded that I wasn’t in Canada anymore. In the United States, campus police carry guns. I sat in the back seat in
sheer silence, staring at my friend’s campus parking pass hanging from the rearview mirror.
With the world’s eyes fixated on the violence of municipal police forces, the central role of armed police forces on
American university campuses have flown under the radar. And the history that brought so many armed police
officers to campuses across the U.S. is marred with controversy as well as death.
MORE: Hal Johnson: ‘Yes, there is systemic racism in Canada’
The first college police force was formed in 1894 at Yale University, but it wasn’t until the 1960s that armed police
officers on campus became a ubiquitous part of American college life. Unlike municipal police forces, who are
funded with municipal budgets and paid with local taxes, university police departments are employed directly by
universities.
As Baby Boomers entered university, the 1960s anti-segregation protests gave way to a growing anti-war protest
against the U.S. military’s increasing involvement in Vietnam. But in 1965, the military made changes to draft
eligibility: previously, young men enrolled as undergraduate and graduate students in universities were exempt
from the draft. Now, desperate for more soldiers, only the highest-achieving students would be exempt. Using
various testing methods, universities ranked their students, and only those whose scores tested above a certain cut
off would be exempt from the draft.
University students staged anti-war teach-ins across campuses and protested their universities’ ...
!#$OPINIONHow armed police officers on ca
!
"
#
$
OPINION
How armed police officers on campus have become a ubiquitous
part of American college life
Angela Wright: Over 100 American universities have contracts with the U.S. Department of Defense. This has
allowed universities to procure grenade launchers, armoured vehicles and military assault riBes like the M-16.
By Angela Wright
June 25, 2020
Police arrest an African-American protester, whose face is bloodied following a confrontation with police, during an anti-Vietnam War protest near 14th street in
Manhattan, New York City, New York following the Kent State shooting, May 7, 1970. (Stuart Lutz/Gado/Getty)
Angela Wright is a writer and political analyst based in Toronto.
It was just after midnight. I was finishing up what had become a nightly routine: a late-night study session with
friends at the library. It was a cool fall night, and my friend offered to drive us to our on-campus apartments. Just as
we pulled into the parking lot of my friend’s apartment complex on campus, bright headlights flooded the
windshield.
20 Ingenious Inventions 2020
They're selling like crazy.Everybody
wants them
Techgadgetstrends.com
How armed police officers on campus have become a ubiquitou... https://www.macleans.ca/opinion/how-armed-police-officers-on...
1 of 4 9/9/20, 9:23 PM
A police officer appro
dropping us off, my o
reminded that I wasn’t in Canada anymore. In the United States, campus police carry guns. I sat in the back seat in
sheer silence, staring at my friend’s campus parking pass hanging from the rearview mirror.
With the world’s eyes fixated on the violence of municipal police forces, the central role of armed police forces on
American university campuses have flown under the radar. And the history that brought so many armed police
officers to campuses across the U.S. is marred with controversy as well as death.
MORE: Hal Johnson: ‘Yes, there is systemic racism in Canada’
The first college police force was formed in 1894 at Yale University, but it wasn’t until the 1960s that armed police
officers on campus became a ubiquitous part of American college life. Unlike municipal police forces, who are
funded with municipal budgets and paid with local taxes, university police departments are employed directly by
universities.
As Baby Boomers entered university, the 1960s anti-segregation protests gave way to a growing anti-war protest
against the U.S. military’s increasing involvement in Vietnam. But in 1965, the military made changes to draft
eligibility: previously, young men enrolled as undergraduate and graduate students in universities were exempt
from the draft. Now, desperate for more soldiers, only the highest-achieving students would be exempt. Using
various testing methods, universities ranked their students, and only those whose scores tested above a certain cut
off would be exempt from the draft.
University students staged anti-war teach-ins across campuses and protested their universities’ ...
Assignment 1 ecree Please note that ecree works best in Firefox.docx
Assignment 1 ecree
Please note that ecree works best in Firefox and Chrome.
Please do not use Internet Explorer or mobile devices when using ecree.
Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s Due Week 3 and worth 120 points After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position. Statement—in which you can take a pro or con position: Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position. After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.)
Organize your paper as follows, handling these issues:
The position you choose —or something close to it—will be the thesis statement in your opening paragraph.To support your position, use three (3) specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.Explain why the opposing view is weak in comparison to yours.Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below.
This is guided research, not open-ended Googling. Source list for Assignment 1: Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a differen.
INTS 3300 Literature Review
This annotated bibliography contains sources related to campus carry laws and safety. The sources cover topics such as the constitutionality of campus carry restrictions, the effectiveness of gun-free zones, approaches to threat assessment, and the need for an interdisciplinary analysis of school violence. One source proposes that allowing concealed carry on campus may help discourage mass shootings by enabling citizens to stop violence, while others argue that educational institutions should determine their own policies without legislative interference.
Similar to Running head SAFETY FIRST 1 Safety First Open Carry Fire.docx (16)
Guns On Texas Campuses Wont Make Them Safer, University Chanc.docx
Guns On Texas Campuses Wont Make Them Safer, University Chanc.docx
2 Comments !!!!! (220 word each one !!!!)Opposing Viewpoints.docx
2 Comments !!!!! (220 word each one !!!!)Opposing Viewpoints.docx
Capstone Paper Introduction Students will select a s.docx
Capstone Paper Introduction Students will select a s.docx
Please show each little step you take in your calculations 1..docx
Please show each little step you take in your calculations 1..docx
SLU Undergraduate Legal Studies Journal Spring 2015
SLU Undergraduate Legal Studies Journal Spring 2015
Essay about - Racism - InstructionsEssay – Argumentative Essay.docx
Essay about - Racism - InstructionsEssay – Argumentative Essay.docx
Assignment 1 ecree Please note that ecree works best in Firefox.docx
Assignment 1 ecree Please note that ecree works best in Firefox.docx
More from toltonkendal
Elementary CurriculaBoth articles highlight the fact that middle.docx
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)Assignment Statistic.docx
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docx
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docx
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docx
The percentage of children in Flint, Michigan with elevated blood lead levels increased after the city changed its water source in 2014. Before the change, 2.4% of Flint children under 5 had elevated blood lead levels, but after the change this increased to 4.9%, a statistically significant increase. The neighborhoods with the highest water lead levels experienced the largest increases, with elevated blood lead levels rising from 4.0% to 10.6%. Spatial analysis identified disadvantaged neighborhoods as having the greatest increases in elevated blood lead levels, informing the public health response.
Elev ent h EDIT IONREAL ESTATE PRINCIPLESCHARLES F. .docx
Elev ent h EDIT ION
REAL ESTATE
PRINCIPLES
CHARLES F. FLOYD and MARCUS T. ALLEN
00RePrinciples_BOOK.indb 1 11/25/2014 8:03:22 AM
This publication is designed to provide accurate and authoritative information
in regard to the subject matter covered. It is sold with the understanding that the
publisher is not engaged in rendering legal, accounting, or other professional
advice. If legal advice or other expert assistance is required, the services of a
competent professional should be sought.
President: Dr. Andrew Temte
Chief Learning Officer: Dr. Tim Smaby
Executive Director, Real Estate Education: Melissa Kleeman-Moy
Development Editor: Julia Marti
REAL ESTATE PRINCIPLES ELEVENTH EDITION
©2014 Kaplan, Inc.
Published by DF Institute, Inc., d/b/a Dearborn Real Estate Education
332 Front St. S., Suite 501
La Crosse, WI 54601
All rights reserved. The text of this publication, or any part thereof, may not be
reproduced in any manner whatsoever without written permission from the
publisher.
Printed in the United States of America
ISBN: 978-1-4754-2173-6 / 1-4754-2173-7
PPN: 1515-0111
00RePrinciples_BOOK.indb 2 11/25/2014 8:03:22 AM
DEDICATION
This book is dedicated to
R. W. Barber
a man of the land
and
C. O. Floyd
a man of business.
—Charles F. Floyd
This book is dedicated to
Rhonda, Melanie, and Issabella.
—Marcus T. Allen
00RePrinciples_BOOK.indb 3 11/25/2014 8:03:23 AM
00RePrinciples_BOOK.indb 4 11/25/2014 8:03:23 AM
v
c o n t e n t s
p r e f a c e x i i i
r e a l e s tat e t o d ay f e at u r e s x v i i
c h a p t e r 1
Why Study Real Estate? xx
Chapter Preview 1
The Role of Real Estate Studies in Business Education 2
Personal and Business-Related Real Estate Decisions 2
Organization of This Book 3
Special Characteristics of Real Estate 4
The Economic Importance of Real Estate 9
The Real Estate Industry: Career Opportunities 10
Chapter Review 13
Key Terms 14
p a r t o n e
Real Estate Legal Analysis 15
c h a p t e r 2
Property Rights and Legal Descriptions 16
Chapter Preview 17
Real versus Personal Property 18
Fixtures 18
Mineral and Air Rights 20
Water Rights 20
Estates in Land 23
Concurrent Estates 29
00RePrinciples_BOOK.indb 5 11/25/2014 8:03:23 AM
vi Contents
Condominium Ownership 31
Cooperative Ownership 32
Time-Shares 32
Legal Descriptions 32
Chapter Review 43
Key Terms 45
Study Exercises 46
Further Reading 47
c h a p t e r 3
Private Restrictions on Ownership 48
Chapter Preview 49
Covenants, Conditions, and Restrictions 50
Liens 54
Easements 58
A Relatively New Type of Easement 64
Profit a Prendre 64
Encroachments 64
Adverse Possession 66
Chapter Review 67
Key Terms 68
Study Exercises 68
c h a p t e r 4
Public Restrictions on Ownership 70
Chapter Preview 71
The Property Tax 72
Power of Eminent Domain 74
Police Power 75
The Comprehensive General Plan 76
Zoning 76
Chapter Review 94
Key Terms 96
Study Exercises 9.
Elements of the Communication ProcessIn Chapter One, we learne.docx
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docx
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docx
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docx
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docx
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docx
This document provides resources for students to develop their critical thinking skills. It includes readings on common misconceptions of critical thinking, combating fake news, and teaching critical thinking. Videos define critical thinking and discuss recognizing fake news. Students are prompted to explain elements of critical thinking, analyze examples demonstrating strong and weak critical thinking, and reflect on applying their education to their career and community.
Elements of DesignDuring the process of envisioning and design.docx
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docx
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docx
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docx
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docx
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docx
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docx
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docx
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
More from toltonkendal (20)
Elementary CurriculaBoth articles highlight the fact that middle.docx
Elementary CurriculaBoth articles highlight the fact that middle.docx
Elementary Statistics (MATH220)Assignment Statistic.docx
Elementary Statistics (MATH220)Assignment Statistic.docx
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docx
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docx
Elements of MusicPitch- relative highness or lowness that we .docx
Elements of MusicPitch- relative highness or lowness that we .docx
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docx
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docx
Elev ent h EDIT IONREAL ESTATE PRINCIPLESCHARLES F. .docx
Elev ent h EDIT IONREAL ESTATE PRINCIPLESCHARLES F. .docx
Elements of the Communication ProcessIn Chapter One, we learne.docx
Elements of the Communication ProcessIn Chapter One, we learne.docx
Elements of Music #1 Handout1. Rhythm the flow of music in te.docx
Elements of Music #1 Handout1. Rhythm the flow of music in te.docx
Elements of Music Report InstrumentsFor the assignment on the el.docx
Elements of Music Report InstrumentsFor the assignment on the el.docx
Elements of GenreAfter watching three of the five .docx
Elements of GenreAfter watching three of the five .docx
Elements of DesignDuring the process of envisioning and designing .docx
Elements of DesignDuring the process of envisioning and designing .docx
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docx
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docx
Elements of DesignDuring the process of envisioning and design.docx
Elements of DesignDuring the process of envisioning and design.docx
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docx
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docx
Elements for analyzing mise en sceneIdentify the components of.docx
Elements for analyzing mise en sceneIdentify the components of.docx
Elements in the same row have the same number of () levelsWhi.docx
Elements in the same row have the same number of () levelsWhi.docx
ELEG 421 Control Systems Transient and Steady State .docx
ELEG 421 Control Systems Transient and Steady State .docx
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docx
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docx
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docx
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docx
Electronic Media PresentationChoose two of the following.docx
Electronic Media PresentationChoose two of the following.docx
Recently uploaded
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Solutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Running head SAFETY FIRST 1 Safety First Open Carry Fire.docx
- 1. Running head: SAFETY FIRST 1 Safety First: Open Carry Firearms on Higher Education Campuses in Arizona Student Name Columbia Southern University APA header: Note that the title is in capital letters and prefaced by the words “Running head.” The page number is also included. Full title of the paper with the major words beginning with a capital letter The student’s first and last name Name of the institution, which will always be “Columbia Southern University” SAFETY FIRST 2 Safety First: Open Carry Firearms on Higher Education Campuses in Arizona Much has been made in the past few years about gun restrictions in the U.S. Proponents of gun regulation are in a constant state of lobbying for state
- 2. and federal bills that restrict access to firearms, whether that takes the form of more extensive background checks on potential gun owners or longer waiting periods before guns may be sold to individuals. On the other side, the National Rifle Association (NRA) and other like-minded individuals advocate for looser restrictions on the sale and carrying of firearms. For these supporters of pro-gun legislation, owning and carrying guns is a fundamental right—even a civil right. While this national debate continues to loom over the hot topic of guns, there are breaking news stories, especially within the last few months, that bring this fundamental debate to the threshold of our nations colleges, high schools, even elementary schools. Seung-Hui Cho’s massacre at Virginia Tech (April 16, 2007) is perhaps one of the more infamous school shootings, but there are others that are perhaps more difficult to remember, like the deaths of 27 killed at Sandy Hook Elementary School in Newton, Connecticut (December 14, 2012) (CNN, 2015). Shootings like these in educational settings have drawn attention from both anti-gun proponents and
- 3. pro-gun lobbyists, and the State of Arizona is no exception to this firestorm. The Arizona State legislature has proposed SB 1474, a gun bill that will allow students and faculty to carry guns on the campus grounds of its three state-funded universities. Supporters of the bill claim that Arizona is an open carry state, and those rights should not be restricted simply because the carrier crosses the border of a college campus. Those against the bill assert that guns have no place in education and that those who support the bill are only after their own election-year agendas. While the Second Amendment should be upheld, the educational learning environment should be protected; Full title presented again at the top of the page Para 1: Introduction Sentence 1 (S1): Amanda introduces the main topic (gun control) in a generalized manner; this sentence also introduces the con side of the controversy S2 &3: Follows S1 by introducing the position of the pro side; again, Amanda is general, focusing on the larger controversy S4: Amanda begins to narrow the scope of the project by
- 4. pointing towards a specific debate within the larger controversy of gun control: gun control in educational settings. S5: Specific examples from the news. Note that these are examples of school shootings with which most people are familiar. This grounds the project to what is at stake in making arguments about this topic. S6: Amanda again narrows the scope of the project by moving from gun control in educational settings to this debate as it takes place in a specific location: Arizona. S7: In this sentence, the writer introduces the specific topic of the project: the controversy around SB1474. S8 & 9: Following the same order from above (con first, then pro), Amanda presents the sides of the controversy by introducing each specific position. S10: Amanda presents her thesis statement. She responds to the controversy by crafting a thesis statement that simultaneously agrees and disagrees. Jason.Davis Line SAFETY FIRST 3 therefore, SB 1474 is a detrimental and dangerous bill that has the potential to change the university campus culture in Arizona state universities. The Literature Review
- 5. In order to better understanding the origins of SB1474 and the controversy that surrounds it, the history of gun violence in school settings must be taken into account; therefore, a brief look at some of the events of the past few decades is presented. Further, this review will examine in greater detail the positions of the two sides of the controversy, beginning with the pro-SB1474 side, which is in favor of allowing open carry on all Arizona state-funded campuses. Then the position of those against SB1474 will be presented; again, this con side is arguing for Arizona campuses to remain as they are now: a place without firearms. A Brief Look at Gun Violence in Schools The topic of gun control in educational environments exploded in 1999 when Eric Harris and Dylan Klebold walked into a virtually unknown high school in Littleton, CO, and killed twelve students and one teacher (Gibbs and Roche, 1999). Questions of how such events could occur and concerns about the violence of which teens and young adults are capable became the concern of pressured administrators and horrified parents in big cities and small towns alike. A
- 6. string of school gun-centered violence followed over the next few years. Perhaps most striking though was the way in which this one incident changed the culture of America: clear backpacks, more metal detectors, and (of course) fear. Cloud (1999) points out some of the extreme, “zero tolerance” actions taken by schools shortly following the Columbine shootings: A seven-year-old boy in Cahokia, Ill., is suspended for having a nail clipper at school. A 10th-grader at Surry County High School in Virginia is booted for having blue-dyed hair. Shortened version of the title in the header and the page number on each page Para 2: Preface of the Literature Review Para 3: Brief History First-level heading: All major sections of the paper will be first- level, including The Literature Review, Body, and Conclusion. You may choose to mark the Introduction, but it is typically not done because the title of the paper stands for the heading level. Note that the title is centered and bold with sentence-case capitalization. Note how Amanda prefaces the LR by giving the reader an idea of what will be included. You might also note that the
- 7. paragraph is written in passive voice so that she can avoid using personal pronouns such as “I.” This is a second-level heading. It is left-hand justified and bold. All major words are capitalized. This tells the reader that this next section is a division of the first-level heading that is directly above. This citation is in APA. It shows the authors and year of publication. This sentence is a paraphrase of Gibbs and Roche. The reader can look at the references page to find the original document. Amanda has made a mistake: Only the ampersand (&) should be used in a parenthetical citation. Here is another way to include a parenthetical citation. Amanda has incorporated the author’s name into the sentence. Note that the year of publication is presented after the author, but there is no citation at the end of the sentence because the information is already presented at the beginning. This quotation is called a “block.” If a quotation is over 40 words long, then you must “block” it by removing the quotation marks and indenting the entire quotation 1/2” from the left-hand margin. If this quotation would have been from a print text, then the page number would have been included at the end of the sentence, but it was an electronic source. Elizabeth.MacWhinnie Typewritten Text Elizabeth.MacWhinnie Typewritten Text Elizabeth.MacWhinnie
- 8. Typewritten Text Elizabeth.MacWhinnie Typewritten Text SAFETY FIRST 4 A Minnesota high school nixes a yearbook photo of an Army enlistee in the senior class because it shows her sitting atop a cannon outside a Veterans of Foreign Wars post. Far from the exception, these actions considered these many years later seem unreasonable, even in a post-9/11 world filled with uncertainty. The Argument for Open Carry Everywhere in Arizona However, in Arizona, the newly proposed SB 1474 would not seek to disarm students; on the contrary, the bill would allow students the right to concealed carry on state-funded university campuses. Proponents of the bill assert that such a measure is long over due. According to an NRA poster that were taped to message boards all over The University of Arizona campus, “[s]elf-defense is one of the most fundamental rights of every human being.” Further, the poster
- 9. states that the NRA has worked diligently over the past 25 years to expand the right of open carry: the NRA has been “working for passage of fair Right-to- Carry laws, expansion of carry reciprocity between the states and the elimination of many ‘no- carry’ zones that only affect the law-abiding.” For the NRA, one of the major private-public backers of the SB 1474, the restriction of concealed carry on college campuses is an infringement on these basic rights. The flyer goes on to state the following: Those who oppose campus carry [of firearms] argue that educational institutions should be treated differently, based on emotional claims that places of higher learning are somehow exempt from real-world violence. But the truth is, despite current prohibitions on legally carrying on campuses, crimes already occur on campus, and the right to self- defense from those violent acts should be respected. (NRA, 2012) The NRA is correct. In fact, given the number of school-related shootings in the past few months alone, it would seem that a student’s chances of being shot on
- 10. campus seem greater than if that Para 4: Pro side There are three second-level headings in the LR. Headings help you and the reader to see the organization of your paper. Amanda presents a closer look at the pro side before the con side. Note that she is not engaging with the arguments, only presenting them as fairly as she can. The LR is about the arguments of others. Amanda knows she will be able to make her own arguments in the Body of the paper. SAFETY FIRST 5 same student were walking the streets of the community. From larger cities to small towns, it seems that the size of the community does not matter: the violence of a shooting can occur anywhere. However, even with this fact floating in the backs of students’ minds, students must still attend classes and while it would seem obvious that lawmakers on both sides want student safety, they just see the means to that safety from different sides of the same coin. The Case for Campuses as Unique Eugene Sander (2012), the Interim President of the University of Arizona, released the
- 11. following statement about SB 1474: “I have been a gun owner for all my adult life, and am fully supportive of the right to own a gun. However, having faculty, staff or students bringing weapons into classrooms and other campus activities will do nothing to make our campus safer.” While Sander does not go into detail about what this newly proposed bill does have to do with, he makes his case on the basis that 50,000 students, staff, and faculty attend the campus daily, along with over 20,000 visitors annually. For Sander (2015), the educational environment is a “unique atmosphere that is dependent on open and vigorous debate. Introducing guns into classrooms would dramatically and negatively impact the ability to engage in constructive dialogue.” In other words, even if the NRA does not believe that the university is a unique atmosphere, as Sander and others do, then there is still a possibility that introducing the right to carry concealed weapons on campus might lead to a change to the very culture of the university. Para 5: Con side
- 12. Amanda has made a mistake. Each time an author is included, the year of publication must follow. So this should read as follows: “While Sander (2012)….” Amanda has made a mistake. The actual year of publication is 2012. Be careful about editing for errors like this in your own paper. This citation is correct. Amanda did not have to include the author’s first name, but it is fine to do so the first time that the author’s name is mentioned. At the end of the LR, Amanda still needs to include one more paragraph that will act as a “conclusion” for the LR. The idea here is NOT to conclude the entire paper. Instead, she needs to include a paragraph that attempts to summarize the arguments once again in order to prepare the reader for the presentation of a second presentation of her thesis statement. The thesis statement should be presented after the LR and before the Body so that the reader has it fresh in his or her mind as he or she begins reading the Body, which contains the student’s argument broken down into individual assertions. Para 6: LR Conclusion SAFETY FIRST 6 References CNN Library. (2015, October 19). 28 deadliest mass shootings in U.S. history fast facts. CNN. Retrieved from http://www.cnn.com/2013/09/16/us/20- deadliest-mass-shootings-in-u-s-
- 13. history-fast-facts/ Cloud, J. (1999). The Columbine effect. Time. Retrieved from http://content.time.com/time/ magazine/article/0,9171,35098,00.html Gibbs, N., & Roche, T. (1999). The Columbine tapes. Time. Retrieved from http://content.time.com/time/magazine/article/0,9171,992873,00 .html National Rifle Association. (2012). Arizona self-Defense on campus [Flyer]. NRA: Author. Sander, Eugene. (2012, March 20). UA President opposes campus guns bill. KGUN-TV. Retrieved from http://www.kgun9.com An APA list of references should be labeled “References,” NOT “Works Cited” or “Bibliography.” Titles in APA are presented in sentence-case capitalization, meaning that only the first word or any proper noun should begin with a capital letter. Proper nouns always begin with a capital letter. Amanda has made a mistake. This capital letter “D” should not be capitalized. The last name is presented first; then the first name and middle
- 14. (if present) is included as initials. An ampersand (&) is used for more than one author. Last names are always presented first. Amanda has made a mistake by including the full name of the author here. Untitled EH 1020, English Composition II 1 Course Learning Outcomes for Unit IV Upon completion of this unit, students should be able to: 3. Identify parts of an argument through persuasive writing. 5. Produce an argumentative research paper. Reading Assignment Unit Lesson 4.1 Unit Lesson 4.2 Unit Lesson 4.3 Unit Lesson 4.4 Unit Lesson 4.5 Unit Lesson
- 15. Please be sure to maximize your Internet browser so that you can view each individual lesson on a full screen, ensuring that all content is made visible. Click here to access Unit IV Lesson 1. Click here to access the Lesson 1 transcript. Click here to access the Understanding the Paper Structure video transcript. Click here to access The Purpose of Each Section video transcript. Click here to access Unit IV Lesson 2. Click here to access the Lesson 2 transcript. Click here to access The Literature Review video transcript. UNIT IV STUDY GUIDE Beginning the Drafting Process https://online.columbiasouthern.edu/csu_content/courses/genera l_studies/eh/eh1020/15G/interactivelessons/unit_iv/Lesson1/mul tiscreen.html https://online.columbiasouthern.edu/CSU_Content/courses/Gene ral_Studies/EH/EH1020/15G/Transcripts/UnitIVLesson1Script.d ocx https://online.columbiasouthern.edu/CSU_Content/courses/Gene
- 16. ral_Studies/EH/EH1020/15G/videoTranscripts/UnitIV_Understa ndingthePaperStructure.docx https://online.columbiasouthern.edu/CSU_Content/courses/Gene ral_Studies/EH/EH1020/15G/VideoTranscripts/UnitIV_ThePurp oseofEachSection.docx https://online.columbiasouthern.edu/csu_content/courses/genera l_studies/eh/eh1020/15G/interactivelessons/unit_iv/Lesson2/mul tiscreen.html https://online.columbiasouthern.edu/CSU_Content/courses/Gene ral_Studies/EH/EH1020/15G/Transcripts/UnitIVLesson2Script.d ocx https://online.columbiasouthern.edu/CSU_Content/courses/Gene ral_Studies/EH/EH1020/15G/videoTranscripts/UnitIV_Literatur eReview.docx EH 1020, English Composition II 2 UNIT x STUDY GUIDE Title Click here to access Unit IV Lesson 3. Click here to access the Lesson 3 transcript. Click here to access Unit IV Lesson 4.
- 17. Click here to access the Lesson 4 transcript. Click here to access The Introduction video transcript. Click here to access Unit IV Lesson 5. Click here to access the Lesson 5 transcript. Click here to access the Pronoun Reference and Antecedent Agreement video transcript. Learning Activities (Non-Graded) Complete the “Check for Understanding” questions contained within Lessons 1, 2, and 5. Non-graded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. https://online.columbiasouthern.edu/csu_content/courses/genera l_studies/eh/eh1020/15G/interactivelessons/unit_iv/Lesson3/mul tiscreen.html https://online.columbiasouthern.edu/CSU_Content/courses/Gene ral_Studies/EH/EH1020/15G/Transcripts/UnitIVLesson3Script.d ocx https://online.columbiasouthern.edu/csu_content/courses/genera l_studies/eh/eh1020/15G/interactivelessons/unit_iv/Lesson4/mul tiscreen.html https://online.columbiasouthern.edu/CSU_Content/courses/Gene ral_Studies/EH/EH1020/15G/Transcripts/UnitIVLesson4Script.d ocx