Week Four Worksheet CJA354 Version 41University of Phoeni.docx

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Week Four Worksheet CJA/354 Version 4 1 University of Phoenix Material Week Four Worksheet Match the Definitions on the left to the correct Terms on the right by entering the correct corresponding alphabetical letter next to the numbers in the first column. Not all terms will be used. Definitions Terms 1. Engaging in sexual activities for something of value A. Disorderly conduct B. Breach of peace C. Loitering D. Treason E. Perjury F. Contempt G. Obscenity H. Prostitution I. Exploitation J. Illegal entry into the US K. Terrorism L. Sedition M. Delirium tremens N. USA Patriot Act O. Unlawful assembly P. Confiscation Q. Habeas corpus R. 2. Specific, purposeful, and unlawful behavior that causes public inconvenience, annoyance, or alarm 3. An overt act that is an attempt to overthrow the government 4. Deliberate conduct calculated to obstruct or embarrass a court of law or a judicial officer 5. Defendant is not a U.S. citizen and is found in or enters the United States 6. A public offense done by violence, or a disturbance of public order or tranquility 7. A communication or agreement intended to defame the government or to incite treason 8. A gathering of three or more people for the purpose of committing an unlawful act or a lawful act in a violent, boisterous, or tumultuous manner 9. The act of delaying, lingering, or idling about without a lawful reason for being present 10. A writ used by prisoners to challenge the nature and length of their confinement 11. Offensive photos, movies, or other works that are often sexual in content that are judge immoral by community standards 12. A violent act dangerous to human life, intended to intimidate or coerce a government or civilian population, in furtherance of a political or social objective 13. The willful giving of false testimony under oath in a judicial proceeding 14. Provides expanded law enforcement authority to assist the federal government’s ability to deter terrorism 15. How do your state’s laws differentiate between obscenity and lewdness? Include references. 16. How is prostitution defined in your state? Select a state where prostitution is illegal, if it is legal in your state. What is the punishment for prostitutes in that state? What is the punishment for the clients of prostitutes? What is the punishment for those who hire prostitutes? Include references. 17. What anti-drug laws include asset forfeiture in your state? Include references. .

Education

G. Obscenity
H. Prostitution
I. Exploitation
J. Illegal entry into the US
K. Terrorism
L. Sedition
M. Delirium tremens
N. USA Patriot Act
O. Unlawful assembly
P. Confiscation
Q. Habeas corpus
R.
2.
Specific, purposeful, and unlawful behavior that causes public
inconvenience, annoyance, or alarm
3.

An overt act that is an attempt to overthrow the government
4.
Deliberate conduct calculated to obstruct or embarrass a court
of law or a judicial officer
5.
Defendant is not a U.S. citizen and is found in or enters the
United States
6.
A public offense done by violence, or a disturbance of public
order or tranquility
7.
A communication or agreement intended to defame the

government or to incite treason
8.
A gathering of three or more people for the purpose of
committing an unlawful act or a lawful act in a violent,
boisterous, or tumultuous manner
9.
The act of delaying, lingering, or idling about without a lawful
reason for being present
10.
A writ used by prisoners to challenge the nature and length of
their confinement
11.

Offensive photos, movies, or other works that are often sexual
in content that are judge immoral by community standards
12.
A violent act dangerous to human life, intended to intimidate or
coerce a government or civilian population, in furtherance of a
political or social objective
13.
The willful giving of false testimony under oath in a judicial
proceeding
14.
Provides expanded law enforcement authority to assist the
federal government’s ability to deter terrorism
15. How do your state’s laws differentiate between obscenity
and lewdness? Include references.
16. How is prostitution defined in your state? Select a state
where prostitution is illegal, if it is legal in your state. What is

the punishment for prostitutes in that state? What is the
punishment for the clients of prostitutes? What is the
punishment for those who hire prostitutes? Include references.
17. What anti-drug laws include asset forfeiture in your state?
Include references.

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1. Dan White had been elected as a city supervisor of San Francisco. White resigned on November 10, 1978. Four days later, he changed his mind and asked Mayor George Moscone to reappoint him to his former position. The mayor refused. On the morning of November 27, White confronted the mayor and demanded to be reappointed. When the mayor refused, White shot the mayor five times. White reloaded his gun, walked across the hall to City Supervisor Harvey Milk's office, and shot him four times. Milk was a leader in San Francisco's gay community with whom White frequently clashed. After shooting Moscone and Milk, White fled but shortly thereafter went to the police and confessed. He was charged with first degree murder. During the trial psychologists called by the defense testified that White's behavior was the result of long term depression excaberated by a craving for junk food. They testified that White's judgement and ability to control his behavior were altered by the huge amount of sugar he had consumerd the night before the killings. The so called Twinkie defense worked. White was convicted of voluntary manslaughter instead of first degree murder on May 21, 1979, he was sentenced to a prison term of 7 years to 7 years, 8 months. White was released from prison after serving 5 years, 1 month, and 9 days of his sentence. He committed suicide on Octiver 21, 1985. a. What is the legal rationale for accepted legal defenses against or excuses from criminal responsibility? Do you agree with the rationale? b. Should all legal defenses or excuses be abilished? Why or why not? 2. The sexual assault and murder of 7 year old Megan Kanka in New Jersey October 31, 1994, struck a national nerve. Megan was assaulted and killed by a neighbor, Jesse Timmendequas, who had twice been convicted of similar sex offenses and was on parole. In response to the crime and public uproar, the state of New Jerseyenacted 'Megan's Law.' The law, as originally passed, required sex offenders, upon their release from prison to register with New Jersey law enforcement authorities, who are to notify the public about their release. The public was to be provided with the offender's name, a recent photograph, a physical description, a list of the offenses for which he or she was convicted, the offender's current address and place of employement or school, and the offender's automobile license plate number. The Supreme Court has upheld Megan's Law. Currently, all 50 states and the federal government have Megan's Law that require sex offenders released from prison to register with local law enforcement authorities. Many of those laws, like New Jersey, require that the law enforcements officials to use the information to notify schools and day care centers and in some cases, the sex offenders neighbors. In 1997, California enacted a law allowing citizens access to a CD ROM with detailed information of 64,000 sex offenders living in California who had committed a broad range.

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Wind Power Used For Millennia Variations in albedo Wind The Uneven Heating of the Surface Annual average net radiation from the Earth’s surface 1995 - 1986 Areas of heat gain and loss on Earth’s surface Re-distribution of Excess Heat Atmospheric Circulation on a Non-rotating Earth One cell in each hemisphere. Warm air rises at the equator and moves north. Cool air sinks at the poles and flows toward the equator. Coriolis Effect Coriolis Effect: tendency of a fluid (water or air) to be deflected from its straight-line path as it moves across the Earth’s surface. Deflection of a moving object is to the Right in the Northern Hemisphere and Left in the Southern Hemisphere. High Pressure High Pressure Low Pressure High Pressure Rising air Descending air Low Pressure Descending Air Rising air Low pressure Descending air Atmospheric Circulation on a Rotating Earth InterTropical Convergence Zone (another source of wind) Wind Generation Turbine Blades Inside of Wind Turbine Size Scale of Wind Turbines Small Scale Wind Power (Domestic systems) Large Scale Wind Power (Grid Systems) Wind Characteristics Highly variable at several different timescales: From hour to hour Daily Seasonally High demand may not correspond to peak winds. Instantaneous electrical generation and consumption must remain in balance to maintain the grid stability. Intermittent winds pose problem for wind power. Backup generation capacity (fossil fuels) or energy storage (pump storage) may be needed. Turbine Size Domestic size Grid size Early Wind Farms Limited output per turbine. Required large numbers of turbines. Large Scale Wind Turbines Note bus New Wind Turbine Designs Learning From Nature Humpback Whale Blade design Potential Wind Energy Regions Wind & Water Ocean wind farm off Denmark Energy Output Vs. Wind Velocity Each potential wind farm has its own wind characteristics Advantages of Wind Power • No fuel consumed. • No air pollution. • Energy used to build a wind power plant equals the energy produced by the plant in a few months time = pays for itself. • Allows for multiple land use in farming and electrical generation. Surprising Resistance to Wind Power Environmental Effects Danger to birds and bats. Noisy (whooof, whooof) Medical problems Aesthetics (Cape Cod). Danger to birds and bats Danger to birds and bats Birdwatchers in UK flock to see rare bird, then watch it killed by wind turbine Bird Friendly Compressed Air Turbine Perceived Wind Noise San Gorgoino Pass, California Near Palm Springs, popular resort New Wind Farm Proposal Cape Cod Wind Farm Against Against Can’t Please Everybody Artist Rendition of Proposed Cape Cod Wind Farm Cape Cod wind farm would not be visible for more that 7 - 8 months a year due to haze. Isle of Lewis, Scotland Isle of Lewis Standing Stones La Venta,.

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winter 2013 235 CREATE A CONTRACT Instructions: I will give you a fact scenario below that involves some college students who are having difficulty living together as roommates. Your task will be to create a contract to solve the problems and issues that the fact pattern raises. Hint I had (sixteen) 16 issues when I did the assignment. After you create the contract, you will then include around a two page written description about WHY you chose to design the provisions of the contract the way you did. Your grade will be based on: 1. Whether your contract identifies and solves the problems 2. Whether your contract is realistic a. (ie a clause that says no roommate shall ever enter the room of another roommate is not practical because what if you hear them yelling for help, or if you haven’t seen them in 14 days.) I want you to think about “loopholes” and the “what if” types of things that can go wrong. 3. Language… Really in this assignment PLEASE pay attention to the words you type because one missing word can make the contract really silly… In last year’s contracts I had someone write… A roommate can eat any food in the apartment that has their name on it… (Great give me a pen and I’ll just put my name on everything). 4. Your explanation, did you have sound reasoning for putting in something in the contract. 5. Following the LAW:… This assignment requires you to have a general understanding of what a contract is and how it works… That is, after all, what we have been studying. a. Do not include items in your contract that are illegal or are not a contract… For example do not say if the roommate leaves the toilet seat up, they will place their hands on the toilet and have their fingers slammed 10 times by the toilet seat. (That’s not enforceable) b. Do NOT include something like… If roommate “brion” doesn’t like the punishment he can change it to what he wants, or if I don’t want to follow this rule I don’t have to”… (It is not a contract if one person can CHOOSE to not follow something, It also not a contract when you leave punishments, requirements ect for the “future to be determined” 6. Creativity/problem solving/format of contract a. You must follow the general format of a contract I have included after the fact scenario… Trust me I am including the sections that ALL your contracts must have for your benefit. It will make organizing it a lot easier for you. b. You must CHOOSE to write your contract from the viewpoint of one of the four people below or as a disinterested outside party… This is critical because if you are writing the contract from the perspective of one of the people it should FAVOR that person (in a reasonable way), if you are writing as a disinterested third party (an attorney) you should try and be as fair to all as possible. c. In your explanation tell me from what viewpoint…actually make that your first sentence. ****************************************************************** .

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WinEst As 1. Es 2. Ta ssignment stInfo (Estim a. Name b. Due: c. Estima d. Start e. Estima f. Rate i. ii. ake Off (Ite mate Inform e: Driveway 1 month fro ate Type: B Date: Toda ate Status: Tables: Sample L Sample E ems) P C mation) y Proposal om today udgetary ay Submitted abor Rates quipment R Page 1 of 2 COMPU Rates TERS FO Engi OR CONS TEC neering Tec Un Colleg STRUCTI CHNOLO hnology Pro niversity of To ge of Engine ON OGY gram oledo eering Page 2 of 2 3. Adding Markups a. Add Net Markup i. Name: Overhead and Profit ii. Type: 15% b. Add Sales Tax i. Name: Sales Tax ii. Type: 6.5% iii. Restrict this Tax Markup to: Material 4. Print Report a. Report 1: i. Sheet View, set Filter to “’95 Div Details” ii. File -> Print Preview -> Style 1. Layout: Landscape 2. Header/Footer -> Custom Header a. Left Text (Use Field Tags…) i. Est Info – Project Name ii. Est Info – Start Date iii. Est Info – Due Date b. Center Text (Use Field Tags…) i. Est Info – Type ii. Est Info – Status c. Right Text i. Name ii. Professor Name iii. Class iv. Date b. Report 2: i. Totals View ii. File -> Print Preview 1. Ensure the Layout and Headers match Report 1 5. DUE: Monday, April 7, 2014 by 5:00 pm 1 Getting Started with WinEst Sample Exercise v10.1 Professional Cost Estimating and Budgeting Things you need to know about WinEst Pull Down Menus & Tool Bars There are different ways to view your toolbar in WinEst. Here are 2 examples. If you prefer large toolbar buttons, select ‘Preferences’ from the ‘Tools’ menu option. Now select the Toolbars option from the displayed list of preferences. To the right, under ‘Style’, change the Images to ‘Large’. Click OK. Toolbar - Small Images with Short Text Toolbar - Large Images with Text WinEst has pull down menus for each of the following - File, Edit, View, Filters, Tables, Tools, Database, Reports, Custom, Window and Help. When the mouse is clicked on one of these menu items, a list drops down and the available commands display for that menu. Scan the menus to see the features available in the WinEst program. Help Help is always available. You can select the Contents command on the Help menu or press the F1 key to view help. 2 Navigating in WinEst WinEst has three main views. These enable you to follow a structured method for building and reviewing your estimates. You can move from view to view at any time by clicking one of the corresponding toolbar buttons (‘Takeoff’, ‘Sheet’ and ‘Totals’) or by making selections from the ‘View’ Menu. Takeoff View This view is for adding items to your estimate from the price book Database. From here you can: • Lookup items in the database • Perform takeoff calculations • Assign Work Breakdown Structures (WBS) to items • Analyze the Item takeoff audit trail • Enter unique, “one time” items • Add notes to it.

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Wiley Plus Brief Exercise 6 –Accounting 100 Brief Exercise 6-1 Brief Exercise 6-1 Farley Company identifies the following items for possible inclusion in the taking of a physical inventory. Indicate whether each item should be "Included" or "Not Included" from the inventory taking. (a) Goods shipped on consignment by Farley to another company. (b) Goods in transit from a supplier shipped FOB destination. (c) Goods sold but being held for customer pickup. (d) Goods held on consignment from another company. Brief Exercise 6-2 Wilbur Company has the following items: Indicate whether each item should be "Included" or "Not Included" from the inventory taking. (a) Freight-In (b) Purchase Returns and Allowances (c) Purchases (d) Sales Discounts (e) Purchase Discounts Brief Exercise 6-8 Pettit Company reports net income of $90,000 in 2014. However, ending inventory was understated $7,000. What is the correct net income for 2014? The correct net income for 2014 $ Warning Don't show me this message again for the assignment Ok Cancel Click if you would like to Show Work for this question: Open Show Work Brief Exercise 6-9 (Part Level Submission) At December 31, 2014, the following information was available for A. Kamble Company: ending inventory $40,000, beginning inventory $60,000, cost of goods sold $270,000, and sales revenue $380,000. Warning Don't show me this message again for the assignment Ok Cancel (a) Calculate inventory turnover for A. Kamble Company. (Round answer to 1 decimal place, e.g. 1.5.) Inventory turnover times Warning Don't show me this message again for the assignment Ok Cancel Click if you would like to Show Work for this question: Open Show Work Modify Show Work Exercise 6-1 Tri-State Bank and Trust is considering giving Josef Company a loan. Before doing so, management decides that further discussions with Josef’s accountant may be desirable. One area of particular concern is the inventory account, which has a year-end balance of $297,000. Discussions with the accountant reveal the following. 1. Josef sold goods costing $38,000 to Sorci Company, FOB shipping point, on December 28. The goods are not expected to arrive at Sorci until January 12. The goods were not included in the physical inventory because they were not in the warehouse. 2. The physical count of the inventory did not include goods costing $95,000 that were shipped to Josef FOB destination on December 27 and were still in transit at year-end. 3. Josef received goods costing $22,000 on January 2. The goods were shipped FOB shipping point on December 26 by Solita Co. The goods were not included in the physical count. 4. Josef sold goods costing $35,000 to Natali Co., FOB destination, on December 30. The goods were received at Natali on January 8. They were not included in Josef's physical inventory. 5. Josef received goods costing $44,000 on January 2 that were sh.

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Winter 2011 • Morality in Education 35 Workplace Bullying: Costly and Preventable By Terry L Wiedmer W orkplace bullying is a pervasive practice by malicious individuals who seekpower, control,domination, and subjugation. In businesses or schools, such bullying is an inefficient way of working that is both costly and preventable. Senior management and executives are ultimately responsible for creating and sustaining bully-free workplaces. Workplace bullies can be stopped if employees and employers work together to establish and enforce appropriate workplace policies and practices. This article presents information about workplace bullying, including its prevalence, targeted individuals, bullying behaviors, employer practices, and steps to prevent bullying. In the end, leadership and an environment of respect provide the ultimate formula for stopping workplace bullying. Bullying occurs between and among people in all venues—in the home, community, and workplace. It is a pervasive, targeted, and planned effort that can be overtly obvious or can fly under the radar and is conducted by practiced and malicious individuals who seek power, control, domination, and subjugation. The impacts of such actions—in terms of finances, emotions, health, morale, and overall productivity—are destructive, and the ramifications are limitless (Mattice, 2009). Because no one is immune from the potential of being subjected to bullying in the workplace, this topic merits further review and analysis (Van Dusen, 2008). : To combat workplace bullying, often referred to as psychological harassment or violence (Workplace Bullying Institute [WBI], 2007), employers must have a full range of policies in place and means available to them to create and maintain a healthy workplace culture and climate. Although they are not generally for-profit endeavors, schools and school systems are purposeful businesses that share the same concerns and have the same responsibility to ensure that each employee works in a respectful environment and is not subjected to workplace bullies. Workplace Bullying • According to the Workforce Bullying Institute (WBI), workplace bullying is the repeated, health-harming mistreatment of one or more persons (the targets) by one or more perpetrators that takes one or more of the following forms: verbal abuse; offensive conduct/behaviors (including nonverbal) which are threatening, humiliating, or intimidating; and work interference—sabotage—which prevents work from getting done. (Definition of Workplace Bullying, para. 1) Bullies seek to induce harm, jeopardize one's career and job, and destroy interpersonal relationships. The behaviors of bullies harm people and ravage profits. 36 The Delta Kappa Gamma Bulletin Prevalence of Workplace Bullying Thirty-seven percent of U.S. workforce members report being bullied at work; this amounts to an estimated 54 million Americans, which translates to nearly the entire population of the states of Wash.

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With the competitive advantage that Crocs’ supply chain holds, the company also wants to be able to sustain their customers’ satisfaction. In doing this, they must make sure that their transformation process is producing consistent output especially when new products are introduced. This can be achieved by having a solid quality control system. With the quality control system, inspections are to take place at three critical points. The first one is before production, which involves the raw materials in Crocs’ case that would be the raw materials, or chemicals that they purchase in pellet form. This first step can be eliminated by through supplier certification. The second critical point is during the production process. Process quality control takes place, which involves statistical process control. Periodic samples are taken from a continuous production, as long as sample measurements fall within the control limit the production will continue. However, if the samples fall outside the control limits, the process is stopped and a search is made for an assignable cause. In this case, the process will use a quality control chart known as an attribute control chart. The whole purpose is to find the natural random variability in the output oppose to unnecessary variations. The company must maintain that natural random variability to be under statistical control. The last critical point is after production. Following these inspections is process capability. Process capability is assessed once the process is under statistical control. It is the ability of the process to meet or exceed customers’ specifications. Process capability is determined by using the process capability index. If the process is unable to meet the customer specifications the following step is continuous improvement in which case seven tools are used including a flow chart, check sheet, histogram, Pareto chart, cause and effect, scatter diagram and a control chart. These tools are then incorporated into an improvement approach known as Six Sigma. Six Sigma includes five steps: 1. Defining a process for improvement 2. Measuring the variables and setting goals for improvement 3. Analyzing the root causes in which case the seven tools are referred to 4. Making improvements 5. Implementing a control plan to ensure that changes are permanent In furthering research on Crocs, it has been stated in online reviews by various customers that they have experienced defects in the seam of their shoes, cases in which their shoe had shrunk or didn’t fit at all, Crocs’ flip flops tearing apart, holes appearing in their shoes, and the smell of the shoes. These reviews are accessible to many consumers, and are capable of tainting the reputation of Crocs. Reviews such as these are important to pay attention to because it’s proof of the importance of solidifying an efficient quality control system. It is especially important when introducing new products, and the use of different materials. .

With the competitive advantage that Crocs’ supply chain holds, the.docx

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Windows Server 2012 R2 Essentials Windows Server 2012 R2 Essentials Hands-on lab An ideal server for small businesses, Windows Server 2012 R2 Essentials, the latest version of Windows Small Business Server Essentials, provides a powerful and flexible solution that helps protect your business data while allowing you to access the information you need from virtually anywhere using almost any device. In this lab, you will learn how to work with Microsoft Office 365 mailboxes, create a user account for a new employee, join a computer to the network, monitor the health and protect the data of the network environment using local and cloud-based services, extend storage capacity, and finally how to remotely access the Windows Server 2012 R2 Essentials server when away from the office. Produced by HynesITe, Inc Version 3.1 11/20/2013 This document is provided for informational purposes only and Microsoft makes no warranties, either express or implied, in this document. Information in this document, including URL and other Internet Web site references, is subject to change without notice. The entire risk of the use or the results from the use of this document remains with the user. Unless otherwise noted, the companies, organizations, products, domain names, e-mail addresses, logos, people, places, and events depicted in examples herein are fictitious. No association with any real company, organization, product, domain name, e-mail address, logo, person, place, or event is intended or should be inferred. Complying with all applicable copyright laws is the responsibility of the user. Without limiting the rights under copyright, no part of this document may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), or for any purpose, without the express written permission of Microsoft Corporation. Microsoft may have patents, patent applications, trademarks, copyrights, or other intellectual property rights covering subject matter in this document. Except as expressly provided in any written license agreement from Microsoft, the furnishing of this document does not give you any license to these patents, trademarks, copyrights, or other intellectual property. Copyright 2013 © Microsoft Corporation. All rights reserved. Microsoft, Active Directory, Hyper-V, Internet Explorer, Windows, Windows PowerShell, and Windows Server, are trademarks of the Microsoft group of companies. All other trademarks are property of their respective owners. Windows Server 2012 R2 - Essentials Lab created by HynesITe, Inc. For questions or comments, send an email message to [email protected] Page | 3 Introduction Estimated time to complete this lab 60 minutes Objectives After completing this lab, you will be able to: � Integrate Windows Server 2012 R2 Essentials with Mic.

Windows Server 2012 R2 Essentials Windows Server 2012.docx

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Wind power resources on the eastern U.S. continental shelf are estimated to be over 400 GW, several times the electricity used by U.S. eastern coastal states. The first U.S. developer proposes to build 130 large (40 story tall) wind turbines in Nan- tucket Sound, just outside Massachusetts state waters. These would provide 420 MW at market prices, enough electricity for most of Cape Cod. The project is opposed by a vigorous and well-financed coalition. Polling shows local public opinion on the project almost equally divided. This article draws on semistructured interviews with residents of Cape Cod to analyze values, beliefs, and logic of supporters and oppo- nents. For example, one value found to lead to opposition is that the ocean is a special place that should be kept natural and free of human intrusion. One line of argument found to lead to support is: The war in Iraq is problematic, this war is “really” over petroleum, Cape Cod generates electricity from oil, therefore, the wind project would improve U.S. security. Based on analysis of the values and reasoning behind our interview data, we identify four issues that are relevant but not currently part of the debate. Introduction Recent assessments of renewable energy show that wind power has, since the turn of the century, become cost-competitive in the sites with the most favorable wind regimes (Herzog et al., 2001). Until very recently, large-scale North American wind resources were believed to exist in the Great Plains of the United States, northern Canada, and central Canada only (Grubb & Meyer, 1993). Although these huge resources are enough to meet the entire continent’s electrical needs, they are distant from the large coastal cities where electricity is primarily consumed—imposing a need for costly large-scale transmission lines (Cavallo, 1995). In just the last couple of years, it has been recog- nized that the Atlantic Ocean also has a large wind resource on the continental shelf, close to East Coast cities. Three or four manufacturers have developed large wind elec- tric turbines designed to be placed offshore, in waters up to 20–30 m in depth. To date these have been placed only in European waters. By late 2003, the resources, the technology, and the economic viability had all come together in the Eastern United States, potentially allowing large-scale deployment to begin by 2005. The furthest advanced of a handful of proposed U.S. offshore wind developments is in Nantucket Sound, off the Southern coast of Cape Cod, Massachusetts. This proposal has engendered a widespread, well-organized, well-financed, and politically potent opposition. This movement’s strength, and the apparent contradiction of such opposition coming from a population thought of as politically liberal and environmentally con- cerned, have garnered national press coverage (e.g., Burkett, 2003). A second project was proposed by the Long Island Power Authority for the southern edge of Long Island, with an .

Wind power resources on the eastern U.S. continental shelf are est.docx

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WilliamStearman_Java301build.xml Builds, tests, and ru.docx

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Wilco Corporation has the following account balances at December 31, 2012. Common stock, $5 par value $555,600 Treasury stock 90,720 Retained earnings 2,426,200 Paid-in capital in excess of par—common stock 1,321,900 Prepare Wilco’s December 31, 2012, stockholders’ equity section. (For preferred stock, common stock and treasury stock enter the account name only and do not provide the descriptive information provided in the question.) WILCO CORPORATION Stockholders’ Equity December 31, 2012 $ : $ Sprinkle Inc. has outstanding 10,050 shares of $10 par value common stock. On July 1, 2012, Sprinkle reacquired 107 shares at $89 per share. On September 1, Sprinkle reissued 61 shares at $90 per share. On November 1, Sprinkle reissued 46 shares at $85 per share. Prepare Sprinkle’s journal entries to record these transactions using the cost method. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.) Date Account Titles and Explanation Debit Credit 7/1/12 9/1/12 11/1/12 Graves Mining Company declared, on April 20, a dividend of $519,800, on its $5 par common stock, payable on June 1. Of this amount, $133,700 is a return of capital. Prepare the April 20 and June 1 entries for Graves. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.) Date Account Titles and Explanation Debit Credit Apr. 20 June 1 Apr. 20 Retained Earnings = ($519,800 – $133,700) = $386,100 Abernathy Corporation was organized on January 1, 2012. It is authorized to issue 10,290 shares of 8%, $65 par value preferred stock, and 544,000 shares of no-par common stock with a stated value of $2 per share. The following stock transactions were completed during the first year. Jan. 10 Issued 80,330 shares of common stock for cash at $6 per share. Mar. 1 Issued 5,670 shares of preferred stock for cash at $113 per share. Apr. 1 Issued 24,730 shares of common stock for land. The asking price of the land was $90,540; the fair value of the land was $80,330. May 1 Issued 80,330 shares of common stock for cash at $9 per share. Aug. 1 Issued 10,290 shares of common stock to attorneys in payment of their bill of $50,620 for services rendered in helping the company organize. Sept. 1 Issued 10,290 shares of common stock for cash at $11 per share. Nov. 1 Issued 1,940 shares of preferred stock for cash at $115 per share. Prepare the journal entries to record the above transactions. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.) Date Account Titles and Explanation Debit Credit Jan. 10 M.

Wilco Corporation has the following account balances at December 3.docx

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Wilson Majee Technology Diffusion, S-Curve, and Innovation-Decision Process In this week's reflection report I will discuss technology diffusion, S-Curves and innovation decision process. I will use the healthcare industry as an example. Our healthcare system is ever evolving - new technologies, insurance models, and information systems are shaping the system on a daily basis. Despites these changes and the huge healthcare expenditures (16 of GDP in America compared to 8 in United Kingdom), Americans are comparatively not any healthier than citizens in most other developed nations (Merson, Black, & Mills, 2012). The disconnect between investments in technology and health outcomes is a concern of us all. It makes as question technology diffusion within the healthcare system: are investments in health system being spent efficiently? Are consumers really resistant to changes that benefit their health? Or are there issues with technology diffusion as a practice. Diffusion is the process by which an innovation is spread through a population. Ironically, people and institutions, generally, do not like change. Change is viewed as painful, difficult and times creating uncertainties. Because of this, and for the healthcare industry, huge amounts of resources are devoted either to promoting innovations (for example, selling the latest drug, imaging system, medical device etc.) or to preventing innovations from disrupting the status quo. Although many successful healthcare innovations are aimed at making people healthier, at relatively smaller increases in costs, IT usage in healthcare has always lagged other industries - ERH are a good example. Adoption of ERH was slow. Literature on technology diffusion states that successful implementation is influenced by the compatibility and complexity of the innovation, organizational context, and the characteristics of the implementation strategy (Cain M, & Mittman, 2002; Rogers, 1995). People respond to these factors differently resulting in an S-shaped curve illustration of the adoption process. The S-curve model shows that any innovation is first adopted by a few people/organizations and as more use it, and confidence is built around the technology, other will begin to use it. Because of the inherent uncertainty to new innovations, the decision to adopt an innovation takes time. However, "once the diffusion reaches a level of critical mass, it proceeds rapidly. Eventually a point is reached where the population is less likely to adopt the innovation, and spread slows down. The S-curve implies a hierarchy of adopters, starting with innovators, early adopters, early majority, late majority and laggards (Rogers, 1995). In other words the S-curve explains the innovation-decision process: the process through which an individual/organization passes through from when they gain knowledge of an innovation, to forming an attitude, to the decision to accept or reject the innovation, .

Wilson Majee Technology Diffusion, S-Curve, and Innovation.docx

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WinARM - Simulating Advanced RISC Machine Architecture Shuqiang Zhang Department of Computer Science Columbia University New York, NY [email protected] Abstract This paper discusses the design and implementation of the WinARM, a simulator implemented in C for the Advanced RISC Machine (ARM) processor. The intended users of this tool are those individuals interested in learning computer architecture, particularly those with an interest in the Advanced RISC Machine processor family. WinARM facilitates the learning of computer architecture by offering a hands-on approach to those who have no access to the actual hardware. The core of the simulator is implemented in C with and models a fetch-decode-execute paradigm; a Visual Basic GUI is included to give users an in- teractive environment to observe different stages of the simulation process. 1. Introduction: This paper describes how to simulate an ARM processor using the C programming language. In the course of this discussion, the reader is introduced to the details of the ARM processor architecture and discovers how the hardware specifications are simulated in software using execution-driven simulation. Execution driven simulation is also know as instruction-level simulation, register-cycle simulation or cycle-by-cycle simulation [3]. Instruction level simulation con- sists of fetch, decode and execution phases [4]. ARM processors were first designed and manufactured by Acorn Computer Group in the mid 1980’s [1]. Due to its high performance and power efficiency, ARM processors can be found on wide range of electronic devices, such as Sony Playstation, Nintendo Game Boy Advance and Compaq iPAQs. The 32-bit microprocessor was designed using RISC architecture with data proc- essing operations occurring in registers instead of memory. The processor has 16 visible 32 bit registers and a reduced instruction set that is 32-bits wide. The details on the registers and instructions can be obtained from the ARM Architectural Ref- erence Manual [2]. 2. Related Works: This section discusses different types of simulators available today and their different ap- proaches in design and implementation. Most simulation tools can be classified as user level simulators: these simulate the execution of a process and emulate any system calls made on the tar- get computer using the operating system of the host computer [5]. WinARM is an example of this type of simulator; it executes ARM instructions on a host Pentium x86 processor using a fetch-decode-execute paradigm. KScalar Simulator [Moure 6], PPS suite [7], CPU Sim3.1 [8] and OA- Mulator [9] are simulators best suited for educational purposes. They show the basic ideas of computer organization with relatively few details and complexity. They are specifically designed for students who have little or no background in computer architecture and who need a.

WinARM - Simulating Advanced RISC Machine Architecture .docx

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William Penn What religion was William Penn? William Pen was from an Anglican family that was very distinguished. His father was Sir William Pen who was a landowner. At twenty two, Penn decided to join the Quakers which was also referred to as the Religious Society of Friends. The Quakers used to obey the inner light and they believed that the inner light came directly from God. They refused to take their hats off or even bow for any man. They also refused to take their arms up. Their beliefs were completely different as compared to the beliefs that the other Christians had (Barbour & Frost, 1988). The Oxford University in England expelled Penn in the year 1662 since he refused to conform to the teachings of the Anglican Church. He could publicly state his beliefs and he could also print some of the things that he believed in. Quakers’ founder was George Foxx who was a close friend to Penn. Cromwell’s death was a time of turmoil to the Quakers since they were suspected for the death. They were suspected because they had beliefs that differed from the religion that had been imposed for the state. They had also refused to swear a loyalty oath to Cromwell, who was the king. Quakers did not swear since Christ had commanded people not to swear. The religious views that Penn had were a distress to his father. Naval service had helped him earn an Ireland estate and he had always hoped that the intelligence and charisma that his son had could help him in winning favor at the Charles II court. However, that could not happen since his son was always arrested. Penn and George Foxx were frequent companions since they could always travel together in order to spread their ministry. He also wrote a comprehension that was detailed and comprehensive regarding Quakerism. After the death of his father in 1670, Penn inherited the estates of the family and he could frequently visit the court of King Charles II where he was always campaigning for freedom in religion (Penn, 1794). Where was William Penn born? William Penn was born in London, United Kingdom. He was born on fourteenth of October in the year 1644. He was a privileged son since he was born by a gentleman who was a land owner. Thomas Loe, who was a Quaker minister, greatly affected Penn by his teachings. In 1677 a group of important men all from Penn’s religion received a land area in the Colonies for them to settle. Penn himself remained in England but wrote a government for this new community. In what part of the US was this land area located? In the year 1677, the Quakers relocated to another land. The city of Burlington is located in the Burlington County in New Jersey. It is Philadelphia’s suburb. The Quakers settlers moved to Burlington. Burlington served as West Jersey’s capital until the year 1702. The Quakers were able to formally establish their congregation in the year 1678. Initially, they could meet in private homes. However, between 1683 and 1687, a hexagonal house that was made .

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In Bachelor of Pharmacy course, Class- 1st year, sem-II Subject EVS having topic of Energy Resources under the point Natural Resources. Following Presentation contain total information about the energy resources like Introduction of energy resources, Non-renewable, Renewable Energy resources with examples as well as deep explanations of coal, oil, petroleum, solar energy , wind energy , Conservation of Natural resources etc. Students having deep knowledge about energy resources after studying this presentation.

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This PowerPoint helps students to consider the concept of infinity.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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1. Week Four Worksheet CJA/354 Version 4 1 University of Phoenix Material Week Four Worksheet Match the Definitions on the left to the correct Terms on the right by entering the correct corresponding alphabetical letter next to the numbers in the first column. Not all terms will be used. Definitions Terms 1. Engaging in sexual activities for something of value A. Disorderly conduct B. Breach of peace C. Loitering D. Treason E. Perjury F. Contempt

2. G. Obscenity H. Prostitution I. Exploitation J. Illegal entry into the US K. Terrorism L. Sedition M. Delirium tremens N. USA Patriot Act O. Unlawful assembly P. Confiscation Q. Habeas corpus R. 2. Specific, purposeful, and unlawful behavior that causes public inconvenience, annoyance, or alarm 3.

3. An overt act that is an attempt to overthrow the government 4. Deliberate conduct calculated to obstruct or embarrass a court of law or a judicial officer 5. Defendant is not a U.S. citizen and is found in or enters the United States 6. A public offense done by violence, or a disturbance of public order or tranquility 7. A communication or agreement intended to defame the

4. government or to incite treason 8. A gathering of three or more people for the purpose of committing an unlawful act or a lawful act in a violent, boisterous, or tumultuous manner 9. The act of delaying, lingering, or idling about without a lawful reason for being present 10. A writ used by prisoners to challenge the nature and length of their confinement 11.

5. Offensive photos, movies, or other works that are often sexual in content that are judge immoral by community standards 12. A violent act dangerous to human life, intended to intimidate or coerce a government or civilian population, in furtherance of a political or social objective 13. The willful giving of false testimony under oath in a judicial proceeding 14. Provides expanded law enforcement authority to assist the federal government’s ability to deter terrorism 15. How do your state’s laws differentiate between obscenity and lewdness? Include references. 16. How is prostitution defined in your state? Select a state where prostitution is illegal, if it is legal in your state. What is

6. the punishment for prostitutes in that state? What is the punishment for the clients of prostitutes? What is the punishment for those who hire prostitutes? Include references. 17. What anti-drug laws include asset forfeiture in your state? Include references.

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