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The Criminal Justice System Consists of three agencies: 1. Law Enforcement (Police) 2. Courts 3. Corrections Criminal justice systems include several major subsystems, composed of one or more public institutions and their staffs: police and other law enforcement agencies;trial and appellate courts; prosecution and public defender offices; probation and parole agencies; custodial institutions (jails, prisons, reformatories, half-way houses, etc.); and departments of corrections (responsible for some or all probation, parole, and custodial functions). The Criminal Justice components create a system when they apply their functions together looking for the same objective; to enforce justice into society. Even when the components of the Criminal Justice system are working to accomplish the same objective they work in different fields and the job of each component is very different from the others. Assignment For this assignment you will provide three scenarios on how the agencies work together Resources Course resources Grading Criteria Be sure to answer questions in full. For essay or questions requiring longer answers, more is always better than less. You must have a minimum of 500 words. (This does not include re-writing the question). Lecture Notes: Effectiveness of the System Power Point Presentation Calculating Crime Rates Power Point Presentation Crimes Against Property Power Point Presentation Crimes Against Persons Uniform Crime Report National Crime Victimzation Survey (NCVS) National Incident-Based Reporting System (NIBRS) Power Point Presentation: Classical and Neo-Classical Criminology Power Point Presentation: Classical and Neo-Classical Criminology - Alternative Formats Web Link: Top 10 Pros and Cons Arguments about the Death Penalty Youtube Video: Death Penalty Documentary, Execution Tour of NC Death Row .

The Criminal Justice System Consists of three agencies:
1. Law Enforcement (Police)
2. Courts
3. Corrections
Criminal justice systems include several major subsystems,
composed of one or more public institutions and their staffs:
police and other law enforcement agencies;trial and appellate
courts; prosecution and public defender offices; probation and
parole agencies; custodial institutions (jails, prisons,
reformatories, half-way houses, etc.); and departments of
corrections (responsible for some or all probation, parole, and
custodial functions).
The Criminal Justice components create a system when they
apply their functions together looking for the same objective; to
enforce justice into society. Even when the components of the
Criminal Justice system are working to accomplish the same
objective they work in different fields and the job of each
component is very different from the others.
Assignment
For this assignment you will provide
three
scenarios on how the agencies work together
Resources

Course resources
Grading Criteria
Be sure to answer questions in full. For essay or questions
requiring longer answers, more is always better than less.
You must have a minimum of 500 words.
(This does not include re-writing the question).
Lecture Notes: Effectiveness of the System
Power Point Presentation Calculating Crime Rates
Power Point Presentation Crimes Against Property
Power Point Presentation Crimes Against Persons
Uniform Crime Report
National Crime Victimzation Survey (NCVS)
National Incident-Based Reporting System (NIBRS)
Power Point Presentation: Classical and Neo-Classical
Criminology
Power Point Presentation: Classical and Neo-Classical
Criminology - Alternative Formats
Web Link: Top 10 Pros and Cons Arguments about the Death
Penalty

Youtube Video: Death Penalty Documentary, Execution Tour of
NC Death Row

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Assignment 2: Information Needs of Various Components of the Criminal Justice System Prison overcrowding is a major issue in virtually every state and in many municipalities. This is a noted problem nationwide. The reasons are that judges are sentencing more offenders to jails and prisons. State and federal sentencing guidelines have prescribed specific sentencing ranges for various types off offenders and offenses committed. Inmate populations are increasing due to the number of repeat offenders returning to our jails and prison systems. It is a documented fact that at the local, state, and federal levels, prison and jail populations are at an all-time high. The research reported in the National Institute of Justice supports these positions and has the appropriate documentation to support these notions. While there are a great many research studies on the broad subject of prison overcrowding, making use of research findings can be a daunting task. You must consider the information needs of the various components of the criminal justice system: Law Enforcement Courts Corrections Juvenile Justice Homeland Security The various components of the criminal justice system really do not act independently of one another. The system is directly impacted by each component. For instance, when law enforcement arrests more individuals, the courts now have to hear and decide the cases, which impacts court dockets. Large court dockets mean that there is a backlog of cases but they are eventually heard and decided. Then, convicted offenders are given correctional sentences, ranging from probation, community service, and community corrections to jail and prison time. As a result, eventually our correctional institutions get filled up and become highly overcrowded. In essence, each criminal justice system component has a direct impact on the other parts of the system. Tasks: Locate at least two research articles on the topic of prison overcrowding from either the National Institute of Justice Data Collections or the National Criminal Justice Reference Service Databases . The studies do not necessarily have to agree on conclusions or recommendations. Prepare a 3–4 page paper that includes a summary of the research articles and describes how you would present the findings of the studies for each of the five components of the criminal justice system listed above. Be sure to support your recommendations with authoritative sources and cite all references in the APA style. ...

Assignment 2 Information Needs of Various Components of the Cri.docx

Assignment 2 Information Needs of Various Components of the Cri.docx

Assignment 2 Information Needs of Various Components of the Cri.docx

Assignment 2: Information Needs of Various Components of the Criminal Justice System Prison overcrowding is a major issue in virtually every state and in many municipalities. This is a noted problem nationwide. The reasons are that judges are sentencing more offenders to jails and prisons. State and federal sentencing guidelines have prescribed specific sentencing ranges for various types off offenders and offenses committed. Inmate populations are increasing due to the number of repeat offenders returning to our jails and prison systems. It is a documented fact that at the local, state, and federal levels, prison and jail populations are at an all-time high. The research reported in the National Institute of Justice supports these positions and has the appropriate documentation to support these notions. While there are a great many research studies on the broad subject of prison overcrowding, making use of research findings can be a daunting task. You must consider the information needs of the various components of the criminal justice system: Law Enforcement Courts Corrections Juvenile Justice Homeland Security The various components of the criminal justice system really do not act independently of one another. The system is directly impacted by each component. For instance, when law enforcement arrests more individuals, the courts now have to hear and decide the cases, which impacts court dockets. Large court dockets mean that there is a backlog of cases but they are eventually heard and decided. Then, convicted offenders are given correctional sentences, ranging from probation, community service, and community corrections to jail and prison time. As a result, eventually our correctional institutions get filled up and become highly overcrowded. In essence, each criminal justice system component has a direct impact on the other parts of the system. Tasks: Locate at least two research articles on the topic of prison overcrowding from either the National Institute of Justice Data Collections or the National Criminal Justice Reference Service Databases . The studies do not necessarily have to agree on conclusions or recommendations. Prepare a 3–4 page paper that includes a summary of the research articles and describes how you would present the findings of the studies for each of the five components of the criminal justice system listed above. Be sure to support your recommendations with authoritative sources and cite all references in the APA style. Submission Details: Save the paper as M4_A2_Lastname_Firstname.doc. By Wednesday, July 27, 2016 , submit your report to the M4: Assignment 2 Dropbox . .

Assignment 2 Information Needs of Various Components of the Crimina.docx

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Assignment 2 Information Needs of Various Components of the Crimina.docx

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Prior to beginning work on this assignment, please review the article Blended Sentencing Laws and the Punitive Turn in Juvenile Justice (Schaefer and Uggen, 2016). In addition, please review resources included in your Week 3 Annotated Bibliography assignment. Finally, examine the Building a More Just Society case scenarios multimedia below. Background You work as a paralegal in a public defender’s office. In an upcoming presentation to a local legislative committee, the public defender plans to address criminal justice issues, constitutional principles, cultural sensitivity, and diversity awareness to promote social justice goals in local communities. You have been asked to assist the public defender in preparing the presentation. To this end, you will explore processes and issues in three criminal cases, applications for criminology, and relevant critical perspectives toward the goal of building a more just society. Your Task The public defender hopes to gain funding to support programs that respond to criminal justice issues and that promote a more just society. Earlier in this course, you had an opportunity to criminology through the works of Messer et al. (2016), Salvatore (2017) and Zoutewelle-Terovan & Skardhamar (2016). These authors consider how criminology may help to explain factors that associate with crime. Recall for example the consideration of life course theory in Messer et al. (2016). To help the public defender with preparation, you have been asked to create a paper between six and eight pages in length. Your description of processes, explanation of issues, and analysis of critical perspectives will provide the foundation for the public defender’s address to the local legislative committee, and thereby promote support for programs and laws that address large societal problems and that promote the social justice principles of equality, solidarity, and human rights to build a more just society. The public defender has come across three distinct cases that highlight the criminal justice issues that the legislature needs to address. Each case is preceded by a video summary that will comprise a portion of the public defender’s presentation to the legislative committee. To provide context for the public defender’s presentation to the legislative committee, the initial part of your paper should explain issues and describe processes about the following case scenarios: The Three Cases Case No. 1: Juvenile Justice and Law Enforcement Case Description (also included in the multimedia content) Through the process of waiver, the defendant was transferred from the juvenile justice system to the criminal justice system on drug related charges. If convicted, the defendant could receive a prison sentence. The defendant resides in an impoverished community. The public defender seeks funding for community treatment centers that respond to drug issues. When in custody, the defendant claims that law enforcement asked incriminating ques ...

Prior to beginning work on this assignment, please review the articl.docx

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Select a policy from the list of examples found in Chapter 1 of Criminal Justice Policy in Table 1.1 “Examples of Federal Criminal Justice Policies” (Mallicoat, 2014). In this discussion, you will evaluate your selected criminal justice policy by using one of the models (i.e., Packer’s, Feeley’s, or Cox and Wade’s) discussed in Chapter 2 of The Public Policy of Crime and Criminal Justice (Marion & Oliver, 2012). Initial Post: After selecting one of the criminal justice policies as identified by Mallicoat, evaluate it based on one of the models identified in The Public Policy of Crime and Criminal Justice , and explain your conclusions based on your evaluation of the current criminal justice system. In your examination of the policy process, determine if the policy under review is symbolic or substantive. Finally, determine the major goal and secondary goal of the policy based on Box 2.1 “Major Goals of the Criminal Justice System,” in The Public Policy of Crime and Criminal Justice (Marion & Oliver, 2012). Support your claims with examples from the required materials and/or other scholarly sources, and properly cite your references with both in-text and APA citations at the end of your post. Your initial post is due by Day 3 (Thursday) and should be at least 400 words in length. Examples of Federal Criminal Justice Policies Controlled Substances Act (Comprehensive Drug Abuse Prevention and Control Act of 1970) – Regulated the manufacturing, importation, possession, and use of controlled substances (both legal and illegal). Combat Methamphetamine Epidemic Act of 2005 – Regulates the over-the-counter sale of medicinal products containing ephedrine, pseudoephedrine and phenylpropanolamine (products typically found in cold medications and used to manufacture methamphetamine). Anti-Drug Abuse Act of 1986 – Enacted mandatory minimum sentences for drug possession. Fair Sentencing Act of 2010 – Changed the sentencing ratio between crack cocaine and powder cocaine to 1 to 18 (previously a 1 to 100 ratio). Sentencing Reform Act of 1984 (Comprehensive Crime Control Act) – Created sentencing structure for Federal offenses, established the U.S. Sentencing Commission, and abolished Federal parole. Sex Offender (Jacob Wetterling) Act of 1994 – Requires convicted sex offenders to notify policy of changes to residency and employment status. Adam Walsh Child Protection and Safety Act of 2006 – Organizes sex offenders into a 3-tier system and mandates timelines for registration based on tier. Creates a national sex offender registry and provides for the civil commitment for sexually dangerous persons. U.S. Patriot Act (2001) – Expanded the power of police agencies to gather intelligence data on terrorism suspects, and broadened discretionary powers to detain and deport immigrants suspected of terrorism. Fraud Enforcement and Recovery Act of 2009 – Enhanced criminal punishments for Federal fraud la.

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Associate Level Material Appendix D The Justice Systems System Comparison Matrix Copy and paste the characteristics of the juvenile justice system and the adult justice systems into their respective columns. Place the characteristics that are relative to both the juvenile and adult systems into the column labeled “Both”. · Individuals arrested have the right to receive Miranda warnings. · The purpose of the procedures is to punish the guilty. · Individuals on trial have the constitutional right to a jury trial. · Court jurisdiction is determined by age. · Individuals have the right to counsel. · Individuals on trial do not have a right to a jury trial. · There is the ability to negotiate and plea bargain. · Court proceedings are public. · Purpose of procedures is to protect and treat. · Proceedings are not considered criminal. · Justice system personnel use discretion. · Court proceedings are private. · Court jurisdiction is determined by offense. · Proceedings are considered criminal. · Prosecutors and defense attorneys are key players in proceedings. Juvenile Justice System Adult Justice System Both Issues Impacting the Juvenile Court System Briefly review the discussions in the two clusters to which you were not assigned for this week’s Discussion Question 1. In a 200- to 300-word response, address the main points for and against the two controversial issues. Final Project Position Highlight the position you will defend in your final project. · The juvenile justice system should focus on rehabilitation. · The juvenile justice system should focus on punishment. CJS 240 ...

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Unit VII discussed different types of courts. To explore more about this topic, as well as the other topics that the course has covered thus far, write an essay discussing how a hypothetical law that bans one from verbally assaulting a puppy in public could be applied to you. Include the course topics below in your essay. Describe how laws are created. Identify the sources of the law that you are being charged under. Explain how the court system operates. Assess what a court would accept as your lawful arrest. Identify the people involved in the court system. Discuss the history and duties of judges and prosecutors who you will face in court. Define terms related to criminal courts. Identify the proper names of alternatives to trial that may be offered to you. Explain how the court system operates. Determine how your criminal trial may proceed. Identify the people involved in the court system. Describe the various types of attorneys who may defend you. Analyze the relationship between the law and the court system. Explore how a law may be litigated. Your essay must be at least three pages in length. You are required to use your textbook and at least one outside source in your response. All sources used, including the textbook, must be cited and referenced according to APA Style. ...

Unit VII discussed different types of courts. To explore more ab.docx

Unit VII discussed different types of courts. To explore more ab.docx

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Application: Perspectives on Criminal Justice There are multiple perspectives of criminal justice and the criminal justice system. Each perspective addresses crimes and criminals from a different point of view. No single perspective dominates the contemporary criminal justice system, and all members of the system bring with them their own perspectives on law enforcement (police), adjudication (courts), and punishment (or corrections). By allowing for different perspectives, the criminal justice system works in conjunction with the trends in criminal activity and the people upholding the criminal justice system. Select two perspectives on criminal justice and consider whether they fall on the crime control or the due process model. Consider the strengths and limitations of the perspectives you selected. Also, think about an example (fictional or historical) to illustrate each of the perspectives you selected. The assignment (2 pages): Due by Sunday 9/06/15. Briefly describe each of the two perspectives on criminal justice that you selected. Explain if the perspectives you selected support crime control or due process. Use a real-life example to illustrate your points. Describe one strength and one limitation of each perspective. Explain how multiculturalism and diversity might create a challenge or an opportunity to criminal justice in relation to the perspectives you selected. Briefly describe at least one ethical issue related to criminal justice that is associated with one of the perspectives you selected. Support your work with specific citations from the Learning Resources. You are allowed to draw from additional sources to support your explanation, but you must cite using APA standards. All quoted material must be identified, cited, and referenced per APA standards. .

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Relationships Between the Law and the Court System Unit VII discussed different types of courts. To explore more about this topic, as well as the other topics that the course has covered thus far, write an essay discussing how a hypothetical law that bans one from verbally assaulting a puppy in public could be applied to you. Include the course topics below in your essay. Describe how laws are created. Identify the sources of the law that you are being charged under. Explain how the court system operates. Assess what a court would accept as your lawful arrest. Identify the people involved in the court system. Discuss the history and duties of judges and prosecutors who you will face in court. Define terms related to criminal courts. Identify the proper names of alternatives to trial that may be offered to you. Explain how the court system operates. Determine how your criminal trial may proceed. Identify the people involved in the court system. Describe the various types of attorneys who may defend you. Analyze the relationship between the law and the court system. Explore how a law may be litigated. Your essay must be at least three pages in length. You are required to use your textbook and at least one outside source in your response. All sources used, including the textbook, must be cited and referenced according to APA Style. .

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Join us as we delve into the complex world of criminal justice, exploring its various components and the challenges they face. In this insightful presentation, we will peel back the layers of the criminal justice system, shedding light on its key elements and the obstacles that hinder its effectiveness. In this presentation, we will start by providing an overview of the criminal justice system and its main components, including law enforcement, judiciary, and corrections. Gain a deeper understanding of how these components work together to maintain public safety, ensure justice, and rehabilitate offenders. We will explore the challenges faced by law enforcement agencies in maintaining law and order. Discuss issues such as limited resources, changing crime patterns, community relations, and the use of technology in crime prevention and investigation. Understand the delicate balance between protecting civil liberties and ensuring public safety. Next, we will examine the judiciary and its role in the criminal justice process. Explore the challenges related to the fair and impartial administration of justice, including case backlogs, judicial discretion, access to legal representation, and the ongoing need for judicial reforms. Discuss the importance of upholding due process and procedural fairness. We will also delve into the challenges and controversies surrounding corrections, including incarceration rates, prison overcrowding, rehabilitation programs, and the reintegration of offenders into society. Discuss alternative sentencing approaches, restorative justice practices, and the need for effective prisoner rehabilitation and reentry programs. Throughout the presentation, we will address the intersecting issues of racial and social disparities within the criminal justice system. Explore the impact of bias, discrimination, and systemic inequalities on various stages of the criminal justice process, and discuss initiatives aimed at promoting equity and fairness. Whether you are a student, practitioner, or concerned citizen, this presentation will provide valuable insights into the layers of the criminal justice system and the challenges it faces. Join us as we unravel the complexities, engage in thought-provoking discussions, and explore strategies for a more effective and equitable criminal justice system.

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The “Darth” Side of Technology Use: An Inductively Derived Typology of Cyberdeviance SRINIVASAN VENKATRAMAN, CHRISTY M. K. CHEUNG, ZACH W. Y. LEE, FRED D. DAVIS, AND VISWANATH VENKATESH SRINIVASAN VENKATRAMAN ([email protected]) is a Chief Data Scientist and AI/Machine Learning leader for The Boeing Company. He leads teams of data scientists in designing, developing, and deploying machine learning and artificial intelligence algorithms ranging from regression and classification to computer vision/deep learning models across engineering, manufacturing, supply chain, robotics, in-flight mechanics, and a multitude of other functions in the aerospace domain. Prior to joining Boeing, Dr. Venkatraman was on the Information Systems faculty at Washington State University. He holds a Ph.D. in Information Systems. CHRISTY M. K. CHEUNG ([email protected]; corresponding author) is an Associate Professor at Hong Kong Baptist University. She earned a Ph.D. in Information Systems from the College of Business at City University of Hong Kong. Her research interests include technology use as related to well-being, IT adoption and use, societal implications of IT use, and social media. She has published over one hundred refereed articles in scholarly journals and conference proceedings, including Journal of Information Technology, Journal of Management Information Systems, Journal of the Association for Information Science and Technology, and MIS Quarterly, among others. Dr. Cheung is President of the Association for Information Systems (AIS-Hong Kong Chapter). She also serves as Editor-in-Chief of Internet Research. ZACH W. Y. LEE ([email protected]) is an Assistant Professor in Marketing at Durham University Business School, United Kingdom. He holds a Ph.D. degree from Hong Kong Baptist University. His research interests include online consumer behaviors, organizational and societal implications of IT use, social media, and e-commerce. He has published in such journals as Information & Management, Journal of the Association for Information Science and Technology, Journal of Marketing Analytics, and others. Dr. Lee serves as an Associate Editor of Internet Research. FRED D. DAVIS ([email protected]) is Professor and Stevenson Chair in Information Technology at Texas Tech University. He earned his Ph.D. from MIT’s Sloan School of Management, and he served on the Business School faculties of University of Michigan, University of Minnesota, University of Maryland, and University of Arkansas. Dr. Davis’s research interests include user acceptance of information technology, technology-supported decision making, system development practices, and NeuroIS. His research has been published in MIS Journal of Management Information Systems / 2018, Vol. 35, No. 4, pp. 1060–1091. Copyright © Taylor & Francis Group, LLC ISSN 0742–1222 (print) / ISSN 1557–928X (online) DOI: https://doi.org/10.1080/07421222.2018.1523531 mailto:[email protected] mailto:[email protec.

The Darth” Side of Technology Use AnInductively Derived Ty.docx

The Darth” Side of Technology Use AnInductively Derived Ty.docx

The Darth” Side of Technology Use AnInductively Derived Ty.docx

THE CRISIS: A DECADE LATER Lehman’s Last Hires Look Back Four people who started at Lehman Brothers the day it failed reflect on the lessons they’ve learned. By Corrie Driebusch September 15, 2008, was one of the darkest days in the history of Wall Street. For four new college graduates, it was also their first day of work at Lehman Brothers Holdings Inc. Sohil Sheth, Luvleen Sidhu, Justin Gaines and Brian Grossman walked through the doors of Lehman just as the venerable investment bank filed for bankruptcy protection, an event that sent shockwaves around the globe. The aftershocks continue to define many aspects of American life a decade later. The crisis provided these unlucky millennials with a new perspective. Big institutions were no longer infallible. Wall Street no longer offered a guaranteed career path. Life was more fragile than they knew. One thing was certain: Their world would never again look the same.Sohil Sheth Works for Boston technology firm Harding Point Works for Boston technology firm Harding Point My junior year at Amherst, everyone was trying to get an internship in New York at a bank, and I got one with Lehman’s investment management division. All we heard from executives was that Lehman was going to be the next Goldman Sachs. The summer of 2008 I moved to New York for training. I was definitely getting nervous that maybe they would start laying people off. But the messaging at Lehman was ‘don’t worry.’ There’s no way the government would let anything happen to a company as big as Lehman. I was preparing for a licensing exam in my apartment on Sunday, Sept. 14, and there was a new news story every minute. I refreshed my computer browser and all a sudden there was a headline that Lehman declares bankruptcy. I got that feeling in the pit of my stomach. The next day we all went in to work, but everyone was a zombie. I kept working there, but this cloud was hanging over us. I worked in the fund of hedge funds group for two and a half years, but then got super jaded. I went to Peru and worked for a nonprofit for almost a year. A decade ago I defended the finance industry. Looking back, it’s tough to be socially conscious and work in it. I’m not saying tech is saving the world, but there’s more practical applications that can apply to a lot of people than just making the rich richer.Luvleen Sidhu Co-founded digital banking startup BankMobile I interned at Lehman after my sophomore and junior years at Harvard. I graduated in 2008 and started six weeks of training, and the first day on the job was the bankruptcy. I remember contacting HR and I asked, should I come in? I’ve locked the response in my head because it was so unusual. The response was, ‘please come in, it’s business as usual.’ My first day was kind of crazy, in an eerie way that we were ignoring reality. No one was acting panicked. No one was acting out of line, though maybe they were behind closed doors. For it to happen the first day of my car.

THE CRISIS A DECADE LATERLehman’s Last Hires LookBack.docx

THE CRISIS A DECADE LATERLehman’s Last Hires LookBack.docx

THE CRISIS A DECADE LATERLehman’s Last Hires LookBack.docx

The data in the case are quotes taken from interviews of parents, faculty, and staff of an elementary school by request of the school’s principal, Nancy: Organize these data to present to Nancy. Notice demographic details such as grade level, interviewee role, and tenure. Try organizing the data a different way. Did you notice anything different from the first time you analyzed the data? Which method do you think was more effective? How would you structure the feedback meeting with Nancy? Which themes would you present and why? case is on page 270. Please write at least 500 words. .

The data in the case are quotes taken from interviews of parents.docx

The data in the case are quotes taken from interviews of parents.docx

The data in the case are quotes taken from interviews of parents.docx

“The Dark Side of the Force” Language & Process Risk Aversion & Risk Culture Corruption & Unethical Behaviors Reading : Please note, you have to log on to the NSU library to complete the link. Ballante, Don & Link, Albert N. (1981). Are public sector workers more risk averse than private sector workers? Industrial and Labor Relations Review , 34, 3, 408-412. http://lib.nova.edu/333 (Links to an external site.) Baumol, W. J. (1990). Entrepreneurship: Productive, unproductive and destructive. Journal of Political Economy , 98(5), 893-921. http://lib.nova.edu/148 (Links to an external site.) Boettke, P. J. &, Coyne, C. J. (2003). Entrepreneurship and development: Cause or consequence? Advances in Austrian Economics, 6 , 67-88. Retrieved from the Mercatus Organization web site: http://mercatus.org/uploadedFiles/Mercatus/Publications/Cause%20or%20Consequence.pdf (Links to an external site.) Cohen, S., Eimicke, W., & Salazar, M. P. (1999, November). Public ethics and public entrepreneurship . Paper presented at the Annual Research Meeting of the Association of Public Policy Analysis and Management, Washington, D.C. Retrieved from ResearchGate: http://www.researchgate.net/publication/252936584_Public_Ethics_and_Public_Entreprenuership (Links to an external site.) Schacter, H. L. (1995). Reinventing government or reinventing ourselves: Two models for improving government performance. Public Administration Review , 55 (6), 530-537. http://lib.nova.edu/138 (Links to an external site.) Simmons, R., Yonk, R., & Thomas, D. (2011). Bootleggers, Baptists, and political entrepreneurs: Key players in the rational game and morality play of regulatory politics. The Independent Review , 15 (3), 367–381. http://lib.nova.edu/183 (Links to an external site.) Due : Essay 6 Question: Entrepreneurial governance sounded like such a good idea, didn't it? What do you make of the critique against entrepreneurial governance/public management? Do you think the critique is valid, and why/why not? .

The Dark Side of the Force”Language & ProcessRisk Aversio.docx

The Dark Side of the Force”Language & ProcessRisk Aversio.docx

The Dark Side of the Force”Language & ProcessRisk Aversio.docx

The Criminalization of American Business What do Bank of America, Citigroup, JPMorgan Chase, and Goldman Sachs have in common? All paid hefty fines for purportedly misleading investors about mortgage-backed securities. In fact, these companies paid the government a total of $50 billion in fines. The payments were made in lieu of criminal prosecutions. Today, several hundred thousand federal rules that apply to businesses carry some form of criminal penalty. That is in addition to more than four thousand federal laws, many of which carry criminal sanctions for their violation. From 2000 to 2019, about 3,200 corporations either were convicted or pleaded guilty to violating federal statutes or rules. Criminal Convictions The first successful criminal conviction in a federal court against a company—the New York Central and Hudson River Railroad—was upheld by the Supreme Court in 1909 (the violation: cutting prices). Many other successful convictions followed. One landmark case developed the aggregation test , now called the Doctrine of Collective Knowledge. This test aggregates the omissions and acts of two or more persons in a corporation, thereby constructing an actus reus and a mens rea out of the conduct and knowledge of several individuals. Not all government attempts at applying criminal law to corporations survive. Courts have sometimes found insufficient evidence to show that a company acted with specific intent to commit a crime. Often, however, companies choose to reach settlement agreements with the government rather than fight criminal indictments. Many Pay Substantial Fines in Lieu of Prosecution More than four hundred corporations reached so-called non-prosecution agreements with the government from 2000 to the beginning of 2019. These agreements typically involve multimillion- or multibillion-dollar fines. This number does not include fines paid to the Environmental Protection Agency or to the Fish and Wildlife Service. According to law professors Margaret Lemos and Max Minzner, “Public enforcers often seek large monetary awards for self-interested reasons divorced from the public interest and deterrents. The incentives are strongest when enforcement agencies are permitted to retain all or some of the proceeds of enforcement.” Questions Presented 1)Why might a corporation’s managers agree to pay a large fine rather than to be indicted and proceed to trial? 2)How does a manager determine the optimal amount of legal research to undertake to prevent her or his company from violating the many thousands of federal regulations? .

The Criminalization of American BusinessWhat do Bank of Americ.docx

The Criminalization of American BusinessWhat do Bank of Americ.docx

The Criminalization of American BusinessWhat do Bank of Americ.docx

The Creation of the Ocean Floor SCI/209 Running head: THE CREATION OF THE OCEAN FLOOR 1 THE CREATION OF THE OCEAN FLOOR 5 The Creation of the Ocean Floor One scientific speculation about the beginning of ocean water declares that as Earth developed from a gas and dust cloud more than 4.5 billion years ago, an enormous quantity of insubstantial elements such as oxygen and hydrogen became confined inside the liquefied inner part of the newly formed planet (Advameg, 2013). In the course of the first few billion years following planets formation, these basic gases emerged across thousands of miles of red-hot and liquefying rock to discharge on the Earth’s surface through fissures (long narrow cracks) and volcanoes. Inside the earth and atop the exterior, the gas hydrogen joined oxygen developing water. Massive amounts of liquid blanketed the planet as an extraordinarily heavy atmosphere of water cloud. Close to the uppermost part of the atmosphere, where high temperature may possibly dissipate to outward reaches of the earth, water vapor concentrated to a liquid form and dropped into the stratum below, chilling the level. This atmospheric cool down procedure lasted till the initial precipitation dropped to the planet’s young exterior and flared into a misty haze. This came to pass as the creation of an astonishing downpour that through the course of time, progressively filled the ocean cavities. There are three major classes of tectonic plate boundaries: divergent boundaries, covergent boundaries, and transform boundaries. The divergent boundaries outstanding features are fresh crust is produced as two or more plates tear away from one other. Oceans are generated and grow broader where plates deviate or pull apart. Seafloor expanding is a process in which the molten rock produces new ground underneath water. This progression takes millions of years to establish a 10 foot hill because growth fluctuates from two to 10 centimeters yearly. The convergent boundaries outstanding features are here crust is demolished and reprocessed back into the inside of the Earth as one plate descents under another. These are recognized as Subduction Zones - volcanoes and mountains are often discovered where plates come together. The kinds of volcanoes that can occur depend on the chemical composition of the molten rock that decides its fluidity. There are three kinds of convergent boundaries: Oceanic-Continental Convergence, Oceanic-Oceanic Convergence, and Continental-Continental Convergence (Platetectonics, 2010). The transform boundaries outstanding features are when two plates are skimming parallel by each other. These are additionally identified as transform boundaries or in addition normally called faults. The San Andreas Fault is the best known and considered the most lethal translational line. One natural event that occurs as a direct result of plate boundary interactions is a tsunami. Plate tectonics are the secondary trigger of tsunamis. When a maj.

The Creation of the Ocean FloorSCI209Running head .docx

The Creation of the Ocean FloorSCI209Running head .docx

The Creation of the Ocean FloorSCI209Running head .docx

The creation of a weak acid titration plot is described in chapter 1.docx

The creation of a weak acid titration plot is described in chapter 1.docx

The creation of a weak acid titration plot is described in chapter 1.docx

The Dark Ages: World History Crash Course #14 1. The period between ________ and _______________ is often called the ________________________ in Europe because it came between the Roman Empire and the beginning of the modern age. And it’s sometimes called the Dark Ages because it was purportedly ________________________. 2. What is feudalism? 3. How was feudalism an economic system in addition to the political system described above? 4. Regarding Islam in the Dark Ages, the Umayyad Dynasty was overthrown in _________ and was replaced by the ______________________. They moved the capital to Baghdad and were welcoming of _________________________________ into positions of power. 5. The “golden age” of Islamic learning was centered in Baghdad. What were five accomplishments of this time-period you found to be the most interesting? a. b. c. d. e. 6. Meanwhile, China was experiencing a golden age of its own where it ruled over _______________________________ across four million square miles. 7. What necessitated the Chinese inventing the use of paper money? 8. By the 11th century, the Chinese were writing down their recipe for a mixture of saltpeter, sulfur, and charcoal that we now know as ________________________. Here is the link to the video ...... https://youtu.be/QV7CanyzhZg .

The Dark Ages World History Crash Course #141. The period b.docx

The Dark Ages World History Crash Course #141. The period b.docx

The Dark Ages World History Crash Course #141. The period b.docx

The Culturally Responsive Social Service Agency: The Application of an Evolving Definition to a Case Study Julian Chun-Chung Chow PhD & Michael J. Austin PhD To cite this article: Julian Chun-Chung Chow PhD & Michael J. Austin PhD (2008) The Culturally Responsive Social Service Agency: The Application of an Evolving Definition to a Case Study, Administration in Social Work, 32:4, 39-64, DOI: 10.1080/03643100802293832 Published online: 11 Oct 2008. Page 39 ABSTRACT. Most of the attention in the last few decades in the human services field has been on the development of culturally competent practice with little attention to the context of this practice. This analysis and case study focuses on the organizational context of social service practitioners seeking to respond effectively to an increasingly diverse client population. Specific attention is given to the development of a working definition of a culturally responsive social service agency. This definition is used to assess a case study of a public sector county social service agency that has a substantial history in promoting culturally responsive practices. The implications for future management practices are noted in the conclusion. Julian Chun-Chung Chow, PhD, is an Associate Professor affiliated with the School of Social Welfare, University of California, Berkeley. Michael J. Austin, PhD, is a Professor affiliated with the School of Social Welfare, University of California, Berkeley. The authors want to acknowledge the significant roles played by Zonia Sandoval Waldon, MSW, and Gil Villagran, MSW, in the development of a culturally responsive organization prior to their recent retirements in 2004 from the Santa Clara County Social Service Agency. We also want to acknowledge the contributions of the following graduate students: Tiffany Woo, MSW; Allison De Marco, MSW; Jill Nielson, MSW; Sarah Taylor, MSW; Sunshine Wu, MSW; Christine Lou, BA; and Ericka Leer, MSW. Address correspondence to: Michael J. Austin, School of Social Welfare, University of California, 120 Haviland Hall, MC 7400, Berkeley, CA 94720–7400 (E-mail: [email protected]). Administration in Social Work, Vol. 32(4) 2008 Available online at http://www.haworthpress.com © 2008 by The Haworth Press. All rights reserved. doi:10.1080/03643100802293832 Page 40 KEYWORDS. Social services delivery, organizations, cultural responsiveness, ethnicity INTRODUCTION Since the War on Poverty in the 1960s, social service organizations have been searching for ways to become responsive to the cultural diversity of their client populations. Beginning in the 1970s, concerted attention was given to helping agency staff members become more culturally aware (Green, 1999), more culturally knowledgeable (Cox & Ephross, 1998; Davis & Proctor, 1989; Harrison & Wodarski, 1992), and recently more culturally competent (Devore & Schlesinger, 1999; Fong & Furuto, 2001; Leigh, 1998; Lum, 2003). With regard to training.

The Culturally Responsive Social Service Agency The Application o.docx

The Culturally Responsive Social Service Agency The Application o.docx

The Culturally Responsive Social Service Agency The Application o.docx

The cult of Machismo (masculine superiority) appeared early in Latin America (page 23 in this week’s assigned reading), yet many colonial Latin American families contradicted this stereotype. Explain the evidence the authors present that contradicts this prevailing gender image. Be sure to review the culture box “Elite Women and Economic Power” on page 24. Textbook provided Modern Latin America, 9th Edition - 180 Day Option .

The cult of Machismo (masculine superiority) appeared early in Latin.docx

The cult of Machismo (masculine superiority) appeared early in Latin.docx

The cult of Machismo (masculine superiority) appeared early in Latin.docx

The Culture Books du r ing t he f ir s t se a son of her cr i t i- cally acclaimed HBO series, Girls, Lena Dunham’s character Hannah Horvath, high on opium, tells her parents, “I don’t want to freak you out, but I think that I may be the voice of my generation—or at least a voice of a generation.” The line made waves as people conflated the fictional character with her creator, perhaps not wrongly. How dare a young woman make such a bold claim? All too often our culture tells young women their voices don’t matter or deserve to be heard. In her debut essay collection, Not That Kind of Girl: A Young Woman Tells You What She’s “Learned,” Dunham demon- strates her 28-year-old voice’s admirable range. While some celebrity essay collections and memoirs are lackluster, even embarrassing to read, Not That Kind of Girl suffers few missteps. Dunham’s cinematic flair translates to the page with vigor and clarity—not unlike the late Nora Ephron, to whom she is often compared and to whom the book is dedicated (along with Dunham’s family and her boyfriend Jack Antonoff of the indie-rock band fun.). Instead of tossing pithy, pseudo-motivational observations at the reader, Dunham has crafted warm, intelligent writing that is both deeply personal and engaging, clustered in five topical sections: “Love & Sex,” “Body,” “Friendship,” “Work” and “Big Picture.” Each of the 29 pieces—essays mixed with lists, like “18 Unlikely Things I’ve Said Flirtatiously”—is confident and assured, sidestepping self-deprecation and instead offering intense self- examination. Dunham’s self-awareness can almost overwhelm with truthiness, as in “Barry,” her glancing, tragicomic account of being raped by a “mustachioed campus Republican” who, among other nonconsensual acts, removes his condom without her permission or knowledge. “A sexual encounter that no one can classify properly” sounds precisely like a voice of her generation, one struggling to come to terms with rape culture. (And yet, “I feel like there are fifty ways it’s my fault . . . But I also know that at no moment did I consent to being handled that way” sounds like a voice of every generation of women.) Unlike Hannah Horvath, Dunham in her self-awareness does not come across as self-obsessed. When she is absurd, she acknowledges that absurdity. “13 Things I’ve Learned Are Not Okay to Say to Friends” is among the most drolly enlightened of the lists, made up of osten- sible real-life Dunham quotes like “No, please don’t apologize. If I had your moth- er I’d be a nightmare, too” and “There’s nothing about you in my book.” She reveals her vulnerabilities in a deadpan manner, showing us how she loves and has been loved, how she has wronged and been wronged. But it’s not all laughing around the hard stuff. At the end of “Barry” comes a teary phone call with Antonoff, in which she tells him what happened with the hipster rapist; here the narrative tur.

The CultureBooksdu r ing t he f ir s t se a son of her.docx

The CultureBooksdu r ing t he f ir s t se a son of her.docx

The CultureBooksdu r ing t he f ir s t se a son of her.docx

The Culture Books during the first season of her criti- cally acclaimed HBO series, Girls, Lena Dunham’s character Hannah Horvath, high on opium, tells her parents, “I don’t want to freak you out, but I think that I may be the voice of my generation—or at least a voice of a generation.” The line made waves as people conflated the fictional character with her creator, perhaps not wrongly. How dare a young woman make such a bold claim? All too often our culture tells young women their voices don’t matter or deserve to be heard. In her debut essay collection, Not That Kind of Girl: A Young Woman Tells You What She’s “Learned,” Dunham demon- strates her 28-year-old voice’s admirable range. While some celebrity essay collections and memoirs are lackluster, even embarrassing to read, Not That Kind of Girl suffers few missteps. Dunham’s cinematic flair translates to the page with vigor and clarity—not unlike the late Nora Ephron, to whom she is often compared and to whom the book is dedicated (along with Dunham’s family and her boyfriend Jack Antonoff of the indie-rock band fun.). Instead of tossing pithy, pseudo-motivational observations at the reader, Dunham has crafted warm, intelligent writing that is both deeply personal and engaging, clustered in five topical sections: “Love & Sex,” “Body,” “Friendship,” “Work” and “Big Picture.” Each of the 29 pieces—essays mixed with lists, like “18 Unlikely Things I’ve Said Flirtatiously”—is confident and assured, sidestepping self-deprecation and instead offering intense self- examination. Dunham’s self-awareness can almost overwhelm with truthiness, as in “Barry,” her glancing, tragicomic account of being raped by a “mustachioed campus Republican” who, among other nonconsensual acts, removes his condom without her permission or knowledge. “A sexual encounter that no one can classify properly” sounds precisely like a voice of her generation, one struggling to come to terms with rape culture. (And yet, “I feel like there are fifty ways it’s my fault . . . But I also know that at no moment did I consent to being handled that way” sounds like a voice of every generation of women.) Unlike Hannah Horvath, Dunham in her self-awareness does not come across as self-obsessed. When she is absurd, she acknowledges that absurdity. “13 Things I’ve Learned Are Not Okay to Say to Friends” is among the most drolly enlightened of the lists, made up of osten- sible real-life Dunham quotes like “No, please don’t apologize. If I had your moth- er I’d be a nightmare, too” and “There’s nothing about you in my book.” She reveals her vulnerabilities in a deadpan manner, showing us how she loves and has been loved, how she has wronged and been wronged. But it’s not all laughing around the hard stuff. At the end of “Barry” comes a teary phone call with Antonoff, in which she tells him what happened with the hipster rapist; here the narrative turns deeply .

The CultureBooksduring the first season of her criti-.docx

The CultureBooksduring the first season of her criti-.docx

The CultureBooksduring the first season of her criti-.docx

The critique of the Musical Cats must include the following information: 1- Who was in the play meaning the actors and the characters they played? 2- What era is the play supposed to be taking place in? 3- Where does it take place? 4- How and Why did you connect emotionally and intellectually? 5- What was it about (breif plot synopsis)? 6- Were you able to relate to a part or most of the play (what part if any? This musical was based on Old Possum's Book of Practical Cats by TS. Eliot .

The critique of the Musical Cats must include the following informat.docx

The critique of the Musical Cats must include the following informat.docx

The critique of the Musical Cats must include the following informat.docx

The CSI effect at university: forensic science students’ television viewing and perceptions of ethical issues Roslyn Weavera*, Yenna Salamonsona, Jane Kocha,b and Glenn Porterc aUniversity of Western Sydney, Family and Community Health Research Group; bUniversity of Technology, Sydney, School of Nursing, Midwifery and Health; cUniversity of Western Sydney, School of Science and Health (Received 3 January 2012; final version received 3 May 2012) Although the so-called ‘CSI effect’ has received attention in the literature for the influence of forensic science television on jurors’ expectations of evidence admitted into trials, less research explores the influence of such television programs on university students enrolled in forensic science degrees. This paper describes the quantitative and qualitative results of a study of forensic science students regarding the forensic-related television programs they watch, such as CSI, Bones and Dexter. We asked students to share their impressions of the accuracy, ethics, professionalism and role models in the programs. The results show that forensic science students are almost universally disparaging about the realism of these programs and have mixed impressions of how the programs portray forensic science professionalism and ethics. Most students believed that the programs gave an unrealistic representation of the profession to the public; yet students were also able to identify positive elements for recruitment and education purposes. Keywords: forensic science; CSI effect; students; television; education; Australia Introduction Popular media have suggested that crime science television programs such as CSI may influence how lay jurors consider forensic evidence during criminal trials1–8. This influence has been described as the CSI effect and named after the popular television drama. It is suggested that jurors confuse the capacity of forensic evidence with the fictional idealisation of forensic evidence as portrayed on the television program2. Goodman-Delahunty and Verbrugge4 suggest that, despite the popular media claims, there is little objective evidence to support the notion that crime scene dramas such as CSI have a negative impact on jury verdicts. Wise5 indicated that there are two issues relating to the ‘CSI effect’ proposition, with each affecting either the prosecution or defence position; (i) the jurors held an inflated value of the forensic evidence producing guilty verdicts2–5,9, or (ii) in the absence of forensic evidence or when the evidence failed to reach the juries’ idealised expectations the juries would acquit2–3,5. Evidence of the influence of the CSI effect, as claimed in the popular media, has been mixed1–9. Although the so-called CSI effect has received attention in the literature for the influence of CSI on jurors’ expectations of forensic evidence admitted into criminal *Corresponding author. Email: [email protected] Australian Journal of Forensic Sciences Vol. 44.

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Andreas Schleicher presents at the launch of What does child empowerment mean...

philosophy and it's principles based on the life

philosophy and it's principles based on the life

philosophy and it's principles based on the life

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“O BEIJO” EM ARTE .

“O BEIJO” EM ARTE .

“O BEIJO” EM ARTE .

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When Quality Assurance Meets Innovation in Higher Education - Report launch w...

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Mattingly "AI & Prompt Design: Named Entity Recognition"

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APM webinar hosted by the Scotland Network on 14 May 2024. Speakers: Chris Drysdale and Peter Huggett An interactive session discussing how Project Managers can identify mental health symptoms, provide tools to help themselves and others, plus also increase the capabilities of the Project Management function. This webinar was held on 14 May 2024. The covid-19 pandemic led to concerns about a worsening of mental health & wellbeing across the world and increased awareness in both society and the workplace. This webinar looks to advise the benefits of having a Mental Health First Aid function in the workplace whilst also providing tools and techniques that can be readily used and applied to yourself and colleagues. Additionally, there are wider benefits to Project Management which will be proposed and discussed.

Including Mental Health Support in Project Delivery, 14 May.pdf

Including Mental Health Support in Project Delivery, 14 May.pdf

Including Mental Health Support in Project Delivery, 14 May.pdf

Association for Project Management

Transport (British English) or Transportation (American English) ransportation has developed along three basic Mode (Media):- 1. Land Transportation (way)– (a) Road Transportation (b) Rail Transportation 2. Water Transportation 3. Air Transportation Tramway Inland water transport Ocean transport These may be classified as under: (a). Liners (b). Tramps Liners Vs Tramps Figure- Layout airport runway design TRAFFIC SIGNS Types of Traffic Signs: 1. Mandatory/Regulatory Signs 2. Cautionary/Warning Signs 3. Informatory/Guide Signs STOP & Give way sign properties as per IS Code IRC 067: Code of Practice for Road Signs (Third Revision) Causes of road accidents ROAD SAFETY MEASURES (1.) Engineering (2.) Enforcement (3.) Education

Basic Civil Engineering notes on Transportation Engineering, Modes of Transpo...

Basic Civil Engineering notes on Transportation Engineering, Modes of Transpo...

Basic Civil Engineering notes on Transportation Engineering, Modes of Transpo...

Orthodontic treatment involves a delicate balance of science and artistry, where precision is paramount for optimal outcomes. Join us for an enlightening presentation as we explore the nuanced concept of the "Envelope of Discrepancy" within the realm of orthodontics. In this session, we'll embark on a comprehensive journey through the challenges and intricacies of managing discrepancies in orthodontic diagnosis and treatment planning. From assessing dental and skeletal irregularities to understanding soft tissue dynamics, we'll dissect the multifaceted nature of discrepancies and their implications for treatment efficacy. Drawing upon the latest research and clinical insights, we'll unveil practical strategies and innovative techniques aimed at optimizing treatment outcomes while minimizing discrepancies. Whether you're a seasoned orthodontist or a budding practitioner, this presentation promises invaluable knowledge and actionable insights to elevate your practice and enhance patient satisfaction.

Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment

Envelope of Discrepancy in Orthodontics: Enhancing Precision in Treatment

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The Liver & Gallbladder (Anatomy & Physiology).pptx

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How To Create Editable Tree View in Odoo 17

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Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45 Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/ Agenda ● Introduction ● Gemini AI & Gemini API ● Features & Capabilities ● MuleSoft Integration with Gemini ● Gemini Custom Connector ● Demo 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:- Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/ Priya Shaw - https://www.linkedin.com/in/priya-shaw 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

Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45

Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45

Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45

MysoreMuleSoftMeetup

Program code examples (known also as worked examples) play a crucial role in learning how to program. Instructors use examples extensively to demonstrate the semantics of the programming language being taught and to highlight the fundamental coding patterns. Programming textbooks allocate considerable space to present and explain code examples. To make the process of studying code examples more interactive, CS education researchers developed a range of tools to engage students in the study of code examples. These tools include codecasts (codemotion,codecast,elicasts), interactive example explorers (WebEx, PCEX), and tutoring systems (DeepTutor). An important component in all types of worked examples is code explanations associated with specific code lines or code chunks of an example. The explanations connect examples with general programming knowledge explaining the role and function of code fragments or their behavior. In textbooks, these explanations are usually presented as comments in the code or as explanations on the margins. The example explorer tools allow students to examine these explanations interactively. Tutoring systems, which engage students in explaining the code, use these model explanations to check student responses and provide scaffolding. In all these cases, to make a worked example re-usable beyond its presentation in a lecture, the explanations have to be authored by instructors or domain experts i.e., produced and integrated into a specific system. As the experience of the last 10 years demonstrated, these explanations are hard to obtain. Those already collected are usually “locked” in a specific example-focused system and can’t be reused. The purpose of this working group is to support broader re-used of worked examples augmented with explanations. Our current plan is to develop а standard approach to represent explained examples. This approach will enable an example created for any of the existing systems to be explored in a standard format and imported into any other example-focused system. We plan to follow a successful experience of the PEML working group focused on re-using programming exercises.

SPLICE Working Group:Reusable Code Examples

SPLICE Working Group:Reusable Code Examples

SPLICE Working Group:Reusable Code Examples

Peter Brusilovsky

Championnat de France de Tennis de table/

Championnat de France de Tennis de table/

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3. Youtube Video: Death Penalty Documentary, Execution Tour of NC Death Row