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In this unit, you have learned about the distinctions between felony and misdemeanor crimes. For this assignment, imagine that you have been tasked with preparing a PowerPoint presentation about this topic to be used as a briefing backup for criminal justice personnel in your jurisdiction. In your presentation, you should do the following: 1) Contrast felony and misdemeanor crimes; 2) Describe methods for classifying felonies in your jurisdiction; 3) Describe methods for classifying misdemeanors in your jurisdiction; and 4) Identify procedures for filing motions to dismiss and expunge criminal convictions. Your presentation will be evaluated using the following elements: a) organization, b) quality of presentation (appropriate graphics and/or text), c) accuracy of briefing points (content), d) APA-formatted in-text citations, and e) APA-formatted references. Your presentation must be a minimum of ten slides, not counting the title and reference slides. The notes field may be used to expand on the content of the slides, but this is not required. At least two academic sources must be used, and any information from these sources must be cited and referenced in APA format. .

In this unit, you have learned about the distinctions between
felony and misdemeanor crimes. For this assignment, imagine
that you have been tasked with preparing a PowerPoint
presentation about this topic to be used as a briefing backup for
criminal justice personnel in your jurisdiction. In your
presentation, you should do the following:
1) Contrast felony and misdemeanor crimes;
2) Describe methods for classifying felonies in your
jurisdiction;
3) Describe methods for classifying misdemeanors in your
jurisdiction; and
4) Identify procedures for filing motions to dismiss and expunge
criminal convictions.
Your presentation will be evaluated using the following
elements:
a) organization,
b) quality of presentation (appropriate graphics and/or text),
c) accuracy of briefing points (content),
d) APA-formatted in-text citations, and
e) APA-formatted references.
Your presentation must be a minimum of ten slides, not
counting the title and reference slides. The notes field may be
used to expand on the content of the slides, but this is not
required. At least two academic sources must be used, and any

information from these sources must be cited and referenced in
APA format.

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In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity. Download the Communication: The Journey of Message Template Follow the template instructions Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template. Use in-text citations and APA formatting for all source material references in your template. Upload the completed template to this assessment. .

In this unit, you will experience the powerful impact communication .docx

In this unit, you will experience the powerful impact communication .docx

In this unit, you will experience the powerful impact communication .docx

whitneyleman54422

In this task, you will write an analysis ( suggested length of 3–5 pages ) of one work of literature. Choose one work from the list below: Classical Period • Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry) • Aeschylus, “Song of the Furies” from The Eumenides , ca. 458 B.C.E. (poetry) • Sophocles, Antigone , ca. 442 B.C.E. (drama) • Aristotle, Book 1 from the Nichomachean Ethics , ca. 35 B.C.E. (philosophical text) • Augustus, The Deeds of the Divine Augustus , ca. 14 C.E. (funerary inscription) • Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of The Metamorphoses , ca. 2 C.E. (poetry) Renaissance • Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter) • Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt) • Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from The Notebooks ca. 1478-1518 (art text) • Edmund Spenser, Sonnet 30, “My Love is like to Ice” from Amoretti 1595 (poetry) • William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry) • Francis Bacon, “Of Studies” from The Essays or Counsels… 1625 (essay) • Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry) • Andrew Marvell, “To his Coy Mistress” 1681 (poetry) Enlightenment • René Descartes, Part 4 from Discourse on Method , 1637 (philosophical text) • William Congreve, The Way of the World , 1700 (drama-comedy) • Jonathan Swift, “A Modest Proposal” 1729 (satirical essay) • Voltaire, “Micromégas” 1752 (short story, science fiction) • Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry) • Thomas Paine, “Common Sense” 1776 (essay) • Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry) • Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay) Romanticism • Lord Byron, “She Walks in Beauty” 1813 (poetry) • Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry) • Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story) • Alexander Dumas, The Count of Monte Cristo , 1844 (novel) • Emily Brontë, Wuthering Heights , 1847 (novel) • Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story) • Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry) • Friedrich Nietzsche, Book 4 from The Joyful Wisdom , 1882 (philosophical text) Realism • Charles Dickens, A Christmas Carol , 1843 (novella) • Karl Marx and Friedrich Engles, The Communist Manifesto , 1848 (political pamphlet) • Christina Rossetti, “Goblin Market” 1862 (poetry) • Matthew Arnold, “Dover Beach” 1867 (poetry) • Robert Louis Stevenson, The Strange Case of Dr. Jekyll and Mr. Hyde , 1886 (novella) • Kate Chopin, “The Story of an Hour” 1894 (short story) • Mark Twain, “The.

In this task, you will write an analysis (suggested length of 3–5 .docx

In this task, you will write an analysis (suggested length of 3–5 .docx

In this task, you will write an analysis (suggested length of 3–5 .docx

whitneyleman54422

In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR. There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation. Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail. RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE Session Long Project Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis. SLP Assignment Expectations The paper should include: Background: Briefly review and discuss the targeted product, company, and industry Diagram: Include the diagram of the EESC Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using. Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth. Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format. Length: The paper should be three to four pages – the body of the paper excluding title page and references page. NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six. SLP Resources Waterways American Society of Civil Engineers. (2014). Report card for America’s infrastructure. Infrastructure Report Card. Retrieved from http://www.infrastructurereportcard.org/fact-sheet/inland-waterways Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from http://www.navigationdatacenter.us/factcard/factcard12.pdf Railroads Bureau of Transportation Statistics (Rail), retrieved from https://www.bts.gov/topics/rail USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from https://www.fra.dot.gov/Page/P0365 American Association of Railroads. Ret.

In this SLP you will identify where the major transportation modes a.docx

In this SLP you will identify where the major transportation modes a.docx

In this SLP you will identify where the major transportation modes a.docx

whitneyleman54422

In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others. Competencies Addressed in this Module: Competency #1: The student will demonstrate an understanding of the writing process by: Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience. Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing. Formulating the main point to reflect the subject and purpose of the writing. Supporting the main point with specific details and arranging them logically. Writing an effective conclusion. Competency #3: The student will demonstrate the ability to proofread, edit, and revise by: Recognizing and correcting errors in clarity Recognizing and correcting errors in unity and coherence. Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism. Recognizing and correcting errors in utilizing the conventions of Standard American English including: Using standard verb forms and consistent tense. Maintaining agreement between subject and verb, pronoun and antecedent. Using proper case forms--consistent point of view. Using standard spelling, punctuation, and capitalization. Selecting vocabulary appropriate to audience, purpose, and occasion. Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son .

In this module the student will present writing which focuses attent.docx

In this module the student will present writing which focuses attent.docx

In this module the student will present writing which focuses attent.docx

whitneyleman54422

In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other. To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists. Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style. Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style. Finally, why did you select this artist? What draws you to their work? .

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whitneyleman54422

In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan. Step 1 Use published information on the selected health insurance plan to complete the assignment 5.1 worksheet . Step 2 Create a 7-10 slide Power Point presentation to include the following: Introduction to the plan, including geographic boundaries Major coverage inclusions and exclusions (Medical, Dental, Vision etc.) Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs) Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation. Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints: a consumer-focused on costs, coverage, and ease of use a public health nurse- focused on access to care for populations and improving health outcomes. Cite all sources in APA format on a reference slide and with on-slide citations. .

In this experiential learning experience, you will evaluate a health.docx

In this experiential learning experience, you will evaluate a health.docx

In this experiential learning experience, you will evaluate a health.docx

whitneyleman54422

In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting your own ideas and analysis. You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words. Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you. While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support your interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story. Purpose: critical analysis, Argument, writing from sources Length: approx 1200 words Documentation: Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.) Choose from the following short stories: The Lottery, Shirley Jackson A Rose for Emily, William Faulkner The Dead , James Joyce The Veldt , Ray Bradbury Hills Like White Elephants, Ernest Hemingway The Cask of Amontillado or The Tell-Tale Heart, Edgar Allen Poe Below are some examples. They are just here to give you an idea of the type of approaches that will work for this essay. 1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism? 2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"? 3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"? 4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"? 5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction? Approaches to Literary analysis Formal analysis - This type of analysis focuses on the formal elements of the work (language.

In this essay you should combine your practice responding and analyz.docx

In this essay you should combine your practice responding and analyz.docx

In this essay you should combine your practice responding and analyz.docx

whitneyleman54422

In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources. Dances with Wolves (1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically. Working Girl (1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were. Schindler’s List (1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.) Gran Torino (2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family. Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ? How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film? Which reflective theory from the course best illustrates the process the main characters go through during the film? How so? Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world? I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the Grading Rubric for Discussions Please include the name of your film in the d.

In this Discussion, pick one film to write about and answer ques.docx

In this Discussion, pick one film to write about and answer ques.docx

In this Discussion, pick one film to write about and answer ques.docx

whitneyleman54422

In this assignment, you will identify and interview a family who is currently undergoing stress. The stress may arise from a new baby, new marriage, new divorce or separation, new job, new house, having a child with special needs, etc. Explain the assignment to the family and obtain written consent for participation. Please acknowledge that this information will only be used for classroom purposes, that no information will be published or disseminated and that their names will not be used. Part 1: Interview Interview family members to gain information about the following: Family information – nuclear, extended family, ages, siblings, etc. History – how and when the stress started Life cycle events – have members describe events and how they responded to them (i.e., beginning of school, IEP, transition times, family events, interaction with siblings) Family dynamics between members Strengths of family Cultural, religious, social networks and involvement Family needs Coping strategies Community resources and support Family goals for child Other (i.e., personal stories) Analyze the family from this information based on current research and theory, Provide research-based recommendations for the family – this may include continuing things that they are currently doing and may include resources/agencies/supports that they can or could be receiving. Note: These resources can be ones that you are using for your major resource file (see Module 5). Provide a personal reflection on this experience including the communication skills needed for effective interviewing. Part 2: Results of the Interview Create a 6 to 8-page paper (not including title or reference pages) in a Word document for your response. Use APA format for the title page, references page, and in-text citations. Develop an introduction and conclusion for your paper. .

In this assignment, you will identify and interview a family who.docx

In this assignment, you will identify and interview a family who.docx

In this assignment, you will identify and interview a family who.docx

whitneyleman54422

In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees. CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4) CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7) .

In this assignment, you will assess the impact of health legisla.docx

In this assignment, you will assess the impact of health legisla.docx

In this assignment, you will assess the impact of health legisla.docx

whitneyleman54422

In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course. TOPICS.. INTERNET COMPUTERS MOBILE AND GAME DEVICES DATA AND INFORMATION THE WEB DIGITAL SECURITY AND PRIVACY PROGRAMS AND APPS COMMUNICATION AND NETWORKS TECHNOLOGY USERS THE INTERNET GRAPHICS AND MEDIA APPLICATIONS FILE, DISK AND SYSTEM MANAGEMENT TOOLS PROCESSORS CLOUD COMPUTING ADAPTERS POWER SUPPLY AND BATTERIES WIRELESS SECURITY Explain why you select this topic. Explain why this topic is important. Discuss the advantages and disadvantages of your select topic. Include any other information you might thing is relative to your topic. Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams. .

In this assignment, you will create a presentation. Select a topic o.docx

In this assignment, you will create a presentation. Select a topic o.docx

In this assignment, you will create a presentation. Select a topic o.docx

whitneyleman54422

In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice. .

In this assignment, the student will understand the growth and devel.docx

In this assignment, the student will understand the growth and devel.docx

In this assignment, the student will understand the growth and devel.docx

whitneyleman54422

In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading. You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing. .

In this assignment, I want you to locate two pieces of news detailin.docx

In this assignment, I want you to locate two pieces of news detailin.docx

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whitneyleman54422

In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past. the topics are below, just choose one of the topic from list below.. Neanderthals and string Neanderthals Left Africa Sooner Than We Think? Discovery of Neanderthal Skeleton and Burial Searching for Nefertiti Discovery of Donkeys Used in Polo (Ancient China) Ancient Maya Capital Found in Backyard Long Lost Greek City Found Ancient Roman Weapon Viking Burial Discovery Saving Timbuktu's Treasures .

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In this assignment worth 150 points, you will consider the present-d.docx

In this assignment worth 150 points, you will consider the present-d.docx

whitneyleman54422

In the readings thus far, the text identified many early American interests in the Middle East from geopolitical to missionary. Using the text and your own research, compare these early interests with contemporary American interests in the Middle East. In particular, how has becoming 1) a global hegemon after WWII and 2) the concurrent process of ‘secularization’ transformed American foreign policy thought and behavior toward Israel and the Middle East region generally? What themes have remained constant and what appear new? Would you attribute changes more to America’s new geopolitical role after WWII, or to the increasing secularization of American society? Explain carefully. In 500 words .

In the readings thus far, the text identified many early American in.docx

In the readings thus far, the text identified many early American in.docx

In the readings thus far, the text identified many early American in.docx

whitneyleman54422

In the Roman Colony, leaders, or members of the court, were to be: •Local elites•Be freeborn•Between the ages of 22 – 55•Community resident•Moral integrity From the members, two were chosen as unpaid chief magistrates (Judges). They would have to “buy into” that position, but the recognition was worth the financial output. This week's discussion prompter is: Money alone influences others. Please analyze and critically discuss. In your response, remember that all this is about leadership, the context which is set in Rome. .

In the Roman Colony, leaders, or members of the court, were to be.docx

In the Roman Colony, leaders, or members of the court, were to be.docx

In the Roman Colony, leaders, or members of the court, were to be.docx

whitneyleman54422

In the provided scenario there are a few different crimes being committed and each could be argued multiple ways. Steve could be charged with attempted murder. He was stabbing Michelle in the chest repeatedly. Due to the details of the scenario his charge could only be attempted because Michelle got up from the attack and charged Stacy. If she later died from her injuries Steve would/could be charged with murder. Even though he was “visibly drunk” he still maintained the purposely, knowing, or reckless intent to cause harm. He was coherent enough to make statements to her about how much he loved her, but still showed an extreme indifference to life and intent cause serious bodily harm. The biggest obstacle to a murder charge for Steve is his death. He cannot be charged with anything if he cannot be alive to defend himself. This takes care of the Steve factor. Initially Stacy could be found guilty of murder. She knowingly and intentionally took the life of another (Steve). She also expresses an intent to kill when she stated, “I have had enough of you Steve”. From the scenario it is documented that she did not care for Steve and along with her statements, it can be shown that she was “just waiting for the opportunity” to kill Steve. In her favor is the fact that she attempted to stop Steve from harming another person. Her actions, while resulting in the death of another, were in the defense of a harmed person. She possibly saved the life of Michelle by using reasonable force to stop the stabbing. Michelle could be charged with attempted murder as well. She stabbed Stacey in the chest while screaming, “how dare you”. She intended to cause death or serious physical injury. Again, if Stacey died from the wounds suffered, Michelle could/would be charged with murder. It could also be argued that Michelle had no malice aforethought. She was being stabbed and may not have known her actions were wrong. Her extreme circumstance clouded her reasonable decision making and all she was aware of is that her boyfriend, whom she loved, was just killed. This is unlikely but still a small possibility. Without more facts from the scenario it is difficult to fully play out all possibilities. respond to this discussion question in 150 words no references please .

In the provided scenario there are a few different crimes being .docx

In the provided scenario there are a few different crimes being .docx

In the provided scenario there are a few different crimes being .docx

whitneyleman54422

STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR MEANINGFUL WORK BY LESLIE A. PERLOW, CONSTANCE NOONAN HADLEY, AND EUNICE EUN SHARE THIS ARTICLE. HBR LINK MAKES IT EASY. SEE PAGE 41 FOR INSTRUCTIONS. FEATURE STOP THE MEETING MADNESS 62 HARVARD BUSINESS REVIEW JULY–AUGUST 2017 EL EN A K U LI KO VA /G ET TY IM A G ES JULY–AUGUST 2017 HARVARD BUSINESS REVIEW 63 P Poking fun at meetings is the stuff of Dilbert car- toons—we can all joke about how soul-sucking and painful they are. But that pain has real consequences for teams and organizations. In our interviews with hundreds of executives, in fields ranging from high tech and retail to pharmaceuticals and consulting, many said they felt overwhelmed by their meetings— whether formal or informal, traditional or agile, face- to-face or electronically mediated. One said, “I cannot get my head above water to breathe during the week.” Another described stabbing her leg with a pencil to stop from screaming during a particularly torturous staff meeting. Such complaints are supported by research showing that meetings have increased in length and frequency over the past 50 years, to the point where executives spend an average of nearly 23 hours a week in them, up from less than 10 hours in the 1960s. And that doesn’t even include all the impromptu gatherings that don’t make it onto the schedule. Much has been written about this problem, but the solutions posed are usually discrete: Establish a clear agenda, hold your meeting standing up, delegate someone to attend in your place, and so on. We’ve observed in our research and consulting that real im- provement requires systemic change, because meetings affect how people collaborate and how they get their own work done. Yet change of such scope is rarely considered. When we probed into why people put up with the strain that meetings place on their time and sanity, we found something surprising: Those who resent and dread meetings the most also defend them as a “necessary evil”—sometimes with great passion. Consider this excerpt from the corporate blog of a senior executive in the pharmaceutical industry: I believe that our abundance of meetings at our company is the Cultural Tax we pay for the inclusive, learning environment that we want to foster… and I’m ok with that. If the alternative to more meetings is more autocratic decision-making, less input from all levels throughout the organization, and fewer opportunities to ensure alignment and communication by personal interaction, then give me more meetings any time! To be sure, meetings are essential for enabling col- laboration, creativity, and innovation. They often foster relationships and ensure proper information exchange. They provide real benefits. But why would anyone ar- gue in defense of excessive meetings, especially when no one likes them much? Because executives want to be good soldiers. When they sacrifice their own .

STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docx

STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docx

STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docx

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Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar Objectives: To visually observe what a limiting reactant is. To measure the change in mass during a chemical reaction due to loss of a gas. To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation. Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours. plastic beaker graduated cylinder electronic balance 2 eggs 1 plastic cup baking soda (5 g) dropper vinegar (500mL) 2 identical cups or glasses (at least 500 mL) Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes. Introduction: The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−): HA + B− --> A− + BH (eq #1) acid base The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below: HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2) The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1: HCl(aq) + OH- --> Cl- + H2O (l) (eq #3) Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−). NaHCO3 --> Na+ + HCO3− (eq #4) Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing. HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5) Bicarbonate acetic acid carbonic acid acetate ion The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide: H2CO3 --> H2O(l) + CO2(g) (eq#6) carbonic acid water carbon dioxide The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.

Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docx

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whitneyleman54422

Stock-Trak Portfolio Report Write-Up Guidelines You may want to follow the guidelines below for the final report of your Stock-Trak portfolio performance during the quarter. Your report is not expected to exceed four pages excluding any tables and appendices. 1. On the first page, replicate the investment policy statement (IPS) including your asset allocation that you submitted to the instructor. 2. Explain the funds allocation among different assets that you actually choose in your Stock-Trak portfolio. If your actual asset allocation is different from the allocation in your policy statement, explain the rationale for changing your asset allocations. Here you may think of strategic asset allocation and tactical asset allocation strategies that we discussed in chapter 16. 3. Provide your rationale for selecting the particular securities such as stock, mutual funds, ETFs, bonds, bond funds, real estate funds, etc. for your Stock-Trak portfolio. That is, explain why you considered these securities to be the most suitable in meeting your return-risk goals and asset allocations in the investment policy statement. You may use the portfolio investment philosophies and strategies from chapter 16 such as passive strategies, indexing, top-down approach, style-based strategies, asset attributes-based strategies, and technical analysis in your explanation (see chapter 16 and Exhibit 16.6). 4. Compare the performance of your portfolio relative to a relevant benchmark you stated in your policy statement. If you did not list a benchmark in your IPS, you may use a broader well-known benchmark such as S&P 500 or NADAQ composite, or create and use a hybrid benchmark of stock and bond markets (weighted average of the returns of a stock market index and bond market index). 5. Describe what worked and what did not work in your Stok-Trak portfolio? Explain what mistakes you made and what lessons did you learn from the Stock-Trak portfolio simulation? If you would have to redo this portfolio investment with your actual money or money from your investment clients, what you would do differently in managing such real money portfolios? © 2012 Cengage Learning. All Rights Reserved. May not scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 16: Equity Portfolio Management Strategies 1 ‹#› Passive versus Active Management Total Portfolio Return The total actual return on any equity portfolio can be decomposed into: Expected return Alpha The Equation Total Actual Return =[Expected Return] + [“Alpha”] =[Risk-Free Rate + Risk Premium]+[“Alpha”] 16-2 © 2012 Cengage Learning. All Rights Reserved. May not scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Passive versus Active Management Passive equity portfolio management Long-term buy-and-hold strategy Usually tracks an index ove.

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