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UPhoenix Week 5 Phoenix Police Department Grant Proposal Presentation

UPhoenix Week 5 Phoenix Police Department Grant Proposal Presentation.

Executive summaryThe Phoenix Police Department is always identifying areas of
improvement and brainstorming on plans and programs that can make our
department and community better. The use of evidence-based search has directed
our focus to increasing staff in the department to have a better coverage in
the “hotspot” areas in the community that grows crime. The 100,000-dollar grant
will provide financial assistance to our community-based program that will
unite officers and members in the community. The program has a focus to
educate, recruit, and unite the community and obtain valid information through
trust and working together. Studies show that when the community feels apart,
they feel that their participation is making a difference. The department
currently has a tight budget and is operating at minimum standard. The help of
community members will give coverage in additional areas and help at problem
solving policing. Crime can be better controlled at its root and community
patrolling can take place in informed problems areas. Having additional
resources creates the potential to do more community engagement which includes
proactive and problem-solving policing. The Phoenix Police Department has
initiated the steps to produce measurable results with the program through granted
funding. The additional funds required will support the continuation of
positivity and proactive efforts to secure everyone in our community.Budget
plan·Recruiting – 67,000.00·Training – 37,000.00·Educating – 56,000.00·Covering call volume with additional people available various
times of the day and week -10,000.00·Proactive Problem-Solving – 75,000.00·Conditioning youth to promote an interest in law enforcement –
15,000.00·Building Community Partnerships – 20,000.00Total
= 280,000Funding·State Grant – 39,000.00·Department fundraising -11,000.00·Donations from Local Businesses – 22,000.00·National Institute of Justice – 35,000.00·Office of Juvenile Justice and Delinquency Prevention –
12,000.00·COPS Hiring Program (CHP) -15,000.00·Justice Assistance Grant Program – 46,000.00Total
of Funding = 180,000.00Program
Expense = 280,000.00Shortage
= – 100,000.00Depending on the information provided, create a Power Point
Presentation (with speakers notes) and respond:1-
When, money will be spent?
UPhoenix Week 5 Phoenix Police Department Grant Proposal Presentation

3-page exposition pape.

Students will write 3-page exposition paper. The paper assignment will require you to take the passage and tell me in writing precisely what the passage means in the context in which it is presented. No outside sources should be used. Your assignment for the first paper is to target the following quotation from “A Presocratics Reader.” Please use other fragments in the reader, the material from Lawhead, and class lectures to contextualize your quote. Please remember to submit your papers to Livetext and Peace out! “The cosmos, the same for all, none of the gods nor of humans have made, but it was always and is and shall be: an ever-living fire being kindled in measures and being extinguished in measures” (Heraclitus, Fragment #74) Curd, P. (2011). A Presocratics Reader, 2nd Edition -Hackett Publishing Co.
3-page exposition pape

MKT 3300 Troy University Critical Components of Pricing Discussion.

Five critical components of prices are the focus of Chapter 14. See Exhibit 14.1 The Five Cs of Pricing (page 329)this journal is writing for the Arm & Hammer Baking Soda1.Name the five Cs of Pricing. No partial credit. 2.Explain how the factor competition relates to the price of your selected good. 3.Explain how the factor costs relates to the price of your selected good.4.Explain how the factor company objectives relates to the price your selected good. 5.Explain how the factor customers relates to the price of your selected good. 6.Explain how the factor channel members relates to the price of your selected good.
MKT 3300 Troy University Critical Components of Pricing Discussion

Analysis of Emotional, Behavioral, and Communication Disorders

Analysis of Emotional, Behavioral, and Communication Disorders. Emotional, Behavioral, and Communication Disorders Teachers are going to see students with emotional, behavioral and communication disorders within their general education classrooms. It is important for teachers to be able to observe and help identify students with these potential disorders so students can be evaluated to determine if they need additional special education or other resources. Just like students with disabilities, students with disorders need a safe, structured, and predictable environment and schedule. It is important for teachers to be aware that students may have multiple disability or disorder diagnoses. What are Emotional and Behavioral Disorders? (Part I) Theodore (2004) states that IDEA’s definition of serious emotional disturbances is “vague and incomplete” and has caused “a great deal of controversy and debate.” Consequently, a task force was created which represented “30 professional and advocacy organizations” (Taylor, Smiley, Richard, 2015). The National Mental Health and Special Education Coalition (NMHSEC) proposed a “new term, emotional or behavioral disorder (EBD)” (Taylor, Smiley, Richard, 2015), to replace serious emotional disturbances used by IDEA. This proposed definition of EBD is as follows: The term emotional or behavioral disorders means a disability that is characterized by emotional or behavioral responses in school programs so different from appropriate age, culture, or ethnic norms that they adversely affect educational performance, including academic, social, vocational, or personal skills, and which: (a) is more than a temporary, expected response to stressful events in the environment; (b) is consistently exhibited in two different settings, at least one of which is school-related; and (c) is unresponsive to direct intervention applied in general education, or the child’s condition is such that general education interventions would be insufficient. Emotional and behavioral disorders coexist with other disabilities. This category may include children or youth with schizophrenic disorders, affective disorders, anxiety disorders, or other sustained disorders of conduct or adjustment when they adversely affect educational performance in accordance with section I (Forness, Knitzer, 1992). Depending on if students have internalized or externalized characteristics will determine if they are “disturbed” or “disturbing to others.” The internalized would include: depression, anxiety, bipolar, and even schizophrenia. The externalized would include: acting out, disobedience, and aggression. Prevalence It is difficult to identify all students with internalized EBD unless they show extreme obvious clues of withdrawal, violent drawings, writings or comments. Externalized EBD often is easier to identify, with disruptions in the classroom and hallways more common. Even when students act out, are aggressive or disobedient, they will not be immediately identified but will need to be observed and evaluated. According to Cullinan and Epstein (1995) they propose a “rule of one-third” of the students in any one-year will display emotional behavior problems. “Of that third, about one-third – approximately 10% of all students” will need a “modification of the educational program” (Taylor, Smiley, Richard, 2015). According to the U.S. Department of Education, only .7 percent of public school students are being provided services in special education (2018). This discrepancy would be due to the stigma associated with emotional and behavior disorders, especially with emotional. Potential causes The biggest potential causes are environmental, genetics, or a combination. Those that are in poverty are more at risk of having an EBD but poverty cannot be a deciding factor. Are there unrealistic expectations at home or at school? Is the student experiencing extreme or inconsistent punishment or neglect at home? Is the student experiencing discourse or even traumatic events with little or no emotional support? It is believed by most professionals that it is a combination of genetic and environmental causes that determine if a student will develop an EBD. Of course, one cannot discount diet. Eating nutrient-poor foods can have an impact on students’ development. These are all possible factors that can cause EBD. Characteristics of students There is no “typical” list of characteristics. Often boys tend to have more of the externalized behavior whereas girls tend to have more internalized but clearly that is not a rule. There are various things to keep in mind: what are the typical thoughts and behaviors of that age, gender, or culture? Is the student aggressive, when and why? Is the student withdrawn, and for how long? Does the student have a lot of anxiety, and why? Internalized characteristics. When a student has internalized characteristics they may be withdrawn, angry without acting out, sad, excessively anxious or even have abnormal mood swings. Unless these symptoms are debilitating they are harder to identify than externalized problems. These are the students that may be at risk for suicide if they are not identified or helped. Externalized characteristics. When students are acting out, openly disobeying, refusing to comply, destroying things, fighting or hurting themselves; it is easier to observe and determine that a student may need evaluation and help. Often students with externalized EBD have difficulties with impulse control, hyperactivity or poor coping skills. They may even have difficulties with social situations or with peers. IDEA identification requirements of students There are several main requirements looked at to determine if a student qualifies for services based on EBD or defined by the Individual with Disabilities Education Act of 2004 (IDEA) with emotional disturbance: (1). A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance. (a). An inability to learn which cannot be explained by intellectual, sensory, or health factors. (b). An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c). Inappropriate types of behavior or feelings under normal circumstances. (d). A general pervasive mood of unhappiness or depression. (e). A tendency to develop physical symptoms or fears associated with personal or school problems. (2). Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted unless it is determined that they have an emotional disturbance. Students are identified using a variety of tools: observations, behavior rating scales, behavior assessment systems, personality inventories, and projective tests (Ink Blot Test). Best-practice instructional strategies for students Like other students with disabilities, students with EBD need a consistent and predictable environment and schedule. These students need to learn: behavior skills, self-control, social interaction skills, and emotional regulation. “Service-learning activities can be very effectively used to meet both academic and social needs for these students” (Taylor, Smiley, Richard, 2015). Instruction needs to be effective, engaging, and positive. These students need to be taught “how to think rather than what to think” (Taylor, Smiley, Richard, 2015) and why it applies to them. What are Communication Disorders? A student who has difficulty with one or more processes of communication may have a communication disorder. The definition of communication is “the process by which one individual relates to another. It includes, among other aspects, language and speech” (Taylor, Smiley, Richard, 2015). There are both expressive and receptive language. Speech is broken down into four systems: respiration, voicing, resonance, and articulation. “Spoken languages are generally considered to have five components: phonology, morphology, syntax, semantics, and pragmatics” (Taylor, Smiley, Richard, 2015). If a student has difficulties with any one of the areas with language or speech they may also have issues communicating/processing their ideas, feelings, opinions or receiving them from others. Without communication one can be isolated, have difficulties reading, writing, learning or socializing. “IDEA defines a speech or language impairment as a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, which adversely affects a child’s educational performance” (Taylor, Smiley, Richard, 2015). Prevalence According to the United States Department of Education (2018) 2.6% of students enrolled in public education from preschool to 12th grade receive services for some communication disorder. This is lower than the amount that actually receives services since many students who have communication disorders have a primary disorder which they are categorized under. “IDEA counts students only once” (Taylor, Smiley, Richard, 2015). As many as “half of students receiving services under IDEA for another primary disability also have speech-language disabilities; thus the overall prevalence of students with communication disorders is higher than reported by IDEA” (Taylor, Smiley, Richard, 2015). Potential causes A student can have a congenital reason such as cerebral palsy, an organic reason like cleft palate, or even a functional reason that is “presumed to be the result of learning, psychological, or environmental factors” (Hulit, Howard,Analysis of Emotional, Behavioral, and Communication Disorders

Poetry​​ Analysis​​ Paper, “Barbie Doll” by marge piercy

essay help online Poetry​​ Analysis​​ Paper, “Barbie Doll” by marge piercy.

Prompt:Write an essay on ONE of the poems listed below where you analyze itslanguage and images, using your chosen school of literary criticism, inorder to interpret the poem’s overall meaning. This essay is for a generalacademic audience. Purposes:To learn to write an analysis about a poem for a general audience.● To analyze a poem using literary terminology.● To find and understand information about your chosen literarytheory.● To articulate the poem’s overall meaning based on the “lens” of aliterary theory.Requirements:750-1000 words(approx. 3-4 pages) not including the Works Cited page;MLA formatting (see forhelp.) Remember to include your word count at the end of your essay, andalso a Works Cited page that cites your poem, plus at least one outsidesources to support/explain your chosen literary theory.Reminders:● Use your chosen literary theory (e.g., feminist, psychoanalytical, newcriticism, post structuralism, etc.) to analyze the poem to explain whatthe poem “means.”● Use examples from the text to convincingly support the claims you’remaking.● When quoting extensively, take time to explain the specific parts in thequote that prove your point.● Avoid simply offering a summary or restating of each separate lie, butanalyze and discuss the words/lines with a purpose.● Use the present tense when describing or discussing events in thepoem. In writing about literature, the convention is to always use thepresent tense throughout. The idea is that the poet is currentlycommunicating thoughts to you in the present time.● Ensure you have correctly spelled all names and titles. Put the name ofthe poem in double-quotation marks. When referring to the poet, writeout his/her full name (and later references can be last name only).● Don’t confuse the poet with the speaker of the poem – they are different.● Remember to put quotation marks at the beginning and end of eachquoted part. Review the online lectures on Canvas, especially the oneabout MLA conventions of writing about poems (week 10).
Poetry​​ Analysis​​ Paper, “Barbie Doll” by marge piercy

Nanopore Sequencing: Structure, Principles and Applications

Nanopore Sequencing The underlying force behind the rapid advancements in genomics is due to the development of novel genome sequencing. It is said notably that the invention of second generation sequencing gave scientists and other inventors the necessary throughput and costeffectiency to sequence thousands of genomes whcich were in the past was deemed to be feasible. In the resent past it gave was a dawn of what can be considered as a third generation. This third generation allows amplification free reading od DNA molecules in consective long stretches. This advent of new generation is defeated by two other methods. Nanopore sequencing and single molecule real time sequencing (SMRT) Oxford Nanopore Technologies (ONT) Nanopore sequencing is the current easier way to demonstrate the sequencing methodology. A single small pore is inserted when the elctrical potential is appied across an insulating membrane. From the pore the DNA strand is pulled and the current from the passing base conbinations infers the sequence. In the year 1989, David Deamer came up with a rough sketch about this concept and the implementation of this concept took almost two decades.

PSY 2301 Harvard University Micro Organizational Behavior Case Study

PSY 2301 Harvard University Micro Organizational Behavior Case Study.

Your case submission should contain three key elements described below – Introduction, Analysis, and Recommendation/Implementation. I recommend that you review the sample analysis of the case, Your case should not exceed five (5) type-written pages using Times New Roman 12. I will not read beyond the fifth page. You can single space or double space your text (your choice,based on how much information you want to provide). You require a title page (not one of the five above) that indicates the course name and number, the date, the case title, my name, and the names of the group members. Please do not use terms such as “would have”, “could have”, “should have”, “might have, or “if …”, which really just lead to speculation and take your focus away from what actually happened in the case.Please deal with the evidence before you in the case itself, not what might have been. I will provide an example retrieved from coursehero which refers to this case – even though the analysis section is nicely presented, it does not fully follow the professors guideline which means that you should use that file only as a source of inspiration. I attached to this request 2 files: 1 PDF -This is the case study based on which you will write the paper 1 Word document- this contains the professor guideline. It clearly states what the work should contain, what headliners to use, what to write in each paragraph. You will need to follow in detail this file as the professor will deduct points for any minor errors. The paper needs to be correctly written, as a native English speaker (NOT AS AN INTERNATIONAL STUDENT). NO PLAGIARISM is accepted at all.
PSY 2301 Harvard University Micro Organizational Behavior Case Study