CRJ 320 Week 7: Assignment 2: Death InvestigationsAnswers 11Bids 1Other questions 10

/in /by

Some people get confused with the terminology surrounding death investigations and their classification, such as natural death, accidental, suicide, and homicide. For this reason, criminal investigators must be well-versed in the various death classifications. Use your textbook, the Internet, and / or Strayer Library to research articles on death investigation.Write a three to four (3-4) page paper in which you:Compare and contrast the fundamental differences in natural death, accidental death, suicide, and homicide. Select an article concerning a type of death of your choice and summarize the key factors that the police used to classify the type of death. Suggest one (1) additional factor that the police should collect for the death investigation. Compare the fundamental differences in investigating a death case versus other types of crimes.  Determine the goal and the main procedure of a preliminary death investigation. Include one (1) example of a successful preliminary death investigation to support your response.Analyze the main ways in which various environmental factors may influence the medical examination and autopsy in death investigations. Use at least two (2) quality academic resources in this assignment. Note: Wikipedia and similar type Websites do not qualify as academic resources.Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Points: 200Assignment 2: Death InvestigationsCriteria UnacceptableBelow 60% FMeets Minimum Expectations60-69% D Fair70-79% C Proficient80-89% B Exemplary90-100% A1. Compare and contrast the fundamental differences in natural death, accidental death, suicide, and homicide.Weight: 15%Did not submit or incompletely compared and contrasted the fundamental differences in natural death, accidental death, suicide, and homicide.Insufficiently compared and contrasted the fundamental differences in natural death, accidental death, suicide, and homicide.Partially compared and contrasted the fundamental differences in natural death, accidental death, suicide, and homicide.Satisfactorily compared and contrasted the fundamental differences in natural death, accidental death, suicide, and homicide.Thoroughly compared and contrasted the fundamental differences in natural death, accidental death, suicide, and homicide.2. Select an article concerning a type of death of your choice and summarize the key factors that the police used to classify the type of death. Suggest one (1) additional factor that the police should collect for the death investigation.Weight: 20%Did not submit or incompletely selected an article concerning a type of death of your choice; did not submit or incompletely summarized the key factors that the police used to classify the type of death. Did not submit or incompletely suggested one (1) additional factor that the police should collect for the death investigation.Insufficiently selected an article concerning a type of death of your choice; insufficiently summarized the key factors that the police used to classify the type of death. Insufficiently suggested one (1) additional factor that the police should collect for the death investigation.Partially selected an article concerning a type of death of your choice; partially summarized the key factors that the police used to classify the type of death. Partially suggested one (1) additional factor that the police should collect for the death investigation.Satisfactorily selected an article concerning a type of death of your choice; satisfactorily summarized the key factors that the police used to classify the type of death. Satisfactorily suggested one (1) additional factor that the police should collect for the death investigation.Thoroughly selected an article concerning a type of death of your choice; thoroughly summarized the key factors that the police used to classify the type of death. Thoroughly suggested one (1) additional factor that the police should collect for the death investigation.3. Compare the fundamental differences in investigating a death case versus other types of crimes.Weight: 15%Did not submit or incompletely compared the fundamental differences in investigating a death case versus other types of crimes.Insufficiently compared the fundamental differences in investigating a death case versus other types of crimes.Partiallycompared the fundamental differences in investigating a death case versus other types of crimes.Satisfactorily compared the fundamental differences in investigating a death case versus other types of crimes.Thoroughly compared the fundamental differences in investigating a death case versus other types of crimes.4. Determine the goal and the main procedure of a preliminary death investigation. Include one (1) example of a successful preliminary death investigation to support your response.Weight: 20%Did not submit or incompletely determined the goal and the main procedure of a preliminary death investigation. Did not submit or incompletely included one (1) example of a successful preliminary death investigation to support your response.Insufficiently determined the goal and the main procedure of a preliminary death investigation. Insufficiently included one (1) example of a successful preliminary death investigation to support your response.Partially determined the goal and the main procedure of a preliminary death investigation. Partially included one (1) example of a successful preliminary death investigation to support your response.Satisfactorilydetermined the goal and the main procedure of a preliminary death investigation. Satisfactorilyincluded one (1) example of a successful preliminary death investigation to support your response.Thoroughly determined the goal and the main procedure of a preliminary death investigation. Thoroughly included one (1) example of a successful preliminary death investigation to support your response.5. Analyze the main ways in which various environmental factors may influence the medical examination and autopsy in death investigations.Weight: 15%Did not submit or incompletely analyzed the main ways in which various environmental factors may influence the medical examination and autopsy in death investigations.Insufficientlyanalyzed the main ways in which various environmental factors may influence the medical examination and autopsy in death investigations.Partially analyzed the main ways in which various environmental factors may influence the medical examination and autopsy in death investigations.Satisfactorily analyzed the main ways in which various environmental factors may influence the medical examination and autopsy in death investigations.Thoroughlyanalyzed the main ways in which various environmental factors may influence the medical examination and autopsy in death investigations.6. 2 referencesWeight: 5%No references providedDoes not meet the required number of references; all references poor quality choices.Does not meet the required number of references; some references poor quality choices.Meets number of required references; all references high quality choices.Exceeds number of required references; all references high quality choices.6. Clarity, writing mechanics, and formatting requirementsWeight: 10%More than 8 errors present7-8 errors present5-6 errors present3-4 errors present0-2 errors present

The post CRJ 320 Week 7: Assignment 2: Death InvestigationsAnswers 11Bids 1Other questions 10 appeared first on homeworkhandlers.com.

Case Study: Bianca (responds guided)Answers 1Bids 1Other questions 10

/in /by

Guided Response: Respond to TWO of your classmate’s postings. Evaluate their strategies for integrating the four language and literacy domains within the lesson on the parts of a plant and make any additional recommendations. Please respond to any questions posted by your instructor.  1.Loraine SchwentkerI feel that testing a newcomer student for a specific disability is not an appropriate next step.  Bianca has been through a tragic moment in her young life and adjusting to not only a new family, but a new culture and language will take time. As an educator, I would give it more time for Bianca to adapt to her new life and language before making any decisions on testing her for any disabilities.I would tell Mrs. Perkins to assess the knowledge Bianca might already have about parts of a plant by implementing the following. Mrs. Perkins can make a drawing of a plant with arrows pointing the specific parts she is going to test Bianca on in the form of “Quick Write and Quick Draw.” Teacher may ask the child on what the names of the parts are and if the child answers in their native language the teacher can use a resource such as the internet to find the meaning of the word and see if the child is saying the correct name to the correct part. In addition, Mrs. Perkins can repeat the names of the parts of the plants in English while pointing so Bianca can associate and learn the English words for them.Four strategies that Mrs. Perkins could intergrade within the plant lesson to develop skills in all four language and literacy domains are as follows. First, for listening the teacher can play a plant book on CD and have the class listen to it as she may ask the children to recall information. Next for speaking and hearing, children would sound out the letter of each word of the parts of the plant and say the word out loud. Lastly, the children can work on plant labeling worksheets and write the words accordingly.Mrs. Perkins can implement applications on a tablet that must do with plant life and have Bianca wear headphones that she can concentrate on the language while playing along. Bianca may feel emotional and may feel frustrated when attempting to answer a question and is having difficult due to the language barrier.  It is always good to give positive reinforcement and praise when child is trying their best. Honigsfeld, A & Cohan, A. (2015). Serving English language learners. San Diego, CA: Bridgepoint Education.     2.Jasmine Arias I feel that testing isn’t the appropriate next step to determine a specific learning disability. I feel that further additional intervention should take place before making a plan for testing for a learning disability. As explained further in the text “In response, teachers need to make every effort to help these students transition into U.S. school settings. One instructional model that has proved informative is DeCapua and Marshall’s (2011) Mutually Adaptive Learning Paradigm (MALP), which considers student readiness for learning, addresses appropriate learning processes, and introduces ways to make academic tasks accessible (Honigsfeld & Cohan.2015). If Mrs. Perkins is to preform a KWL Chart (What I know, what I want to learn, and what I have learned) it will help her determine what Bianca may know about the different parts of plants and what she can assist with. The importance of why we should assess the student of what the student may already know is because it will it will be of a benefit to help the teacher see where the student may stand based in if they are at their grade-level or not, it is important to see where a student may stand academically. Four strategies I would offer Mrs. Perkins to integrate to her lesson plan about plants would be as follows: For listening and speaking I would have her do the read aloud and have her identify select pieces of information, also have her share her selections possibly with a pair in class which will allow them to speak to one another. For reading I would have her support the students’ reading comprehension. Doing so by constructing specific and clear questions to ask before, during, and after reading. (Honigsfeld & Cohan.2015). In the writing portion I would have Mrs. Perkins adapt the writing process to the needs of Bianca by spending more time on more manageable subtasks, step-by-step directions, as well as samples and visual aids. Mrs. Perkins can integrate technology within her lesson plan to support Bianca in many different forms. It can be by using translation devices, computers, application software to support her skills throughout the lesson. Helping her build more knowledge and motivation in her learning. What I believe can be affecting Bianca’s emotionally may be the transition of coming to new country because of the result of being orphaned. It may not be a night to day process for both her new family and educators to help her cope with her new lifestyle, so she may result being timid, lack of social skills and can possibly lead her to not progress. Motivation will then come into play coming from Mrs. Perkins to uplift Bianca and help her be motivated that will then lead to her academic success.  Resources Honigsfeld, A & Cohan, A. (2015). Serving English language learners. San Diego, CA: Bridgepoint Education.

The post Case Study: Bianca (responds guided)Answers 1Bids 1Other questions 10 appeared first on homeworkhandlers.com.

M5 Assignment 2Answers 2Bids 1Other questions 10

/in /by

Required Assignment 2—Manufacturing Budget AnalysisTom Emory and Jim Morris strolled back to their plant from the administrative offices of Ferguson & Son Manufacturing Company. Tom is manager of the machine shop in the company’s factory; Jim is manager of the equipment maintenance department.The men had just attended the monthly performance evaluation meeting for plant department heads. These meetings had been held on the third Tuesday of each month since Robert Ferguson, Jr., the president’s son, had become plant manager a year earlier.As they were walking, Tom Emory spoke: “Boy, I hate those meetings! I never know whether my department’s accounting reports will show good or bad performance. I’m beginning to expect the worst. If the accountants say I saved the company a dollar, I’m called ‘Sir,’ but if I spend even a little too much—boy, do I get in trouble. I don’t know if I can hold on until I retire.”Tom had just been given the worst evaluation he had ever received in his long career with Ferguson & Son. He was the most respected of the experienced machinists in the company. He had been with the company for many years and was promoted to supervisor of the machine shop when the company expanded and moved to its present location. The president (Robert Ferguson, Sr.) had often stated that the company’s success was due to the high-quality work of machinists like Tom. As supervisor, Tom stressed the importance of craftsmanship and told his workers that he wanted no sloppy work coming from his department.When Robert Ferguson, Jr., became the plant manager, he directed that monthly performance comparisons be made between actual and budgeted costs for each department. The departmental budgets were intended to encourage the supervisors to reduce inefficiencies and to seek cost reduction opportunities. The company controller was instructed to have his staff “tighten” the budget slightly whenever a department attained its budget in a given month; this was done to reinforce the plant manager’s desire to reduce costs. The young plant manager often stressed the importance of continued progress toward attaining the budget; he also made it known that he kept a file of these performance reports for future reference when he succeeded his father.Tom Emory’s conversation with Jim Morris continued as follows:Emory: I really don’t understand. We’ve worked so hard to meet the budget, and the minute we do so they tighten it on us. We can’t work any faster and still maintain quality. I think my men are ready to quit trying. Besides, those reports don’t tell the whole story. We always seem to be interrupting the big jobs for all those small rush orders. All that setup and machine adjustment time is killing us. And quite frankly, Jim, you were no help. When our hydraulic press broke down last month, your people were nowhere to be found. We had to take it apart ourselves and got stuck with all that idle time.Morris: I’m sorry about that, Tom, but you know my department has had trouble making budget, too. We were running well behind at the time of that problem, and if we had spent a day on that old machine, we would never have made it up. Instead, we made the scheduled inspections of the forklift trucks because we knew we could do those in less than the budgeted time.Emory: Well, Jim, at least you have some options. I’m locked into what the scheduling department assigns to me and you know they’re being harassed by sales for those special orders. Incidentally, why didn’t your report show all the supplies you guys wasted last month when you were working in Bill’s department?Morris: We’re not out of the woods on that deal yet. We charged the maximum we could to other work and haven’t even reported some of it yet.Emory: Well, I’m glad you have a way of getting out of the pressure. The accountants seem to know everything that’s happening in my department, sometimes even before I do. I thought all that budget and accounting stuff was supposed to help, but it just gets me into trouble. It’s all a big pain. I’m trying to put out quality work; they’re trying to save pennies.Review the case. Respond to the following:Identify the problems that appear to exist in Ferguson & Son Manufacturing Company’s budgetary control system and explain how the problems are likely to reduce the effectiveness of the system. (approximately 1 page)Explain how Ferguson & Son Manufacturing Company’s budgetary control system could be revised to improve its effectiveness. (approximately 1–2 pages)Explain how the use of an activity-based costing system could change the results of the budget, if utilized. (approximately 1 page)As stated in the case, many employees have “quit trying” and have altered behavior on the job. Provide specific ways for how you would use a budget to change employee behavior and align goals in the organization. Explain how goal alignment can improve profitability and overall return to the shareholders of the company. (approximately 1 page)Synthesize data to explain the concept of ROI and describe how the use of an activity-based costing system can improve the company’s ROI and the potential impact on free cash flow. (approximately 1 page)Write a 5–6-page report in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M5_A2.doc.

The post M5 Assignment 2Answers 2Bids 1Other questions 10 appeared first on homeworkhandlers.com.

I want someone to help me with my online Homework.. Answers 1Bids 1Other questions 10

/in /by

I have 3 questions . I want you to follow the instructions exactly what I will post in the questions and follow the example if I apply.  1-   After you read the paragraph please answer the 6 questions : Postcolonialism refers to the time after the colonization (military occupation) of a territory is over hence the expression post (after).   Postcolonial literature refers to literature produced by the colonized people (people whose land was conquered) after or even during colonization of their lands. Postcolonialism is based on the premise that the colonizer does not only exert control over the land but also over ideas, cultural values, and minds of the colonized people. This control over values of the colonized people extends beyond the time of colonization. These values include ones that put utmost value on the culture of the colonizer and dehumanize the colonized people and their cultures casting these values and ways of thinking as inferior.  The colonizer is the one who writes history.In other words, the conqueror of the land imposes new values that are held in the highest esteem while the values of the conquered people are looked upon as inferior to those of the colonizer. This can happen in an overt way or in a covert, implied way. This point of view can be internalized by the conquered people where they start to look down upon their own values and start to glorify the values of the colonizer even after colonization is over. In other words, when the land occupation ends, the colonization does not end. Postcolonial scholars study issues related to racism and exploitation. They offer a narrative that counters the narrative of the powerful colonizer. Postcolonialists study the political, social, economic and cultural oppression of the colonized or previously colonized people. They study the results of colonization which have direct effects on identities of the colonized as they feel in-between cultures, or have a sense of exile or feel that they are unvalued, left in the margins, lost or removed from culture. Famous postcolonial theorists include Edward Said (an Arab American scholar who coined the term “orientalism” to refer to the way that the West viewed and constructed an imaginative image of the Arab World), Homi K  Bahbha, Gayatri Spivak, Frantz Fanon.The Arab World was under European rule from the period after WWI when European powers drew the borders between Arab countries. This European rule continued from 1918 until the 1940s. In some instances, the occupation of the lands extended for longer periods of time. The French occupation of Algeria, for example, lasted more than 100 years (1830 and 1960).  Analyze Burns’ poem from a postcolonial perspective? (read about the postcolonial perspective in lesson 3  and review questions in blue below) 1.    Are there colonizers and colonized people in this text (explicitly or implicitly?2.    Is this work pro/anti colonialism?3.    Does the text resist or reinforce colonial ideas and values?4.    What does the text tell us about post-colonial identities? Anything about the struggle to situate oneself within cultures?  Any issues regarding hybrid identities? How are these identities like and and how are they treated?5.    Who, in the text, is described as “the other”/ “diiferent”/ “stranger”? How is the “other” represented?6.    What does the text tell us about the resistance to colonialism?    2 -Read June Jordan’s ‘Report from the Bahamas’ course link provided belowPat Mora’s poem ‘Fences’   http://www.poetryfoundation.org/poem/182465 Read  June Jordan’s ‘Report from the Bahamas’ as well as the short poem by Pat Mora ‘Fences’ and analyze both from a post-colonial perspective (links are provided below). Before responding to the question, find some information about both authors on the internet to get some context then analyze both texts: ·      Are there colonizers and colonized people in this text (explicitly or implicitly?·      Is this work pro/anti colonialism?·      Does the text resist or reinforce colonial ideas and values?·      What does the text tell us about post-colonial identities? Anything about the struggle to situate oneself within cultures?  Any issues regarding hybrid identities? How are these identities like and and how are they treated?·      Who, in the text, is described as “the other”/ “different”/ “stranger”? How is the “other” represented?·      What does the text tell us about the resistance to colonialism?    Q3: Reflection on Reading of choice:Literature and non-fiction:•   Chinua Achebe – Things Fall Apart, 1958•   Ngugi wa Thiong’o – The River Between, 1965•   Patrick Chamoiseau – Texaco, 1997List https://owl.english.purdue.edu/owl/resource/722/10/ Introduction to Postcolonial Theoryhttps://owl.english.purdue.edu/owl/resource/722/10/  1-   Based on the link ‘Intro to postcolonial theory’ why does the author object to the terms ‘first world’, ‘third world’, etc? 2- Read an excerpt from any of the texts under link 4 (pick your choice of any of these resources in Pfau library or online). Read an excerpt of at least 10 pages.  As you read as in no. 2 above, ask yourself the questions I listed under the lesson overview as well as the questions in the ‘intro’ link/ Explore a few of these questions in relation to the reading and write down your reflection/ analysis.

The post I want someone to help me with my online Homework.. Answers 1Bids 1Other questions 10 appeared first on homeworkhandlers.com.