Start by reading and following these instructions:
1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.
2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
3. Consider the discussion and the any insights you gained from it.
4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Assignment:
1. What are the various forms of communication? Include specific examples of each.
2. How does language affect culture? Discuss the relationships between language, thought, and culture. Use specific examples in your answer.
3. Compare and contrast economic systems in non-industrial and industrial societies using contemporary examples of each. In your opinion, is one system better than the other? Explain your reasoning.
4. Discuss the cultivation continuum, including features of societies at different points on the continuum. What are the relationships between different points on the continuum and pastoralism?
5. Compare and contrast the market principle, reciprocity, and redistribution. Use specific examples in your answer
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papers will follow similar directions. This first one will probably be the hardest, even as we dive into more advanced material. This is not an English paper. This is not a history paper. Please give me full effort and trust that it will reflect in your grade. We’ll do a draft first, I will give you feedback, and then we’ll submit a final paper later. Don’t plagiarize. If you’d like even more details for how to write a philosophy paper, here’s a very helpful link:http://www.sfu.ca/philosophy/resources/writing.htmlHere are your directions:The rough draft will be 2.5 pages. The final draft will be 4 full pages.Write an intro with three sentences or less. One sentence must be your thesis. A thesis is “a specific point that you are trying to establish – something that you are trying to convince the reader to accept”. The thesis is your conclusion, and your job will be to defend the thesis. The entire point of the intro paragraph in a philosophical paper is simply to present your thesis. You honestly want as short of an intro as possible since it is the meat and potatoes of the paper are in the argument. For this paper, you have two options, Innate Ideas are true or they’re not. Your thesis statement also needs to state the fundamental reason(s) that make(s) you correct. For example, if I want to argue that cereal is a better breakfast food than eggs, I need to say, “Cereal is a better breakfast food than eggs because cereal is faster to prepare and I’m a horrible cook.” In that thesis, the entire paper is already given away. It gives two reasons, and that will be my argument. That’s what you want. A good thesis awards 20 points. Do not “fence-sit”. And for the record, eggs are great.After stating your thesis, you will need to immediately define your terms. This is absolutely the most fundamental problem in most arguments: no one knows what people are really talking about. In my cereal vs eggs example, I actually imply that cereal is not “cooked” even though they are both “prepared”. Little things like that matter A LOT when we talk about more important topics. You will describe Descartes/Socrates’ philosophy as they describe it, then explain it in your own words. Include examples. Good description awards 40 points.Now that your topic has been well described, you can argue. You will be evaluating the claims of Socrates and Descartes, and supporting whatever reasons you’ve given for your claim. Support can be all sorts of things, but in general, the supports should be more obviously true to help walk the reader to the truth of your thesis. Do not use a shotgun approach to argument, where you take a thousand little reasons and hope they are strongest. The simple argument is the strongest, and you should build up to your conclusion from a strong foundation. In my cereal vs eggs example, I would cite that cooking eggs takes longer, I would tell you why time is so important (maybe because we’re all rushing to start our day), I would need to say why my poor cooking skills matter, etc. Good argumentative form awards 20 points.The next step is done for integrity and logic both. You’ll need to respond to objections and offer concessions. In my cereal vs. eggs example, I would need to expect a reader to think “What if I have lots of time? What if it’s a Saturday? Why does your bad cooking mean I shouldn’t cook eggs for me?”. At the end of a good philosophical paper, these kinds of things are addressed. Sometimes, this is actually the longest section. Concessions are valuable because, if you identify the limits of your logic, it helps people understand your claim. Moreso, it might help you realize that you need to beef up your reasons or change your claim entirely. Specifically, in this section, I want you to focus on objections. Say why someone might disagree with you, and why their reason is mistaken. This means you have to anticipate a point of disagreement and address it immediately. This strengthens your reasons for your position. In a full book, you would address any and all possible objections, but I really only need you to pick one or two that you think are most common. Good objection anticipation awards 20 points.If you would like, you may have a concluding paragraph to summarize everything, but honestly, philosophical papers don’t always need these. Do whatever makes you feel comfortable.Don’t plagiarize. Don’t even get close. Put quotes on anything that needs quotes
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Premium papers. We provide the highest quality papers in the writing industry. Our company only employs specialized professional writers who take pride in satisfying the needs of our huge client base by offering them premium writing services A thesis is “a specific point that you are trying to establish – something that you are trying to convince the reader to accept
Assignment – Updating the Structure of a Police Department
Overview
You have been assigned to incorporate community policing and engagement initiatives, such as those found in Chapter 14 of Community Policing Today, into the current departmental structure. You must include training in these new initiatives, as an ongoing function as well as for compliance and oversight.
The first part of the assignment requires you to identify three specific initiatives to add to the department and then identify where they will fit into the organizational structure. Refer to the Police Department Organizational Structure [PPTX]. You will need to explain what type of training and support will be necessary for these initiatives.
The second part of the assignment is to revamp the department’s recruitment and hiring process to attract and hire new officers who have the necessary traits to accomplish both the traditional policing function and the expanded community initiatives. Using the information from Chapter 12 of your Community Policing Today text, identify the important skills needed in these new officers and describe the process you will use to evaluate these skills.
Instructions
Write a 5–7 page paper in which you:
Identify three specific community policing initiatives to add to the department.
Determine what type of training and support will be necessary for each of these initiatives.
Select where each initiative will fit into the organizational structure.
Justify why these three initiatives will enhance the department’s relationship with the community.
Identify the important skills needed in recruiting new officers who can perform both traditional policing and the new community policing initiatives.
Explain how you would evaluate and measure these traits and skills.
Use five credible, relevant, and appropriate sources to support your writing. Cite each source listed on your source page at least once within your assignment. For help with research, writing, and citation, access the library or review library guides.
You may use Community Policing Today for one of your sources, but you must provide at least four additional sources to support your selected initiatives
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Turn in your completed comprehensive research paper summarizing topics discussed throughout the course. The comprehensive research paper should be at least 8 – 10 pages, not counting the title and reference pages and follow APA (7th edition) formatting. Must include at minimum 8 – 10 academic references.
· Defined a mindset.
· Described the effect of a specific mindset on the agility of an organization.
· Detailed internal/external locus of control.
· Related locus of control to entrepreneurial mindset.
· Compared and contrasted organizational policies, practices, processes, and culture that stifle and support innovation
· Offered a rationale and well researched support for how each policy, practice, process and culture stifles or supports innovation
· Analyzed the types of communication tools within an organization that allow for agility.
· Detailed management techniques needed to promote a creative and innovative environment
· Provided a research based rationale to support the management techniques needed to promote a creative and innovative environment
· Examined how emotional intelligence relates to creative organizational cultures
· Offers a research based rationale for how a leader with a high degree of emotional intelligence can or cannot support an entrepreneurial culture
· Identified techniques for identifying market change and emerging opportunities.
· Compared and contrasts alternative organizational models that support change and emerging markets.
· Explained why or why not traditional organizational models will support changing markets.
· Profiled an entrepreneur who capitalized on emerging markets
· Detailed how entrepreneur identified emerging markets
· Identified skills and traits entrepreneur had that allowed capitalization on emerging markets
· Offered specifics on how entrepreneur structured organization
· Tied profile of entrepreneur to principles discussed in class
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SOC301A – AB3, Research Project Page 1 Assessment Brief Program Bachelor of Applied Social Science Subject Qualitative Research Methods Subject code SOC301A Name of assessment Assessment 3: Research Methodology Length 2,000 – 2500 words Learning outcomes addressed by this assessment: A, B, C, D, E Submission Date: Week 11, Sunday 15th August @ 11.59 pm Assessment brief summary: You are required to explain the research methodology for your proposed research project. Total marks 100 Weighting 50% Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a task marked out of 40 will incur a 4 mark penalty per day.
Please note: you must attempt all tasks in a subject to be eligible to pass the subject.
More information, please refer to the Academic Progression Policy on http://www.think.edu.au/aboutthink/thinkquality/our-policies.
SOC301A – AB3, Research Project Page 2
Assessment Description: This assessment builds on Assessment 2. In that assessment, you developed a research proposal by formulating a research topic, providing an introduction and justification for the research, and reviewing the literature on your topic. In this assessment, you will develop the methodology part of your research. In order to do this effectively, you must remind the examiner what is your research topic, provide a brief introduction to it with your research questions, and engage in a brief review of the literature (taking into consideration the feedback you obtained in assessment 2). Most of this discussion would have already been completed in Assessment 2, so now, you are really presenting the finalised version of that. It will provide relevant background information for you to proceed to discuss your methodology. Once you have done the above, you should explain your methodology.
Structure of the paper
• State your research topic
• Provide an introduction to the research – justification for the research; research questions. (This information will come from Assessment 2).
• Engage in a brief critical review of the literature. This information will come from Assessment 2. It should be brief and take into consideration the feedback provided to you in that assessment.
• Discussion of methodology: This is the main part of this assessment. Students must engage in an in-depth discussion of their chosen methodology. This would include:
o The data collection methods used: the specific instruments used to collect the data (interviews, questionnaires, observation, focus groups etc); o Justification for those methods – that is, explain why these methods and instruments were chosen; their strengths or weaknesses o Analysis of the data – explain how you plan to analyse the data. Since most qualitative data would be coded and categorised, it would be useful to explain how you would go about doing this – what would you be looking for? For example, based on your particular topic and research questions, you might expect certain themes to emerge (you should have an idea of these from your review of the literature) and these themes can be discussed as examples during your discussion of the coding process. The main idea here SOC301A – AB3, Research Project Page 3 is to show the examiner that you understand the process of coding of qualitative data. o Students are not expected to go out and collect the data. So, there are no findings to report. Instead, it would be useful for you to discuss any ethical concerns that might show up in your research or any limitations. For example, are you researching a vulnerable section of the population? Refugees, the elderly, children? If so, you can discuss possible ethical concerns in researching this population and how you can address those concerns to minimize any possible harm to participants. In terms of limitations, is your research only looking at women? Can this be a limitation if you exclude men in your study? Likewise, think of other possible limitations in your proposed research and how future researchers can address those limitations. o Conclusion – Conclude the discussion.
Marking Criteria: Max. in category Your points Background – intro and brief literature review 10 Discussion and justification of data collection procedures 30 Discussion of data analysis 30 Discussion of ethical concerns and limitations 20 Word count, grammar and referencing 10 Total: 100 Comments:
What we want to see: The work must be fully referenced with in-text citations and a reference list at the end. We recommend you work with the APA 7th Edition Reference Guide to ensure that you reference correctly. You will find a copy of this guide on the Portal. Correct academic writing and referencing are essential tasks that you need to learn. We recommend a minimum of five references. Research and Referencing: References are assessed for their quality. You should draw on quality academic sources, such as books, chapters from edited books, journals, government reports etc. Your textbook can be used as a reference, but not the Study Guide and lecture notes. We want to see evidence that you are capable of conducting your own research. Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other formats may not be readable by markers. Please be aware that any assessments submitted in other formats will be considered LATE and will lose marks until it is presented in Word. Use Times New Roman, font size 12. Stay within the required word count. You can use personal language in this paper as you will be explaining the methods you plan to use.
What we don’t want to see: Plagiarism: All sources of information need to be properly acknowledged. Please refer to the plagiarism information on Blackboard. Like other forms of cheating, plagiarism is treated seriously. Plagiarising students will be referred to the Program Manager. The best way to avoid plagiarism is to explain ideas in your own words, while crediting the authors for the information. No submission: Students must attempt all tasks to be eligible to pass the unit.
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By the due date assigned, submit the Informed Consent Letter to theSubmissions Area(please note that this is only an example and no data may be collected).
Informed Consent Letter
Procedure section is clear, described in detail, specific, and all inclusive. Written in lay language (as documented by reading level score). Includes risks and benefits relevant to study. Address assent (if applicable).
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creating a presentation advocating for the inclusion of a text in World Literature.
Please remember that this course is an anomaly in the way that it’s set up. Most classes cover World Literature from specific time frames and they generally cover a broader expanse of cultures.
I am including a resource here with numerous readings and explanations of what’s typically included in World Lit classes.
Title of presentation and MLA header. Failure to include the correct MLA header will result in a severe deduction of points.
Text:
This should include the name of the text, correctly formatted for MLA, along with the author and when the text was originally published.
Introduction of text:
This should discuss the text itself. You can provide a brief summary of it, the characters and plot.
Argument:
Your argument should take up two slides. Although you can choose to include a picture on those slides the majority of the slide should be comprised of your argument for inclusion. The argument should state: why you feel that the text should be included, what you feel could be learned from reading the text, what made you select it, and what specific value(are the themes a testament to a forgotten time/culture/ sentiment? Is it a reflection of the human experience? An example of colonialism’s impact on indigenous cultures?) you feel that it would add to a World Literature class.
Argument II:
Here you should support your argument by covering what is gained and what is lost if that piece is not covered/taught/read. How would this enhance the World Literature experience?
Works Cited:
This should be your final slide and should list your resources in MLA format
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The codification is organized within the following nine areas:
General Principles.
Presentation.
Assets.
Liabilities.
Equity.
Revenue.
Expenses.
Broad Transactions.
Industry.
The Industry area identifies 32 industries that have specific items unique to them. These industries range from five different areas of Entertainment to Mining, Financial Services, Airlines, Agriculture, Franchisors, Software, Health Care Entities, and many more.
Select one of the industries that interests you, and briefly explain why.
Identify how many subtopics are in the industry you selected.
Pick two subtopics within your selected industry that are applicable to a balance sheet (something to do with assets, liabilities, or equity).
Identify your chosen subsections by number and title. Explain what they mean in your own words.
Identify what accountants in your selected industry might be focused on as an area or areas of concern
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Subject Code and Name CMP1042 Information Systems Assessment Number 1 Assessment Title Visual Presentation Assessment Type Individual Presentation Length or Duration 500 words +/- 10% Subject Learning Outcomes SLO 1 Weighting 20% Assessment Purpose In any organisation, information systems with specific purposes are available to employees at various levels of seniority and responsibility. For example, senior managers might use an Executive Support System (ESS) to formulate strategy and monitor progress towards its implementation. This assessment asks the student to populate a hierarchy of information systems and to describe these individual systems and their relationships to each other. Students are also asked to describe how the functioning of these systems might be improved by the implementation of an Enterprise Resource Planning (ERP) system. Assessment Task / Item Submit a set of six (6 ) presentation slides and associated slide notes, that describe a set of four (4) information systems and their inter-dependencies, as described in ’Instructions’ below. This is an individual assessment. CRICOS: 02155J / HE PROVIDER: Assessment Instructions Using presentation software, like Microsoft PowerPoint, Prezi or similar, you must create a visual presentation of six (6) slides that addresses each of the tasks below. Each slide should include images or diagrams explaining the information being discussed. The slide notes for the set of six (6) slides should total 500 words. Both the slide images and the slide notes are to be submitted as completion of this assessment.
On one (1) slide, create a hierarchy of information systems diagram based on ‘Figure 1’ below, using the following systems: a) MIS b) DSS c) TPS d) ESS In your diagram, specify which system goes in which section of the diagram, and explain why in your notes.
Using four (4) slides (one per system), describe the inputs, outputs and purpose of each of these systems, and their relationship to other systems in the hierarchy.
On one (1) slide, create summarise the possible benefits of replacing some/all/any of these systems with an Enterprise Resource Planning (ERP) system. Submission All work must be submitted by the due date via the Learning Management System, in the assignments section appropriate to this brief. Please ensure the above mentioned submission date and/or time are adhered to, or penalties may apply. When submitting your work, please save your files using the naming convention below. [Student_ID][Surname][First Name][SubjectCode][Assessment_#] E.g.: 1234_Singh_Visha_PRG1002_Assessment_01 For more information on late submission, please see the Assessment Policy. Academic Integrity The integrity of the assessment process is fundamental for ensuring appropriate evaluation at AIT. All work submitted should be your own, and where additional resources are used, they must be referenced according to the Harvard style. Additionally, TurnItIn is available in the LMS to test plagiarism in your writing. For more information on academic integrity, please see the Academic Integrity and Academic Integrity Penalties Policies. CRICOS: 02155J / HE PROVIDER:
Appeals Fair application of the assessment rubric, rules and guidelines should be administered for each assessment. If you feel an evaluation requires further consideration, you may be entitled to an appeal. For more information on your right to an appeal, please see the Assessment Appeals Procedure and Policy. Policies For access to the policies mentioned above and related to education at AIT, please see the footer of the AIT website, and follow the link named Education Policies and Procedures. Website: https://www.ait.edu.au CRICOS: 02155J / HE PROVIDER: Assessment Rubric Task Descriptor (F) Fail (P) Pass (C) Credit (D) Distinction (HD) High Distinction Describe the inputs, outputs and purpose of each information system (ESS, MIS, DSS, TPS) 35% Description of inputs, outputs and purpose of each system missing or incorrect; Fewer than 2 correct examples provided for both inputs and outputs; No examples provided for each system; Figure 1 incorrectly populated Description of inputs, outputs and purpose of each system provided, with some significant errors; 2 correct examples provided for both inputs and outputs, but without clear imagery; Examples provided for each system, though not all are correct; Figure 1 correctly populated Purpose and description of inputs, outputs and each system provided, with some minor errors; 2 correct examples provided for both inputs and outputs, supported by clear imagery and labels; Correct examples provided for each system; Figure 1 correctly populated Clear description provided of inputs, outputs and purpose of each system, with few errors’ 3 correct examples provided for both inputs and outputs, supported by clear imagery and labels’ 2 correct examples provided for each system; Figure 1 correctly populated Complete, concise and accurate description provided of inputs, outputs and purpose of each system, with no errors; 4 correct examples provided for both inputs and outputs, supported by clear imagery and labels; 2 correct examples provided for each system, supported by clear imagery and labels; Figure 1 correctly populated Describe the relationships between the four systems (ESS, MIS, DSS, TPS) 25% Description of the relationships between the systems and the data exchanged and/or shared missing or incorrect Description of the relationships between the systems included; Information about the data exchanged and/or shared unclear or not completely accurate Clear description of the relationships between the systems included, and supported by evidence; Information about the data exchanged and/or shared provided and supported by examples, but with minor errors Near complete description of the relationships between the systems included, and supported by relevant evidence and simple imagery; Information about the data exchanged and/or shared provided and supported by relevant academic resources, examples and with minimal errors Complete, succinct and accurate description of the relationships between the systems included, and supported by relevant evidence and clear, engaging imagery and labels; Information about the data exchanged and/or shared provided and supported by relevant academic resources, and accurate examples without error Summarise the possible benefits of replacing some/all/any of the four systems (ESS, MIS, DSS, TPS) with an Enterprise Resource Planning (ERP) system. Description of an ERP system not included Organisational benefits of replacing some/all/any of the Description of and ERP system unclear Organisational benefits of replacing some/all/any of the four systems with Basic description provided of an ERP system, with some inaccuracy; Organisational benefits of replacing some of Clear description and example of an ERP system provided; Organisational benefits of replacing all four Accurate, concise description of an ERP system provided, supported by a relevant example and explanation of CRICOS: 02155J / HE PROVIDER:
20% four systems with an ERP not included an ERP system included, but unclear or insufficiently explained the four systems with an ERP system clearly discussed systems with an ERP system clearly discussed and supported by examples why example been selected; Organisational benefits of replacing all four systems with an ERP system clearly discussed and supported examples and relevant academic evidence Quality of information presented 10% Information is unclear, inconsistent or inaccurate; Document missing a lot of key information Information, arguments and evidence are presented in a way that is not always clear and logical, with minimum information provided; Some inconsistency or ambiguity in the writing Information, arguments and evidence are reasonably well presented, with some information a little ambiguous, but all key elements and pages included Information, arguments and evidence are very well presented, logical, clear and well supported by evidence Almost all information is written clearly and concisely All information is written very clearly and concisely, and is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and argument; Engages and sustains audience’s interest in the topic, and uses diverse, relevant imagery Correct citation of key resources and evidence 10%. Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas Demonstrates use of some resources to support and develop ideas, but these are not relevant, current or cited correctly Demonstrates use of resources to support and develop ideas, with a few errors in the citations Demonstrates use of credible, current and relevant resources to support and develop arguments and statements, with most citations correct Demonstrates use of high-quality, credible current and relevant resources to support and develop arguments and position statements with no errors in the citation
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. information systems with specific purposes are available to employees at various levels of seniority and responsibility. For example, senior managers might use an Executive Support System (ESS) to formulate strategy