Melissa and her friends are stretching rubber bands for activity in

Melissa and her friends are stretching rubber bands for activity in science class. Melissa stretched her elastic to 10 inches. Juan stretched it three and one-half times far Sara Stretched 4 fourths as far. Marsha stretched it 2 fifths as far. put the students in order of how far they stretched their rubber bands from least to greatest

Chocolate showpiece concep | Architecture and Design homework help


Design your own chocolate showpiece concept

  • Include a detailed drawing of your concept to scale with measurements. The drawing should be approximately 8″x11″ in size
  • List the colours used and where the colours are applied
  • List shapes in order to create each element
  • List the techniques that would be applied – aim to use at least 4 techniques.
  • List the tools required for the techniques applied. Refer to the Reference: Showpiece Tools.
  • Include 1-2 paragraphs on what chocolatier(s) inspired your showpiece concept
  • Include references to information and images
  •  The reference of the showpiece tools info is in the attachment that I upload. 

Requirements: 700   |   .doc file

Supply chain | Management homework help

 Rea d the Materials Requirements Planning at A-Cat Corp case in the online coursepacket. Download the Excel template for the A-Cat Corp case from Canvas. Assume that the current status of A-Cat Corp is as described in the case and that the analysis is being performed by “a colleague of Menon who is skilled in operations management”. Fill in the Excel spreadsheet with the appropriate data and formulas to compute the required information. Note that the excel file has THREE worksheets which need to be completed. Use the following tables for Exhibits 1, 3, 4 and 5 instead of the Exhibits 1, 3, 4 and 5 tables found on pages 4 and 5 in the case. Assume that a minimum safety stock level of 21 units is required for each part number (i.e., P0110, P0X, P0Y, P1X1, P1X2).  

Q5q | Management homework help

DC (QP) – Discussion Question 2 – CLA2 Preparation & Course Learning Outcomes

Welcome to Week 5 of your course. This discussion question will help you prepare for your

CLA2 paper and final CLA2 PowerPoint and as such, will have a fair amount of detail. Read

the CLA2 assignment listed in Week 8 of the course. Then, please provide an outline that

itemizes the concepts that you will include in your CLA2 paper and final PowerPoint. Please be

sure to include concepts learned in the course and information (findings, conclusions) from

your PA1 and CLA1 papers. Provide some brief details for each item that is outlined. Please

keep in mind that you should have place-holders for material not yet covered in lecture from

Weeks 6 and 7. Here is an itemized list that summarizes the requirements of this DQ (include

every item in the bullet list below, or you will not receive full credit):

● Outline that itemizes concepts learned in the course

● Include information (findings, conclusions) from your PA1 and CLA1

● Brief details for each item that is outlined

● Place-holders for material not yet covered

Policy legal ethics | Police Legal Ethics and Compliance | New England Association of Schools and Colleges


Answer each these questions in a paragraph with at least five sentences: Include the question and number your responses accordingly. Provide a citation for each answer.

1. what do each of these terms refer to: copyright, patent, trademark, trade secret?

2. Why is intellectual property entitled to legal protection? 

3. Why did copyright laws become stricter and more punishing in the late 20th century?

4. What is the Fair Use doctrine?

5. Make an argument for legalizing the copying of music or software. 

6. Do I or don’t I own the books on my Kindle? If I own them, why can’t I transfer them? If I don’t own them, what is my legal right to them?

7. What was the 1984 Sony Supreme Court case about?

8. Was Napster responsible for the actions of its users?

9. Why did the court find in favor of Diamond in the Rio case? 

10. What is Digital Rights Management?

Proposal for behavior change plan

Teachers must employ a variety of assessments, instructional strategies, and intervention techniques to support their students who are displaying behaviors that are getting in the way of successful learning in the classroom. If initial classroom management efforts are unsuccessful in helping such a student, then it is often determined that the situation warrants a behavior plan. For a behavior plan to be successful, it is imperative that stakeholders collaborate to support the student in reducing the occurrence of challenging behaviors and increasing appropriate behaviors. When appropriate, the student should also be involved in the development of the behavior plan. Providing students with choices and involving them in decision-making aids in the development of self-advocacy and self-determination.

For this benchmark, you will propose a behavioral intervention plan for a student based on the information provided in “Student Scenario: Joseph.” Use the “Proposal for Behavior Change Template” to complete this assignment.

Part 1: Data Collection and Definition of Student Behavior

Describe Joseph’s behaviors on the ABC chart using the “Proposal for Behavior Change Template” provided. Create one measurable, observable operational definition for Joseph’s challenging behavior.

Part 2: Analysis of Data 

The hypothesis is a best guess of the cause of the function of behavior that summarizes the observations. It includes the when (antecedent or trigger), the what (behavior of student), and the why (outcome student’s target behavior: attention, tangible, or escape).

Part 3: Intervention Ideas and Replacement Behaviors

Based on your analysis of the FBA data and the operational definition for Joseph’s behavior, identify an appropriate replacement behavior.

Part 4: Proposed Intervention Plan

Propose an intervention plan that outlines one goal for Joseph and includes the following:

· Replacement behavior and specific steps to be implemented that will help Joseph reach each goal.

· Strategies to manage activities and social interaction through collaboration with general educators and other colleagues .

· Rewards and reinforcements you will use with Joseph.

· A plan to monitor progress by gathering ongoing data from colleagues and student’s family .

· Steps to resolve any escalation of behavior safely and appropriately .

Be sure to incorporate appropriate intervention and replacement behavior ideas identified in Part 3.

Part 5: Reflection 

In a 250-500 word summary reflect upon how you, in your future professional practice, will ensure formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences.

Support your template responses with 1-2 scholarly resources.

Juvenile delinquency and law enforcement report

A school resource officer is a specialist who understands the different laws and procedures governing juveniles. Imagine you are a school resource officer who has been tasked with evaluating Philip’s case as described below. You will create a report based on this case to share with the school authorities and the police department to build awareness on the underlying causes for juvenile delinquent behavior and highlight the challenges faced by the police in handling juveniles.

Scenario: Philip grew up in a tough, lower-socioeconomic neighborhood that was characterized by several cultures and high mobility. He never felt close to his parents, and he did not perform well in school. He valued such things as his fighting ability and his ability to con people. When he was 10 years old, he began to associate with delinquent peers who taught him how to steal cars and burglarize houses. He received rewards from his peers for his behavior and did not feel guilty for his delinquent acts. Instead, he would say that the people he stole from were wealthy enough to afford to replace the items, and most had insurance anyway.

Philip has been arrested for a house burglary. He shows no sign of remorse for what he has done and is being disrespectful to the police officers. His parents are not cooperating with the police and the intake officer refuses to take Philip in, as there is a space crunch in the holding facility. The police let Philip go after giving him a warning. This is Philip’s first time in the juvenile justice system.

Research juvenile causation theories and the problems faced by the police in handling juveniles.

Write a 700- to 1,050-word report to the school authorities and the police department.

Address the following in your paper:

  • Which social theories can be used to explain Philip’s behavior, and which social theory is most applicable here? 
  • How is the deterrence theory applicable in this situation? Explain. 
  • Describe the best way in which the police should process Philip’s case. Is this crime a status offense or a delinquent act? 
  • Based on the type of crime, how should the police respond? 
  • Which discretionary options can be used by the police in this scenario? 
  • How should the police officer convey the seriousness of the charges to Philip? 
  • What alternative steps or placements can a police officer try when a juvenile is not taken in by the intake officer? 
  • What intervention programs could help Philip deal with his delinquent behavior? 
  • Submit your report.

M4 discussion 10: world war ii | Accounting



The purpose of this discussion is to analyze and evaluate World War II recruitment posters.


For this discussion, review your readings for Unit 10 (pdf American Yawp: World War II Chapter 24) and study the images carefully. Feel free to do research outside the course if you’d like other points of view.

Choose ONE of the images. Prepare a discussion where you explain, based on your readings, the answers to each of the following questions:

  1. Who is the audience, the target market, for the image?
  2. What ethical or moral values does the poster use to communicate its message? Are there relevant values that are not considered in the message?
  3. What is the poster’s purpose? What is the message that this poster communicates?
  4. Why is it important for this message to be delivered to this audience at this moment in time?
  5. How does the document communicate its message? Think about its use of language, color, space, and symbols.

Image of a robust young African American with dark brown skin against a tinted blue and black background suggesting the sea, with a smudge over the man's left shoulder that suggests a burning sunken ship.  Man is wearing a US Navy sailor's uniform, with a white sailor's tunic and black neckerchief and white sailor's cap.  There is a medal pinned to the left breast and the words, 'Above and Beyond the Call of Duty' in bold white letters over the man's head; on his right are the words, 'DORIE MILLER: Received the Navy Cross at Pearl Harbor, May 27, 1942'   The man's eyes look off to the distance above the viewer, his expression is serious and also proud.

Above and Beyond the Call of Duty–Dorie Miller received the Navy Cross at Pearl Harbor, May 27, 1942, [Public Domain via Wikimedia]

Two posters side by side.  The one on the left of the screen features a jungle scene surrounded by a white border, with red outlining the image and the words 'Let's Go Get 'em!' in bold blue letters on the top.  At the bottom in the same font are the words, U.S. Marines.  In the image there is lush jungle greenery, an American flag and the Marine Corps flag behind two soldiers, each dressed in military fatigues and pointing rifles at enemies not seen in the image.***  To the right of the screen is a poster with a white background.  At the top in blue letters is the question, 'Are you a girl with a Star-Spangled heart?' At the bottom in a red rectangle are the words, 'Join the WAC Now! Women's Army Corps, United States Army.'  In a white highlighted box are the words, 'Thousands of Army Jobs need filling!'  A pretty young white woman's image is set above the red box in the center of the image, the American flag waving behind her.  She has chic short brunette hair peeking out of a military cap with a brim and the WAC logo on the front, and though you can only see her head and shoulders, she appears to be wearing a khaki military uniform with a suit jacket, collared blouse and necktie.  She has delicate features, her eyes and lips are made up and her expression is thoughtful, perhaps a little sad

This pair of U.S. military recruiting posters demonstrates the way that two branches of the military—the Marines and the Women’s Army Corps—borrowed techniques from professional advertisers to “sell” a romantic vision of war to Americans. One shows Marines at war in a lush jungle, reminding viewers that the war was taking place in exotic lands; the other depicted women taking on new jobs as a patriotic duty.
Bradshaw Crandall, Are You a Girl with a Star-Spangled Heart? Recruiting Publicity Bureau, U.S. Women’s Army Corps Recruiting Poster (1943); Unknown, Let’s Go Get ’Em. Beck Engraving Co. (1942). Library of Congress. [Public domain via American Yawp]

Cultural diversity | English homework help


Imagine you are a member of a newly developed diversity team in your workplace. Your team is considering how individual identity contributes to cultural diversity. Your team leader has asked each member to take time to reflect on the personal identity and the aspects of cultural diversity you represent and how understanding your own traits affect your perspective of cultural diversity. Keep in mind that identity is more than what people “see” when they look at you.

Write a 525- to 700-word reflection, completing the following:

  • Using what you learned in the reading assignments for Weeks 1 and 2, describe what cultural diversity means to you. Include identifiers of cultural diversity such as race, ethnicity, class, gender, sexual orientation, language, age, disability, religion, and so on. (Remember, there is a variety of characteristics of and contributors to cultural diversity.)
  • List 4 cultural identifiers that you identify with most (e.g., Asian American, female, and so on).
  • Reflect on your identified cultural traits. Based on your reflection, how might understanding your own traits affect your perspective of cultural diversity in and outside of the workplace?

Chili | college writing | Monroe College

Texas Chili

Some people identify Texas with cowboys, horses, or oil—but not me. I think of the great food of Texas, and that food is chili. A staple dish in my household, chili is a dish with a long history. From the pioneer days of the early West to today, chili remains a favorite among many in the West, but particularly in Texas. My chili recipe is based on the contributions of friends, relatives, and a hometown chili parlor. Prepared with its own special ingredients, my Texas chili will make your guests’ eyes and mouths water and leave them with a satisfied appetite.


First, you will need to get the equipment and ingredients you will need to make Texas Chili. Several pieces of equipment are necessary: an electric skillet (with cover), a small wooden spatula, a can opener, a measuring cup, a set of measuring spoons, 6 small bowls or cups, a glass plate, a microwave, 4-6 medium-sized bowls, and 4-6 spoons. A lengthy but appetizing set of ingredients is also vital to this heavenly dish: 1 pound of lean ground beef, two 16-oz. cans of Del Monte whole peeled tomatoes, 4 tablespoons of Gebhart chili powder, 1 tablespoon of garlic powder, 2 teaspoons of round black pepper, 1 teaspoon of cayenne pepper, 2 teaspoons of ground cumin, 1 teaspoon of table salt, and ½ cup of water. Now that the equipment and ingredients are clear, let’s really get started.


When you have obtained all of the specified equipment and ingredients listed above, the next step is to prepare your ingredients. Measure each dry ingredient individually and pour each into one of the 6 separate small bowls or cups. Open the cans of tomatoes and leave them in their cans. Measure the water and leave it in the measuring cup until you need it. If the beef is frozen, defrost it in the microwave for approximately 8 minutes. When it is thawed, unwrap it and place it on a glass plate. Now, place all the measured ingredients, the ground beef, and the tomatoes on the counter and place the electric skillet next to them. Plug the skillet in and turn the dial to 225 degrees. You are now ready to begin the actual cooking. 


When the temperature light goes off the electric skillet, or when the inside of the skillet feels warm to a quick touch, it’s time to start cooking the beef. Place the ground beef in the skillet and break it apart with the spatula until it covers the bottom of the skillet. Stirring with the spatula every 30 seconds, cook the ground beef approximately 6 minutes, or until each piece of beef turns gray inside and out. At the moment the ground beef reaches this stage, pour the garlic powder over the ground beef and stir with the spatula until the garlic is dissolved (approximately ten times around the skillet). When this step is completed, there will be a strong “sinus-healing” smell that will tickle the inside of your nose. The garlic makes its presence known.


After the garlic powder is dissolved, add the tomatoes and remaining spices. Pour the tomatoes, including the juice, into the skillet. Using the spatula, cut up the tomatoes into small pieces and stir them around until they are evenly distributed in the skillet along with the ground beef and garlic powder. At this point, add the chili powder and cayenne pepper to the mixture and stir with the spatula to dissolve these spices. Next, pour the table salt, ground black pepper, and ground cumin into the skillet and stir until these ingredients are also dissolved into the mixture. Add the water to the skillet and stir the mixture approximately twenty times around. After these ingredients are combined, the chili will appear a dark red in color and will provide a mixed aroma of sweet-smelling tomatoes and spicy hot chili powder along with its cayenne cousin. Now, raise the heat to 350 degrees by turning up the dial on the skillet.


In the final stage of cooking, the chili will start to boil. This is easy to see because the chili will resemble a miniature lava pool, with its dark red mixture giving off steam by its bubbling and belching. Let the mixture boil (and belch) for 3 minutes, stirring with the spatula every 15 seconds. Then, turn the dial on the skillet to “simmer” and put the cover on top of the skillet. Let the chili simmer for 8 minutes, stirring with the spatula every minute and reapplying the cover each time. At the end of 8 minutes, turn the dial on the skillet to “off” and take the cover off the skillet. The finished product will be a thick, spicy-smelling red mixture filled with chunks of beef halfway submerged in a hot tub of spicy juices.


The chili is now ready to eat! This recipe serves four Texas-sized portions or six regular portions. Ladle the chili in bowls, and then tell everyone to use a big spoon and dig in. This chili is spicy and even hot at times, but its combination of sweet and sour flavors is both unique and delicious. A bottle of Corona, twenty crackers, and a big pickle are optional.

  • Identify the thesis, or main idea. Why do you think this is the thesis?
  • List and explain the five major steps of the process described.
  • Identify several of these transitions and provide where they are usee. (Be specific)
  • List and explain some of the factual details used.
  • List and explain some of the most effective sensory details—those appealing to touch, smell, taste, sound, and sight.