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What you liked. What you didn’t like. How does the film utilize some of the techniques in the chapter especially with special effects, makeup, and optical effects?

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Planet of the apes 1968

Tell your thoughts on watching the original Planet of the Apes from 1968. What you liked. What you didn’t like. How does the film utilize some of the techniques in the chapter especially with special effects, makeup, and optical effects? Also, the film touches on a lot of themes of social commentary. Tell about the ones that you noticed. Include all points in paper noted in the film you see.

What are your views about this more recent way of criminal sanctioning? What overall advice would you give to assure that this new system of sentencing is used appropriately?

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RP A

Today we have transitioned from an either/ or choice between the use of incarceration, or the use of probation, to the use of graduated sanctions, affording us a wide array of possible sentencing options, as referred to in the text. What are your views about this more recent way of criminal sanctioning? What overall advice would you give to assure that this new system of sentencing is used appropriately?

Does your first degree relate to this course? In what way? Is your undergraduate dissertation relevant? How have you gained previous insight into this field – lectures, seminars, work, conferences or conversations with academic staff?

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Personal statement

Personal Statement Planner for Postgraduate Study
Capture Why You Want to Study Particular Masters-Show your enthusiasm
When did you become interested in this field and why?
Why are you applying for this course? What do you hope to gain from the programme? Convey enthusiasm and genuine interest.
Are there specific reasons why you have chosen a particular university to undertake your postgraduate study?
Does this programme have a particular element or speciality that attracts you? Is there something about the structure and choice of modules that appeals to you?
Show that you are prepared and understand what the requirements are
Does your first degree relate to this course? In what way? Is your undergraduate dissertation relevant?
How have you gained previous insight into this field – lectures, seminars, work, conferences or conversations with academic staff?
Have you done further reading around the subject? Give your critical views or reflective opinions about it, don’t just write a list. This could be from books, quality newspapers, websites, periodicals or scientific journals or from films, documentaries, blogs, radio programmes, podcasts & attending public lectures.
Evidence of Academic Skills- provide proof- share achievements, internship
Academic skills What skills have you developed through previous study that will equip you for this type of postgraduate study? Independent learning? Research? Are there any personal qualities and attributes that might contribute to a successful undertaking of PG study?
Have you developed any particular technical skills that might support this next stage of learning?
Have you achieved any additional awards / prizes?
Include your extracurricular and voluntary experience too. Tutors want rounded people on their course; show that you engaged in university life during your undergraduate course or that you gained some relevant skills or experiences through volunteering or work placement.
Career Goals
How do you plan to use this qualification in the future? Career aspirations and how will this course help you to achieve them?

Discuss how you can improve your health and longevity in light of your findings in this questionnaire, your understanding of epigenetics, and your knowledge of your family history.

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Reaction paper

The Reaction Paper Assignment
You will be writing a 1,000 word Reaction Paper in this course using the instructions and links found below. You will be completing the following tasks and gathering the following information for your paper:
●Watch the epigenetics video from PBS available as a YouTube link in this folder (second item in the folder). Begin your paper by defining epigenetics in your own words and discussing your reaction to the video.
●Interview your family members and complete the Family History-Dr. Oz.pdf . Find out which disease(s) you are most at risk for.
●Research and locate one article on epigenetics and whatever disease you are most at risk for (select a study on research conducted on humans) from a reputable academic source: Reputable Sources:
●journal articles
●government publications based on research Do not use:
●magazines of any sort, whether they are on paper or online
●Websites of any type, including epigenetics websites
●Wikipedia
How to Perform Your Research
●Use the College Library in person or online (log in with your new MDC ID number (the one that is all numbers). Your password is the last four digits of that same MDC ID unless you have changed it. Read the epigenetics article you find. Continue your paper with a discussion of the epigenetics article. Be sure to paraphrase (put things in your own words) and be sure to cite the author(s) of the article you find using APA style (see the section below on using APA style). Aim for about a page for this part of your paper.
●Discuss the concept of epigenesis in light of your family history and the article you read. Aim for one page for this section of your paper.
●Complete the Living to 100 Questionnaires. Integrate your findings on the questionnaire into your discussion. Aim for another page.

●Discuss how you can improve your health and longevity in light of your findings in this questionnaire, your understanding of epigenetics, and your knowledge of your family history. This should be your final page

Do you agree with Dov Frohman’s decision in ad-vance of the actual missile attacks to keep Intel up and running? What about after the actual missile attacks began?

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Individual Case Study

Closing Case
To C lose or Not?
Dov Frohman, the general manager of Intel Israel, faced a tough decision in 1991: With Operation Desert Storm looming, should he keep his plant open—especially given the fact that Iraqi Scud missiles stood ready to strike Israel in just minutes? There was also reason to believe that missiles might be equipped with chemical warheads. Moreover Israel’s civil defense authority had suggested that the country’s nonessential businesses temporarily close. Frohman said one of the top factors influencing his decision was the uncertainty of the situation: “The radical uncertainty of the situation—not knowing how many missiles would fall, where they would fall, what kind of destruction they would inflict—threatened to bring our business to a halt, even before a single missile had been launched.” He also took into account the general business implications of shutting down. On one hand, he was confident senior executives at Intel’s headquarters in California would understand if he decided to shut down until the crisis passed. On the other hand, he knew Intel would need to get the microprocessors his plant normally produced somewhere else in the world. From Frohman’s perspective, “Managing a major unit in a global corporation is a continual fight for resources.” Therefore, a production interrupt, even a temporary one, might cause the company’s senior executives to think twice about making any future investments in Intel Israel. Frohman said he was concerned not only about the survival of Intel Israel but of Israel’s entire high-tech sector. Intel Israel was a key anchor of the country’s still small but high-tech economy. “If we couldn’t operate in an emergency situation, the trust of multinationals and venture capitalists in the stability of the Israeli business environment might crumble,” he noted. Ultimately, though, Frohman’s big concern was the safety of Intel Israel’s employees: “People had a sealed room at home, and we had created them in all our main facilities, including the Jerusalem fab [fabrication plant]. But what about the daily commute?” He believed it was while commuting that em-ployees would be at the greatest risk. If Frohman decided to keep the operations running, how would he present the decision to employees? Should he order, request, strongly encourage, or simply offer them the option of showing up for work? After discussing the issues at length with his team, Frohman decided to keep the operations open. However, he would ask, not order, employees to come to work. “No one would be punished if they decided to stay home. I made it extremely clear to my direct reports that there would be no coercion: No manager was to pressure employees to come to work who did not want to.” Frohman said he communicated the decision to Intel Israel’s workforce on Wednesday, January 18. The fol-lowing day, with still no sign of missile attacks, most employees came to work. However, two days later, eight
Iraqi Scud missiles hit Tel Aviv and Haifa around 2 AM. Fortunately, the missiles weren’t laden with chemical warheads. However, at that point, Frohman had another decision to make: Should he stick with his original deci-sion or close the plant and tell employees to stay home? Frohman quickly met with members of his management team. The team had roughly 30 minutes to make a choice. The decision? To remain open. That morning, 75 percent of the employees scheduled to work the 7:00 AM shift at Intel’s fab plant just outside Jerusalem arrived. Scud attacks continued on Saturday, but employee turnout at both the company’s Jerusalem plant and its design center in Haifa remained at 80 percent. Frohman talked to executives at Intel’s headquarters about the situation. “I explained that we had decided to remain open, but we weren’t forcing any employees to come to work who didn’t feel comfortable doing so, and that so far turnout was quite good. They asked a lot of questions; we discussed the potential risks. But in the end, they were 7,500 miles away. Under the circumstances, they had to trust us.” All totaled, the Scud at-tacks continued for six weeks, during which time, 39 Scuds fell in 18 separate attacks. Intel Israel operations remained open and up and running the entire time. A few years later Intel decided to invest in and build a second semiconductor plant in Israel. Thereafter, the Haifa design center won the assignment to develop the Centrino portable-computing microprocessor. Then in 2005, Intel announced that it would spend an additional $3.5 billion to build a new fab plant in Israel. The investment was the single largest ever made by any company in Israel. Following the investment, Intel Israel’s exports soared to $1.2 billion, accounting for 14 percent of all of Israel’s electronics- and information-industry exports. Today, the company is the largest foreign-owned employer in Israel.

Questions

1. Do you agree with Dov Frohman’s decision in ad-vance of the actual missile attacks to keep Intel up and running? What about after the actual missile attacks began?

2. Do you agree that Frohman should have made the decision to remain open or close or should execu-tives at Intel’s corporate headquarters have made it?

3. What criteria would you have considered if you were in Frohman’s position? How would you have weighted these factors?

 

Sources: Adapted from D. Forman and R. Howard. Leadership the Harr[ Way, San Francisco, CA: Josscy-Bass, 2008: P. Margulies, “Don Frohman Leads the Hard Way” Strategy + Business. May 26. 2009 (http://www.strategy-business.com/article/(19208? gko=01786); V. Burkhardt. “Embracing Fear and Turbulence.” Met:Connection, May 25.2009 (http://www.idcaconncction.com/articles/00I 19- Enthracing-Fear-and-Turbulence.html): and D. Frohman. “Leadership Under Fire.” Harvard Business Review (December 2006).

Critically evaluate the strengths and weaknesses of resource planning and management in a health system you are familiar with.

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Resource planning and management in a health system

Critically evaluate the strengths and weaknesses of resource planning and management in a health system you are familiar with, focusing on the following key areas:

1. Priority setting and decision-making processes

2. Workforce planning and development

3. Human resource and talent management

Conclude your evaluation with recommendations for improvement of the health system in each of the three key areas.

How will you engage background knowledge? How will you introduce new vocabulary and their meaning in the context of the story, or allow students to do a turn and talk to establish meaning?

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Key Assessment

Before Reading

How will you engage background knowledge?

How will you introduce new vocabulary and their meaning in the context of the story, or allow students to do a turn and talk to establish meaning? (Answer this question and list the words and definitions to be used.)

How will you establish a purpose for reading (comprehension)?

During Reading

Include 3 questions you will ask during the story to establish comprehension. Provide the line from the story after which you will ask the question.
Bunty does not like soaps. So, she refuses to clean up. Then one night she has a dream. What happens after that?

 

Provide a teacher think aloud that models thinking related to comprehension.

After Reading

Include a minimum of three questions you will ask after the story to establish comprehension at the whole story level.

Describe your post reading activity in detail; be sure to define the student’s role and your role during this time.

Assessment (must link to the reading comprehension goal)

What criteria will you use to determine which students met the task goal and which students require additional support?

What did you learn? Was there anything unexpected? What changes will you be making as a result? How do you plan on investing their funds – why? How often will you review the Plan? What benefits are there to budgeting?

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Finance Management: Personal Budget Report

Part 1 (must be submitted via Excel) – Personal Budget
You need to develop a personal budget. Try to be as realistic as possible. If you are going to school and not working then do some research to find out what salary you will be making when you graduate. If you are working full time you can use your income now or an estimated amount assuming you will be making more money when you graduate.
For Example: Budget Actual
Gross Monthly Pay

Total est deductions
Net Pay

Rent/Mortgage
Utility – Electric
Utility – Gas
Utility – Water
Cable/Internet
Phone/Cell
.
.
.
Total Expense

Total savings

Take your total savings and multiply by 12 for 12 months. This is your estimated saving (payment) per year. (If you want to do a more elaborate budget you can).

To make this budget useful do this in excel so you can actually use it.
Note: You can do your budget however you want as long as it is clear and understandable to the reader (me) and you.

Part 2 A: (must be completed in Excel) – Analysis:

Using the budget in part 1; Use as many time lines as you need forecast all your projected savings (investments) to get each investments’ future value. You will have to determine your PV, I/y, N, PMT then calc FV

If you don’t have any idea on the I/y you could use 5 or 6% to be conservative. N depends on your current age and when you think you will retire.

Savings
401k or (403B) whichever you use
IRA’s….
Home Ect…….

Once you add up all the future values from step 2 above, and do a time line to determine how much you will be able to spend each year assuming you are going to spend all your money. I.e. your future value will be 0. To calculate N, you have to make a lot of assumptions. For example, if you are planning on retiring at age 65 and think (hope) you will life until you are 90 (25 years) your N will be 25.

Part 2 B: (must be completed in Excel) – Scenario Analysis:

Run at least 3 different scenarios to see the impact of decisions. Some examples may include:
What happens if you delay start of Savings for 5 years?
What happens if you work 3 more years?
What if the interest rate is higher/lower?
What if you have more to save after student loans are paid off?

Part 3: (must be turned in Word Via SafeAssign) – Reflection

Once you are completed with the three sections above write a page or two on what you learned from this project. This is open ended but I expect at a minimum of 1 page as a write up. Reflection could include but is not limited to the following questions:

What did you learn?
Was there anything unexpected?
What changes will you be making as a result?
How do you plan on investing their funds – why? How often will you review the Plan?
What benefits are there to budgeting?
What specific changes will you make as a result of this assignment?

 

Identify the trade-offs in your recommendation. This means acknowledging the risks created by needs you choose to not fund and identifying consequences caused by lack of a full implementation.

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Policy Memo

PMAP 8531 Case Study #2 – Juvenile Justice in Georgia

You are the Public Safety Policy Analyst for the Governor of the State of Georgia. He is deeply invested in improving the effectiveness of Juvenile Justice in Georgia as part of his legacy as a criminal justice reformer. He is preparing a proposal on Juvenile Justice Reform to be presented to the Georgia General Assembly for legal and budgetary approval. The final details of the plan will be worked out between the Governor’s Office, the legislature’s Criminal Justice Reform Committee, the Department of Juvenile Justice, and a contracted consultant that has proposed the alternatives. Having received a satisfactory proposal from the contracted research agency for Juvenile Justice Reform, the Governor has asked you to review your currently collected data on the state of Juvenile Justice in Georgia and provide a policy memo to serve as the basis of his proposal. He has asked for you to carefully weigh the risks and benefits and recommend a starting proposal for this reform initiative.

In a 3-5 page single space memo you should provide the following:

1. A 1-2 paragraph summary of the background of the Department of Juvenile Justice and policy concerns created by that background. Note that most of the background and definitional material provided is for your own education, you do not need to provide explanations of the entire system as the stakeholders are aware of the legal and regulatory structure of the Department of Juvenile Justice and Juvenile Offenders.

2. A summary analysis of the most important issues facing the Department of Juvenile Justice based upon the section “Current Situation and Issues in the Department of Juvenile Justice” and in spreadsheet: Appendix C Juvenile Justice Data for Analysis.Data in the spreadsheet should be presented in the form of charts and graphs within the body of
the memo. You do not have to use all data from all tabs of the spreadsheet, but you do need to make sure that you illustrate the trends that you identify as most important. You should provide a succinct explanation of the trends presented in your graphs and identify why they are important. Statements of problems from the body of the case study should be addressed in bullet points, or in another clearly demarcated manner. The most vital component of this section (the bulk of your paper) is to carefully analyze all of the information provided and identify the links between the trends. As an example, recidivism rates are very likely linked with events described in the case, and with issues like backlog of offenders awaiting placement.

3. A recommendation on the allocation of the $25 million allocated to begin addressing the problem. This allocation is not sufficient to carry out all of the corrections needed to improve the current department or implement the new proposed system. Based upon your analysis, identify roughly how the funds should be split between the two proposals. Keep in mind that the Department of Juvenile Justice has proposed savings that are separate from the cost of reforms.

4. Identify the trade-offs in your recommendation. This means acknowledging the risks created by needs you choose to not fund and identifying consequences caused by lack of a full implementation.

Notes for Obtaining Maximum Grade

 Look for trends and apparent correlations in your data.  IDENTIFY WHY THOSE TRENDS AND CORRELATIONS MATTER

 Remember that implementations can be staged rather than initiated all at once.

 Remember that you’ll often only have the resources to address the most critical problems, and that some situations may be forced to remain unresolved in the short term.  There are a lot of distinct issues in this case study. ORGANIZATION and a careful and well thought out approach is absolutely key.

List the null and alternative hypotheses for the two-tail test for the mean. Calculate the observed value of the test statistic and the associated p-value.

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Hypothesis Testing

Companies often develop and test hypotheses about their products. For example, car manufacturers will test their cars to determine fuel efficiency and miles per gallon. To ensure that products are safe and that they perform as advertised, regulatory and consumer protection groups also test companies’ claims.
For this Assignment, you are working at a firm that conducts independent testing for heavy industry. Recently, an automobile manufacturer has been in the news for complaints about the highway gas mileage of their latest model minivan. You receive a contract from a consumer action group to test and write a report on the company’s claim that its minivans get 28 miles per gallon on the highway. The car company agrees to allow you to select randomly 35 low-mileage fleet minivans to test their highway mileage. Your test results gave you the following data:
29.7 24.5 27.1 29.8 29.2 27.0 27.8 24.1 29.3
25.9 26.2 24.5 32.8 26.8 27.8 24.0 23.6 29.2
26.5 27.7 27.1 23.7 24.1 27.2 25.9 26.7 27.8
27.3 27.6 22.8 25.3 26.6 26.4 27.1 26.1

Part 2: Hypothesis Testing: Two-Tail Test and One-Tail Test
Complete the following and include your results and responses in your report (use alpha = 0.05):

List the null and alternative hypotheses for the two-tail test for the mean. Calculate the observed value of the test statistic and the associated p-value. (75–150 words, or 1–2 paragraphs)

Is the observed test statistic in the critical region? Is the p-value higher or lower than your alpha? (75–150 words, or 1–2 paragraphs)