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Analyze the constraints associated with an evidence-based policing approach. Critically review evidence for developing the most effective solution to a given policing problem. Develop a research proposal to explore the nature, extent and causes of the issue/problem.

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Task: Practical – Research Proposal(2,000 words)

Completion of this assessment will address the following learning outcomes:

1 Analyze the constraints associated with an evidence-based policing approach.
2 Critically review evidence for developing the most effective solution to a given policing problem.
3 Develop a research proposal to explore the nature, extent and causes of the issue/problem.

What does clicking the title do? What do you see now you did not before? What happened? What is now in your search box? How many of results do you have now?

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EBSCO guided Search

 

Part I (50 points)

First select your key words. Do not use a long a phrase like you would doing a websearch.

My research concerns library anxiety in college students. Below is my listing of keywords. Notice they fall into categories—Major issue, population, effect
Major issue Population Effect
Library anxiety College students grades
Library use Freshman prevention/prevent*
undergraduates reduce, reduction, reduc*
graduate students training, instruction

 

Enter your major issue in the first search box—Library anxiety

How many results did you get for this search?

Enter your population in the second search box—College students or Undergraduates

How many results did you get when you added this term?

Enter your Effect in the third box—reduc*

How many results with this term?

If you use more than one keyword per box from a category, connect the terms with OR.

Write your search below. Use parentheses to denote a grouping in a search box and add the words that connect the boxes (typically AND)—(Library anxiety) AND (college students OR undergraduates) AND (reduc*)

Under Limit To click Scholarly (Peer Reviewed) Journals

How many results?

What do you notice about your search terms in the Results?

Do you see your major issue (or a more specific term related to your issue) in the Subjects area. Click the article title of one of the results that your issue in the Subjects.

What does clicking the title do? What do you see now you did not before?

What happened?

What is now in your search box?

How many of results do you have now?

Look through the first 10 results, paying special attention to the subject terms.

List any subject terms or other keywords you may add to your list.

(I would add library instruction, information literacy from my list).

Congratulations! You have completed Part I.

Part II. (50 points)

Objective: Adding additional Ebsco Databases

Scroll up to the top of the Ebsco page.

Click Choose Databases. Select at least one databases that related to your topic.

List the database(s) you added here:

ERIC, Education Source and Library, Information Science& Technology Abstracts with Full text

(For my topic of library anxiety and undergraduates, I would choose ERIC, Education Source and Library, Information Science& Technology Abstracts with Full text because relate either to the Library or college students.)

 

Your previous search should still be in the search box. If not cut and paste it from you answers above.

 

How many results do you have?

How may peer reviewed?

Scroll through the first 10 results

Do you see any new subject terms or key words that relate to your topic
(Psychology of library users)

Scroll down to Subject: Thesaurus Terms and click on it.

 

What happened?

How many results do you now have?

Part III (50 points)

Now it time to search for your topic.

Click Choose Databases. Deselect/uncheck ERIC, Education Source and Library, Information Science& Technology Abstracts with Full text. You can also just closed the window or tab wit the search and begin from the Library’s homepage. You should now be only search Academic Search Ultimate.

First list your keywords. Do not use a long a phrase like you would doing a websearch.

You may use this grouping to help you focus on your keywords

Major issue Population Effect
Academic performance College Students GPA
Freshman ?
Undergraduate ?
Graduate ?

Go to the Library’s homepage : https://web-p-ebscohost-com.proxy181.nclive.org/ehost/search/advanced?vid=0&sid=2ca784e2-deeb-47c5-9036-0b212ff2d976%40redis

Enter your Major issue in the first search box and list it here

How many results did you get for this search?

Enter your population in the second search box and list it here

How many results did you get when you added this term?

Enter your Effect in the third box and list it here?

How many results with this term?

If you use more than one keyword per box from a category, connect the terms with OR.

Write your search below. Use parentheses to denote a grouping in a search box and add the words that connect the boxes (typically AND)—(Library anxiety) AND (college students OR undergraduates) AND (reduc*)

Under Limit To click Scholarly (Peer Reviewed) Journals

How many results?

Do you see your major issue (or a more specific term related to your issue) in the Subjects area? List it here.

What is now in your search box?

How many of results do you have now?

Look through the first 10 results, paying special attention to the subject terms.

List any subject terms or other keywords you may add to your list.

 

Part IV (50 points)

Objective: Adding subject specific Ebsco Databases.

Scroll up to the top of the Ebsco page.

Open a new window or tab.

Go to http://libguides.uncp.edu/ElectronicResourcesLinks to an external site. (Electronic Resources/Database Page)

Select the subject that your topic would seem to fall. Usually it is related to the class you are doing the research for. The exception is for ENG 1050 and ENG 1060 classes. If it is not related to the class, choose a subject that is related to your topic.

Look at the databases listed under Best Bets. Compare that list of Ebsco journals here https://libguides.uncp.edu/databasebyproviderLinks to an external site.

Go back to the Academic Search Ultimate page. Click Choose Databases. Select at least one database that is listed under Best Bets that related to your topic.

List the database(s) you added below. (You should be search Academic Search Ultimate and at least one other databases)>

 

Your previous search should still be in the search box. If not cut and paste it from you answers above.

 

How many results do you have?

How may peer reviewed?

Scroll through the first 10 results

Do you see any new subject terms or key words that relate to your topic? List them here.
Scroll down to Subject: Thesaurus Terms and click on it.

 

How many results do you now have?

Part V (50 points)

Create a Reference page in APA style for 10 Results. 6 items must be peer reviewed articles and the other 4 either magazine or newspaper articles. Evaluate 2 magazine/newspaper articles and 2 peer reviewed articles using the 3 R Method. (Do not separate the items evaluated from the others.)

3 R Method: A method for evaluating sources . It requires three questions: “is it relevant?” Is it recent?” “Is it reliable?”

What makes them authoritative, credible sources in your specific discipline? What classifies the popular source as popular, and the trade source as trade? In what ways are these sources similar and, more importantly, different? What are their purposes, and how do you know?

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Project 1 | Category 1: Report on Authoritative, Trade, and Popular Sources

What to do.  For this project, you will select four current authoritative, popular, and trade sources (two scholarly articles, one trade article, one popular source) from the discipline affiliated with your major or future career and write a report about those sources.

Your report should include:
the characteristics of these sources
What makes them authoritative, credible sources in your specific discipline?
What classifies the popular source as popular, and the trade source as trade?
In what ways are these sources similar and, more importantly, different?
What are their purposes, and how do you know?
Who are their intended audiences, and how do you know?
Do they have secondary audience, and how do you know?
How are they “published”—in paper, online, through social media?

 

Manage the overall supply/demand balance for the respective portfolio by reviewing the sales forecast, AI net demands, and then creating balanced production/purchase plans for the planning horizon.

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Global Active Ingredient Supply Chain Planner – Job description

https://www.linkedin.com/jobs/view/2776186470/

Description

Syngenta is leading science-based agtech company; dedicated to bringing plant potential to life. Each of our 28,000 employees in more than 90 countries work together to solve one of humanity’s most pressing challenges: growing more food with fewer resources. A diverse workforce and an inclusive workplace environment are enablers of our ambition to be the most collaborative and trusted team in agriculture. Our employees reflect the diversity of our customers, the markets where we operate and the communities which we serve.

The Global Supply team is currently seeking a Global Active Ingredient Supply Chain Planner at Basel headquarters in Switzerland for maintaining an agreed service levels of the business by managing the end to end supply chain for a number of allocated active ingredient families, providing options to meet commercial upsides and downsides, ensuring efficient use of the end to end inventory, whilst minimizing working capital, stakeholder management (commercial, supply chain managers, sourcing) & team work with regional planning and optimized use of system and adherence to P&F processes to reflect the most likely to happen scenario.

Accountabilities

Manage the overall supply/demand balance for the respective portfolio by reviewing the sales forecast, AI net demands, and then creating balanced production/purchase plans for the planning horizon.

Proactively identify demand uncertainties and future supply constraints to develop options/scenarios, ensuring that future supply plans are optimized.

Provide operational coordination across the end to end supply chain to achieve the right balance between inventory and customer service levels.

Utilize financial metrics to optimize cash management when managing trade-offs between inventory, production, purchases and logistics decisions.

Actively contribute to and coordinate execution of supply chain (re)design activities in close cooperation with the supply chain teams

 

Qualifications

Knowledge, experience & capabilities:

Degree or equivalent in Business, Logistics, Science or Engineering.
Understanding of Supply Chain Planning processes
Solid experience in a supply chain planning environment
ERP knowledge
Knowledge of manufacturing processes
Focus on cost optimization and ability to manage differentiated supply chain
Highly responsive with the ability to priorities
Ability to translate system figures and market insights into workable plans
Ability to communicate in a concise and timely manner
Team player, able to work across functional boundaries and cultures
Being able to challenge and discuss issues at various levels of the organization
We offer a variety of financial and non-financial benefits including:

We offer a position which contributes to valuable and impactful work in a stimulating and international environment

Flexible working arrangements and environment with an open culture and diverse workforce

The opportunity to work with and learn from highly qualified and experienced employees

Learning culture (Together we Grow) and wide range of training options

You will profit from a competitive pension fund plan, annual bonuses, onsite doctor, gym, canteen, and other benefits (Family friendly initiatives, Child and Family allowance…)

Syngenta is an Equal Opportunity Employer and does not discriminate in recruitment, hiring, training, promotion or any other employment practices for reasons of race, color, religion, gender, national origin, age, sexual orientation, marital or veteran status, disability, or any other legally protected status.

Primary Location

CHE-Basel-Basel

How has Alfred Hitchcock influenced African American cutlers and films?

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African American cutlers and film

How has Alfred Hitchcock influenced African American cutlers and film?

What kind of student is Maya? Discuss the importance of role models and how they can affect a child’s life and future. Who were Maya’s role models and how did they impact her?

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I Know Why the Cage Bird Sings

Moral Development, Values, and Religion:

Discuss Maya’s thoughts about her grandmother’s religious beliefs. Why is the church so important to Momma?
Throughout the book, Maya struggles with feelings that she is “bad” and “sinful,” as her thoughts echo the admonitions of her strict religious upbringing. What does she learn at the end of the memoir about right and wrong?
Comment on southern fundamentalism and its influence on the children’s lives.
Gender and Sexuality:

After her rape, why does Maya refuse to talk to anyone but Bailey? Why will she talk to him? What is the significance of the book’s title as it relates to Maya’s self-imposed muteness?
Why does Maya choose to sleep with the neighborhood boy?
Peers and the Sociocultural World:

Angelou states: “The black female is assaulted in her tender years by all those common forces of nature at the same time that she is caught in the tripartite crossfire of masculine prejudice, white illogical hate, and black lack of power.” Find three incidents in the book which illustrate Maya’s encounter with each part of this ‘tripartite crossfire.’ How do these experiences as a victim of gender and race discrimination shape her character?
The author writes, “If growing up is painful for the Southern Black girl, being aware of her displacement is the rust on the razor that threatens the throat.” What do you make of the author’s portrayal of race?
How do Maya and her family cope with the racial tension that permeates their lives? Find three scenes of blatant racism in the text and discuss Maya’s reaction to each and how they may have impacted her development.
The Self, Identity, and Personality:

The memoir opens with a provocative refrain: “What you looking at me for? I didn’t come to stay …” What do you think this passage says about Maya’s sense of herself? How does she feel about her place in the world? How does she keep her identity intact?
Why does Maya dislike herself? How does she learn to recognize her positive qualities?
Families, Lifestyles, and Parenting:

What secrets does Maya share with her brother? How does her relationship with her brother develop as they both grow older? Describe the relationship between Maya and Bailey and how it changes in the book.
Upon seeing her mother for the first time after years of separation, Maya describes her as “a hurricane in its perfect power.” What do you think about Maya’s relationship with her mother? How does it compare to her relationship with her grandmother, “Momma”?
Describe Momma and what influence she has on Maya’s life.
Using examples from the book, discuss whether or not Vivian is often an unfit mother and Daddy Bailey is an unfit father.
Compare and contrast Daddy Bailey and Daddy Clidell. Who is the better father? Why?
There are several times in the book when Maya asserts her independence. Explain several of these and why they are important to her overall development.
How does Maya respond to the violence in her life and society?
Emotional Development:

Maya and Bailey are near-orphans. Discuss this idea, using examples from the text to show how they are abandoned several times.
Schools, Achievement, and Work:

What kind of student is Maya? Prove your answer with examples from the book.
Why does Maya fight for the job of conductor? How did her fight compare with the expectations of the day?
Discuss the importance of role models and how they can affect a child’s life and future. Who were Maya’s role models and how did they impact her?

Discuss how a person’s adult character is formed by both beautiful and ugly childhood experiences. Illustrate with specific examples from the book.

Discuss child and adolescent development, including such issues as race, emotional development, and the difficulty of self-examination and exhuming painful memories.

Describe Maya at the beginning of the book and contrast her to the young lady she becomes at the end of the book.

Sexual differences between males and females What does impulsivity mean and how does it relate to sex? Are men more sexual than women? What does that even mean?

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Number of Sexual Partners and Impulsivity

 

Hypothesis: We hypothesize that men will have more sexual partners than women. In addition, we also hypothesize that individuals who are impulsive, will also have more sexual partners. Lastly, we hypothesize that there will be a relationship between gender and impulsivity, and it will be stronger among males in comparison to females.

 

To begin your introduction there are a few things you must research.

 

Here are some ideas.

 

visit the library or writing center (virtually) on how to find peer reviewed articles. You can start by researching;

Sexual differences between males and females
What does impulsivity mean and how does it relate to sex?
Are men more sexual than women? What does that even mean?

Write a statement of purpose for MS electrical engineering graduate school.

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Statement of Purpose

Write a statement of purpose for MS electrical engineering graduate school.

Emerson then begins to discuss influences upon the scholar. What are the two influences (marked I and II in the text) upon the scholar? What would Emerson say is the right relation (or response) to these influences? Think this concept through and be specific.

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Choose one

Nature

First of all, be sure to read the footnote to Nature. Emerson’s main point in the introduction (which he makes in several of his works, by the way) is that we should not experience nature (or life) through the eyes of “foregoing generations.” We should experience nature on a personal level. He questions, “Why should not we also enjoy an original relation to the universe? Why should we not have a poetry and philosophy of insight and not of tradition, and a religion by revelation to us, and not the history of theirs?” Basically, the transcendentalists expressed faith in the intuition of the individual; each individual should experience life for himself or herself and should create a personal philosophy based on insight – not on what tradition has taught. Keep that in mind as you read the excerpt from Nature.

Your assignment for Nature is to express Emerson’s main points in your own words. Summarize chapter 1 (pp. 554 – 557). Follow the format below and consider the questions for each section.

1. The first two paragraphs. What is his point about the stars? What does he mean by “Nature never wears a mean (there is more than one definition to this word) appearance?”

2. The third paragraph. What is the difference between the wood-cutter (the natural man) and the poet? How does a poet view nature?

3. The fourth paragraph. What is the point Emerson makes about children/adults in relation to nature? What does nature do for those who take the time to experience it? What do you make of the following quote?

“Standing on the bare ground, — my head bathed by the blithe air, and
uplifted into infinite space, — all mean egotism vanishes. I become a
transparent eye-ball; I am nothing; I see all; the currents of the Universal
Being circulate through me; I am part or particle of God.”

4. The fifth and sixth paragraphs. Focus on this quote from paragraph six: “Nature always wears the colors of the spirit.” Do you see a similarity in Emerson’s message and these opening lines of “Thanatopsis” by William Cullen Bryant? Explain the connection.

To him who in the love of Nature holds ​​
Communion with her visible forms, she speaks
A various language; for his gayer hours
She has a voice of gladness, and a smile
Into his darker musings, with a mild
And healing sympathy, that steals away
Their sharpness, ere he is aware.

The American Scholar

From The American Scholar we have the following quote:

In the degenerate state, when the victim of society, he [the scholar] tends to become a mere thinker, or, still worse, the parrot of other men’s thinking.”

Emerson encourages instead urges the scholar to be “Man Thinking.”

1. In your own words, what does it mean to be “Man Thinking”?

2. Emerson then begins to discuss influences upon the scholar. What are the two influences (marked I and II in the text) upon the scholar? What would Emerson say is the right relation (or response) to these influences? Think this concept through and be specific.

3. What does Emerson say about books and learning from books?

4. The third topic Emerson discusses in this essay is action. What does Emerson say about action in the first two paragraphs of section III?

 

Self-Reliance

You will find the following quotes in order as you read the assigned pages in Self Reliance. Comment on each quote, telling what you think Emerson is saying and possibly why he is saying it. NOTE THIS: Emerson uses the term’s man / manhood several times in these passages. What is he saying about being a real man (or woman)?

1. There is a time in every man’s education when he arrives at the conviction that envy is ignorance, that imitation is suicide; that he must take himself for better for worse as his portion; that though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground given to him to till.

2. Trust thyself; every heart vibrates to that iron string.

3. Society everywhere is in conspiracy against the manhood of every one of its members.

4. Whoso would be a man, must be a nonconformist. . . . Nothing is at last sacred but the integrity of your own mind. (Why does he use the word sacred? Given what you know about transcendentalism, what is the significance of this word choice?)

5. My life is for itself and not for a spectacle.

6. A foolish consistency is the hobgoblin of little minds . . . . With consistency a great soul has simply nothing to do. . . . To be great is to be misunderstood.

Briefly explain how Lt. Coughlin demonstrated one of the ethical agent role(s) as described on pages 19-20 in chapter 1 of the Newell book.

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Leadership and Ethics

This reflection activity involves practicing assessing role(s) of ethics agents and spotting the ethics issue(s). First, watch the PBS video linked below titled She Rocked the Pentagon. It is about 12 minutes and involves the ethical decision making of former Navy Lt. Paula Coughlin following the sexual assault scandal at the Tailhook convention in 1991. Note that this content is disturbing as it describes instances of rape and sexual assault, so prepare yourself emotionally beforehand. If you believe that you will find it to be personally traumatizing, please contact me. By midnight on Sunday, Week 5, please record a reflection in the Flipgrid online platform using the video or audio only option for recording. Within the reflection, address the following points:

(Capstone) In the context of a job interview question, provide a response to the following question: Explain three professional skills that you developed or reinforced as part of your degree program at EKU. Degree program is HOMELAND SECURITY.

(PBS Video) Briefly explain how Lt. Coughlin demonstrated one of the ethical agent role(s) as described on pages 19-20 in chapter 1 of the Newell book.

(PBS Video) Briefly explain one ethics issue that confronted Lt. Coughlin. What two values are in conflict from Lt. Coughlin’s perspective (Value A [Value Set A] vs. Value B [Value Set B])? Mention both the conflicting values and the associated value sets as described in chapters 2 and 3 of the Newell book; see pp. 26, 27, and 40.

Must cite the video:

https://www.pbs.org/video/retro-report-on-pbs-season-1-episode-3-she-rocked-pentagon/