...websites and tools that can assist you in completing assignments, connecting to other students, and searching for careers. Instructions Complete the following Scavenger Hunt Matrix regarding student resources provided by the university. In the first column, list the steps used to locate each resource. In the second column, explain how each resource might contribute to your success. Scavenger Hunt Matrix |Student resource |List the specific steps you used to locate |Explain how you can use each resource to support your | | |each resource. |academic, career, or personal success. | |Course syllabus |The course syllabus is located in the |The class syllabus is useful because it is a listing of| | |classroom. 1st location is on class home |all of the required study materials, tasks to complete,| | |and from the current class list on your |and exercises. It lists your assignments and their due | | |ecampus home page |dates. You can check off completed items. | |Academic policies |These are found on the class home page on |The academic policy has a wide range of very important | | |the right hand side of the screen above the|information. It...
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...LISTENING REACTION PAPER [pic] Speech 100 – all sections. Assignment Instructions: The Listening Exercise takes place in class. You must be in class doing the exercise to be able to write this short paper. Type a double-spaced, two page paper (see ”Format” in the class syllabus for instructions on margins, etc.) Type full pages – don’t skimp! It’s worth points to fill the page. NUMBER your answers and answer the following: 1. As you listened to a classmate in a “duo” or a “trio” in class, were you “empathically” listening? Explain. 2. Discuss your personal “barriers” to listening (p. 29-31 in the workbook “Communicate.”) How well did you listen? Discuss difficulties you may have experienced during the exercise. 3. Consider page 31 in the workbook – what steps did you take while listening to another person? 4. Do page 37-38 in the Communicate workbook, “Analysis of my listening effectiveness” – and tell me what your results were. What did your results tell you? 5. Finally, when it was YOUR turn to talk and have another person listen to you: (a) Discuss how it felt to have someone listen to you – really listen, without judging, without offering advice, or without trying to ”fix” it. (b) How could you tell they were listening to you? 6. What did you think of this exercise? ** This paper is worth 20 points – points are awarded on the QUALITY and also the required length of the paper, as well as...
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...Jeep, people would not continue to purchase them. Jeeps have been the backbone of America since they were first made. Jeeps have evolved in so many ways from the past to the present and are continuing to evolve into the future. The Cj’s series started back in the 40s, but the one Jeep covered in this paper will be the Cj-7. The Cj-7 came about in 1976 and roughly 379,000 were produced. This was the start of the Jeep that the public could actually use because it had better drivability and more space. The Cj-7 was just like the Cj-5 except the Cj-7 was extended to give more space. The drivability was improved by the addition of anti-swat bars. Another addition to the Cj-7 was a steering stabilizer allowing the Jeep to have a less probability to go into the death wobble. The death wobble is where the front tires whip back and forth making the driver lose control. Another option was the Quadra-Trac, which was an automatic four-wheel drive system. With this type of four-wheel drive system, it allowed for an automatic transmission. This was another way the Cj-7 was made to be more of a civilian vehicle. There were many different types of packages that the Cj-7 came in. The 3 packages were the Renegade, Laredo, and Golden Eagle. The packages included different options including chrome packages, different four-wheel drive systems, and different engines. There were even options of locking differentials and a winch. The engines offered was the 232 inline six and the 304 V8...
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...Marie Foraker Best Vehicle for surviving a zombie crisis Jeanette Burghardt September 21, 2012 The Jeep Wrangler is the best vehicle for surviving a zombie attack because the Wrangler can go off road and the vehicle is small. The Jeep Wrangler is easy for zombie swerving and getting around cars on the roads. The Jeep Wrangler is also cheap, fun to drive and go-anywhere capability. This vehicle would be the perfect car for a zombie crisis. The Jeep Wrangler is the best car because this vehicle can go off road. Which means that this car can go through forest, rocks, snow mountains, mud and fields. Having this advantage makes it easy so to zombie swerving on the roads. The jeep Wrangler can go 70 to 75 miles per hour on the road but the disadvantage to this vehicle is taking this car off the road can only do a speed of 40 to 45 miles per hour. This car can seat about 5 people so means if there are any survivors I can take them. The Wrangler can be custom built. People can buy front-end bars to go cross the front, make the ground clearance higher and bigger tires for ground clearance. In conclusion the Jeep Wrangler is the best vehicle for surviving a zombie attack because the Wrangler can go off road and this vehicle is small. The Jeep is also fin to drive, cheap and has an any-where capability. This vehicle would be the perfect vehicle for the zombie attack. This car can be custom built, people can buy certain things for the...
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...Well here is the story of a few jeeps... In the short time between school, homework, and Target, my free time is most enjoyed off-road in my Jeep. Chandler, Clayton, and the bass pond will keep me occupied for years to come. As long as I have a Jeep I will continue my quest to explore more trails such as The Rubicon, or Moab. The first Jeep I purchased was a 1986 Cherokee Laredo. At the time the four-wheel drive didn’t work and I didn’t care much. Weeks later I could be found cutting through the occasional field or going through a little mud. I soon learned the need for four wheel drive after a few scary situations last summer. It was about 1 A.M. and I was driving in a ditch with slippery grass from morning dew. In the ditch there was a tall grassy hill that I was thinking about driving up. With a little encouragement from my friend, I charged up the hill and as I reached the crest, my tires started slipping, as did obscenities. We slowly descended backwards down the hill, because the brakes weren’t doing their job. The pace picked up, and fear and uncertainty were riding shotgun as we turned 90 degrees on the hill. I thought a roll was inevitable as we were sliding sideways, so I hit the throttle and we slid around and then the Jeep were facing the bottom of the hill. A few weeks later I got the four wheel drive working, and since then I’ve put my passengers through more fear and fun. Ignorance and adrenalin had got me high centered in the cold raining boonies, up to my...
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...Hick Day A slight drizzle was falling from the sky as my huge knobby tires slingshot baseball size chunks of mud over twenty feet in the air. It was now October and the day I had been waiting for a long time had finally arrived; it was hick day. This is the one day out of the year I get to show my true colors to the school, because I am only one out of a handful of real hicks at Bob Jones High School. Now, because of my four past accidents that were all linked directly to mud riding, I had sworn to my parents that I would never put my Jeep Wrangler back in the mud. However, what would just one last time hurt? “This was it”, I told myself, “this is the final time I will go off-road in my Jeep and after this I will fully respect what my father and mother worked so hard to get me.” My near death wreck that almost took four of my friends lives and my life in the blink of an eye completely turned my life around, I now cherish and respect everything that I am granted. To begin with it was 7:30 in the morning and I had just finished making my rounds picking up all my friends for school. My buddy Caleb and I were in the front and we had been planning this day for months. He and I went all out dressing up for hick day. We both wore full camouflage attires from head to toe. I even had on my enormously thick camo hunting boots; they were so thick I could not even feel the gas or brake pedal through them. In the rear of my Jeep were three girls all crammed together in that tiny, two...
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...Experimental Research investigation: Theory, heat causes metal to return to its original shape. Test subject: A 1970 Jeep CJ5 (civilian Jeep) series that has a dent in the right rear side panel. I have conducted experimental research on the properties of metal to determine the best process to use to remove the dent and return the metal to its pre accident appearance, safety, and functionality. Type of informal research conducted: Cause and effect (metallurgical reactions using heat versus cold straightening). To conduct our research I started by collecting data on the type of metal used to form the side panel of the Jeep CJ5 . Through research we found that the metal was “common carbon steel” which originally was “stamped” by the manufacturer. Through our research we found that the carbon steel used in 1970 had a low percentage of carbon which allows the metal to be malleable and easy to manipulate. We started our experiment on a test subject piece of flat carbon steel which mimicked the properties of our subject CJ5. To change the shape of the test subject metal we introduced harm to the metal by hammering the surface. This form of experimental manipulation allowed us to produce a test subject that was chemically similar to our controlled subject. First, we used heat on the test metal to soften it. This type of manipulation is called Annealing and causes the molecules in the metal to change form therefore changing the properties of the metal. The effect of our experiment...
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...doing 11 hours ago via mobile · Like. Tonya Richardson Unhappy Birthday to carter with love 11 hours ago via mobile · Like · 1. Alesha Vega That's right !!! And we ain't going nowhere !! 11 hours ago via mobile · Like · 1. Tonya Richardson I meant happy , lord I need to put on my glasses forgive me , he's loved no matter what those fools do , trust he's gonna know he's loved by u Justin 11 hours ago via mobile · Like · 2. Courtney Armani Make sure you tell lil man I said Happy Birthday from Uncle Court ^.^ 10 hours ago via mobile · Like · 1. Jesse Brisco happy birthday carter 10 hours ago via mobile · Like · 1. Toni Tonez Happy birthday Carter!! Hope to meet you one day lol :). 7 hours ago via mobile · Like · 1. Cj Johnson HBD .... lil man..lol 5 hours ago · Like · 1. 1. Happy 2nd Birthday to my lil man I love you carter I got big plans for you just wait daddy is still here idc what nobody says!!! ------------------------------------------------- Top of Form LikeUnlike · * SeQuoia Stewart, Justin Bagley and 36 others like this. * * * Shareace Davis That's really messed up wat she's doing 11 hours ago via mobile · LikeUnlike * Tonya Richardson Unhappy Birthday to carter with love 11 hours ago via mobile · LikeUnlike · 1 * Alesha Vega That's right !!! And we ain't going nowhere !! 11 hours ago via mobile · LikeUnlike · 1 * Tonya Richardson I meant happy , lord I need...
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...Central Ohio Technical College Institute for Public Safety Law Enforcement Technology Autumn Semester, 2013 August 21 through December 11, 2013 Class Syllabus Course Title: Introduction to Criminal Justice Course Number: LET-100 Instructor: Bob Cromwell, MS BBA C: (740)258-0800 Office hours by appointment only. email: rcromwel@cotc.edu Required Materials: Textbook(s): Frank Schmalleger. (2014) Criminal justice: a brief introduction (10th edition). NJ: Pearson Education. ISBN: 978-0-13-300979-8 Packets: Not required Supplies: Any materials students may need to record information in face to face classroom setting AND access to internet for research projects. Additional Materials: None. Closed Reserve: None. ITS Resources: http://www.cotc.edu/faculty-and-staff/it-support/Pages/index.aspx Student Services: http://www.cotc.edu/student-life/Pages/default.aspx Library: http://www.cotc.edu/libraries/Pages/default.aspx College-Wide Policies: 1. Assessment -- As part of COTC’s campus-wide assessment initiatives (quality assurance program), samples of student performance such as test results, projects, papers, etc. may be used. The data gathered will not identify individual students and are not related to the student’s grade for the course, but will be used to improve student learning at COTC. 2. Disability -- Any student who...
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...|[pic] |SYLLABUS | | |Axia College/College of Criminal Justice and Security | | |CJS/250 Version 2 | | |Introduction to Security | Copyright © 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course is an introduction to contemporary security practices and programs. Students will study the origins of private security, its impact on our criminal justice system, and the roles of security personnel. Students will also examine the growth and privatization of the security industry, and study the elements of physical security including surveillance and alarm systems. The course will cover legal and liability issues, which determine the extent of private security authority as well as its limitations. This course will also focus on the current and future integration of private security services in law enforcement agencies. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: ...
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...OFFICIAL CATALOG This Catalog contains information, policies, procedures, regulations and requirements that were correct at the time of publication and are subject to the terms and conditions of the Enrollment Agreement entered into between the Student and ECPI University. In keeping with the educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer of admission and to dismiss from the...
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...|[pic] |Syllabus | | |College of Criminal Justice SSecurity Security | | |CJS/220 Version 4 | | |The Court System | Copyright © 2011, 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course is an introduction and overview of the legal system, the participants, the courtroom process, and post-conviction process of the court system. It demonstrates the connections among participants and how they relate to each other. Additionally, the course covers the history of the court system and the different types of court at the state and federal levels. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the...
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...TIME SERIES Contents Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Keywords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Models for time series 1.1 Time series data . . . . . . . . . . . . . 1.2 Trend, seasonality, cycles and residuals 1.3 Stationary processes . . . . . . . . . . 1.4 Autoregressive processes . . . . . . . . 1.5 Moving average processes . . . . . . . . 1.6 White noise . . . . . . . . . . . . . . . 1.7 The turning point test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii iii iv 1 1 1 1 2 3 4 4 5 5 5 6 6 7 7 8 9 9 9 12 13 13 15 16 17 17 17 18 19 2 Models of stationary processes 2.1 Purely indeterministic processes . . . . . . 2.2 ARMA processes . . . . . . . . . . . . . . 2.3 ARIMA processes . . . . . . . . . . . . . . 2.4 Estimation of the autocovariance function 2.5 Identifying a MA(q) process . . . . . . . . 2.6 Identifying an AR(p) process . . . . . . . . 2.7 Distributions of the ACF and PACF . . . 3 Spectral methods...
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...CONTENT Page No 1 2 3 4 5 6 7 8 9 10 Academic calendar Digital Communications Microprocessors and microcontrollers Digital Signal Processing Object Oriented Programming Through Java Managerial Economics And Financial Analysis Digital Signal Processing Lab Microprocessor & Microcontroller Lab Advanced English Communication Skills Lab Object Orient Programming Through Java Lab 2 3 48 85 129 186 217 219 222 224 ACADEMIC CALENDAR VIGNAN INSTITUTE OF TECHNOLOGY AND SCIENCE DEPARTMENT OF ELECTRONICS AND COMMUNICATION ENGINEERING DEPARTMENT ACADEMIC CALENDAR B. Tech Academic Year 2013 - 2014 - II - Semester S.No Event Date th 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Submission of abstracts of main project by IV years Faculty orientation program Commencement of Class work Spell for UNIT – I Instructions Fresher’s day Spell for UNIT – II Instructions Alumni meet VIGNAN TARANG Spell for Unit-III Instructions st nd Assignment -1/ Unit test-1 on I & II Units Submission of results & week students list to Dept Spell for Unit-IV Instructions University I-Mid-Exam- II & IV Year rd University I-Mid-Exam- III Year Spell for UNIT – V Instructions for II &IV years rd Spell for UNIT – V Instructions for III year LAB INTERNAL-1 Commencement of Special classes for Slow learners Spell for UNIT – VI Instructions for II &IV years rd Spell for UNIT – VI Instructions for III year Submission of Mini project title along with guide for III year Spell for Unit...
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...ORIGINAL Afr J Psychiatry 2010;13:116-124 Mental Health Stigma: What is being done to raise awareness and reduce stigma in South Africa? 1 R Kakuma1,2,3, S Kleintjes3, C Lund3, N Drew4, A Green5, AJ Flisher3,6, MHaPP Research Programme Consortium7 Health Systems Research and Consulting Unit, Centre for Addiction and Mental Health, Toronto, Canada 2Department of Psychiatry, University of Toronto, Canada 3Department of Psychiatry and Mental Health, University of Cape Town, South Africa 4Department of Mental Health and Substance Abuse, World Health Organization, Geneva, Switzerland 5Nuffield Centre for International Health and Development (NCIHD), University of Leeds, United Kingdom 6Research Centre for Health Promotion, University of Bergen, Norway 7The Mental Health and Poverty Project (MHaPP) is a Research Programme Consortium (RPC) funded by the UK Department for International Development (DfID)(RPC HD6 2005- 2010) for the benefit of developing countries. The views expressed are not necessarily those of DfID. RPC members include Alan J. Flisher (Director) and Crick Lund (Co-ordinator) (University of Cape Town, Republic of South Africa (RSA)); Therese Agossou, Natalie Drew, Edwige Faydi and Michelle Funk (World Health Organization); Arvin Bhana (Human Sciences Research Council, RSA); Victor Doku (Kintampo Health Research Centre, Ghana); Andrew Green and Mayeh Omar (University of Leeds, UK); Fred Kigozi (Butabika Hospital, Uganda); Martin Knapp (University of London,...
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