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    [>Organic chemistry homework help](https://www.sweetstudy.com/fields/chemistry-organic-chemistry) Answer – [\ \ ProgressLearning.png](https://www.sweetstudy.com/files/progresslearning-png-10230959 "ProgressLearning.png") – 2 years ago

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  • [Solved] PLAGIARISM FREE “A” WORK IN 18 HOURS

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    SEEBATTACHMENT – 2 years ago **files (1)** – ## Unit6JournalAssignment.pdf **## Unit6JournalAssignment.pdf** 1 Every course in the MAECEL program has one leadership journal to provide the opportunity for you to reflect upon and self-assess your professional knowledge, skills, and attributes related …

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    SEEBATTACHMENT

    – 2 years ago

    **files (1)**

    – ## Unit6JournalAssignment.pdf

    **## Unit6JournalAssignment.pdf**

    1

    Every course in the MAECEL program has one leadership journal to provide the opportunity for

    you to reflect upon and self-assess your professional knowledge, skills, and attributes related to

    leadership. The first part of this prompt applies to your reflections as a leader as it pertains to this

    course. The second part of the prompt will focus on your growth and development as an early

    childhood education leader and professional throughout the program.

    Write: Content Expectations. For each part, please respond to each of the bulleted prompts:

    Part 1: Course Reflection

    • Explain how your action research potential framework for influencing change and

    improvement in education enhances your leadership skills and empowers you to make a

    positive difference. Remember, ECE660 is a key course in influencing your ability to

    foster change through action research.

    • Discuss what inspires you to influence change as an early childhood education

    professional and leader, by thinking back to the introduction discussion forum completed

    in Week 1. Share any vision or mission you have for making a positive difference as a

    leader in early childhood education.

    Part 2: Program Reflection

    • Discuss the ways that you have grown and developed in your leadership knowledge and

    skills from the beginning of the program to now.

    o If you transferred in credit and did not complete some or all of the courses prior to

    taking this course, reflect on how you have grown from the beginning of this

    course until now. You may also use your experience and knowledge from any

    leadership program or courses you have worked on or completed previously.

    2

    • Justify your position by sharing examples of how you have demonstrated leadership in

    your current professional role.

    Integrative and Critical Thinking Expectations (demonstrated within the content of the journal)

    • Connections to Experience: Meaningfully synthesizes the connections among experiences

    both within and outside of your coursework to deepen the understanding of fields of

    study and to broaden your own points of view.

    • Reflection and Self-Assessment: Envisions your future self (and possibly makes plans

    that build on past experiences) that have occurred across multiple and diverse contexts.

    Research and Resource Expectations

    • Sources are not required for your journal assignments. However, if you need to cite

    information, you must cite it in APA Style and include a reference page.

    Required Journal Length

    • This journal should be approximately two double-spaced pages (not including title and

    reference pages, if needed).

    **## Unit6JournalAssignment.pdf**

    1

    Every course in the MAECEL program has one leadership journal to provide the opportunity for

    you to reflect upon and self-assess your professional knowledge, skills, and attributes related to

    leadership. The first part of this prompt applies to your reflections as a leader as it pertains to this

    course. The second part of the prompt will focus on your growth and development as an early

    childhood education leader and professional throughout the program.

    Write: Content Expectations. For each part, please respond to each of the bulleted prompts:

    Part 1: Course Reflection

    • Explain how your action research potential framework for influencing change and

    improvement in education enhances your leadership skills and empowers you to make a

    positive difference. Remember, ECE660 is a key course in influencing your ability to

    foster change through action research.

    • Discuss what inspires you to influence change as an early childhood education

    professional and leader, by thinking back to the introduction discussion forum completed

    in Week 1. Share any vision or mission you have for making a positive difference as a

    leader in early childhood education.

    Part 2: Program Reflection

    • Discuss the ways that you have grown and developed in your leadership knowledge and

    skills from the beginning of the program to now.

    o If you transferred in credit and did not complete some or all of the courses prior to

    taking this course, reflect on how you have grown from the beginning of this

    course until now. You may also use your experience and knowledge from any

    leadership program or courses you have worked on or completed previously.

    2

    • Justify your position by sharing examples of how you have demonstrated leadership in

    your current professional role.

    Integrative and Critical Thinking Expectations (demonstrated within the content of the journal)

    • Connections to Experience: Meaningfully synthesizes the connections among experiences

    both within and outside of your coursework to deepen the understanding of fields of

    study and to broaden your own points of view.

    • Reflection and Self-Assessment: Envisions your future self (and possibly makes plans

    that build on past experiences) that have occurred across multiple and diverse contexts.

    Research and Resource Expectations

    • Sources are not required for your journal assignments. However, if you need to cite

    information, you must cite it in APA Style and include a reference page.

    Required Journal Length

    • This journal should be approximately two double-spaced pages (not including title and

    reference pages, if needed).

  • [Solved] u edwards

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    Please see attachment – 2 years ago **files (2)** – ## uEdwardsdirections.docx – ## TendenciesQuiz.docx **## uEdwardsdirections.docx** Research Paradigm. We have unique experiences and perceptions that shape our beliefs about the world. These beliefs and underlying assumptions affect our natural app…

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    Please see attachment

    – 2 years ago

    **files (2)**

    – ## uEdwardsdirections.docx

    – ## TendenciesQuiz.docx

    **## uEdwardsdirections.docx**

    Research Paradigm. We have unique experiences and perceptions that shape our beliefs about the world. These beliefs and underlying assumptions affect our natural approach to research. Take a moment to review the four philosophical worldviews (i.e., positivism, post- positivism, constructivism, pragmatism) and identify what fits best with your philosophy. Remember that a research paradigm is essentially a worldview that a researcher brings to their study. It represents the researcher's view of reality or truth. While there is ongoing discussion regarding which paradigms exist in the modern research community, it helps to focus on Positivism, Post-Positivism, Constructivism, and Pragmatism for applied business research. Research this topic to understand your research paradigm, as it will shape how you approach your problem. It is also important to note that while some paradigms lend themselves better to specific methodologies, the choice of methodology does not change the paradigm. This is part of who you are and how you view the world. It is instrumental in thinking about how your research paradigm aligns with your Christian Worldview. To better understand your view of reality, an excellent question is, "How many versions of The Truth exist?" Review the four philosophical worldviews (i.e., positivism, post-positivism, constructivism, pragmatism) and identify what fits best with your philosophy and why. • Positivism – Single objective reality that we seek to discover. • Post-Positivism – Single objective reality that we seek to discover with the understanding that we never will fully understand it. • Constructivism – Reality is determined by the individual, and the researcher seeks to understand that view of reality. • Pragmatism – Focus on the 'problem' rather than the view of reality, using any tools available to understand the problem. After reviewing the Reading for this module and considering the four philosophical worldviews (i.e., positivism, post-positivism, constructionism, and pragmatic) discussed in the text, address the following questions: 1. Which philosophical worldview most closely aligns with your perspective and how you view problems in the world? How so? 2. How does understanding the connection between philosophical worldview and research methodology assist your research approach? 3). Biblical Worldview. Philosophical worldviews reflect our desire for knowledge. A Biblical worldview is based on the infallible Word of God. It provides an understanding of existence, morals, and knowledge. How does your Biblical Worldview relate to your research philosophy?

    1. How can scripture be used as a lens through which you view research?

    2. Compare/contrast research philosophical worldviews with that of a Christian worldview. Are there any problem areas, or do most philosophical worldviews appear congruent with a Christian worldview?

    3. How does your knowledge of the Bible keep pace with the growing sophistication of the knowledge required by your studies?

    4. What scripture verses do you use as a foundation for your Biblical Worldview? Incorporate a minimum of three specific scripture verses into the discussion. Explain how they set the foundation or speak to the standards for your research viewpoint.

    Please see my results to quiz

    **## TendenciesQuiz.docx**

    BUSI 710

    **Tendencies Quiz**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Left Side** | 1 | 2 | 3 | 4 | 5 | **Right Side** |
    | I often doubt my view of things | | X | | | | My view of things is always correct |
    | I do not mind being wrong | | X | | | | I hate to be wrong |
    | I look for valid criticisms, so I can improve | | | X | | | Criticisms of me are not true |
    | I know I can usually correct my mistakes | | | X | | | It is very important to never make a mistake |
    | If you contradict me, I look to see if you are correct | | X | | | | If you contradict me, you are obviously wrong |
    | If you make a good argument, I can easily change my view | | | | X | | I automatically defend my viewpoint, no matter what the other person says |
    | It does not bother me to lose an argument | | | | X | | If I lose an argument, I feel bad inside |
    | I look for the value in other people’s arguments | | X | | | | Other people’s arguments are worthless |
    | The real truth is more important than my view | | X | | | | My view is the real truth |

    _Adapted from_
    _**Egocentricity Quiz** found in the resources section of the assignment prompt. Russ’s Web Thinking._

    **Key:**

    9 = no egocentric tendencies

    27 = a mixture. Room for growth

    45 = very egocentric. Please work hard on practicing fair-minded thinking

    **## TendenciesQuiz.docx**

    BUSI 710

    **Tendencies Quiz**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Left Side** | 1 | 2 | 3 | 4 | 5 | **Right Side** |
    | I often doubt my view of things | | X | | | | My view of things is always correct |
    | I do not mind being wrong | | X | | | | I hate to be wrong |
    | I look for valid criticisms, so I can improve | | | X | | | Criticisms of me are not true |
    | I know I can usually correct my mistakes | | | X | | | It is very important to never make a mistake |
    | If you contradict me, I look to see if you are correct | | X | | | | If you contradict me, you are obviously wrong |
    | If you make a good argument, I can easily change my view | | | | X | | I automatically defend my viewpoint, no matter what the other person says |
    | It does not bother me to lose an argument | | | | X | | If I lose an argument, I feel bad inside |
    | I look for the value in other people’s arguments | | X | | | | Other people’s arguments are worthless |
    | The real truth is more important than my view | | X | | | | My view is the real truth |

    _Adapted from_
    _**Egocentricity Quiz** found in the resources section of the assignment prompt. Russ’s Web Thinking._

    **Key:**

    9 = no egocentric tendencies

    27 = a mixture. Room for growth

    45 = very egocentric. Please work hard on practicing fair-minded thinking

    **## uEdwardsdirections.docx**

    Research Paradigm. We have unique experiences and perceptions that shape our beliefs about the world. These beliefs and underlying assumptions affect our natural approach to research. Take a moment to review the four philosophical worldviews (i.e., positivism, post- positivism, constructivism, pragmatism) and identify what fits best with your philosophy. Remember that a research paradigm is essentially a worldview that a researcher brings to their study. It represents the researcher's view of reality or truth. While there is ongoing discussion regarding which paradigms exist in the modern research community, it helps to focus on Positivism, Post-Positivism, Constructivism, and Pragmatism for applied business research. Research this topic to understand your research paradigm, as it will shape how you approach your problem. It is also important to note that while some paradigms lend themselves better to specific methodologies, the choice of methodology does not change the paradigm. This is part of who you are and how you view the world. It is instrumental in thinking about how your research paradigm aligns with your Christian Worldview. To better understand your view of reality, an excellent question is, "How many versions of The Truth exist?" Review the four philosophical worldviews (i.e., positivism, post-positivism, constructivism, pragmatism) and identify what fits best with your philosophy and why. • Positivism – Single objective reality that we seek to discover. • Post-Positivism – Single objective reality that we seek to discover with the understanding that we never will fully understand it. • Constructivism – Reality is determined by the individual, and the researcher seeks to understand that view of reality. • Pragmatism – Focus on the 'problem' rather than the view of reality, using any tools available to understand the problem. After reviewing the Reading for this module and considering the four philosophical worldviews (i.e., positivism, post-positivism, constructionism, and pragmatic) discussed in the text, address the following questions: 1. Which philosophical worldview most closely aligns with your perspective and how you view problems in the world? How so? 2. How does understanding the connection between philosophical worldview and research methodology assist your research approach? 3). Biblical Worldview. Philosophical worldviews reflect our desire for knowledge. A Biblical worldview is based on the infallible Word of God. It provides an understanding of existence, morals, and knowledge. How does your Biblical Worldview relate to your research philosophy?

    1. How can scripture be used as a lens through which you view research?

    2. Compare/contrast research philosophical worldviews with that of a Christian worldview. Are there any problem areas, or do most philosophical worldviews appear congruent with a Christian worldview?

    3. How does your knowledge of the Bible keep pace with the growing sophistication of the knowledge required by your studies?

    4. What scripture verses do you use as a foundation for your Biblical Worldview? Incorporate a minimum of three specific scripture verses into the discussion. Explain how they set the foundation or speak to the standards for your research viewpoint.

    Please see my results to quiz

    **## TendenciesQuiz.docx**

    BUSI 710

    **Tendencies Quiz**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Left Side** | 1 | 2 | 3 | 4 | 5 | **Right Side** |
    | I often doubt my view of things | | X | | | | My view of things is always correct |
    | I do not mind being wrong | | X | | | | I hate to be wrong |
    | I look for valid criticisms, so I can improve | | | X | | | Criticisms of me are not true |
    | I know I can usually correct my mistakes | | | X | | | It is very important to never make a mistake |
    | If you contradict me, I look to see if you are correct | | X | | | | If you contradict me, you are obviously wrong |
    | If you make a good argument, I can easily change my view | | | | X | | I automatically defend my viewpoint, no matter what the other person says |
    | It does not bother me to lose an argument | | | | X | | If I lose an argument, I feel bad inside |
    | I look for the value in other people’s arguments | | X | | | | Other people’s arguments are worthless |
    | The real truth is more important than my view | | X | | | | My view is the real truth |

    _Adapted from_
    _**Egocentricity Quiz** found in the resources section of the assignment prompt. Russ’s Web Thinking._

    **Key:**

    9 = no egocentric tendencies

    27 = a mixture. Room for growth

    45 = very egocentric. Please work hard on practicing fair-minded thinking

    **## uEdwardsdirections.docx**

    Research Paradigm. We have unique experiences and perceptions that shape our beliefs about the world. These beliefs and underlying assumptions affect our natural approach to research. Take a moment to review the four philosophical worldviews (i.e., positivism, post- positivism, constructivism, pragmatism) and identify what fits best with your philosophy. Remember that a research paradigm is essentially a worldview that a researcher brings to their study. It represents the researcher's view of reality or truth. While there is ongoing discussion regarding which paradigms exist in the modern research community, it helps to focus on Positivism, Post-Positivism, Constructivism, and Pragmatism for applied business research. Research this topic to understand your research paradigm, as it will shape how you approach your problem. It is also important to note that while some paradigms lend themselves better to specific methodologies, the choice of methodology does not change the paradigm. This is part of who you are and how you view the world. It is instrumental in thinking about how your research paradigm aligns with your Christian Worldview. To better understand your view of reality, an excellent question is, "How many versions of The Truth exist?" Review the four philosophical worldviews (i.e., positivism, post-positivism, constructivism, pragmatism) and identify what fits best with your philosophy and why. • Positivism – Single objective reality that we seek to discover. • Post-Positivism – Single objective reality that we seek to discover with the understanding that we never will fully understand it. • Constructivism – Reality is determined by the individual, and the researcher seeks to understand that view of reality. • Pragmatism – Focus on the 'problem' rather than the view of reality, using any tools available to understand the problem. After reviewing the Reading for this module and considering the four philosophical worldviews (i.e., positivism, post-positivism, constructionism, and pragmatic) discussed in the text, address the following questions: 1. Which philosophical worldview most closely aligns with your perspective and how you view problems in the world? How so? 2. How does understanding the connection between philosophical worldview and research methodology assist your research approach? 3). Biblical Worldview. Philosophical worldviews reflect our desire for knowledge. A Biblical worldview is based on the infallible Word of God. It provides an understanding of existence, morals, and knowledge. How does your Biblical Worldview relate to your research philosophy?

    1. How can scripture be used as a lens through which you view research?

    2. Compare/contrast research philosophical worldviews with that of a Christian worldview. Are there any problem areas, or do most philosophical worldviews appear congruent with a Christian worldview?

    3. How does your knowledge of the Bible keep pace with the growing sophistication of the knowledge required by your studies?

    4. What scripture verses do you use as a foundation for your Biblical Worldview? Incorporate a minimum of three specific scripture verses into the discussion. Explain how they set the foundation or speak to the standards for your research viewpoint.

    Please see my results to quiz

    **## TendenciesQuiz.docx**

    BUSI 710

    **Tendencies Quiz**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Left Side** | 1 | 2 | 3 | 4 | 5 | **Right Side** |
    | I often doubt my view of things | | X | | | | My view of things is always correct |
    | I do not mind being wrong | | X | | | | I hate to be wrong |
    | I look for valid criticisms, so I can improve | | | X | | | Criticisms of me are not true |
    | I know I can usually correct my mistakes | | | X | | | It is very important to never make a mistake |
    | If you contradict me, I look to see if you are correct | | X | | | | If you contradict me, you are obviously wrong |
    | If you make a good argument, I can easily change my view | | | | X | | I automatically defend my viewpoint, no matter what the other person says |
    | It does not bother me to lose an argument | | | | X | | If I lose an argument, I feel bad inside |
    | I look for the value in other people’s arguments | | X | | | | Other people’s arguments are worthless |
    | The real truth is more important than my view | | X | | | | My view is the real truth |

    _Adapted from_
    _**Egocentricity Quiz** found in the resources section of the assignment prompt. Russ’s Web Thinking._

    **Key:**

    9 = no egocentric tendencies

    27 = a mixture. Room for growth

    45 = very egocentric. Please work hard on practicing fair-minded thinking

  • [Solved] Project

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) – 2 years ago

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    – 2 years ago

  • [Solved] edwards

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    Please see attachment – 2 years ago **files (1)** – ## SedwardsDQ.docx **## SedwardsDQ.docx** 1 10 **Case Study Arrest and Domestic Violence** In 1983, preliminary results were released from a study on the deterrent effects of arrest in cases of domestic violence. The study reported that male abuser…

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    Please see attachment

    – 2 years ago

    **files (1)**

    – ## SedwardsDQ.docx

    **## SedwardsDQ.docx**

    1

    10

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

    **## SedwardsDQ.docx**

    1

    10

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

  • [Solved] Weekly Discussions

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) See attached – 2 years ago **files (2)** – ## WeeklyDiscussions.pdf – Ch.6ofEssentialCriminalLawcomplete.pdf **## WeeklyDiscussions.pdf** Wk 1 Discussion – You Decide Read the following section below from your Essential Crimin…

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    See attached

    – 2 years ago

    **files (2)**

    – ## WeeklyDiscussions.pdf

    – Ch.6ofEssentialCriminalLawcomplete.pdf

    **## WeeklyDiscussions.pdf**

    Wk 1 Discussion – You Decide

    Read the following section below from your Essential Criminal Law textbook:

    Ch. 3, You Decide 3.5 (p. 69)

    You Decide 3.5

    Defendant Israel Cervantes and fellow gang members of the Highland Street gang went to a
    birthday party for a member of the Alley Boys gang. The two gangs were not enemies.
    Cervantes approached a woman named Grace who refused his invitation to go to another
    party. Cervantes called her a “ho,” and the two exchanged insults. Juan Cisneros, a
    member of the Alley Boys, told Cervantes that he was disrespecting his “homegirl.” Richard
    Linares, a member of the Alley Boys, tried to calm the situation. Cisneros, however, drew a
    gun and threatened to “cap” Cervantes. Cervantes pulled out his own gun. Linares
    responded by “pushing or touching” Cervantes in an effort to separate him from Cisneros.
    The defendant Cervantes stated that “nobody touches me” and shot Linares through the
    arm and chest. A large-scale fight ensued between the gangs, and gang “challenges were
    exchanged.”

    A short time later, a group of Highland Street gang members saw Hector Cabrera, a
    member of the Alley Boys, entering his car. Five gang members fired shots and participated
    in killing Cabrera.

    Would you hold Cervantes liable for the murder of Cabrera? See People v. Cervantes, 29
    P.3d 225 (Cal. 2001).

    Respond to the following in a minimum of 175 words:

    • Discuss the case and your response to the question posed in the activity. How did
    you come to your decision?

    Answer 1:

    Wk 2 Discussion – Criminal Defense Issues

    Respond to the following in a minimum of 175 words:

    • Refer to the criminal defenses discussed in Ch. 6 of Essential Criminal Law (see
    attached). Which criminal defense do you believe is the most controversial? Why?

    • Do you believe there are any circumstances when a criminal should not be held
    responsible for his or her crime? Explain.

    Answer 2:

    Wk 3 Discussion – Dealing with Cybercrimes

    Respond to the following in a minimum of 175 words:

    • What is the greatest cybercrime threat in the U.S. today? How can it be prevented?

    • Do you agree or disagree with the penalties in your state for cybercrimes? Do you
    agree or disagree with the federal penalties for cybercrimes? What punishment do
    cyber criminals deserve? Explain your answers.

    • How can we protect ourselves against cybercrimes?

    Answer 3:

    Wk 4 Discussion – Addressing Public Order Crimes

    Respond to the following in a minimum of 175 words:

    • What are public order crimes?

    • Why is public order necessary?

    • Why are public order crimes called “victimless”?

    • Do you believe any of the public order crimes should be legalized? Explain your
    reasoning.

    Answer 4:

    Wk 5 Discussion – Punishment in America

    Respond to the following in a minimum of 175 words:

    • Do you believe punishment for crime in the United States achieves what it should?
    Explain.

    • Are there any crimes that are currently punished that you think should not be?
    Explain.

    • Is there any punishment that you believe is unethical or immoral? Explain.

    Answer 5:

    **Ch.6ofEssentialCriminalLawcomplete.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch-6ofessentialcriminallawcomplete-pdf)

    **Ch.6ofEssentialCriminalLawcomplete.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch-6ofessentialcriminallawcomplete-pdf)

    **## WeeklyDiscussions.pdf**

    Wk 1 Discussion – You Decide

    Read the following section below from your Essential Criminal Law textbook:

    Ch. 3, You Decide 3.5 (p. 69)

    You Decide 3.5

    Defendant Israel Cervantes and fellow gang members of the Highland Street gang went to a
    birthday party for a member of the Alley Boys gang. The two gangs were not enemies.
    Cervantes approached a woman named Grace who refused his invitation to go to another
    party. Cervantes called her a “ho,” and the two exchanged insults. Juan Cisneros, a
    member of the Alley Boys, told Cervantes that he was disrespecting his “homegirl.” Richard
    Linares, a member of the Alley Boys, tried to calm the situation. Cisneros, however, drew a
    gun and threatened to “cap” Cervantes. Cervantes pulled out his own gun. Linares
    responded by “pushing or touching” Cervantes in an effort to separate him from Cisneros.
    The defendant Cervantes stated that “nobody touches me” and shot Linares through the
    arm and chest. A large-scale fight ensued between the gangs, and gang “challenges were
    exchanged.”

    A short time later, a group of Highland Street gang members saw Hector Cabrera, a
    member of the Alley Boys, entering his car. Five gang members fired shots and participated
    in killing Cabrera.

    Would you hold Cervantes liable for the murder of Cabrera? See People v. Cervantes, 29
    P.3d 225 (Cal. 2001).

    Respond to the following in a minimum of 175 words:

    • Discuss the case and your response to the question posed in the activity. How did
    you come to your decision?

    Answer 1:

    Wk 2 Discussion – Criminal Defense Issues

    Respond to the following in a minimum of 175 words:

    • Refer to the criminal defenses discussed in Ch. 6 of Essential Criminal Law (see
    attached). Which criminal defense do you believe is the most controversial? Why?

    • Do you believe there are any circumstances when a criminal should not be held
    responsible for his or her crime? Explain.

    Answer 2:

    Wk 3 Discussion – Dealing with Cybercrimes

    Respond to the following in a minimum of 175 words:

    • What is the greatest cybercrime threat in the U.S. today? How can it be prevented?

    • Do you agree or disagree with the penalties in your state for cybercrimes? Do you
    agree or disagree with the federal penalties for cybercrimes? What punishment do
    cyber criminals deserve? Explain your answers.

    • How can we protect ourselves against cybercrimes?

    Answer 3:

    Wk 4 Discussion – Addressing Public Order Crimes

    Respond to the following in a minimum of 175 words:

    • What are public order crimes?

    • Why is public order necessary?

    • Why are public order crimes called “victimless”?

    • Do you believe any of the public order crimes should be legalized? Explain your
    reasoning.

    Answer 4:

    Wk 5 Discussion – Punishment in America

    Respond to the following in a minimum of 175 words:

    • Do you believe punishment for crime in the United States achieves what it should?
    Explain.

    • Are there any crimes that are currently punished that you think should not be?
    Explain.

    • Is there any punishment that you believe is unethical or immoral? Explain.

    Answer 5:

    **Ch.6ofEssentialCriminalLawcomplete.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch-6ofessentialcriminallawcomplete-pdf)

    **## WeeklyDiscussions.pdf**

    Wk 1 Discussion – You Decide

    Read the following section below from your Essential Criminal Law textbook:

    Ch. 3, You Decide 3.5 (p. 69)

    You Decide 3.5

    Defendant Israel Cervantes and fellow gang members of the Highland Street gang went to a
    birthday party for a member of the Alley Boys gang. The two gangs were not enemies.
    Cervantes approached a woman named Grace who refused his invitation to go to another
    party. Cervantes called her a “ho,” and the two exchanged insults. Juan Cisneros, a
    member of the Alley Boys, told Cervantes that he was disrespecting his “homegirl.” Richard
    Linares, a member of the Alley Boys, tried to calm the situation. Cisneros, however, drew a
    gun and threatened to “cap” Cervantes. Cervantes pulled out his own gun. Linares
    responded by “pushing or touching” Cervantes in an effort to separate him from Cisneros.
    The defendant Cervantes stated that “nobody touches me” and shot Linares through the
    arm and chest. A large-scale fight ensued between the gangs, and gang “challenges were
    exchanged.”

    A short time later, a group of Highland Street gang members saw Hector Cabrera, a
    member of the Alley Boys, entering his car. Five gang members fired shots and participated
    in killing Cabrera.

    Would you hold Cervantes liable for the murder of Cabrera? See People v. Cervantes, 29
    P.3d 225 (Cal. 2001).

    Respond to the following in a minimum of 175 words:

    • Discuss the case and your response to the question posed in the activity. How did
    you come to your decision?

    Answer 1:

    Wk 2 Discussion – Criminal Defense Issues

    Respond to the following in a minimum of 175 words:

    • Refer to the criminal defenses discussed in Ch. 6 of Essential Criminal Law (see
    attached). Which criminal defense do you believe is the most controversial? Why?

    • Do you believe there are any circumstances when a criminal should not be held
    responsible for his or her crime? Explain.

    Answer 2:

    Wk 3 Discussion – Dealing with Cybercrimes

    Respond to the following in a minimum of 175 words:

    • What is the greatest cybercrime threat in the U.S. today? How can it be prevented?

    • Do you agree or disagree with the penalties in your state for cybercrimes? Do you
    agree or disagree with the federal penalties for cybercrimes? What punishment do
    cyber criminals deserve? Explain your answers.

    • How can we protect ourselves against cybercrimes?

    Answer 3:

    Wk 4 Discussion – Addressing Public Order Crimes

    Respond to the following in a minimum of 175 words:

    • What are public order crimes?

    • Why is public order necessary?

    • Why are public order crimes called “victimless”?

    • Do you believe any of the public order crimes should be legalized? Explain your
    reasoning.

    Answer 4:

    Wk 5 Discussion – Punishment in America

    Respond to the following in a minimum of 175 words:

    • Do you believe punishment for crime in the United States achieves what it should?
    Explain.

    • Are there any crimes that are currently punished that you think should not be?
    Explain.

    • Is there any punishment that you believe is unethical or immoral? Explain.

    Answer 5:

    **Ch.6ofEssentialCriminalLawcomplete.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ch-6ofessentialcriminallawcomplete-pdf)

  • [Solved] weekly clinical experience 1

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    Describe your clinical experience for this week. – Did you face any challenges, any success? If so, what were they? – Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales. – Mention the …

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    Describe your clinical experience for this week.

    – Did you face any challenges, any success? If so, what were they?
    – Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.
    – Mention the health promotion intervention for this patient.
    – What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?
    – Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources published within the last five years.

    – [\
    \
    ScreenShot2025-03-18at3.11.22PM.png](https://www.sweetstudy.com/files/screenshot2025-03-18at3-11-22pm-png "ScreenShot2025-03-18at3.11.22PM.png")

    – 2 years ago

  • [Solved] reflect

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    write a reflection – 2 years ago

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    write a reflection

    – 2 years ago

  • [Solved] Pediatric Primary Care Foundation

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    You see a child whose family believes in natural therapy for illnesses (e.g., diet therapy, massage, heat treatments). How will you incorporate the family’s beliefs into the treatment of a child with an acute upper respiratory infection? With leukemia? **Submission Instructions:** – Your initial pos…

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    Assignment Prompt & Instructions

    You see a child whose family believes in natural therapy for illnesses (e.g., diet therapy, massage, heat treatments).

    How will you incorporate the family’s beliefs into the treatment of a child with an acute upper respiratory infection? With leukemia?

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources published within the last five years.

    – 2 years ago