The Role of Religion in Ancient Civilizations

Based on the reliance on conspiracy statutes to connect leaders of organized crime with activities carried out by their subordinates, the use of confidential informants is often critical to the investigation and prosecution of organized criminal activities; however, the relationship between informants and law enforcement can become quite complicated. Whitey Bulger, the leader of the Winter Hill Gang, was actually a confidential informant for the FBI. FBI agent John Connolly was convicted of second-degree murder and racketeering due to his relationship with Bulger. Using the Bulger case as an example, discuss, as a team, the pros and cons of the use of confidential informants in the investigation and prosecution of organized crime. Address the following in your discussion: The motivations of the informant The need to protect the informant The need to control the informant Any other benefits or problems connected with the use of confidential informants Compile the team discussion into a TABLE that identifies the pros and cons of the use of confidential informants.

Essay on Pride and Prejudice, by Jane Austen Has to be exactly 1500 words, no fewer and not many more The topic of the Essay: The very first sentence of the book Pride and Prejudice by Jane Austen, though it seems to focus on men, raises the question: what about the women in the novel, the prospective wives of these men “in want of a wife”? If such a single man “must be in want of a wife,” what is a single woman in want of, when it comes to marriage? In light of this first sentence of Pride and Prejudice, discuss the situation, attitude, and actions of the following four women in the book, with regard to courtship and marriage: Elizabeth Bennet, Charlotte Lucas, Jane Bennet, and Lydia Bennet. Remember to talk about each of the four women in four different paragraphs, meaning one paragraph per woman. Consider the two meanings of the word “want,” the thinking of the women about marriage, and their situation with respect to social position and “fortune.” Concentrate on the most interesting cases, while considering secondary characters as they shed light on the main cases. In looking briefly at secondary characters, you might consider those men and women who are not engaged or married at novel’s end. Notice, then, the explicit mention of a “good fortune.” What about a man without a good fortune? Does the possession of a good fortune matter in the case of the women? And a further consideration: although the main focus of the novel would seem to be on courtship leading to marriage, you might briefly consider a couple of cases where a couple has already been married, briefly or for a longer time: Charlotte and Collins (the only couple we see in both courtship and marriage), the elder Lucas’s, the Bennet’s, the Gardiners. Make sure that your essay has a clear thesis and a title that indicates the focus of your discussion.

Need to cite from The Disaster Artist to support the argument that how rhetorical choice works.

Please remember to make your own copy of this document and change the McKendrick J part of the filename to your last name and first initial. That way you can write on it and the filename is mostly done. ________________________________________ Fortunately, many college students can list the 6 to 8 steps of the scientific method but do not know how to apply the scientific method to other things. That is, it is one thing to answer a test, another thing to live the experience. It is often very difficult to comprehend the parts of science. This is especially true when urban centers provide all things for individuals. However, individuals even in groups that are provided learn a group function. That is, they acquire a process to accomplish things. The process is trial and error which is the basis of science. Therein, ● An argument can be made that in everyday life there is science. For example, a person may need to go from one place to another. ● They have to start with a basic idea of what is the best path. This idea is the hypothesis. Not necessarily true but something testable. ● They must then travel and collect information about the journey. The information if charted is data. The data can be used to make predictions about continuing the path daily or how a different path may be better. Ultimately-overtime by trial and error several paths are chosen, each one will have its own advantages, and there will now be choices; not one answer. ________________________________________ Therefore in a LAB course there may be more than one acceptable answer for a question but….that is based on the answers which must match the data presented. Meaning, it is not speculation. The path is decided by experience. A: The initial idea of; there is a path which will get to where I am going is a testable question. All science is based on this one criteria of being testable. B: Second, the path must be able to be taken by others in the future. Science must be repeatable. Therefore, if something is testable and repeatable then it is the realm of science. ________________________________________ Many things we encounter or rely on daily are science in principle and many are applied science. ● A science principle is some idea which is science based and possible. ● Applied science is the idea in action. ● The first is a hypothesis the second is the test/experiment The method of experiential ideas, and data collection is what science essentially is. Therefore, many have been doing science for sometime. However, some will forget the basics and use speculation as science when they are missing the data. Simply, no evidence or data equals no science. It is a simple yet important distinction. ________________________________________ Name:Class number and time: Prof: Date: anthbio.LAB- 3.0. mckendricksj. Why Science (GRADED 20 pts) ________________________________________1. (2 pts) Describe an issue which is important to you and testable in science. 2. (2 pts) State why it is testable. 3. (2 pts) State what data will be collected. 4. (2 pts) State expected outcomes 5. ( 2 pts) Describe how this could be tested. 6. (10 pts) In a separate answer/paragraph using information from this document lecture to describe why science may yield a better set of choices rather than speculation over the same idea.

Prepare a 1000-word document in current APA format with a minimum of five refereed journal articles (references) on how a specific not-for-profit sector organization of your choice can boost its operational effectiveness (don’t use the organization in the case study). The assignment will be marked on the level of depth and criticality, as well as how many additional references you have considered that are from academic resources. The paper needs to have a title page, an abstract, an introduction, challenges and barriers, discussions, recommendations, a conclusion, and at least seven references. Please use current APA format for this assignment.

Five theories discussed this semester will be critiqued: Behavioral Approach, Transformational, Cultural, and two others of your choosing. In this assignment you will critique a piece of your choice. (Do not choose Behavioral Approach, Transformational, or Cultural.) The Critique should include: A comparison and contrast of piece as discussed in Northouse, the Seminal Work, A reflective statement (what did you learn, how did you feel about it/what did you think of the piece, and how can you use it). Submission Instructions: The paper is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling. The paper is to be 1 page in length, single-spaced, or 2 pages double-spaced.

The annotated bibliography is about building the rooftop amenities on an observation tower, including bungee jumping, putt-putt course and tiki bar. Annotated Bibliography Students are to write a bibliography that has 3 annotations. ▪MLA rules of citation. ▪Formal rules of writing apply. Each annotation should be 4-5 sentences and at least 120 words. Websites (e.g. Pro-Con.org or ESPN.com) will ​not​ be accepted unless you receive the instructor’s permission in advance. Online articles from reputable newspapers and magazines are of course acceptable.

Essay #4: Comedy, the first person, & empathy   English 110 Background: In this unit, we’ll watch two comedy specials that function as monologues and soliloquys: Hannah Gadsby’s “Nanette” and Hasan Minhaj’s “Homecoming King.” Both of these pieces are like first-person essays, or like memoir, combined with an artistic, deliberate visual performance. These comics use their comedy as a way to discuss difficult issues, like homophobia, sexual assault, racism, and class. We’ll also read critical essays on first-person writing itself, and consider how these theories can help us understand these comics’ messages. Every choice the comic makes—what words they choose, their punchlines and repetition, their eye contact, their movement, their gestures—are all a part of their message. The way they tell their story is as important as the story itself. Their first-person narrative and performance help us, the audience, feel empathy for the speaker in different ways, and help us accept difficult issues that we might not accept otherwise. Learning Goals: Your goal for this essay is to expand your knowledge of close reading of literary elements (essay #1), analysis of broader themes and structures (essay #2), integrating a real-world lens (essay #3), and combine all of these skills into one coherent, analytical argument.   The task: Choose one of the comedians from this unit, and then write a 1,500-word essay answering the following questions:

1. What is the message of this monologue/soliloquy?
2. How does their form of the monologue/soliloquy help the reader to feel empathy and accept this difficult idea?

  How to do it: More detail You will be considering how the comedians in this unit use first-person narration to convey their message. Remember to analyze means to break down. You should treat your chosen monologue/soliloquy the way you would any of the pieces we’ve read this semester, and consider how the different tools the comic uses come together to create meaning.   For your thesis: This is another way of asking about the theme of the piece! But in this case, you’re specifically considering the relationship between how they tell their first-person story, empathy, and their message.   For your body paragraphs: Consider the tools the comics use/the elements of the comedy routine, both verbal and visual (specifically, metaphors and similes, structure, pacing, word choice, tone, posture, facial expressions, visual elements, gestures, etc.) and how each allows us to develop empathy and connect with the speaker in order to accept their idea. Audience: Consider your reader as someone not in our class. They will need context and explanation for who your comic is, what their special is about, and any key terms you’re using. Outside Source Requirement: For this essay, please integrate at least one of the critical sources on first-person narratives we discuss in class/I provide for you to help support your argument about the comic’s message. Your source should be integrated in a meaningful way, rather than just thrown in as a single quote. (more on next page) Need help? Review my lecture videos, your homework and prewriting assignments, and make an appointment at the writing center, or with me! I’m happy to help. Requirements (what to do to pass) (A essays do these things very well and are highly polished)

• 1,500 words minimum
• Demonstrate your analysis and close reading skills throughout
• Demonstrate knowledge of literary elements
• Include a compelling introduction that includes a hook, introduces your chosen piece, and includes a thesis
• Include evidence—each body paragraph should include at least one quote from either your chosen comic or a critical source
• Meaningfully include at least one critical source
• Includes a conclusion that answers the “and now what?” question
• Be thoroughly proofread (especially for homonyms and lowercase i’s)
• Demonstrate knowledge of sentence boundaries
• Demonstrate deliberate paragraphing choices (one main idea per paragraph)
• Include a title
• Use a 12-point, readable font
• Be double-spaced
• Include page numbers
• Include an MLA Works Cited page
• Be original work—As stated on the syllabus: You may not pay someone else to write your essay. You may not Google what others have said about the comic and use that to come up with ideas. All ideas must be your own. Our class time will help you generate your own ideas! You must write your paper yourself. Consulting sources that specifically discuss the comic, in physical print or online, will be considered cheating unless it is properly and judiciously documented.

 

Seongsook Choi and Keith Richards posit that a large majority of interdisciplinary research is “epistemologically oriented, depending on a degree of boundary crossing for its success” (52). Aside from the assignments you have completed for this class, what interdisciplinary research have you undertaken in your career thus far? What boundaries did you cross to undertake the research and how did you define them? In your experience, has interdisciplinary problem solving led to positive outcomes?（It is discussion board so just write what you want to write and my major is psychology）

A few ideas for winning : ) ❏ Remember to make a copy of this document. Then change the part that has my name to the college you are in and the semester and year to your name and first initial. ❏ You will turn in this whole document online, not just the answers. I also need the questions : ) ❏ There is no quiz for this section ❏ Read the lecture note carefully in order to answer the questions. Avoid skimming because it makes it more difficult to answer the questions. ❏ If troubled there is a video. ❏ Answer the questions and turn-in. Help video: Video Paul Andersen. Diploid vs. Haploid Cells. Bozeman Science Now, if we shift from the idea that any trait is inherited by a species in a family lineage, AKA Mendel’s first law, the principle law of segregation, we can begin to see some of the other complexity in the basic inheritance model. In this section we will review the idea of genes as opposed to taits. Think of traits as the whole cake and the genes as the precise instructions for how to use, make, and acquire the ingredients for the cake. The cake has traits for certain; the frosting, the decorations, the filling, the bread or cake layers, and the decorations. However, how to get what is needed and how to use it are not easily observed as are the traits. The key concept we are using here is Mendel’s second law of independent assortment. Meaning, we are making the assumption based on previous work that traits are inherited from the parents. Next, we are trying to show how the instructions for a trait exist in independent packs. The independent gene usually works in combination with other genes. To add to complexity genes can be expressed or not. Meaning , a gene may be present but not show, this is referred to as dominance and recessive. As we have learned that cells contain DNA which activates things by using RNA, both are ractive and function to produce and build proteins which do things. The details for production are in the genes. How the genes show are the traits. Simply stated cells contain DNA which uses RNA to build proteins and the information on how to do that are stored in genes as segments of the DNA. The things built are known as traits. Gametes Now, as we continue the exploration of inheritance we have established that cells are micro-machines which store all the things needed for production and function. In this lesson we are demonstrating Mendel’s second law of independent assortment. Hence, we use the cell. There is a special kind of cell, a sex cell, referred to as a gamete, which is either a sperm or an ovum. A sex cell gets one of the of alleles from each parent. An allele is a gene for something but is a variant form. For example, is a gene for sex type is variant because it has a combination of X for male and Y for female. The offspring inherit the genes either xxs and or y from the parents. Consequently the genetic structure for offspring can vary. The X and Y are alleles. It is at times complex to understand genetics but for this course we will explore a few of the ideas. For example, an allele can be viewed with the ABo blood groups. That is, for humans we have three basic and understated alleles for blood; A , B, and o. We have genetic types for blood which are similar but… what is not similar is the specific cell type. They are similar for blood, but not because of what type. They are similar because of the function but not type. Those parts of the gene which code for the type are alleles. There is an added complexity sometimes and rarely, one allele is truly dominant over another. In the expression of genes for humans in the ABo blood groups A and B are codominant. Meaning they coexist on more or less equal standing. However, o type is not dominant and is referred to as recessive. That is, type o is passive to A or B and will not change the blood to type o. This is not too complex so far. However, the truth be told it is far more complex such as when considering the ideas of Rh factors, what parts of a cell or gene are dominant and which are recessive become a more complex puzzle to build. That is, basic Mendelian models for inheritance may not be adequate for resolving more complex issues but it is a start. There are reasons that more complex models need to be considered two are pleiotropy and polygenetics. Meaning that with pleiotropy, one gene can be used as a tool for many effects. Another iswith, polygenetics which uses more than one gene or for any one of many effects. It is not simple to start at the more complex and more accurate models.Therefore, it is useful to start with a two part model (refer to img.Gamete Selection 1 and 2) then to move onto more complex ones (refer to img.Gamete Selection 3) for example a much more complex 3 sets in two part model (refer to img.Gamete Selection 4). However, it is important to note the simple steps are not able to present the complexity of the human genome. Starting with some simple ideas, the genotypes for blood are different from the blood groups. For humans simply and usually blood groups are referred to as A, B, and o. However, the groups are actually made of two alleles for the blood cell. The alleles for A, B, or o types can combine in a two part system. A mother or a father must have at least two alleles but may have the alleles in combination. For example in an ABo blood group, a parent with type A has either genotype from below as a genotype. Both are simply named type A blood group. 1.AA (homozygous dominant) same 2.Ao (heterozygous) different 3.AB (codominant) both show Blood also has other genotypes for example; if one parent has genotype AA blood and the other parent has genotype BB blood then the offspring will get one A from parent one and one B from parent two resulting in type AB blood (codominant) (refer to table1). This shows Mendel’s first law, the principle law of segregation. However, a parent could be A for the blood group but their genotype could be Ao. This complicates the issue because now there are two sex cell options for blood grenotypes from that parent who has Ao alleles for A blood group, not just A but also an allelle for o. Consequently, when we combine parent one with Ao with parent two BB the outcome is less clear because each parent passes on half of their genotype. In the case of parent two it is simply a B because there are no other choices. However, for parent one it is either A or o. Therefore the offspring of the two parents could inherit A, B or o because they are options. Meaning the offspring could be AB (codominant) or Bo (heterozygous). This shows Mendel’s second law of independent assortment that the traits exist in packets which can be transferred to offspring independently. This can be shown in a handy tool known as a Punnett Square (refer to table 1 and table 2). It is used by placing one of the parent’s(p1)genotype in the first column and other parent’s (p2) on the top row. Then using the intersections to predict the genotypic outcome of the offspring. Table 1: Mendel’s principle law of segregation The only outcome is AB which came from the parents Table 2: Mendel’s law of independent assortment Because the alleles for blood A and o are unique, they can be inherited independently. This is true of all alleles. We know that trait alleles have at least two parts for simplified Mendalian genetics. That allows some easy applications. We do not have to use A, B, or o to represent any trait. We can use Aa, Bb, Cc, etc. because uppercase represents dominant and lower case represents recessive. Some prefer to use a letter as an allele which represents the idea for example, T for tall, t for small, etc… All these ideas form together to show the principle law of segregation from Gregor Mendel, that all traits an offspring has comes directly from their parents. Also we show the principle law of independence that; traits can exist as separate from other traits and be passed down to offspring. That being said, offspring get the genetic information from their parents and the parents pass part of the DNA to offspring separate from the whole DNA. A parent passed on part of the DNA through creating sex cells which have half the DNA required for a life. The sex cell is a gamete and comes as either a sperm or an ovum. The process of creating a sex cell is meiosis. When a sex cell is created in meiosis, the parent’s whole cell more or less divides in two cleaving a sex cell with half of the alleles from the parent. Therefore, if only one trait were to be examined (img.Gamete Selection 1) the result in the haploid daughter cells, would be in each of the two sex cells there would be half of the parent DNA; in this case review a parent with Aa (heterozygous) in img.Gamete Selection 1. The parent has a two part sequence which codes for a trait. The trait will express according to the patterns and to the effectiveness of the gene to express itself over others and the frequency with which that gene is expressed and the relationship of the affect and ecology of the individual. A trait does not simply show up, usually. There are many things which contribute to the expression. A person is put together, genetically like a complex machine. In this example we see nuts and bolts which need both parts to be useful (img.Gamete Selection 1). That is, a parent has two parts in connection that are useful but they can only pass one to the offspring meaning half. The other half will come from the other parent. When a sex cell is made there are many complex steps which have been covered already in Cells and DNA section you may also recall the added complexity of crossing-over and mixing of the DNA resulting in many unique sex cells from a single person. Therefore, there are many possibilities for the offspring from a parent because the system assures diversity. In the following drawings the process and result is simplified, in order to be direct and correct about the process of half the genes, passed onto offspring, by way of meiosis, and intercourse. The outcome is potentially limitless and diversity is assured by the process of life and procreation. img.Gamete Selection 1 Given: The parent cell has two parts. One is an A representing a dominant trait. There other is “a” which is a recessive one. The parent cell Aa is (heterozygous) meaning different. img.Gamete Selection 2 Given: The parent cell has two parts. One is a B representing a dominant trait. There other is “b” which is a recessive one. The parent cell Bb is (heterozygous) meaning different. img.Gamete Selection 3 Given: Parent 1starts with a cell which has two more parts. The cell from p1 parent cell Aa is (heterozygous) meaning different. P1(parent 1) has an A representing a dominant trait. There other is “a” which is a recessive one. P1 starts with a cell which has two more parts. The cell from p2 parent cell Bb is (heterozygous) meaning different.The parent cell Bb is (heterozygous) meaning different. P1 has a B representing a dominant trait. There other is “b” which is a recessive one. One is a B representing a dominant trait. There other is “b” which is a recessive one. Noted in the below gamete P1 is far more complex than for 1 trait. Gamete selection is from one parent. In that, a parent only has the One set of DNA. That DNA is divided into two parts or chromatids. Each chromatid has information but can carry different codes for the same thing such as for blood, or height etc. However, traits are simply controlled by one genetic pairing and there are many more genes. The information for genes is coded in 20,000-25,000 genes which work with others genes creating nearly limitless possibilities. Tracking these traits is complex See below if we change from 2 sets of two part traits (refer to img.Gamete Selection 3) to 3 sets of two part traits (refer to img.Gamete Selection 4). Then imagine what 25,000 genes may look like. img.Gamete Selection 4 Answer the following questions. Use the above document only to answer the questions. You can type in the answers if you have made a copy and renamed this document as your own. 1. Is a bubble diagram the same as factoring but using a picture (refer to img.Gamete Selection 1) ? two parts. Yes or no and why? (1 pt) 2. What is in the 2 part code/genotype for sex cell 1 and sex cell 2 (refer to img.Gamete Selection 2)? (1 pt) 3. What is in the 1 part code for sex cell 3 and the 1 part code for sex cell 4 refer to img.Gamete Selection 2)? (1 pt) 4. If P1 has traits of Aa and Bb then what are the outcomes for the codes for the sex cells, list them there are four ( refer to img.Gamete Selection 3). (1 pt) 5. Why are pleiotropy and polygenic potentially issues for Mendalian models? (1 pt) 6. Referring to the drawings in img.Gamete Selection 4; how is the branch matrix (tree) simpler to identify the parts and outcomes compared to drop-down (bubbles) or the modified FOIL method? (1 pt) 7. What ways are there to show math processes other than linear expressions or linear equations seen in this section on gametes? There are 5 choices list 3. (3 pt) 8. Would it be helpful to know/learn other ways to do math rather than only equations? (1 pt)