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Main questions of the essay 1. What are types of daily-lived situations that confront undocumented youth sense of identity and belonging? 2. What types of psychological trauma impacts gow undocumented youth negotiate their daily lived situations? 3. How do undocumented youth respond to their daily psychological trauma that they experienced? Use some examples to describe those experiences happened to those undocument youth, it can be made up. In the Conclusion, provide some solution. Picture yourself as a policy maker. .

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Major dams and bridges were built by the WPA during the "New Deal" of President Franklin Roosevelt in the 1930s and 1940s and have withstood decades. The American Interstate Highway system came into being during the Eisenhower presidential years over 60 years ago. Sewers were built several generations ago. In more exact terms, the United States' infrastructure system is old and beginning to rapidly deteriorate. How do you feel about the aging of United States' infrastructure? Explain. How would you recommend a strategy to repair or replace the various aging critical infrastructure? Explain. What major challenges or barriers exist? Explain. How do you think they could be overcome? What types of technologies can be used in determining weaknesses in the integrity of infrastructure construction? Explain. In your opinion, are these technologies effective? Why or why not? How often do you think critical components should be inspected for weaknesses and vulnerabilities? Explain your rationale. In your own words, please post a response to the Discussion Board and comment on at least two other postings. You will be graded on the quality of your postings. For assistance with your assignment, please use your text, Web resources, and all course materials. Unit Materials .

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Major Paper #1--The Point of View Essay We will be working on this paper for the next three units. The final draft of the paper--with all three sections described below--will be due at the end of Unit #4. Purpose: This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process. The Assignment: 1. Pleasant/Unpleasant Description of the Place: Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write two descriptions of the place: one positive, one negative (at least 1-2 well-developed paragraphs or a minimum of 125-150 words each). Both descriptions should be factually true (same real time and real place), but you will want one description to be clearly positive in terms of tone and the other to be clearly negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible. 2. Rhetorical Analysis: Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's T.

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Major Essay for Final needs to be 5 pages long on the topic below and in Mla format with wroks citied AFTER he five pages due at 12:15 today Requriements: 5 pages long secondary sources 2 credible , 2 academic Mla format (in-text ciations + works cited page) focused specific paper topic Identifiable methods of compostion choosen wisely Topic Propsal: The Media’s Influences on Society The topic I chose to write my major essay on is the media’s influences on society. This includes both positive and negative influences that the media portrays which plays a big part in society. I will explain how and why the media is used for much more than just entertainment purposes for society and how the media affects the choices society makes and its outcomes. The media affects society with these influences because it alters the way people think and it plays a role in the choices the people make. The change in peoples thoughts do to influences from what they see creates an opportunity for them to either make a good or bad choice depending on the type of influence that is shown. I believe that most of time the media portrays negative influences upon society. A positive influence from the media would be a commercial or show/clip about stopping bullying that informs people about the topic and why bullying is wrong and how it affects the lives of the victims. This type of media would influence society in a positive way because it would actually get society thinking about the situation and for the bullies some of them will actually realize the harm they are causing there victims and they would probably stop bullying people. A negative influence of the media would be a song with someone talking about how they murder people and take drugs and make it in a way to make people think it’s “cool” and then people who listen to it start imitating the things talked about in the song because they want to be “cool”. What I hope to accomplish with this essay is to open people eyes and help them see that the things they watch and listen to as in media actually alter the way they think and the choices they make so hopefully they change what they listen to and watch to more positive things. The reason I chose to write about the media and its influences on society is to inform people that media has a bigger purposes than just entertainment for society and to hopefully help people make better choices and actually pay attention to the things they watch and listen to. I see how the media influence our modern society everywhere, at the basketball courts at the park at stores. Some of the people at the basketball courts I go to start listening to music that talk about drugs, gangs, murder and they start acting tough, being stupid and talking reckless and they get into arguments or even worse end up getting into fights and someone gets hurt I see this all the time. My paper is important because it will help shed light on the media motives and hopefully start making people m.

Major Essay for Final needs to be 5 pages long on the topic below an.docx

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Major Assignment Objectives This assignment will provide practice and experience in: · Writing a program – Topic 2 · Debugging– Topic 3 · Stepwise Refinement& Modularisation – Topic 4 and Topic 10 · Selection – Topic 5 · Iteration – Topic 6 · Arrays – Topic 7 · File handling – Topic 9 · Structs – Topic 11 NB Depend i ng on when you start this assignment you may need to read ahead especially on how to use files andstructs. Suggestions: Read the assignment specifications carefully first.Write the first version of your program in Week 4 and then create new versions as you learn new topics. Do NOT leave it until Week 11 to start writing the program. Review Topic 4 on stepwise refinement. This is how you should approach the major. Also note that though your program must do something and must compile it does not have to be complete to earn marks. Specifications One of the many tasks that programmers get asked to do is to convert data from one form to another. Frequently data is presented to users in well-labelled, tabular form for easy reading. However, it is impossible or very difficult to do further processing of the data unless it is changed into a more useful form. For the purposes of this assignment I have downloaded and will make available the undergraduate applications to the 37 Australian universities from the Department of Education for 2009 – 2013 data file as a text file. Your program will load this data into an array of structs, save the data in a form that is directly usable by a database (see below), display the data on the console in its original form and in its database form. It will also allow the user to display the highest number of applications for a given state and year. Your program will use a menu to allow the user to choose what task is to be done. You will only be required to handle the Applications data. You can ignore the Offers and Offers rates data (see below). Data See “undergraduateapplicationsoffersandacceptances2013appendices.txt” for the original data. This is the data your program should produce and save: New South Wales Charles Sturt University 4265 4298 4287 4668 4614 New South Wales Macquarie University 6255 6880 7294 7632 7625 New South Wales Southern Cross University 2432 2742 2573 2666 2442 New South Wales The University of New England 1601 1531 1504 1632 1690 New South Wales The University of New South Wales 10572 10865 11077 11008 11424 New South Wales The University of Newcastle 9364 9651 9876 10300 10571 New South Wales The University of Sydney 13963 14631 14271 14486 15058 New South Wales "University of Technology, Sydney" 10155 9906 9854 10621 9614 New South Wales University of Western Sydney 11251 11.

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magine that you are employed by one of the following: The social services division of a state or city government A citizen action committee made up of community members A police or fire department A school or educational organization (public or private) Develop a 1,050- to 1,400-word needs statement and management plan that will be part of a proposal for a fictitious, grant-funded project of your choosing on behalf of your agency or organization. Include the following sections in your submission: Paragraph One: Describe the characteristics of your fictitious agency or organization. Paragraph Two: Discuss the possible funding sources you might contact for this grant proposal. Needs Statement: Establish the specific problem the proposed project will address. Management Plan: Describe the responsibilities of the project director (you) and any staff you will employ to implement the grant. Format your paper in accordance with APA guidelines. Submit your assignment. Resources Center for Writing Excellence Reference and Citation Generator Grammar and Writing Guides Copyright 2018 by University of Phoenix. All rights reserved. .

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M4D1: Communication Technologies In this module, we have focused on understanding and using new communication technologies to be more competent communicators. Respond to the following: What social media strategy would you recommend for your current (or previous) workplace? What areas do you think your organization can still improve? How would you explain the importance of social media to your employer? .

M4D1 Communication TechnologiesIn this module, we have focused .docx

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M A N N I N G Robert I. Kabacoff SECOND EDITION IN ACTION Data analysis and graphics with R http://www.allitebooks.org Praise for the First Edition Lucid and engaging—this is without doubt the fun way to learn R! —Amos A. Folarin, University College London Be prepared to quickly raise the bar with the sheer quality that R can produce. —Patrick Breen, Rogers Communications Inc. An excellent introduction and reference on R from the author of the best R website. —Christopher Williams, University of Idaho Thorough and readable. A great R companion for the student or researcher. —Samuel McQuillin, University of South Carolina Finally, a comprehensive introduction to R for programmers. —Philipp K. Janert, Author of Gnuplot in Action Essential reading for anybody moving to R for the first time. —Charles Malpas, University of Melbourne One of the quickest routes to R proficiency. You can buy the book on Friday and have a working program by Monday. —Elizabeth Ostrowski, Baylor College of Medicine One usually buys a book to solve the problems they know they have. This book solves problems you didn't know you had. —Carles Fenollosa, Barcelona Supercomputing Center Clear, precise, and comes with a lot of explanations and examples…the book can be used by beginners and professionals alike, and even for teaching R! —Atef Ouni, Tunisian National Institute of Statistics A great balance of targeted tutorials and in-depth examples. —Landon Cox, 360VL Inc. http://www.allitebooks.org ii http://www.allitebooks.org R in Action SECOND EDITION Data analysis and graphics with R ROBERT I. KABACOFF M A N N I N G SHELTER ISLAND http://www.allitebooks.org iv For online information and ordering of this and other Manning books, please visit www.manning.com. The publisher offers discounts on this book when ordered in quantity. For more information, please contact Special Sales Department Manning Publications Co. 20 Baldwin Road PO Box 761 Shelter Island, NY 11964 Email: [email protected] ©2015 by Manning Publications Co. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by means electronic, mechanical, photocopying, or otherwise, without prior written permission of the publisher. Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in the book, and Manning Publications was aware of a trademark claim, the designations have been printed in initial caps or all caps. Recognizing the importance of preserving what has been written, it is Manning’s policy to have the books we publish printed on acid-free paper, and we exert our best efforts to that end. Recognizing also our responsibility to conserve the resources of our planet, Manning books are printed on paper that is at least 15 percent recycled and processed without elemental chlorine. Manning Pub.

M A N N I N GRobert I. KabacoffSECOND EDITION IN A.docx

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Luthans and Doh (2012) discuss three major techniques for responding to political risk. Should an international organization always use all three techniques? Why or why not? Your response should be at least 150 words in length. All sources used must be referenced; paraphrased and quoted material must have accompanying citations. www.obm.nsaem.ru/.../International%20Management_ Main Textbook.pd .

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Lyddie by Katherine Paterson 1. If you were Lyddie how would you have handled the incident with mr marsen? 2. Explain how Charlie's visit is a turning point in the story 3. How does Paterson show how important it is for a person to have goals in life 4. What are three examples that Lyddie supports her self pity with when she feels she has been too late for everything 5. What do we learn about Diana and how does this new development change Lyddies role in the factory 6. What event occurs in chapter 20 that was foreshadowed earlier? What predictions can you make about Lyddie's future .

Lyddie by Katherine Paterson1. If you were Lyddie how would you h.docx

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Luthans and Doh (2012) discuss feedback systems. Why is it important.docx

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Luthans and Doh (2012) discuss factors affecting decision-making authority. Briefly describe at least three factors that affect decision-making authority. I attached chapter 11 to the reflection paper assignment so you can use that to answer this question thank you Your response should be at least 200 words in length. All sources used must be referenced; paraphrased and quoted material must have accompanying citations. [removed][removed][removed][removed] .

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LOS QUEHACERES DE LA CASA LECCIÓN 6 ESTRUCTURAS 2 Present indicative of e:i stem-changing verbs ( Presente de indicativo de los verbos que cambian en la raíz e:i ) Práctica 11. ¿Qué hacemos y qué decimos? Form complete sentences by combining the words in the three columns in sequence, starting with A. Use each subject and each verb at least once. A B C yo decir la comida nosotros servir un cuarto Amalia y Celia pedir que necesitamos un sofá nuevo mis padres conseguir revistas tú seguir información sobre Honduras mi cuñado a mis amigos estudiando español yo [removed] nosotros [removed] Amalia y Celia [removed] mis padres [removed] tú [removed] mi cuñado [removed] .

LOS QUEHACERES DE LA CASALECCIÓN6ESTRUCTURAS2Present i.docx

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Lorraine and Albert are discussing neurotransmitters, getting ready .docx

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Looking up MANOVA, the purpose of this research method is to answer three questions: Do changes in the independent (s) have significant effects on the dependent variables? What are the interactions among the dependent variables? And among the independent variables? MANOVA is a statistical test procedure for comparing multivariate (population) means of several groups. As a multivariate procedure, it is used when there are two or more dependent variables, although statistical reports provide individual p-values for each dependent variable in order to test for statistical significance. I do find the research outcomes to be interesting, I just personally am not the research type. I believe it is all the numbers and letters in the equations, though once I see it done I am able to complete most equations but if I do not see it done I have a very hard time comprehending math written out. Thoughts? .

Looking up MANOVA, the purpose of this research method is to answe.docx

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Looking for someone who is good at FORECASTING Using the University.docx

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looking for someone to help with my spanish homework 1. o pasatiempo o diversión o ratos libres o trabajar 2. o patinar o descansar o esquiar o nadar o bucear 3. o baloncesto o películas o fútbol o tenis o vóleibol 4. o museo o equipo o jugador o partido o aficionados 5. o correo electrónico o revista o periódico o tenis 6. o cine o deportivo o gimnasio o piscina o restaurante deportes el cine el gimnasio el monumento el partido el periódico la ciudad la natación la piscina un museo un restaurante una pelota 1. Siempre leo (1) los domingos por la mañana. Después, me gusta practicar (2) . A veces, nado en (3) que hay en el parque. Cuando no nado, hago ejercicio (exercise) en (4) . Cuando hay mucho tráfico en (5) , voy al gimnasio en bicicleta. Cuando no como en casa, como en (6) con mis amigos, y luego nosotros podemos ver (7) de béisbol. Algunos días, veo películas. Me gusta más ver películas en (8) que en mi casa. Alina, Cristina y yo somos buenas amigas. (Nosotras) (1) a la universidad a las ocho de la mañana todos los días (every day). Ellas y yo (2) al centro de computación y leemos el correo electrónico. A las nueve Alina y Cristina (3) a su clase de psicología y yo (4) a mi clase de historia. A las diez y media yo (5) a la biblioteca a estudiar. A las doce (yo) (6) a la cafetería y como con ellas. Luego (Afterwards), Alina y yo (7) a practicar deportes. Yo (8) a practicar fútbol y Alina (9) a la piscina. Cristina (10) a trabajar en la librería. Los fines de semana Alina, Cristina y yo (11) al cine. Modelo ¿Adónde van Maite y Álex? (el parque) Maite y Álex van al parque. 1. ¿Adónde van Marissa y Felipe? (pasear por la ciudad) 2. ¿Cuándo van a correr los chicos? (noche) 3. ¿A qué hora van al Bosque de Chapultepec? (a las dos y media) 4. ¿Cuándo van a ir a la playa? (martes) 5. ¿Qué va a hacer Jimena en el parque? (leer un libro) 6. ¿Qué va a hacer Felipe en el parque? (jugar al fútbol) ELENA ¡Hola, Daniel! ¿Qué tal? DANIEL Muy bien, gracias. ¿Y tú? ELENA Muy bien. ¿Adónde (1) ahora? DANIEL (2) al cine a ver una película. ¿Quieres (3) conmigo? ELENA No, gracias. Tengo mucha prisa ahora. (4) al museo de arte. DANIEL ¿Y adónde (5) hoy por la noche? ELENA Mi compañera de cuarto y yo (6) a comer en un restaurante italiano. ¿Quieres (7) con nosotras? DANIEL ¡Sí! ¿Cómo (8) ustedes al restaurante? ELENA (9) en autobús. Hay un autobús que (10) directamente al barrio (neighborhood) italiano. DANIEL ¿A qué hora (11) ustedes? ELENA Creo que (12) a llegar al restaurante a las nueve. DANIEL ¿Desean (13) a bailar luego (afterwards)? ELENA ¡Sí! DANIEL (14) a invitar a nuestro amigo Pablo también. ¡Nos vemos a las nueve! ELENA ¡Chau, Daniel! Modelo ellos / poder / ganar el partido Ellos pueden ganar el partido. 1. Vicente y Francisco / jugar / al vóleibo.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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