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  • [ANSWERED] Turnitin® This question will be submitted to Turnitin®….

    Turnitin®
    This assignment will be submitted to Turnitin®.
    Instructions
    Directions: For this assignment, you are to fully answer the following questions and support your answers with resources. Be sure to look at the rubric to see how to earn maximum points.
    1. After reading “Lewin’s Leadership Styles”, discuss which type of leader you think that you are according to the article. 2. Discuss five ways that your identified leadership style would benefit prison employees and prisoners if you were the head of the facility. 3. Discuss five ways that your identified leadership style could be a detriment to prison employees and prisoners if you were the head of the facility. 4. Pretend that you are the head of a prison facility. Develop a brief strategic plan taking into consideration your leadership style and weeks 1 and 2 readings. Discuss how this plan will enable you to make effective decisions for the facility, keeping in mind your leadership style and the importance of good management.
    Attachments:
    5865306_1_SmartSelect-20210120-120006-Chrome.jpg
    5865306_2_SmartSelect-20210120-120029-Chrome.jpg

  • [ANSWERED] Writing SMART Objectives Discuss the elements of SMART for writing goals and objectives….

    Writing SMART Objectives
    Discuss the elements of SMART for writing goals and objectives. What does each component refer to?
    Describe the elements of ROUTINE for the identification of strategies. What does each component mean?
    What is the authors’ position on functional skills? What does this mean in terms of goal development?
    Read Maisie’s choice making objective and strategy. What are elements of this approach to teaching that reflect the commitment to functional goals and the use of the SMART acronym and the use of the elements of ROUTINE?
    Attachments:
    5865331_1_AUT537-Study-Question-1-Writing-SMART-Objectives.docx

  • [ANSWERED] For this task, you will write an argumentative essay…

    For this task, you will write an argumentative essay, choosing a question to answer from a selection provided. Don’t worry – an argumentative essay is simply a way you can show us how convincing you can be, but without having to stand up in front of people (like in a debate)!
    As you are no doubt aware by now, this unit is FULL of interesting topics, and with diversity of people comes a diversity of perspectives and opinions. You will need to select appropriateexamples tosupport your response, as well as relevant academic sources both from your set reading list, and ones you have researched and located yourself.
    Format:
    Your essay should follow a formal essay structure including an introduction, body paragraphs, and conclusion. This is a written task that will be submitted to Turnitin via vUWS.
    Keep in mind that an argumentative essay requires you to take a position – this is NO time to sit on the fence. You will need to either agree or disagree with the proposition within the question, and provide a justification for your position by drawing on scholarly sources.
    MUST USE FOUR TO SIX ACADEMIC READINGS/SOURCES THAT HAVE BEEN PEER-REVIEWED.
    Question Options:
    Option #1: Polices about Aboriginal Australians are concerned with making sure Aboriginal people achieve the same standards of health, education and wellbeing as other Australians. Adopting a sociological approach to Indigenous issues requires that we look at little deeper as to why these gaps close so slowly, if at all. Select one Aboriginal policy to analyse (examples include Closing the Gap, The Northern Territory Intervention and Stronger Futures) in response to the following question: Do attempts to address indigenous disadvantage at a policy level effectively address or compound the challenges facing Aboriginal Australians?
    Option #2: According to Pillar (2016, p.161), ‘language is central to the ability to fully participate in the life of the community. However, the ability to deploy language for effective participation is unequally distributed.’ Select an example of each (i) one way that lived experience can be enhanced and (ii) one way that lived experience can be limited by an individual’s language skills. Then, respond to the following question: To what extent does being bi/multilingual enhance participation in local and (or) global contexts.
    Option #3: Australia, and Western Sydney in particular, is considered by many to be ‘super-diverse’. While there are a number of policy and government approaches to develop social harmony, cohesion and a sense of belonging, there are also occasions where disharmony and conflict occurs. Select an example of each (i) a ‘prescriptive’ (policy) approach to, and (ii) a ‘descriptive’ (everyday/lived) experience of, diversity. Then, respond to the following question: Do policy approaches to diversity build a sense of belonging and harmony in a community more or less effectively than everyday, lived experiences.
    Attachments:
    5867070_1_dlc-essay.docx

  • [ANSWERED] Write down environmental issues in your city or area on the basis of the following; a) Pollution…

    Write down environmental issues in your city or area on the basis of the following;a) Pollution growthb) Solid waste problem

  • [ANSWERED] Question Details and Requirements You have been given the task…

    Assignment Details and Requirements You have been given the task of creating a website that will demonstrate your web design capabilities. You can choose any one topic from the following. If you are interested in showing your web design capabilities in other topic (not mentioned here), prior approval from the lecturer is needed. 1. Online Shopping 2. Hotel 3. Travel destinations 4. Sports news 5. Movie reviews 6. IT hardware / Mobile phones 7. etc: _________________ Select any one of the above topic and create a website of at least 5 pages. Create at least FIVE (5) well designed web pages. Things to include in Website: – HTML5 – CSS3 – Multimedia objects such as images, video and audio – Web form – Javascript As part of assignment, you need to submit a short report containing the following: – Short introduction on the selected topic – Story board of the website design – Screen Capture of the Website – List of websites accessed for references.
    Attachments:
    5871424_1_ft-ptdip-imi-assignment-marking-rubrics-jan-21-v1.pdf

  • [ANSWERED] This course has not taught server side programming, so your program…

    This course has not taught server side programming, so your program is limited to a single browser window, and cannot load or save. Your web page will have:- 1. A section for inputting customer records (called the “Input Customer Records” section). 2. A section for displaying the short fields of multiple records (called the “Sort and Select” section). The following is an illustration of how your web page might appear. Please note:- ? The look and feel shown in the image above is generated by CSS (Cascading Style Sheet) as per the provided template. ? You are NOT required to use the template. ? You are NOT required to use CSS. ? You are NOT required to duplicate the look and feel of the above illustration. A very plain web page with no styling is acceptable, as is a different styling. Customer Records Each customer record includes the following fields:- ? record id: A simple integer uniquely identifying the installation. ? surname: The customer’s surname. ? gName: The customer’s given name. ? phone: The customer’s contact phone number. ? email: The customer’s contact email address. ? addr: The address of the solar installation (which is not necessarily the place where the customer lives). ? state: The state of the solar installation (part of the address really). ? pcode: The post code of the solar installation (part of the address really). ? instDate: The date that the solar was installed. ? invModel: The model of the inverter that was installed. ? capacity: Maximum combined power output of the solar cells installed in kilowatts. (It is normal that the inverter model is chosen to cope with more than what the solar cells can produce.) The Input Customer Records section The user fills out the fields in this section, and then presses the “enter” button to add the customer record. On success the web application will add the record, and also blank out (remove text from) the fields in preparation for the next record entry. The web application validates the fields and won’t permit an invalid customer record to be entered if any of the fields are invalid.
    Attachments:
    5872767_1_a3-instruction-sort.pdf
    5872767_2_draft-sort.rar
    5872767_3_sample.png

  • [ANSWERED] The effect of cultural bias and language development on testing students to determine eligibility…

    The effect of cultural bias and language development on testing students to determine eligibility of services can have a negative outcome. The tests could often provide an unfair advantage to one cultural group. This in turn would be unfair to many other cultural groups. Children must be able to understand the tests to perform to the best of their ability. Unfortunately, I feel that sometimes the test examiner could put their bias toward the test as well. I do not think this is professional. Personal feelings must be set aside. Comment as you see fit. Min 40 words or more
    Some ways to prevent overrepresentation of ELL populations in more inclusive special education programs are effective teaching strategies, open communication with parents and families, and multicultural education. I think we all have t

  • [ANSWERED] The effect of cultural bias and language development on testing students to determine eligibility…

    The effect of cultural bias and language development on testing students to determine eligibility of services can have a negative outcome. The tests could often provide an unfair advantage to one cultural group. This in turn would be unfair to many other cultural groups. Children must be able to understand the tests to perform to the best of their ability. Unfortunately, I feel that sometimes the test examiner could put their bias toward the test as well. I do not think this is professional. Personal feelings must be set aside.
    Some ways to prevent overrepresentation of ELL populations in more inclusive special education programs are effective teaching strategies, open communication with parents and families, and multicultural education. I think we all have to be sensitive to our student’s backgrounds. Comment as you see fit. Min 40 words or more

  • [ANSWERED] Player State Mass Height VJ 5m 10m 20m Sharay Fortner QLD 101.15 192 67 0.95 1.68 2.86…

    Player
    State
    Mass
    Height
    VJ
    5m
    10m
    20m
    Sharay Fortner
    QLD
    101.15
    192
    67
    0.95
    1.68
    2.86
    Halley Minor
    NSW
    88.60
    196
    72
    1.04
    1.75
    3.02
    Laura Bass
    QLD
    104.85
    193.5
    68
    1.00
    1.72
    2.96
    Natalie Sutton
    NSW
    86.20
    172
    64
    1.00
    1.72
    2.90
    Faadil al-Sawaya
    ACT
    75.15
    175.0
    65
    0.98
    1.71
    2.95
    Daamir al-Mowad
    NSW
    83.30
    187
    65
    0.99
    1.72
    2.98
    Dominick Peters-Maloy
    ACT
    85.20
    183.0
    65
    1.05
    1.74
    3.00
    Tamara Russell
    QLD
    93.2
    185
    75
    1.05
    1.85
    3.19
    Warren Goto
    QLD
    75.05
    180.5
    61
    0.94
    1.73
    2.94
    Ricardo Garcia
    ACT
    72.90
    184.0
    59
    0.98
    1.71
    2.91
    Logan Hade
    QLD
    78.85
    182
    66
    1.03
    1.76
    3.06
    Sabreen el-Soltani
    ACT
    97.55
    198.0
    66
    1.07
    1.82
    3.07
    Kelsey Tandon
    NSW
    75.90
    181
    58
    0.97
    1.72
    2.92
    Yaasmeen al-Ramin
    NSW
    83.40
    180
    59
    1.00
    1.73
    2.95
    Kanaan el-Salek
    NSW
    71.90
    180
    55
    0.95
    1.66
    2.88
    Zakiyya al-Saidi
    QLD
    85.55
    184
    61
    1.08
    1.79
    3.00
    Madhurima Vo
    ACT
    96.05
    183
    64
    1.08
    1.81
    3.06
    Tre Medina
    NSW
    91.20
    195
    59
    1.03
    1.77
    2.98
    MacWarren Williams
    ACT
    95.80
    187.0
    66
    1.09
    1.83
    3.12
    Darrien Moore
    NSW
    73.05
    175.5
    59
    1.01
    1.76
    2.99
    Adam Rhodes
    QLD
    77.65
    174
    57
    1.01
    1.72
    2.96
    Xavier Fisher
    QLD
    91
    174.5
    60
    1.03
    1.76
    3.02
    Adriana Huffman
    NSW
    85.10
    180
    56
    1.02
    1.78
    2.97
    Jesse Corral
    ACT
    80.75
    179.5
    57
    1.03
    1.75
    3.02
    Annabel Barthe
    QLD
    81.65
    179
    57
    1.00
    1.77
    3.02
    John Seng
    QLD
    112.4
    181
    60
    1.02
    1.79
    3.08
    Tayler Mathews
    QLD
    82.5
    175
    61
    1.08
    1.82
    3.10
    Michael Xiong
    ACT
    79.30
    184.0
    55
    1.01
    1.79
    2.99
    Jack Pierce
    ACT
    83.50
    188.5
    56
    1.02
    1.77
    3.01
    Cymone Brown
    NSW
    82.10
    176
    52
    0.99
    1.71
    2.95
    Sherman Odom
    NSW
    84.30
    177.5
    53
    1.03
    1.76
    2.97
    Davis Lindgren
    QLD
    81.90
    182
    54
    1.00
    1.75
    2.99
    Anita Lee
    NSW
    71.70
    178
    58
    1.06
    1.80
    3.07
    Jocelyn Jumper
    ACT
    88.05
    178.0
    62
    1.10
    1.85
    3.15
    Yonatan Ahmed
    ACT
    75.60
    171.5
    56
    1.02
    1.78
    3.04
    Zong Moin
    ACT
    76.95
    184.0
    56
    1.02
    1.80
    3.04
    Joshua Harris
    QLD
    97.3
    178
    57
    1.03
    1.78
    3.06
    Jenise Kremlacek
    NSW
    85.25
    178
    59
    1.08
    1.82
    3.11
    Fawqiyya al-Nazar
    QLD
    83.85
    174
    59
    1.07
    1.82
    3.11
    Zumruda al-Diab
    ACT
    74.70
    172.8
    60
    1.13
    1.85
    3.13
    Kerry Webber
    ACT
    82.20
    175.0
    51
    1.00
    1.74
    2.96
    Zumruda el-Younis
    NSW
    88.30
    183.5
    54
    1.05
    1.76
    3.02
    Sheridan Alexander
    NSW
    78.55
    165
    57
    1.09
    1.87
    3.08
    Samuel Carpintero-Diaz
    NSW
    89.40
    191
    59
    1.06
    1.81
    3.12
    Kevin Lopez
    ACT
    82.65
    179.0
    54
    0.99
    1.77
    3.03
    Mariah Cordova-Garcia
    NSW
    87.25
    184.5
    57
    1.07
    1.83
    3.09
    Shane Minjarez
    ACT
    74.25
    174.0
    54
    1.04
    1.80
    3.05
    Tyler Smith
    QLD
    87.7
    182
    56
    1.05
    1.81
    3.10
    Christian Nguyen
    ACT
    62.95
    175.0
    57
    1.07
    1.81
    3.12
    Joseph Moore
    QLD
    73.3
    171
    53
    1.04
    1.79
    3.05
    Trevor Talusani
    NSW
    104.50
    180
    57
    1.11
    1.83
    3.13
    Jarom Shumpert
    NSW
    55.95
    167.15
    48
    0.99
    1.74
    2.96
    Jack Tackett
    ACT
    86.50
    175.2
    55
    1.08
    1.84
    3.10
    Seung Iese
    ACT
    104.70
    59
    1.14
    1.89
    3.18
    Daniel Garcia
    QLD
    90.4
    193
    55
    0.99
    1.81
    3.11
    Haley Sharza
    ACT
    82.65
    180.0
    53
    1.07
    1.81
    3.08
    Andrew Kelemeni
    QLD
    82.65
    183.5
    50
    1.06
    1.81
    3.04
    Devon Naranjo
    NSW
    85.75
    177.5
    52
    1.04
    1.81
    3.08
    Wakiyan Perez
    QLD
    85.2
    189
    57
    1.14
    1.88
    3.18
    Sarena Clark
    ACT
    89.00
    182.0
    52
    1.04
    1.81
    3.09
    Ivan Lerma
    NSW
    70.35
    175
    51
    1.02
    1.78
    3.08
    Cory Udechukwu
    NSW
    92.95
    192.5
    53
    1.10
    1.85
    3.12
    Fawzia al-Kazemi
    NSW
    95.95
    176.5
    50
    0.99
    1.78
    3.07
    Zackary Hecht
    ACT
    93.20
    189.0
    52
    1.07
    1.82
    3.11
    Imari Milan
    ACT
    102.50
    180.0
    54
    1.06
    1.82
    3.15
    Turfa el-Jabara
    ACT
    92.70
    190.0
    56
    1.08
    1.85
    3.19
    Travis Casey
    ACT
    87.65
    184.0
    51
    1.08
    1.83
    3.10
    Briannah Holt
    QLD
    95.6
    202
    57
    1.12
    1.90
    3.22
    Christopher Sorensen
    QLD
    86.4
    180.5
    48
    1.06
    1.78
    3.05
    Renee Rocha
    NSW
    90.65
    170
    49
    1.04
    1.79
    3.07
    Ibrahim al-Firman
    QLD
    56
    1.15
    1.89
    3.21
    Cole Hamilton
    ACT
    75.30
    169.0
    53
    1.07
    1.84
    3.17
    Zhaney Lawson
    NSW
    90.70
    197
    53
    1.06
    1.86
    3.17
    Jason Laychaypha
    ACT
    96.10
    188.5
    54
    1.09
    1.85
    3.19
    Steven Ji
    ACT
    86.90
    196.0
    55
    1.06
    1.85
    3.21
    Sierra Sizemore
    QLD
    70.60
    174
    48
    1.03
    1.81
    3.09
    Faith Larson
    NSW
    70.25
    171
    50
    1.07
    1.85
    3.13
    Amber Irvin
    QLD
    76
    185
    50
    1.10
    1.85
    3.14
    Tecumseh Haulman
    NSW
    107.10
    183
    51
    1.05
    1.84
    3.17
    Alexandra Bednarek
    ACT
    74.85
    172.5
    48
    1.07
    1.83
    3.12
    Summer Garnier
    QLD
    86.65
    181
    48
    1.04
    1.83
    3.12
    Marek Harding
    QLD
    117.85
    189
    51
    1.12
    1.91
    3.18
    Alisa Hines
    QLD
    67.00
    174
    50
    1.14
    1.90
    3.17
    Cheyenne Rubner-Lansing
    QLD
    89
    178
    52
    1.06
    1.89
    3.21
    Christina Lowry
    NSW
    110.20
    180
    53
    1.11
    1.88
    3.23
    Katie Schar
    ACT
    87.75
    179.0
    51
    1.05
    1.89
    3.20
    Mariah Pasang
    NSW
    84.70
    180
    48
    1.04
    1.79
    3.15
    Tameema el-Mohiuddin
    ACT
    108.15
    183.0
    53
    1.15
    1.92
    3.25
    Brianna Lara
    QLD
    94.4
    189.5
    51
    1.09
    1.88
    3.22
    Daniel Patel
    ACT
    124.70
    187.0
    50
    1.11
    1.89
    3.21
    Anthony Forbis
    NSW
    85.85
    181
    47
    1.06
    1.83
    3.16
    Musheera el-Ayub
    ACT
    84.05
    174.0
    48
    1.07
    1.88
    3.20
    Tristan Shay
    QLD
    93.70
    196
    51
    1.11
    1.88
    3.26
    Jacob Mcilveen
    ACT
    76.80
    177.0
    51
    1.18
    1.94
    3.27
    Amanda Rendon-Hernandez
    ACT
    75.45
    178.0
    52
    1.10
    1.90
    3.29
    Carlo Castellot
    NSW
    93.45
    191
    50
    1.12
    1.91
    3.27
    Cheyenne Perez
    NSW
    75.90
    171.5
    45
    1.11
    1.90
    3.20
    Isaiah Prasad
    NSW
    73.15
    179.5
    50
    1.21
    1.98
    3.33
    Naaifa al-Hai
    ACT
    102.10
    181.0
    44
    1.11
    1.88
    3.22
    Eemoni Phelan
    ACT
    92.20
    188.0
    45
    1.11
    1.90
    3.25
    Angela Engel
    NSW
    100.80
    176
    45
    1.10
    1.90
    3.26
    Tihut Barnes
    ACT
    101.80
    191.5
    46
    1.12
    1.93
    3.28
    Payton Clarin
    NSW
    102.30
    190
    46
    1.12
    1.92
    3.29
    Sri Manuel
    ACT
    80.75
    180.0
    45
    1.20
    1.97
    3.32
    QinQin Huynh
    ACT
    107.80
    179.0
    46
    1.16
    1.95
    3.38
    Neima Westphal
    QLD
    99
    187
    41
    1.12
    1.92
    3.29
    Jonathan Fredericks
    NSW
    93.20
    182
    46
    1.14
    1.95
    3.39
    Harrison Hanson
    NSW
    99.20
    185
    42
    1.11
    1.92
    3.33
    Tiasha Baheta
    NSW
    119.75
    183
    38
    1.12
    1.91
    3.28
    Kendall Heidrich
    NSW
    96.05
    168
    40
    1.15
    1.93
    3.35
    Natasha Sheriff
    QLD
    116.15
    182.5
    45
    1.10
    1.97
    3.48
    Evan Le
    ACT
    97.65
    184.2
    45
    1.25
    2.09
    3.50
    Urian Scott
    ACT
    91.15
    179.0
    39
    1.18
    1.99
    3.39
    Dante Wright
    ACT
    89.30
    172.5
    40
    1.19
    2.01
    3.41
    Laaiqa el-Rafiq
    ACT
    94.10
    179.0
    38
    1.15
    2.01
    3.45
    Attachments:
    5873991_1_exsc317-assessment-3—aru-speed-vj-data.xlsx

  • [ANSWERED] Using one or more of the following HSB variables, religion , mosaic pattern test , and visualization

    Using one or more of the following HSB variables,
    religion
    ,
    mosaic pattern test
    , and
    visualization score
    :
    (a) Write an associational question.
    (b) Write a difference question.
    (c) Write a descriptive question.