ITESM CAMPUS GUADALAJARAMATEMÁTICAS PARA INGENIERÍA IILABORATOR.docx

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Este documento presenta un laboratorio de matemáticas para ingeniería que incluye problemas sobre diferenciales, integración, el teorema fundamental del cálculo y propiedades de la integral definida. Los estudiantes deben calcular cambios en el volumen y área cuando cambia el radio, evaluar integrales definidas, encontrar derivadas y determinar propiedades de integrales múltiples.

Educación

ITESM CAMPUS GUADALAJARA
MATEMÁTICAS PARA INGENIERÍA II
LABORATORIO PARA EL PRIMER PARCIAL
I. Diferenciales.
1) Calcula el cambio en el volumen de una esfera cuando el
radio cambia de 21 a 21.05 cm. Resp. 277.09
2) El radio de un disco circular es 24 cm. Calcula el cambio en
el área de el círculo si el radio aumenta 0.2 cm.
Resp. 30.16
II. Integración. Evalúa las siguientes integrales.
1) 2)
Resp. Resp.

3) 4)
Resp. Resp.
5) 6)
Resp. Resp.
7) 8)
Resp. Resp.

9) 10)
Resp. Resp.
11) 12)
Resp. Resp.
13) 14)
Resp. Resp.

15)16)
Resp. Resp.
17) Sug: 18)
Resp. Resp. e
19) 20)
Resp. Resp. ln2
21) 22)

Resp. Resp.
23) 24)
Resp. 3 Resp.
25) 26)
Resp. Resp.
29) 30)

Resp. Resp.
31) 32)
Resp. Resp.
III. Teorema fundamental del Cálculo. Encuentra las siguientes
derivadas:
1) 2)
Resp. Resp.

3) 4)
Resp. Resp.
IV. Propiedades de la integral definida.
1)
Suponga que f y g son integrables y que , , . Determine lo
siguiente:
a) b) c)
Resp. 1) 4b) -2 c) -21
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9 dissuasion question Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson. Chapter 12, “Sexual Assault” (pp. 348–375) Chapter 13, “Sexual Abuse of Children and Youth” (pp. 376–402) To prepare for this Discussion: Review the Learning Resources. Think about the following two statements: Rape is seen as a pseudosexual act. Rape is always and foremost an aggressive act. Consider the two statements above regarding motivation of sexual assault. Is rape classified as a pseudosexual act to you, or is it more or less than that? Explain your stance. Do you see rape as an aggressive act by nature, or can it be considered otherwise in certain situations? Explain your reasoning for this. Excellent - above expectations Main Discussion Posting Content Points Range: 21.6 (54%) - 24 (60%) Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas. Points Range: 19.2 (48%) - 21.57 (53.92%) Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas. Points Range: 16.8 (42%) - 19.17 (47.93%) Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. Points Range: 0 (0%) - 16.77 (41.93%) Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings. Reply Post & Peer Interaction Points Range: 7.2 (18%) - 8 (20%) Student interacts frequently with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes. Points Range: 6.4 (16%) - 7.16 (17.9%) Student interacts moderately with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes. Points Range: 5.6 (14%) - 6.36 (15.9%) Student interacts minimally with peers .

9 dissuasion question Bartol, C. R., & Bartol, A. M. (2017)..docx

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9 Assignment Assignment: Typologies of Sexual Assaults There are many different types of sexual assaults and many different types of offenders. Although they are different, they can be classified in order to create a common language between the criminal justice field and the mental health field. This in turn will enable more accurate research, predict future offenses, and assist in the prosecution and rehabilitation of the offenders. In this Assignment, you compare different typologies of sexual offenders to determine the differences in motivation, expression of aggression, and underlining personality structure. You also determine the best way to interview each typology of sexual offenders. To prepare for this Assignment: Review the Learning Resources. Select two typologies of sexual offenders listed in the resources. By Day 7 In a 3- to 5- page paper: Compare the two typologies of sexual offenders you selected by explaining the following: The motivational differences between the two typologies The expression of aggression in the two typologies The differences in the underlining personality structure of the two typologies Excellent - above expectations Points Range: 47.25 (63%) - 52.5 (70%) Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas. Points Range: 42 (56%) - 47.2 (62.93%) Paper demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas. Points Range: 36.75 (49%) - 41.95 (55.93%) Paper demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. Points Range: 0 (0%) - 36.7 (48.93%) Paper demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings. Writing Points Range: 20.25 (27%) - 22.5 (30%) Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Paper contains multiple , appropriate and exemplary sources expected/required for the assignment. .

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9 0 0 0 0 9 7 8 0 1 3 4 4 7 7 4 0 4 ISBN-13: 978-0-13-447740-4 ISBN-10: 0-13-447740-5 Selling Today M A N N I N G A H E A R N E R E E C E Fourteenth EditionPartnering to Create Value www.pearsonhighered.com Pearson MyLabTM Improving Results A proven way to help individual students achieve the goals that educators set for their course. Engaging Experiences Dynamic, engaging experiences that personalize and activate learning for each student. An Experienced Partner From Pearson, a long-term partner with a true grasp of the subject, excellent content, and an eye on the future of education. Selling Today Partnering to Create Value M A N N I N G A H E A R N E R E E C E Fourteenth Edition PARTNERING TO CREATE VALUE F O U R T E E N T H E D I T I O N Selling Today A01_MANN7404_14_SE_FM.indd 1 08/10/16 11:43 AM This page intentionally left blank 330 Hudson Street, NY NY 10013 PARTNERING TO CREATE VALUE F O U R T E E N T H E D I T I O N Selling Today GERALD MANNING Des Moines Area Community College MICHAEL AHEARNE University of Houston BARRY L . REECE Virginia Polytechnic Institute and State University A01_MANN7404_14_SE_FM.indd 3 08/10/16 11:43 AM Copyright © 2018, 2015, 2012 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Manufactured in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms, and the appropriate contacts within the Pearson Education Global Rights and Permissions department, please visit www.pearsoned.com/permissions/. Acknowledgments of third-party content appear on the appropriate page within the text. PEARSON and ALWAYS LEARNING are exclusive trademarks owned by Pearson Education, Inc. or its affiliates in the U.S. and/or other countries. Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may appear in this work are the property of their respective owners, and any references to third-party trademarks, logos, icons, or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc., or its affiliates, authors, licensees, or distributors. Library of Congress Cataloging-in-Publication Data Names: Manning, Gerald L., author. | Ahearne, Michael, author. | Reece, Barry L., author. Title: Selling today : partnering to create value / Gerald Manning, Des Moines Area Community College, Michael Ahearne, University of Houston, Barry L. Reece, Virginia Polytechnic Institute and State Universit.

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900� British�Journal�of�Nursing,�2013,�Vol�22,�No�15 © �2 01 3� M A �H ea lth ca re �L td T he� challenges� to� the� NHS� over� the�coming�years�to�maintain�and�enhance�public� health� and� wellbeing� are� vast�and� complex.� Lifestyle� choices� and� the� causes� of� ill� health� are� now� more� fully� understood� by� health� professionals� who� have� strategies� at� their� disposal� to� support� people� better� in� making� decisions� and� choices� that� are� positive� for� their� general� health.� In� June� 2013,� to� help� accelerate� this� process,� Public� Health�England�published�Nursing and Midwifery Contribution to Public Health� (Public� Health� England,�2013).�This�new�guidance�document� is� designed� to� illuminate� the� specific� roles� of� specialist� public� health� nurses,� but� also� to� reinforce� the� pivotal� health-promoting� practitioner� role� that� every� registered� nurse� and� midwife� has� in� making� every� patient/ client�contact�count. Background A� report� by� The� King’s� Fund� (2012)� has� shown�that�high�levels�of�admission�to�hospital,� especially� of� elderly� patients,� can� often� be� attributed� to� poor� coordination� between� the� different� elements� of� the� healthcare� system,� in�particular�between�primary� and� secondary� care.� Furthermore,� the� King’s� Fund� believe� that� emergency� admissions� among� people� with� long-term� conditions� that� could� have� been�managed�in�primary�care�cost�the�NHS� £1.42� billion� per� year,� a� figure� that� could� be� significantly� reduced� through� investment� in� primary� and� community-based� services.� Key� to� this� aspiration� is� promoting� the� role� of� nursing� and� midwifery� in� protecting� and� improving� public� health� care,� one� of� the� six� key� action� areas� of� the� national� nursing� midwifery� and� care� strategy,� Compassion in Practice�(DH,�2012). This� strategy� is� designed� to� support� the� delivery� of� the� values� and� behaviours� of� the� ‘6Cs’,� now� the� principal� driver� for� nursing� in� the�wake�of� the�publication�of� the�Francis� Inquiry,�which�revealed�suboptimal�standards�of� care�at�the�Mid�Staffordshire�NHS�Foundation� Trust�(Francis,�2013). To�help�achieve�this,�Public�Health�England�� (PHE)�has�prioritised�five�key�areas�for�action: ■■ Designing� strategies� to� promote� longevity� and� improved� health� outcomes� by� tackling� preventable� deaths� and� ill� health� associated� with� smoking,� hypertension,� obesity,� poor� nutrition,� suboptimal� mental� health,� insufficient�exercise�and�alcohol�abuse ■■ Decreasing� the� personal� suffering� caused� by� disease� and� disability� by� concentrating� resources�on�preventing�and�recovering�from� the�long-term�conditions�that�have�significant� impact�on�lives,�including�dementia,�anxiety,� depression�and�drug�dependency ■■ Safeguarding�the�population�from�infectious� diseases�and�environmental�hazards,�including� antibiotic-resistant� infections.� PHE.

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9 Augustine Confessions (selections) Augustine of Hippo wrote his Confessions between 397 -400 CE. In it he gives an autobiographical account of his whole life up through his conversion to Christianity. In Book 2, excerpted here, he thinks over the passions and temptations of his youth, especially during a period where he had to come home from where he was studying and return to living with his parents. His mother Monica was already Christian and his father was considering it. They want him to be academically successful and become a great orator. From Augustine, Confessions. Translated by Caroline J-B Hammond. Loeb Classical Library Harvard University Press 2014 (Links to an external site.) . 1. (1) I wish to put on record the disgusting deeds in which I engaged, and the corrupting effect of sensual experience on my soul, not because I love them, but so that I may love you, my God. I do this because of my love for your love, to the end that—as I recall my wicked, wicked ways in the bitterness of recollection—you may grow even sweeter to me. For you are a sweetness which does not deceive, a sweetness which brings happiness and peace, pulling me back together from the disintegration in which I was being shattered and torn apart, when I turned away from you who are unity https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml and dispersed into the multiplicity that is oblivion. For there was a time during my adolescence when I burned to have my fill of hell. I ran wild and reckless in all manner of shady liaisons, and my outward appearance deteriorated, and I degenerated before your eyes as I went on pleasing myself and desiring to appear pleasing in human sight. 2. (2) What was it that used to delight me, if not loving and being loved? But there was no boundary maintained between one mind and another, and reaching only as far as the clear confines of friendship. Instead the slime of fleshly desire and the spurts of adolescence belched out their fumes, and these clouded and obscured my heart, so that it was impossible to distinguish the purity of love from the darkness of lust. Both of them together seethed in me, dragging my immaturity over the heights of bodily desire, and plunging me down into a whirlpool of sin. Your anger grew strong against me, but I was unaware of it. I had been deafened by the loud grinding of the chain of my mortality, the punishment for the pride of my soul, and I went even further away from yo.

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8.3 Intercultural CommunicationLearning Objectives1. Define in.docx

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8/4/13 9:06 AMLife in a Toxic Country - NYTimes.com Page 1 of 4http://www.nytimes.com/2013/08/04/sunday-review/life-in-a-toxic-country.html?ref=world&pagewanted=all&pagewanted=print August 3, 2013 Life in a Toxic Country By EDWARD WONG BEIJING — I RECENTLY found myself hauling a bag filled with 12 boxes of milk powder and a cardboard container with two sets of air filters through San Francisco International Airport. I was heading to my home in Beijing at the end of a work trip, bringing back what have become two of the most sought-after items among parents here, and which were desperately needed in my own household. China is the world’s second largest economy, but the enormous costs of its growth are becoming apparent. Residents of its boom cities and a growing number of rural regions question the safety of the air they breathe, the water they drink and the food they eat. It is as if they were living in the Chinese equivalent of the Chernobyl or Fukushima nuclear disaster areas. Before this assignment, I spent three and a half years reporting in Iraq, where foreign correspondents talked endlessly of the variety of ways in which one could die — car bombs, firefights, being abducted and then beheaded. I survived those threats, only now to find myself wondering: Is China doing irreparable harm to me and my family? The environmental hazards here are legion, and the consequences might not manifest themselves for years or even decades. The risks are magnified for young children. Expatriate workers confronted with the decision of whether to live in Beijing weigh these factors, perhaps more than at any time in recent decades. But for now, a correspondent’s job in China is still rewarding, and so I am toughing it out a while longer. So is my wife, Tini, who has worked for more than a dozen years as a journalist in Asia and has studied Chinese. That means we are subjecting our 9-month-old daughter to the same risks that are striking fear into residents of cities across northern China, and grappling with the guilt of doing so. Like them, we take precautions. Here in Beijing, high-tech air purifiers are as coveted as luxury sedans. Soon after I was posted to Beijing, in 2008, I set up a couple of European-made air purifiers used by previous correspondents. In early April, I took out one of the filters for the first time to check it: the layer of dust was as thick as moss on a forest floor. It nauseated me. I ordered two new sets of filters to be picked up in San Francisco; those products are much cheaper in the United States. My colleague Amy told me that during the Lunar New Year in February, a family http://topics.nytimes.com/top/reference/timestopics/people/w/edward_wong/index.html http://topics.nytimes.com/top/news/international/countriesandterritories/china/index.html?inline=nyt-geo 8/4/13 9:06 AMLife in a Toxic Country - NYTimes.com Page 2 of 4http://www.nytimes.com/2013/08/04/sunday-review/life-in-a-toxic-country..

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8. A 2 x 2 Experimental Design: - Quality and Economy (x1 and x2 as independent variables) Dr. Boonghee Yoo [email protected] RMI Distinguished Professor in Business and Professor of Marketing & International Business Make changes on the names, labels, and measure on the variable view. Check the measure. Have the same keys between “Name” and “Label.” Run factor analysis for ys (dependent variables). Select “Principal axis factoring” from “Extraction.” The two-factor solution seems the best as (1) they are over one eigenvalue each and (2) the variance explained for is over 60%. The new eigenvalues after the rotation. The rotated factor matrix is clear. But note that y3 and y1 are collapsed into one factor. If not you should rerun factor analysis after removing the most problematic item one at a time. Repeat this procedure until the rotated factor pattern has (1) no cross-loading, (2) no weak factor loading (< 0.5), and (3) an adequate number of items (not more than 5 items per factor). If a clear factor pattern is obtained, name the factors. Attitude and purchase intention (y3 and y1) Boycotting intention (y2) Compute the reliability of the items of each factor Make sure all responses were used. Cronbach’s a (= Reliability a) must be greater than 0.70. Then, you can create the composite variable out of the member items. Means and STDs must be similar among the items. No a here should be greater than Cronbach’s a. If not, you should delete such item(s) to increase a. Create the composite variable for each factor. BI = mean (y2_1,y2_2,y2_3) “PI” will be added to the data. Go to the Variable View and change its “Name” and “Label.” 8. A 2 x 2 Experimental Design: - Quality and Economy (x1 and x2 as independent variables) Dr. Boonghee Yoo [email protected] RMI Distinguished Professor in Business and Professor of Marketing & International Business BLOCK 1. Title and introductory paragraph. Title and introductory paragraph Plus, background questions BLOCK 2 to 5. Show one of four treatments randomly. x1(hi), x2 (hi) x1 (hi), x2 (low) x1 (low), x2 (hi) x1 (low), x2 (low) BLOCK 6. Questions. Manipulation check questions (multi-item scales) y1, y2, and y3 (multi-item scales) Socio-demographic questions Write “Thank you for participation.” The questionnaire (6 blocks) A 2x2 between-sample design: SQ (Service quality and ECON (Contribution to local economy) Each of the four BLOCKs consist of: The instruction: e.g., “Please read the following description of company ABC carefully.” The scenario: An image file or written statement (No questions inside the scenario blocks) Qualtrics Survey Flow (6 blocks) Manipulation check questions y1, y2, …, yn Questions to verify that subjects were manipulated as intended. For example, if the stimulus is dollar-amount price, the manipulation check.

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800 Words 42-year-old man presents to ED with 2-day history of dysuria, low back pain, inability to fully empty his bladder, severe perineal pain along with fevers and chills. He says the pain is worse when he stands up and is somewhat relieved when he lies down. Vital signs T 104.0 F, pulse 138, respirations 24. PaO2 96% on room air. Digital rectal exam (DRE) reveals the prostate to be enlarged, extremely tender, swollen, and warm to touch. In your Case Study Analysis related to the scenario provided, explain the following: The factors that affect fertility (STDs). Why inflammatory markers rise in STD/PID. Why prostatitis and infection happen. Also explain the causes of systemic reaction. Why a patient would need a splenectomy after a diagnosis of ITP. Anemia and the different kinds of anemia (i.e., micro, and macrocytic). .

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8.1 What Is Corporate Strategy? LO 8-1 Define corporate strategy and describe the three dimensions along which it is assessed. Strategy formulation centers around the key questions of where and how to compete. Business strategy concerns the question of how to compete in a single product market. As discussed in Chapter 6, the two generic business strategies that firms can follow to pursue their quest for competitive advantage are to increase differentiation (while containing cost) or lower costs (while maintaining differentiation). If trade-offs can be reconciled, some firms might be able to pursue a blue ocean strategy by increasing differentiation and lowering costs. As firms grow, they are frequently expanding their business activities through seeking new markets both by offering new products and services and by competing in different geographies. Strategic leaders must formulate a corporate strategy to guide continued growth. To gain and sustain competitive advantage, therefore, any corporate strategy must align with and strengthen a firm’s business strategy, whether it is a differentiation, cost-leadership, or blue ocean strategy. Corporate strategy comprises the decisions that leaders make and the goal-directed actions they take in the quest for competitive advantage in several industries and markets simultaneously.3 It provides answers to the key question of where to compete. Corporate strategy determines the boundaries of the firm along three dimensions: vertical integration along the industry value chain, diversification of products and services, and geographic scope (regional, national, or global markets). Strategic leaders must determine corporate strategy along the three dimensions: 1. Vertical integration: In what stages of the industry value chain should the company participate? The industry value chain describes the transformation of raw materials into finished goods and services along distinct vertical stages. 2. Diversification: What range of products and services should the company offer? 3. Geographic scope: Where should the company compete geographically in terms of regional, national, or international markets? In most cases, underlying these three questions is an implicit desire for growth. The need for growth is sometimes taken so much for granted that not every manager understands all the reasons behind it. A clear understanding will help strategic leaders to pursue growth for the right reasons and make better decisions for the firm and its stakeholders. WHY FIRMS NEED TO GROW LO 8-2 Explain why firms need to grow, and evaluate different growth motives. Several reasons explain why firms need to grow. These can be summarized as follows: 1. Increase profits. 2. Lower costs. 3. Increase market power. 4. Reduce risk. 5. Motivate management. Let’s look at each reason in turn. INCREASE PROFITS Profitable growth allows businesses to provide a higher return for their shareholders, or owners, if privately held. For publicly trade.

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8.0 RESEARCH METHODS These guidelines address postgraduate students who have completed course requirements and assumed to have sufficient background experience of high-level engagement activities like recognizing, relating, applying, generating, reflecting and theorizing issues. It is an ultimate period in our academic life when we feel confident at embarking on independent research. It cannot be overemphasized that we must enjoy the experience of research process and not look at it as an academic chore. To enable such a desired behaviour, these guidelines consider the research process in terms of the skills and knowledge needed to develop independent and critical styles of thinking in order to evaluate and use research as well as to conduct fresh research. The guidelines should be viewed as briefs which the Research Supervisors are expected to exemplify based on their own experience as well as expertise. 8.1 Chapter 1 - Introduction INTRODUCE the subject or problem to be studied. This might require the identification of key managerial concerns, theories, laws and governmental rulings, critical incidents or social changes, and current environmental issues, that make the subject critical, relevant and worthy of managerial or research attention. • To inform the Reader (stylistically - forthright, direct, and brief / concise), • The first sentence should begin with `This Study was intended to’….’ And immediately tell the Reader the nature of the study for the reader's interest and desire to read on. 8.1.1 The Research Problem What is the statement of the problem? The statement of the problem or problem statement should follow logically from what has been set forth in the background of the problem by defining the specific research need providing impetus for the study, a need not met through previous research. Present a clear and precise statement of the central question of research, formulated to address the need. 8.1.2 The Purpose of the Study What is the purpose of the study? What are the RESEARCH QUESTION (S) of the study? What are the specific objective (s) of the study? Define the specific research objective (s) that would answer the research Question (s) of the study. 8.1.3 The Rationale of the Study: 1. Why in a general sense? 2. One or two brief references to previous research or theories critical in structuring this study to support and understand the rationale. 3. The importance of the study for the reader to know, to fully appreciate the need for the study - and its significance. 4. Own professional experience that stimulated the study or aroused interest in the area of research. 5. The Need for the Study - will deal with valid questions or professional concerns to provide data leading to an answer - reference to literature helpful and appropriate. 8.1.4 The Significance of the Study: 1. Clearly .

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95 People of Appalachian Heritage Chapter 5 KATHLEEN W. HUTTLINGER and LARRY D. PURNELL Overview, Inhabited Localities, and Topography OVERVIEW Appalachia consists of that large geographic expanse in the eastern United States that is associated with the Appalachian mountain system, a 200,000-square-mile region that extends from the northeastern United States in southern New York to northern Mississippi. It includes all of West Virginia and parts of Alabama, Georgia, Kentucky, Maryland, Mississippi, New York, North Carolina, Ohio, Pennsylvania, South Carolina, Tennessee, and Virginia. This very rural area is characterized by a rolling topography with very rugged ridges and hilltops, some extending over 4000 feet high, with remote valleys between them. The surrounding valleys are often 2000 feet or more in elevation and give one a sense of isolation, peacefulness, and separateness from the lower and more heavily traveled urban areas. This isolation and rough topography have contributed to the development of secluded communities in the hills and natural hollows or narrow valleys where people, over time, have developed a strong sense of independence and family cohesiveness. These same isolated valleys and rugged mountains present many transportation problems for those who do not have access to cars or trucks. Very limited public transportation is available only in the larger urbanized areas. Even though the Appalachian region includes several large cities, many people live in small settlements and in inaccessible hollows or “hollers” (Huttlinger, Schaller- Ayers, & Lawson, 2004a). The rugged location of many communities in Appalachia results in a population that is often isolated from the mainstream of health-care services. In some areas of Appalachia, substandard secondary and tertiary roads, as well as limited public bus, rail, and airport facilities, prevent easy access to the area (Fig. 5–1). Difficulty in accessing the area is partially responsible for continued geographic and sociocultural isolation. The rugged terrain can significantly delay ambulance response time and is a deterrent to people who need health care when their health condition is severe. This is one area in which telehealth innovations can and often do provide needed services. Many of the approximately 24 million people who live in Appalachia can trace their family roots back 150 or more years, and it is common to find whole communities comprising extended, related families. The cultural heritage of the region is rich and reflected in their distinctive music, art, and literature. Even though family roots are strong, many of the region’s younger residents have left the area to pursue job opportunities in the larger urban cities of the north. The remaining, older population reflects a group that often has less than a high-school education, is frequently unemployed, may be on welfare and/or disability, and is regularly uninsured (20.4 per- cent) (Virginia He.

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9 781292 041452 ISBN 978-1-29204-145-2 Forensic Science From the Crime Scene to the Crime Lab Richard Saferstein Second Edition Fo re n sic Sc ie n c e Sa fe rste in Se c o n d Ed itio n Pearson New International Edition International_PCL_TP.indd 1 7/29/13 11:23 AM Forensic Science From the Crime Scene to the Crime Lab Richard Saferstein Second Edition Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk © Pearson Education Limited 2014 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior written permission of the publisher or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS. All trademarks used herein are the property of their respective owners. The use of any trademark in this text does not vest in the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks imply any affi liation with or endorsement of this book by such owners. ISBN 10: 1-269-37450-8 ISBN 13: 978-1-269-37450-7 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Printed in the United States of America Copyright_Pg_7_24.indd 1 7/29/13 11:28 AM ISBN 10: 1-292-04145-5 ISBN 13: 978-1-292-04145-2 ISBN 10: 1-292-04145-5 ISBN 13: 978-1-292-04145-2 Table of Contents P E A R S O N C U S T O M L I B R A R Y I 1. Introduction 1 1Richard Saferstein 2. Securing and Searching the Crime Scene 33 33Richard Saferstein 3. Recording the Crime Scene 51 51Richard Saferstein 4. Collection of Crime-Scene Evidence 83 83Richard Saferstein 5. Physical Evidence 107 107Richard Saferstein 6. Death Investigation 125 125Richard Saferstein 7. Crime-Scene Reconstruction 155 155Richard Saferstein 8. Fingerprints 167 167Richard Saferstein 9. Firearms, Toomarks, and Other Impressions 195 195Richard Saferstein 10. Bloodstain Pattern Analysis 235 235Richard Saferstein 11. Computer Forensics 257 257Richard Saferstein 12. Drugs 291 291Richard Saferstein 13. Forensic Toxicology 331 331Richard Saferstein II 14. Trace Evidence I: Hairs and Fibers 361 361Richard Saferstein 15. Trace Evidence II: Paint, Glass, and Soil 387 387Richard Saferstein 16. Biological Stain Analysis: DNA 415 415Richard Saferstein 17. Forensic Aspects of Fire and Explosion Investigation 457 457Richard Saferstein 18. Document Examination 487 487Richard Saferstein 19. Appendix: Guides to the Collection of Physical Evidence–FBI 511 511Richard Saferstein 20. Appendix: Instructions for Collecting Guns.

9 781292 041452ISBN 978-1-29204-145-2Forensic Science.docx

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8-10 slide Powerpoint The example company is Tesla. Instructions As the organization’s top leader, you are responsible for communicating the organization’s strategies in a way that makes the employees understand the role that they play in helping to achieve the organization’s strategies. Design a presentation that explains the following: The company is Tesla 1. Your Organization's Mission and Vision 2. Your organization’s overall strategies and how they align with the Mission and Vision 3. At least five of your organization’ strategic SMART goals that align with the overall organizational strategy 4. At least three different departments’ specific roles in helping to achieve those strategic SMART goals 5. This can be a PowerPoint presentation with a voice-over or it can be a video presentation. Length: 8 – 10 slides, not including title and reference slide. Notes Length: 200-250 words for each slide. References: Include a minimum of five scholarly resources. I will do the voice over. I do not need a separate document of speaker notes as long as the PowerPoint has the requested 200-250 words for each slide .

8-10 slide Powerpoint The example company is Tesla.Instructions.docx

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8 Network Security April 2020 FEATURE Are your IT staff ready for the pandemic-driven insider threat? Phil Chapman Obviously the threat to human life is the top concern for everyone at this moment. But businesses are also starting to suffer as productivity slips globally and the workforce itself is squeezed. The UK Government’s March budget did announce some measures, especially for small and medium-size enterprises (SMEs), that will make this period slightly less painful for organisations. However, as is apparent from the tank- ing stock market (the FTSE 100 has hit levels not seen since June 2012) the economy and pretty much all businesses in the country (unless you produce hand sanitiser) are going to suffer. There is no time like now for the UK to embrace its mantra of ‘keep calm and carry on’ because that is what we must do if we’re going to keep business flowing. For the IT department at large there is lots of urgent work to do to ensure that the business is prepared to keep running smoothly even if people are having to work remotely. The task at hand for cyber security professionals is arguably even larger as Covid-19 is seeing cyber criminals capitalising on the fact that the insider threat is worse than ever, with more people working remotely from personal devices than many IT and cyber security teams have likely ever prepared for. This article will argue that the cyber security workforce, which is already suffering a digital skills crisis, may also be lacking the adequate soft skills required to effectively tackle the insider threat that has been exacerbated by the pandemic. It will first examine the insider threat, and why this has become so much more insidious because of Covid- 19. It will then look into the essential soft skills required to tackle this threat, before examining how organisations can effectively implement an apprentice- ship strategy that generates professionals with both hard and soft skills, including advice from the CISO of globally respected law firm Pinsent Masons, who will provide insight into how he is making his strategy work. It will conclude that many of these issues could be solved if the industry didn’t rely so heavily on recruiting graduates and rather looked towards hiring apprentices. The insider threat In the best of times, every cyber-professional knows that the biggest threat to an organisation’s IT infrastructure is people, both malicious actors and – much more often – employees and partners making mistakes. The problem is that people lack cyber knowledge and so commit careless actions – for example, forwarding sensitive information to the wrong recipient over email or plug- ging rogue USBs into their device (yes, that still happens). Cyber criminals capitalise on this ignorance by utilising social engineering tactics ranging from the painfully simple, like fake emails from Amazon, to the very sophisticated, such as.

8Network Security April 2020FEATUREAre your IT staf.docx

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9 781292 041292 ISBN 978-1-29204-129-2 Movies and Meaning An Introduction to Film Stephen Prince Sixth Edition M o v ie s a n d M e a n in g P rin c e Sixth Ed itio n Pearson New International Edition International_PCL_TP.indd 1 7/29/13 11:23 AM Movies and Meaning An Introduction to Film Stephen Prince Sixth Edition Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk © Pearson Education Limited 2014 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior written permission of the publisher or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS. All trademarks used herein are the property of their respective owners. The use of any trademark in this text does not vest in the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks imply any affi liation with or endorsement of this book by such owners. ISBN 10: 1-269-37450-8 ISBN 13: 978-1-269-37450-7 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Printed in the United States of America Copyright_Pg_7_24.indd 1 7/29/13 11:28 AM ISBN 10: 1-292-04129-3 ISBN 13: 978-1-292-04129-2 ISBN 10: 1-292-04129-3 ISBN 13: 978-1-292-04129-2 Table of Contents P E A R S O N C U S T O M L I B R A R Y I Glossary 1 1Stephen Prince 1. Film Structure 13 13Stephen Prince 2. Cinematography 57 57Stephen Prince 3. Production Design 95 95Stephen Prince 4. Acting 121 121Stephen Prince 5. Editing: Making the Cut 149 149Stephen Prince 6. Principles of Sound Design 187 187Stephen Prince 7. The Nature of Narrative in Film 229 229Stephen Prince 8. Visual Effects 287 287Stephen Prince 9. Modes of Screen Reality 325 325Stephen Prince 381 381Index II G L O S S A R Y 3D digital matte A matte painting that has been camera mapped onto a 3D geometrical model in computer space. The digital matte can then be moved or rotated to simulate the perspective of a moving camera. See also camera mapping . Additive Color Mixing A system used for creating color on television where red, blue, and green lights are mixed together to create all other hues. ADR Automated dialogue replacement (ADR) is a post- production practice in which actors re-record lines of dialogue or add new ones not present at the point of filming. Computer software enables proper synching of these lines with the performer’s lip movements as recorded on film. Aerial Image Printing Method of producin.

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88 C H A P T E R 7 Creating IT Shared Services1 1 This chapter is based on the authors’ previously published article, McKeen, J. D., and H. A. Smith. “Creating IT Shared Services.” Communications of the Association for Information Systems 29, Article 34 (October 2011): 645–656. Reproduced by permission of the Association for Information Systems. A “shared service” is the “provision of a service by one part of an organization where that service had previously been found in more than one part of the organization. Thus the funding and resourcing of the service is shared and the providing department effectively becomes an internal service provider” (Wikipedia 2014). The key idea is “sharing” within an organization. It suggests centralization of resources, uniformity of service, consistent processes for service provisioning, econo- mies of scale, reduced headcount, and enhanced professionalism. As such it has definite appeal for IT organizations, and creating them has been identified as one of the effective habits of successful CIOs (Andriole 2007). For the business, an IT shared service is also appealing but for a different set of reasons. Although the promise of reducing costs, time, and complexity through reuse and the ability to leverage IT skills and knowledge are attractive, they rank a distant second to the ability to free up resources by transferring responsibility for a noncore activity to another organizational body. Not surprisingly, the successful creation of a shared service is by necessity an exercise in goal alignment (between the business and IT) coupled with a strategy for goal attainment. A shared services organization constitutes an alternate business model. Therefore, the decision to adopt a shared services model entails a number of critical questions for management, such as What are the key attributes of a good candidate for a shared service? How should a shared service be organized, managed, and governed? What is the relationship between shared services and the parent organization? What can be learned from experience with a shared services model? What theoretical and practical insight is offered by published studies of shared services? This chapter explores these questions. It begins with a review of the published literature to provide some definitional clarity concerning the shared services model � $IBQUFS�� r� $SFBUJOH�*5�4IBSFE�4FSWJDFT 89 and to differentiate shared services from other closely related models. The remainder of the chapter focuses on the key management issues surrounding the IT shared services model, including the pros and cons, key organizational factors, and identifying candidate shared services. It concludes with an integrated shared services conceptual model and recommendations for moving toward successful shared services in IT. IT SHARED SERVICES: AN OVERVIEW As already noted, the key high-level concepts of a shared service are that a single group within the o.

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750 word,presents a case study that illuminates broader issues i.docx

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8 INSTRUCTIONS: FOR THE MULTIPLE CHOICE QUESTIONS, BOLD OR HIGHLIGHT YOUR CHOICE OF THE CORRECT ALTERNATIVE. FOR THE ESSAY QUESTIONS, ANSWER THE TWO QUESTIONS INDICATED IN BOLD – PLEASE INSERT A PAGE BREAK BETWEEN THE TWO ANSWERS. ===================================================================== 1. Ittelson proposed four components to environmental perception. These components were: a. structure, function, utility, and complexity b. line, form, color, and texture c. cognitive, affective, interpretive, and evaluative d. complexity, mystery, convergence, and enframement 2. The descriptive approach to environmental assessments incorporates artistic and architectural principles of line, form, color, and texture. This view also believes that "dominance principles" influence our perceptions, as well. Which one of the following is one of these dominance principles? a. arousal b. mystery c. enframement d. overstimulation 3. If you were to draw a cognitive map of the city or town in which you live, and you mentally move through the environment, drawing what you “see” in your memory, then this pattern suggests that your map is stored in memory in which way? a. proportional b. adaptational c. imaginal d. propositional 4. Cognitive maps with the most detail typically are drawn by those who: a. usually walk through the environment b. usually drive through the environment in private cars c. usually take public transportation through the environment d. are relatively new to the environment, as they tend to pay greater attention to the details 5. Newcomers to areas typically begin their cognitive maps with which feature? a. limits b. paths c. districts d. landmarks 6. A researcher has a digital recording of construction sounds - hammers, cement mixers, drills, and jackhammers. A sample of 100 college students is randomly divided into two groups and placed in identical rooms located at different ends of the same building on a college campus. This recording is played at 50 dB (a measure of sound intensity) to those in one room while they perform a proofreading task. At the same time, the recording is played at a more intense sound level (75 dB) to the other group, while they do the same proofreading task. The number of errors made by these two groups of students is compared statistically. What research method did this researcher use to study the effects of noise on this cognitive task? a. an experimental method b. a quasi-experimental (ex post facto) method c. a correlational method d. an accretion method 7. The COVID-19 pandemic is creating a great deal of stress for many people for a number of reasons. Clinical psychologists have predicted that the mental health of people living in the various “hotspots” of the virus, such as New York/New Jersey, Michigan, and Washington state, will be more severely impacted than those living in areas with fewer cases. Once the various l.

8INSTRUCTIONS FOR THE MULTIPLE CHOICE QUESTIONS, BOLD OR.docx

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8.1 Assignment Case Study #1 Psychological Aspects of Violent Crime Week 8 Case Studies Jim, a 48-year-old engineer, works at a medium-size engineering firm. He has been employed with the firm for 16 years. He is described by co-workers as serious and thin-skinned, having no sense of humor, and distrusting of others. He lives alone, does not socialize with his neighbors, and often engages in angry accusations of something the neighbors or their children did that caused him distress or offended him in some way. He holds grudges forever, seemingly holding on to every real or perceived slight he has ever experienced. Jim is constantly writing letters to the utility company, city officials, and his congressional leaders about the injustices constantly inflicted upon him. ckley, C., Mack, S., Beyer, K., & Erdberg, P. (2010). Investigative and forensic interviewing: A personality-focused approach . Boca Raton, FL: CRC Press. Chapter 7, “The Paranoid Personality” (pp. 125–142) Chapter 8, “The Schizotypal Personality” (pp. 143–162) In a 3- to 5-page paper: Identify and explain features in the primary offender that are consistent with Cluster A personalities. Explain how these features differ from features that characterize Cluster B personalities. Explain crimes that Cluster A personalities are more likely to commit. Explain three challenges of working with individuals with Cluster A personalities and recommend strategies for overcoming those challenges. Recommend at least three strategies to implement when interviewing offenders with Cluster A personalities. Support your rationale with references to the Learning Resources and other academic sources. Main Discussion Posting Content Excellent - above expectations Points Range: 21.6 (54%) - 24 (60%) Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas. Points Range: 19.2 (48%) - 21.57 (53.92%) Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas. Points Range: 16.8 (42%) - 19.17 (47.93%) Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. Points Range: 0 (0%) - 16.77 (41.93%) Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is inco.

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2. 3) 4) Resp. Resp. 5) 6) Resp. Resp. 7) 8) Resp. Resp.

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6. Resp. Resp. 31) 32) Resp. Resp. III. Teorema fundamental del Cálculo. Encuentra las siguientes derivadas: 1) 2) Resp. Resp.

7. 3) 4) Resp. Resp. IV. Propiedades de la integral definida. 1) Suponga que f y g son integrables y que , , . Determine lo siguiente: a) b) c) Resp. 1) 4b) -2 c) -21 2 cm ( ) dx x x / cos / ò

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15. ò - = 8 1 2 dx x f ( ) ò = 8 3 5 dx x f ( ) ò = 8 3 2 dx x g ( ) ò - 8 1 2

16. dx x f ( ) ( ) ( ) ò - 8 3 6 2 dx x g x f ( ) ò 3 1 3 dx x f C x x x + - -

17. 7 25 3 3 3 5 2 C x x x + - + 2 2 6 2 1 6 ò ÷ ø ö ç è æ - dx x 3 3 1 1 ò -

18. dx x x x 2 3 C x ln x x x + + - + 3 2 3 2 9 9 - C x x + - 2 2 3 3 2

19. ( ) ò + dx x cot x tan 2 ò + dx x cos x sin x cos 2 C x cot x tan + - C x cos x sin + + ò x