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E FEMALE CRIMINALS
Aileen Wuornos was a female serial killer. The Learning
Resources focus on Wuornos’ lengthy criminal history
leading up to the murders. Her history provides insight
as to why she was a career criminal and ultimately, a
serial killer.
For this Assignment, you will focus on a female serial
killer of your choice. The Assignment requires you to
answer a series of questions regarding your chosen
female serial killer’s background and significant life
events, tracing them through childhood and into
adulthood. Taking this into account, you must also
select three criminological theories that might explain
her crimes.
Create a 14 slide PowerPoint presentation using the
Walden University presentation template. E In
addition, include audio narration that addresses the
following:
1. Provide a chronological overview of the female
serial killer’s family background and identify
significant life events that occurred from birth to
teenage years (3 slides).
2. Provide a chronological overview of the female
serial killer’s crimes and significant life events that
occurred from teenage years through the serial
murders she committed (5 slides).
3. Select three criminological theories and describe
how each theory explains her crimes (6 slides – 2

Write a three-page paper discussing an incident, object, image, and so on, which demonstrates the power of literacy or, conversely the weakness of illiteracy in one of the works we read. You may want to define literacy in sense that it is usually used—as the ability to read and write—or you may wish to consider an idea of folk literacy and illiteracy. In this idea of folk literacy, a protagonist who is illiterate in the normal sense is literate in a folk sense, and is able to best his enemy who is folk illiterate. A WORD (OR TWO) TO THE WISE: it is better to be focused and specific rather than cosmic and universal (and over-general). Less is usually more. Required text Jarrett, Gene Andrew, editor, Wiley Blackwell Anthology of African American Literature, Volume I, 1746-1920

Instructions: –

Please follow the rubric below:

You are going to write a simple Digital Circuit Design program that electronics engineers could use to design and test simple digital circuits. It will allow you to create various kinds of logic gates (AND/OR/NOT etc.), input sources and output lamps, move them around the design window, add wires to connect them together, and so on. Each logic gate and wire will be represented in the program by an object with methods like Draw, and properties like Left and Top. You are given a very simple working version of this digital circuits program, which only handles AND gates and wires. Your first task will be to refactor this program to use inheritance, so that it is easier to add new kinds of logic gates. After you have done this, and added several new kinds of logic gates, you will add evaluation methods to the gates, so that each gate behaves like a real digital gate and computes its output signal based on what inputs it is connected to. The final step will be to add support for compound circuits – so that an engineer can design a small circuit, then group all the gates in that circuit into one “uber-gate”, which can be moved around, copied and reused as a single object. For example, this could be used to create a half-adder gate from several simple gates, then two copies of that half-adder could be combined to give a 1-bit full adder.

Step 1: Becoming familiar with the example program Download the example Circuits.zip file from Moodle and unzip it in your COMPX102 directory. Open up the CircuitsCircuits.sln file with Visual Studio and explore the code and run the program until you understand how it works. Read the documentation at the top of each class to get an overview of the program.

Step 2: Creating an abstract Gate superclass (1 mark) This is the most important step of this project. You must create a new Gate class, then move some of the AndGate methods, properties and variables up into your new Gate class. Which ones should you move up? The ones that seem to be useful for all kinds of Gates, and are not specific to AND gates. Then change your AndGate class so that it inherits from Gate. Don’t forget to make methods virtual. [Note: It would also be possible to change the Wire class to be a subclass of Gate if you want, but the advantages of doing this seem reasonably minor to me.] Next change all the references to AndGate in the Form1 class so that they use Gate objects instead. (The only call to AndGate that you will need to keep is the one in the buttonAnd_Click handler, where a new AndGate object is created and put into the currentGate variable, which will now be of type Gate). Make sure that your program runs correctly, and test its behaviour. If you find that your Gate class needs to define a method (like Draw), so that Form1 can call it, but the implementation code inside that method is obviously specific to AND gates, then make it an abstract method in the Gate class and override it with the correct implementation in the AndGate subclass. For example: public abstract void Draw(..); //in Gate class public override void Draw(..) { … } //in AndGate class Once you have done this successfully, you have generalized your Form1 program so that it can work on all kinds of Gates, not just AND gates! In the rest of this assignment, we will be adding lots of interesting kinds of new Gates by implementing new subclasses. However, your Form1 code must not change very much as these subclasses are added. Assignment 1: Digital Circuit Design 3 Typically, you will have to just add one button click handler for each new subclass, which creates an instance of that subclass and assigns it to the newGate variable. The goal is to make as few changes to Form1.cs as possible throughout the rest of this assignment. This shows how a good object-oriented design allows us to add new functionality to a program by just adding new subclasses to it.

Step 3: New Logic Gates (1 mark each) Now implement two new kinds of Gates: OR gates and NOT gates. Each of these will be a subclass of Gate, so must override various Gate methods and maybe add some extra methods. Each of these subclasses is worth one mark. Note that your new gates should turn red when selected, just like an AndGate does. As well as OR and NOT gates, you could implement a PAD gate, which is just a small rectangle with one input pin and one output pin. For each subclass you create, you should add a button to the toolbar with a handler that creates a new instance of your subclass, and assigns it to the newGate variable. This allows the engineer to drag it into the circuit and position it with a click.

Step 4: Input Sources and Output Lamps (1 mark each) Add a new subclass of Gate called InputSource. This should have no input pins and just one output pin. It should contain a boolean variable that says whether the output pin is currently high voltage (which represents a true value being output) or a zero voltage (which represents a false value being output). An InputSource gate should look different when its boolean value is high. For example, the inside of the gate might be a different colour (avoid red), or it might display a “1” or “0” to show its on/off status. Each time an InputSource gate is selected, its boolean value should toggle. That is, selecting it once should change the boolean value from false (the default) to true, then selecting it again should change it from true back to false. Similarly, create another subclass of Gate called OutputLamp. This will have one input pin and no output pins. Like the InputSource, it contains a boolean variable that records its current on/off status. It should glow like a small coloured lamp when that variable is true, and be dark when it is false. Add buttons for both of these new subclasses of Gate, and then test that you can add them to circuits and use wires to connect them to other gates.

Step 5: Evaluation Facilities (2 marks) Now extend your Gate class by adding an abstract Evaluate() method that returns a boolean result. Each subclass will implement this method in a different way, so that it computes the correct logical result for that kind of gate. For example, the Evaluate() method of an InputSource will just return its internal on/off boolean variable. The Evaluate() method of the AndGate class will return true if both the input pins evaluate to true, COMPX102 4 or false otherwise. (If an input pin is not connected to a wire, you should display an error message and assume that the pin is false.) The code to do this will look something like this (you should extend this to handle notconnected pins): Gate gateA = pins[0].InputWire.FromPin.Owner; Gate gateB = pins[1].InputWire.FromPin.Owner; return gateA.Evaluate() && gateB.Evaluate(); The Evaluate() method of an OutputLamp will evaluate its input pin (like gateA of the AndGate code) and set its internal on/off boolean variable to the result of this evaluation. So the output lamps trigger a series of Evaluate() calls to other gates in the circuit, then they display and remember the boolean results of the evaluations. Add a toolbar button, “Evaluate”, whose handler loops through all the gates and asks each OutputLamp to evaluate itself. (Use the C# is or as operators to find out which gates are OutputLamps). To test your evaluation functions, use your program to design an exclusive-or circuit with two InputSources and one OutputLamp.

Step 6: Copy and Paste of Gates (1 mark) Now extend your Gate class by adding an abstract Clone() method that returns a fresh copy of the gate. Each subclass will implement this in a different way, by making a copy of itself. Note that it will also need to make a clone of each of its pins. Add a “Copy” button to the toolbar, that calls the Clone() method of the currently selected gate (if a gate is selected) and assigns it to the newGate variable. This will allow engineers to copy a single gate. Not very useful, but this feature can become much more useful once you’ve implemented compound gates.

Step 7: Compound Gates (6 marks) A very powerful and useful feature of most digital circuit editors is that they allow a collection of Gates to be grouped together into one compound Gate. The resulting compound Gate can then be treated as a new primitive Gate, selected as one whole group, moved around together, and maybe copied and pasted etc. Implement a Compound class, which will be another subclass of Gate, but will contain a list of Gate objects and an AddGate method that adds a Gate to that list. Add a “Start Group” button to the toolbar, whose handler creates a new empty Compound gate and stores it in a new instance variable of Form1, called newCompound. If a Gate is selected while newCompound is non-null, that gate is added into the newCompound object. Then add an “End Group” button to the toolbar, with a handler that moves newCompound into newGate and resets newCompound to null.

Task

For this assignment, you will record a PowerPoint presentation with audio or video presenting your business report. Please note that you are encouraged to record yourself on video for practice, but you can choose to only record an audio presentation without it impacting your grade.  

Here are a couple of tips to consider that will help make your presentation successful:

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• Use your executive summary to help you determine the content for your presentation.
  Writing that summary has already helped you determine the key points of your report. Putting together your PowerPoint presentation then becomes a matter of translating the summary into PowerPoint slides.
• Remember, a good PowerPoint presentation doesn’t try to put too much information on a single slide. It’s okay to have more than ten slides. Think of your PowerPoint presentation as a visual equivalent of your executive summary.
• While it’s okay to have more than ten slides, too many slides can kill the effectiveness of a presentation. Fifteen slides may be acceptable, but more slides than that include perhaps too much detail for a presentation.

INTERIOR ENVIROMENTS PERSUASIVE PROPOSAL

Task: Craft a proposal for a persuasive, 1200 – 1500 word essay, that includes a thesis statement (your main argument) and an outline. Your paper will dive into the topic Art and the History of Interior Design Environment BEFORE 1900 as covered in the History of Interiors course.

Submission Requirements

Submit a brief proposal that includes your thesis statement and an outline of the critical points you will explore in your paper.

Learning Objectives

Critical Thinking:

·        Analyze historical movements in interior environments and connect them to broader cultural, social, or technological themes.

·        Formulate a compelling argument related to the course material.

 Research Skills:

·        Conduct preliminary research to find credible sources and historical evidence.

·        Synthesize information to support your thesis.

Thesis Development:

·        Create a clear and specific thesis statement reflecting your stance on the topic.

·        Focus on broad topics into manageable research questions.

 Organizational and Writing Skills:

·        Develop a logical outline that supports your thesis.

·        Write a concise and persuasive proposal that communicates your research plan.

 Persuasive Techniques:

·        Apply logical reasoning and evidence-based arguments, and address counterarguments to strengthen your position.

Course Engagement:

·        Deepen your understanding of the history of interior environments by exploring connections to more significant historical trends.

·        Contribute original insights to class discussions.

STEPS TO COMPLETE THE ASSIGNMENT

1)     Preliminary Research

a.     Explore textbooks, academic journals, and reputable websites.

b.     Identify controversies or debates within your area of interest.

c.      Find connections between your topic and historical movements discussed in class.

2)     Generate Potential Directions

a.     List different angles or perspectives on your topic.

b.     Organize ideas into categories to help narrow your focus.

3)     Select Your Focus

a.     Choose the most intriguing angle.

b.     Ensure there are sufficient resources to support your research.

4)     Narrow Down Your Topic

a.     Focus on a specific issue within your topic.

b.     Develop a thesis statement that clearly states your argument.

5)     Create an Outline

a.     Structure your argument with a detailed outline.

b.     Consider using a mind map to organize your thoughts.

6)     Submission Requirements

a.     Submit a brief proposal that includes your thesis statement and an outline of the critical points you will explore in your paper.

DUE DATE: SEPT 17

Assessment Description As an individual who will be in a leadership role within an organization, having a strong working knowledge of the organizational policies and regulations and the legal basis on.

Certainly! Here’s a brief overview on the importance of understanding organizational policies, regulations, and legal frameworks for a leadership role:

ssessment Overview:

As a future leader, it’s crucial to have a solid grasp of organizational policies and regulations. Understanding these elements ensures compliance with laws and ethical standards, fostering a positive work environment. It enables effective decision-making, risk management, and the ability to navigate challenges. Additionally, knowledge of legal frameworks helps in protecting the organization from potential liabilities and enhancing overall organizational integrity.

CASE STUDY:

Case Vignette—Joshua Presenting Situation Joshua is a 12 year old boy who attends Middle School as a 6th grader. Joshua has been in placement with his grandmother for several months. His behavior has been on the decline since his middle sibling was recently placed in the home with him. He was strongly reactive to any signs that his sister was receiving more attention than he was. He becomes easily angered, his moods shift from constricted to volatile, with frequent angry outbursts, that carryover to and interfere with school. Joshua shows multiple signs of arousal (e.g., difficulty sleeping, impaired concentration, edginess and irritability). He was recently diagnosed with oppositional defiant disorder and ADHD although he doesn’t yet have an IEP. In school, he is taking the following classes: Remedial Reading, Math, 6th grade Science, Art, Social Studies and P.E. His favorite class is Art and the Remedial Reading class is his least favorite. He is at least two years behind in reading. When he is in a happy mood, Joshua is talkative and social with his peers. Joshua’s grandmother, who has her own history of childhood trauma, has become more depressed and overwhelmed by his emotional outbursts and she has had difficulty providing consistent caretaking to either of the children, including sending them to school. She is reluctant to make contact with the school as it just adds one more overwhelming responsibility to her life. Trauma History Joshua has been in the care of his Grandmother since he was 18 months old at which time Child Protective Services removed him from his parents’ care due to neglect, physical abuse and parental substance abuse. When initially interviewed by CPS the mother acknowledged that she was under tremendous stress due to an often violent relationship with her husband. She admitted that caring for Joshua was difficult because he was often irritable and rejecting of her attempts to console him. At other times, he was very restless and clingy toward the mother, especially when the father was present. She also said Joshua was “slow to develop.” The mother admitted that she and her husband had a history of drug and alcohol abuse. At age 5, an attempt to reunify Joshua with his parents failed when he was once again removed from their care due to a report made by his Kindergarten of seeing bruises on Joshua’s legs and arms. He was placed back in care with his grandmother and has been with her since. His parents have separated and he only sees his mother at family events and holidays. He has had no contact with his father since the second set of allegations was substantiated when he was 5

TEMPLATE

Patient Name: XXX
MRN: XXX

Date of Service: 01-27-2020

Start Time: 10:00 End Time: 10:54

Billing Code(s): 90213, 90836
(be sure you include strictly psychotherapy codes or both E&M and add on psychotherapy codes if prescribing provider visit)

Accompanied by: Brother

CC: follow-up appt. for counseling after discharge from inpatient psychiatric unit 2 days ago

HPI: 1 week from inpatient care to current partial inpatient care daily individual psychotherapy session and extended daily group sessions

S- Patient states that he generally has been doing well with depressive and anxiety symptoms improved but he still feels down at times. He states he is sleeping better, achieving 7-8 hours of restful sleep each night. He states he feels the medication is helping somewhat and without any noticeable side-effects.
Crisis Issues: He states he has no suicide plan and has not thought about suicide since the recent attempt. He states has no access to prescription medications, other than the fluoxetine. He believes the classes he participated in while inpatient have helped him with coping mechanisms.
Reviewed Allergies: NKA
Current Medications: Fluoxetine 10mg daily
ROS: no complaints

O-
Vitals: T 98.4, P 82, R 16, BP 122/78
PE: (not always required and performed, especially in psychotherapy only visits)
Heart- RRR, no murmurs, no gallops
Lungs- CTA bilaterally
Skin- no lesions or rashes
Labs: CBC, lytes, and TSH all within normal limits

Results of any Psychiatric Clinical Tests: BAI=34

MSE:
Gary Davis, a 36-year-old white male, was disheveled and unkempt on presentation to the outpatient office. He was wearing dirty khaki pants, an unbuttoned golf shirt, and white shoes and appeared slightly younger than his stated age. During the interview, he was attentive and calm. He was impatient, but polite in his interactions with this examiner. Mr. Davis reported that today was the best day of his life, because he had decided he was going to be better and start his own company. His affect was labile, but appropriate to the content of his speech (i.e., he became tearful when reporting he had “bogeyed number 15” in gold yesterday). His speech was loud, pressured at times then he would quickly gain composure to a more neutral tone. He exhibited loosening of associations and flight of ideas; he intermittently and unpredictably shifted the topic of conversation from golf, to the mating habits of geese, to the likelihood of extraterrestrial life. Mr. Davis described grandiose delusions regarding his sexual and athletic performance. He reported no auditory hallucinations. He was oriented to time and place. He denied suicidal and homicidal ideation. He refused to participate in intellectual- or memory-related portions of the examination. Reliability, judgment, and insight were impaired.

A – with (ICD-10 code)
Differential Diagnoses:
1. choose 3 differential diagnoses
2.
3.
Definitive Diagnosis:
Major Depressive Disorder, recurrent, without psychotic features F33.4
Generalized Anxiety Disorder F41.1

P- Continue Fluoxetine increasing dose to 20mg.

Continue outpatient counseling: partial inpatient program continued with individual and group sessions

Non-pharmacological Tx: Psychotherapy Modality used: CBT
Pharmacological Tx: (be specific and give detailed Rx information)
Education: discussed smoking cessation
Reviewed medication side effects and adherence importance
Follow-up: in one week or earlier if any depressive symptoms worsen.
Referrals: none at this time

GRADING RUBRIC:

Assignment Criteria Level III Level II Level I Not Present
Criteria 1 Level III Max Points
Points: 8 Level II Max Points
Points: 6.4 Level I Max Points
Points: 4.8 0 Points
Subjective Information
● Complete and concise summary of pertinent information. ● Well organized; partial but accurate summary of pertinent information (>80%). ● Poorly organized and/or limited summary of pertinent information (50%-80%); information other than “S” provided. ● Does not meet the criteria
Assignment Criteria Level III Level II Level I Not Present
Criteria 2 Level III Max Points
Points: 8 Level II Max Points
Points: 6.4 Level I Max Points
Points: 4.8 0 Points
Objective Information
● Complete and concise summary of pertinent information. ● Partial but accurate summary of pertinent information (>80%). ● Poorly organized and/or limited summary of pertinent information (50%-80%); information other than “O” provided. ● Does not meet the criteria
Assignment Criteria Level III Level II Level I Not Present
Criteria 3 Level III Max Points
Points: 8 Level II Max Points
Points: 6.4 Level I Max Points
Points: 4.8 0 Points
Assessment: Problem Identification and Prioritization ● Complete problem list generated and rationally prioritized; no extraneous information or issues listed.

● Most problems are identified and rationally prioritized, including the “main” problem for the case (>80%). ● Some problems are identified (50%-80%); incomplete or inappropriate problem prioritization; includes nonexistent problems or extraneous information included. ● Does not meet the criteria
Criteria 4 Level III Max Points
Points: 8 Level II Max Points
Points: 6.4 Level I Max Points
Points: 4.8 0 Points
Assessment: Assessment of Current Psychiatric & Medical Condition(s) or Drug Therapy-related Problem ● An optimal and thorough assessment is present for each problem ● An assessment is present for each problem listed but not optimal ● Assessment is present for 50-80% of problems ● Does not meet the criteria

Assignment Criteria Level III Level II Level I Not Present
Criteria 5 Level III Max Points
Points: 6 Level II Max Points
Points: 4.8 Level I Max Points
Points: 3.6 0 Points
Assessment: Treatment Goals ● Appropriate and relevant therapeutic goals for each identified problem. ● Appropriate therapeutic goals for most identified problems (>80%). ● Appropriate therapeutic goals for a few identified problems (50%-80%). ● Less than 50% of problems have appropriate therapeutic goals.
Assignment Criteria Level III Level II Level I Not Present
Criteria 6 Level III Max Points
Points: 6 Level II Max Points
Points: 4.8 Level I Max Points
Points: 3.6 0 Points
Plan: Treatment Plan ● Specific, appropriate and justified recommendations (including drug name, strength, route, frequency, and duration of therapy) for each identified problem are included. ● Includes most of the requirements for each identified problem (>80%). ● Incomplete and/or inappropriate for a few identified problems (50%-80%); information other than “P” provided. ● Less than 50% of problems have an appropriate and complete treatment plan.
Criteria 7 Level III Max Points
Points: 6 Level II Max Points
Points: 4.8 Level I Max Points
Points: 3.6 0 Points
Plan: Counseling, Referral, Monitoring & Follow-up ● Specific patient education points, monitoring parameters, follow-up plan and (where applicable) referral plan for each identified problem. ● Patient education points, monitoring parameters, follow-up plan and referral plan (where applicable) for >80% of identified problems. ● Patient education points, monitoring parameters, follow-up plan and referral plan (where applicable) for a few identified problems (50%-80%). ● Less than 50% of problems include appropriate counseling, monitoring, referral and/or follow-up plan.
Maximum Total Points 50 40 30
Minimum Total Points 41 points minimum 31 points minimum 1 point minimum

Updated 3/2/2023

Prior to beginning your written assignment read the Criminal ProcedureLinks to an external site. article, Right to a Speedy and Public Trial – Public TrialLinks to an external site. article, the Right to Confront WitnessLinks to an external site. article, Right to CounselLinks to an external site. article and review the Supreme Court Opinions synopses.

 Read the following case scenario:

 In the ongoing war on terrorism, the new president has proposed expanding the jurisdiction of the Foreign Intelligence Surveillance Court (FISA). FISA is a U.S. federal court established and authorized under the Foreign Intelligence Surveillance Act of 1978 to oversee requests for surveillance warrants against foreign spies inside the United States by federal law. The new president’s proposed Secret Terrorism Trial Bill will expand the jurisdiction of the FISA to hold secret, non-public trials of accused terrorists for any planned or actual acts of terrorism on U.S. soil. The bill will also allow witnesses to testify before the FISA Court by remote video with their identities kept secret from the accused and any defense team. The stated purpose for the secrecy is to allow trials of terrorists without giving them a public platform for their radical ideology and to allow witnesses to testify without fear of reprisals from terrorist groups such as ISIS or Al-Qaeda.

 Write a paper addressing the following:

 Explain whether the proposed Secret Terrorism Trial Bill violates the Sixth Amendment right to a public trial,

Describe whether the proposed Secret Terrorism Trial Bill violate the Sixth Amendment right to confront the witnesses against you.

Explain whether the government’s overriding need to fight terrorism outweighs the Sixth Amendment rights of the accused.

Identify whether the Sixth Amendment applies to terrorists since the writers of the Constitution could not have envisioned mass shootings and suicide bombers.

 The Secret Trial paper

 Must be 500 to 750 words in length (not including title and references pages) and formatted according to APA style as outlined in the University of Arizona Global Campus Writing Center’s APA StyleLinks to an external site.

Must include a separate title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

 For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013Links to an external site..

Must utilize academic voice. See the Academic VoiceLinks to an external site. resource for additional guidance.

Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

For assistance on writing Introductions & ConclusionsLinks to an external site. as well as Writing a Thesis StatementLinks to an external site., refer to the University of Arizona Global Campus Writing Center resources.

Must use at least three court cases and one scholarly source.

The Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

To assist you in completing the research required for this assignment, view this University of Arizona Global Campus Library Quick ‘n’ DirtyLinks to an external site. tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.

Must document any information used from sources in APA style as outlined in the University of Arizona Global Campus Writing Center’s Citing Within Your PaperLinks to an external site.

Must include a separate references page that is formatted according to APA style as outlined in the University of Arizona Global Campus Writing Center. See the Formatting Your References ListLinks to an external site. resource in the University of Arizona Global Campus Writing Center for specifications.