In this
assignment, you will develop questions and then interview a professional law
enforcement officer about his or her perceptions of, and experiences with,
intelligence-led policing. It is preferable to interview an officer in the same
jurisdictional area as the two interviews you conducted for the Unit 4
assignment. This would enable you to successfully develop your strategic
intelligence plan for your final paper as well as complete this assignment.

The purpose
of this assignment is to investigate the practices and procedures of
intelligence work from the perspective of someone with personal experience in
the system. By learning first-hand about the important concerns and experiences
of professionals in the field, you will see how it is, from the insider’s view,
to work with intelligence in complex organizational and community structures.
You will learn how your respondent deals with the challenges, stressors,
opportunities, and needs for effective, legally-framed, professionally ethical,
and personally moral approaches to intelligence collection, analysis, and
application.

Make sure
that your approach demonstrates full respect for the legal, professionally
ethical, and personally moral rights of your professional interviewee to
privacy, propriety, security, and dignity. Guarantee the confidentiality of the
interview process by protecting the identity of your law enforcement
interviewee. Do not reveal any information that could be used to his or her
professional or personal detriment. The foundation of your interview must be to
build and uphold trust so you obtain the most candid responses possible. Take a
nonjudgmental, neutral, and understanding approach to the interviewee.

Focus your
questions on how this professional views the tools of intelligence activities.
These activities include any interactions with persons in the officer’s
jurisdiction during his or her official duties. Specifically, field inquiries
(commonly termed “stop and frisk”), traffic stops, observations of
actions by persons, direct contacts both verbal and nonverbal—any interactions
that produce information useful to the pursuit of policing services are
features of intelligence work. Additionally, ask your interviewee about how
tools such as statistical data, crime pattern data, CompStat, and other crime
mapping methods are used on a regular basis.

Some of the
questions you might ask your respondent:

Background Questions:

•How would
you describe the basic functions of your agency, department, or unit?

•How would
you describe your current duties and responsibilities?

•How would
you describe your general background and training in relation to your work?

•How would
you describe your political and social views in general?

•What values
are most important to you?

•What do you
think are society’s major problems?

Ask
additional questions that delve into the background foundations of the
interviewee’s perceptions.

Questions About Intelligence Work:

•What are
some intelligence policies and practices that you feel are most beneficial and
effective to law enforcement? What intelligence practices do you feel are least
beneficial or effective? Can you describe an incident of each kind of
experience that you have observed?

•How do you
use community-related crime information provided by your agency and other
community agencies and sources to organize and prioritize your enforcement
duties on a regular basis?

•What are
your views and experiences with regard to due process and how it has been
actually implemented in the course of police work? Please describe incidents of
note, both positive and negative, regarding due process.

•How do you
feel about the legal rights of possible and likely offenders? How do you
understand, perceive, and manage the human and civil rights of possible and
likely offenders?

•What are
some crime patterns and trends that you feel are most encouraging and why do
you feel positive about these trends? What crime patterns and trends do you
feel are most disturbing and even most threatening to public safety in the
community you serve?

•How
effective is the intelligence work you and other persons and agencies are doing
in promoting public safety? What tools do you feel could most enhance the
effectiveness of your work?

•How does
the special knowledge of your jurisdiction that you and others in your agency
develop help to reduce crime? What tools of your profession do you feel are
most useful in helping to predict and prevent crime incidents?

•What
changes in intelligence operations or procedures would you like to see
implemented in your agency?

Ask
additional questions that delve into the perceptions of the interviewee
regarding intelligence-led policing.

Instructions for Writing Your Paper:

•Analyze the
police professional’s perspective of intelligence activities in relation to his
or her training, background, roles, and other factors expressed in the
interview.

•Assess and
evaluate the usefulness and benefits of the practices and policies discussed by
your interviewee. In what ways do you think these practices and policies are
effective, legal, professionally ethical, personally moral, and broadly humane?
Do you feel the practices advocated by the professional tend to build rapport,
trust, and collaboration with the community?

•Assess and
evaluate the trends and directions of the intelligence practices and policies
discussed by your interviewee. Discuss how the professional uses a variety of
community intelligence sources to accomplish his or her daily work. To what
degree do you feel these trends, activities, and sources are useful and
beneficial?

•Assess the
impact of your respondent’s perceptions of intelligence work on gaining
community support for policing. Do you think this kind of professional
perspective, based on reliable intelligence, guides effective policing
operations?

•Offer
suggestions in your paper (but not to the interviewee) on how to enhance the
intelligence function described by the professional by improving the quality,
effectiveness, legality, morality, ethicality, and humanity of police
intelligence activities.

Chapter 1

(Responses should be a minimum of three to five sentences each.)

1. What do you find is the most crucial in the plot in Chapter 1?

2. How does Nick describe himself at the beginning of the novel?

3. How does Nick describes Tom Buchanan?

4. Who is Jordan Baker? What does Nick find appealing about her?

5. What is Gatsby doing when Nick first sees him?

6. How does the tone of Nick’s description of Tom reveal Nick’s feelings about Tom? Use a quotation from the text to justify your answer.

Chapter 2

(Responses should be a minimum of three to five sentences each.)

1. What do you find is the most crucial in the plot in Chapter 2?

2. How does Nick meet Tom’s mistress?

3. How does Myrtle react to Tom’s arrival?

4. Describe George Wilson. How does he react to Tom’s arrival.

5. Describe the setting of the valley of the ashes where George and Myrtle live. What aspects of valley of the ashes are symbolic, and what do they symbolize? Use a quotation from the text to justify your answer.

6. Why does Tom attack Myrtle at the end of the party?

Chapter 3

(Responses should be a minimum of three to five sentences each.)

1. What do you find is the most crucial in the plot in Chapter 3?

2. Describe the two ways in which Nick differs from the other guests at Gatsby’s party.

3. What does Nick think of Gatsby when he first meets him? Use a quotation from the text to justify your answer.

4. What does Nick learn about Jordan Baker after he has spent some time with her?

5. How does Nick characterize the guests at Gatsby’s party?

6. What sense of the Jazz Age do we get from Nick’s description of the party? Use a quotation from the book to justify your answer.

Chapter 4

(Responses should be a minimum of three to five sentences each.)

1. What do you find is the most crucial in the plot in Chapter 4?

2. What does Gatsby tell Nick about himself?

3. According to Jordan, what did Daisy do on her wedding day? Why?

4. Why does Gatsby want to have tea with Daisy in Nick’s house? Why doesn’t Gatsby ask Nick for this favor himself?

5. How does Daisy behave after Gatsby goes overseas? What does her behavior show about her feelings for Gatsby? Use a quotation from the book to justify your answer.

Chapter 5

(Responses should be a minimum of three to five sentences each.)

1. What do you find is the most crucial in the plot in Chapter 5?

2. What is the meeting between Gatsby and Daisy like initially?

3. How are Daisy and Gatsby different when Nick returns to the house after a half an hour?

4. What are Gatsby’s feeling by the end of the chapter?

5. Why do you think Daisy sobs when Gatsby shows her his shirts? Use a quotation from the book to justify your answer.

6. What is the weather like in this chapter? How does it reflect the emotional climate of Gatsby and Daisy? Use a quotation from the book to justify your answer.

Chapter 6

(Responses should be a minimum of three to five sentences each.)

1. What do you find is the most crucial in the plot in Chapter 6?

2. When does James Gatz change his name? Why?

3. What is Daisy’s real response to the party, according to Nick?

4. What does Gatsby tell Nick he wants Daisy to do?

5. What is Nick’s view of the past? Use a quotation from the book to justify your answer.

Chapter 7

(Responses should be a minimum of three to five sentences each.)

1. What do you find is the most crucial in the plot of Chapter 7?

2. Why does Gatsby stop giving parties?

3. When does Tom first realize that Daisy loves Gatsby?

4. Why is Myrtle Wilson upset when she sees Tom and Jordan? Use a quotation from the book to justify your answer.

5. Why does George Wilson lock Myrtle in the bedroom?

6. At the end of the chapter, Gatsby is standing alone, looking out at Daisy’s house. Where else in the novel does he do this? How is this different? Use a quotation from the book to justify your answer.

Chapter 8

(Responses should be a minimum of three to five sentences each.)

1. What do you find is the most crucial in the plot of Chapter 8?

2. What does Gatsby tell Nick the night of the accident? Why?

3. How does George Wilson spend the night after the accident?

4. What evidence has Wilson found that his wife was having an affair?

5. What do the eyes of Dr. T.J. Eckleburg symbolize to George Wilson? Use a quotation from the book to justify your answer.

Chapter 9

(Responses should be a minimum of three to five sentences each.)

1. What do you find is the most crucial in the plot of Chapter 9?

2. What is the motive publicly given for Wilson’s murder of Gatsby?

3. What does the telephone call from Chicago tell us about Gatsby’s business?

4. Why is Gatsby’s father so proud of him?

5. How does Nick characterize Tom and Daisy at the end of the book? Use at least one quotation from the book to justify your answer.

6. What does the green light symbolize at the end of the novel? Use a quotation from the book to justify your answer.

FINAL QUESTION: (Your response should be a minimum of four to five sentences in length.)

scuss the elements of the Jazz Age that Fitzgerald includes in The Great Gatsby.

Please have access to the material, check grammar, use in-text citation.

After reading Chapter 7 in the text, address the:

1. Explain whether the dispute is at an impasse or not and if any party is experiencing any settlement pressures.
2. Discuss the use of arbitration or mediation if the negotiation between the Wilsons and Greens reaches an impasse. Should they consider arbitration or mediation to resolve their differences? Why or why not?
3. Analyze other hybrid forms of alternative dispute resolution (ADR) that are available and should be considered if negotiations fail to produce a settlement.

five double-spaced pages in length. Use the references below Carrell, M.R. & Heavrin, C. (2008). Negotiating essentials: Theory, skills, and practices. Upper Saddle, NJ: Pearson Prentice Hall. ISBN-10: 978-0-13-186866-3.

• • Chapter 6: Strategy
  • Chapter 7: Impasse and Alternative Dispute Resolution (ADR)

Article

• Rose, J. B. (2004, Spring). Public sector bargaining: From retrenchment to consolidation. Relations Industrielles, 59(2), 271-293. (Document ID: 683086171). Retrieved from the ProQuest database.

Caverly, N., Cunningham, B., & Mitchell, L. (2006). Reflections on public-sector based integrative collective bargaining: Conditions affecting cooperation within the negotiation process. Employee Relations, 28(1/2), 62-76. (Document ID: 1000184341).

Colosi, T. (1983, November/December). Negotiation in the public and private sectors: A core model. The American Behavioral Scientist (pre-1986), 27(2), 229-234. (Document ID: 732624991). Please select “Full Text – PDF” on the right side of the screen after you use the hyperlink to the article abstract.

I need help with my Dietary Analysis Project? I have attached my instructions please follow directions

Dietary Analysis – Part III (60 pts) – Due

Oct 28, 2018 11:59 PM

NUTR 100 6981 Elements of Nutrition (2188)

Part III: MyPlate (60 pts)

Your textbook, An Introduction to Nutrition, covers “Achieving a Healthy Diet” in chapter 2. MyPlate (found at https://www.choosemyplate.gov ) is a tool that provides guidance in helping us achieve a healthy diet. As you may recall from chapter 2, the 5 key factors of a healthy diet include adequacy, balance, calorie control, moderation, and variety. In the Part 2 Diet Analysis (using Cronometer),we were able to assess our diets in terms of adequacy, balance, calorie control, and moderation. However, without looking at how well each food group is represented, we are unable to assess the variety in our diets. This portion of the diet analysis project will allow you to explore one of your documented days on your food diary and assess for variety. In addition to variety, this assignment will also provide more insight into moderation (are you getting too much or too little from a food group?).

Step 1: Finding Your MyPlate Daily Checklist

Locate your estimated calorie needs in Cronometer (and as discussed in the Energy Balance section of the Part 2 analysis questions). For purposes of this Part 3 Analysis, round this measurement to the nearest multiple of “200.” Once you have located your calorie needs from the Part 2 Analysis and rounded them to the nearest multiple of “200,” visit https://www.choosemyplate.gov/MyPlate-Daily-Checklist.

Choose the calorie level closest to your estimated Part 2 Analysis calorie needs value. For example, if you needed 2289 kcal/d, you would round down to 2200 instead of rounding up to 2400. On the other hand, if you needed 2340 kcal/d, you would round to up to 2400 instead of down to 2200.

As an adult, you will select a Calorie Level from the “Ages 14+” row and click on the appropriate calorie level. See screenshot below for the Calorie Level table.

This will open up a PDF file in a new window. This is the worksheet you will be using to complete the next step of the project. Print out a copy of this and save to your computer.

Step 2: Transferring Your Diet Diary to the Worksheet

Review your 3-day food record. Select the day that most closely matches a typical day’s intake for you. Using those foods only, complete PAGE 2 of the MyPlate Daily Checklist Worksheet.

NOTE: You will be hand writing directly on this worksheet, however if you are comfortable with Adobe editing or other PDF editing tools you may type directly into this worksheet. Your handwriting must be legible and clear. You may need to write it down once as part of the process to identify where all foods fit and then copy it over to another blank form as a final version. You may also want to create your own table in Word that can clearly display the information if you find the worksheet does not give you enough space. In this case, you will still need to attach the worksheet that you took your notes on in order to verify you were using this as a guide.

Use the first column of the table “Food group targets” for guidance on determining portion sizes equivalent to a serving from that food group. For example, in the red box below, we can see we need 1 ½ cups of fruit for the day and that 1 cup of fruit is either 1 cup of raw or cooked fruit, ½ cup dried fruit, or 1 cup (8 fluid ounces) of 100% fruit juice. For the other food groups similar guidance is provided.

Some foods you have eaten may be “combination” foods, meaning they have components from more than 1 food group. You will want to split those up as ingredients or components and place each piece into the respective food group. For example, if you had 2 slices of a medium pizza with tomato sauce, vegetables, mozzarella cheese, and ground beef, we can identify 4 different food groups. You would count the crust as a starch (typically 1 ounce of grain per each slice), the tomato sauce and veggies on top count as vegetables, the mozzarella falls under dairy, and the ground beef is in the protein group. Include each ingredient in the correct group. DO NOT simply write pizza as a single food in a single category.

Write the foods or food components (ingredients) into the second column where it says to write in your foods. This is identified in the blue box on the graphic below. Fill this in for all foods in their respective food groups.

Next, determine if you reached your target using the information in column 1 (’Food group targets’) and the information you filled into column 2 (‘food choices’). In column 3, indicated by the green circle in the graphic below, check off Y or N as appropriate.

The last step in your data collection process for the MyPlate portion of this project is to assess your “limits”. Sodium, saturated fat, and added sugars are all areas that the Dietary Guidelines for Americans recommend limiting. Using your Part 2 Diet Analysis Cronometer Nutrition Report screenshot check on your milligrams of sodium and grams of saturated fat intake If your sodium and saturated fat values from Part 2 Diet Analysis Cronometer are below the bolded values shown in the area called “Limit” below, check Y. Otherwise, check N. Your bolded values for the saturated fat “limit” will be different depending upon your calorie level, so do not worry if it’s not 20 grams like in the example below. . (Note: Since the tracking of added sugar in foods is new to food labeling, your Part 2 Analysis Cronometer results will not include this. They list total sugars, which does not differentiate between natural sugars (like those in fruit and milk) and added sugars. Therefore we will not be including this in the project.)

Step 3: Assessing Your Intake for Variety and Moderation

It is possible that although your Part 2: Diet Analysis Cronometer Nutrition report showed your diet was adequate in nutrients, met calorie goals, and balanced in terms of nutrients, your diet is lacking variety and not showing moderation in terms of the food groups (one is too high or too low, resulting in too much or too little of another food group). This portion of the diet analysis project will focus on your critical analysis of your intake for one day as compared to recommendations from MyPlate for variety and moderation from the food groups.

This will be presented as a written paper. The paper should include an introduction paragraph, one paragraph for each of the 5 food groups, one paragraph on the “limits” (sodium and saturated fat), and a conclusion.

• Introduction: This should tell the reader what they will expect to read about in your paper. The main focus here is that you are introducing a review of your diet in terms of how well it matches up to recommendations about food groups.
• Body of the paper: Aim for 1 complete paragraph (3-5 sentences is a good goal to aim for) addressing each food group and the limits. This means you will have 6 paragraphs in total for the body of the paper.
  • For each food group support the determination you made (Y or N) in column 3 of your worksheet- Did you reach your target? Clearly state if you believe you did/did NOT meet the recommendation and how you came to this conclusion. Which foods did you classify in this food group and how did you come up with the total number of servings? Do this for each of the 5 food groups.
  • Once you have this for all food groups, do the same for the limits. If you exceeded sodium and/or saturated fat, identify which foods in your diet for the day resulted in being over the limit(s). If you were under for one or both, comment on how you made choices to keep those to a minimum. In the event no decisions were made specifically with awareness of sodium and saturated fat content, that is fine, however you will want to comment on this still and not skip over a critical analysis of your intake impacting those values.
• Conclusion: This is the last paragraph of the paper. Here is where you present your final argument using the preceding evidence presented in the body of the paper to support whether or not your diet for that one-day was varied and exhibited moderation. The key aspects to address here are specifically variety and moderation as presented in An Introduction to Nutrition chapter 2 using MyPlate as your set of guidelines.

Step 4: Submission

You will need to submit 2 files to the correct assignment folder in LEO. The first is either a PDF version or a scanned version of your worksheet. Even if you feel your handwriting is not clear, you must be able to show that you worked through this activity. This must be included to be eligible for full credit. The second file to include is your paper (Step 3). This must be submitted as a Word document. If you are a Mac user and have Pages, please “Save As” a Word file. If the file cannot be opened you risk getting a ‘0’ for the assignment. If you have completed the Worksheet as a Word doc to make reading it more clear, include this as an appendix with the paper. Do not submit as a 3^rd file.

Dietary Analysis – Part III (60 pts)

Due October 28 at 11:59 PM