Physical Preparedness Of Columbus Police Essay Example for Free

Physical Preparedness Of Columbus Police Essay Describe in one page or less how you would select the Columbus Police patrol officers to be surveyed. The Research Project: Physical Preparedness of Columbus Police Officers in Citizen Encounters Involving Force. Target Panel: Respondents of this research should have the following qualifications: Must be between the age of   21 – 35 Must have 6 or more months field experience as a Patrol officer of Columbus Must be active in the police force Must be a resident of Columbus Must at least have one physical encounter with a citizen Sample Size: 1000 police patrol officers Methodology: This research will employ a qualitative and quantitative research wherein a representative sample of the target audience will be randomly selected to create a target panel. Through qualitative research by using an open-ended questionnaire, spontaneous or not pre-determined responses are solicited through a free willing method. Meanwhile, the answers from the qualitative research will be further dealt with in the quantitative research using a closed-ended questionnaire that will provide figures or raw data. Through these two types of research, the researcher will determine the cause of the lack of preparation of police officers during encounters with civilians. Construct a brief 5-item unstructured, open-ended questionnaire that will determine the patrol officers’ views as to how well they are prepared for physical encounters with citizens where lethal force is not an issue.    Open-ended questionnaire for Focus Group Discussion What are the risks involved in being a police officer in Columbus? If physical encounter with citizens is not cited, ask about the probability of experiencing physical encounters with citizens while on duty. What kind of trainings did you receive before you engaged in police field operations or patrol duty? Were these trainings able to help you prepare for physical encounters with citizens? Why? If not, why? As a police officer, what do you think are the factors that provoke physical encounters with citizens? Enumerate tactics or methods on how to conduct proper management of physical encounters with citizens? Explain each tactic/method. What are the causes of mismanagement of physical encounters with citizens? How should these be prevented? Construct an 8-item structured questionnaire using closed-end questions that involve multiple response choices that addresses the same issue in Question #2. Closed-ended questionnaire for Survey Questions Strongly Agree Agree Neutral Disagree Strongly Disagree 1. Is your job as a patrol officer worth all the risks? 2. Do you think that force is needed in enforcing the law? 3. Are you willing to employ force when you are threatened by a civilian? 4. Do civilians usually provoke physical encounters with law enforcers? 5. Do you think that the use of force is effective in promoting compliance? 6. Do you think that there is a need to have a good physical and quick-thinking build to better handle physical encounters? 7. Do you think that by having police weapons and gadgets will help you do your job better in enforcing the law? 8. Are you prepared physically, emotionally and psychologically to engage in a physical encounter with a civilian?

Albert Einstein Essay -- biographies biography bio

Albert Einstein was born in Ulm, Germany in 1879 to Jewish parents. In the year 1880 the Einsteins moved to Munich so that Albert could attend the school there. Albert's father started a factory there in Munich. The most charming story was told about the young Albert Einstein when he was 5. He was late to dinner because he was sitting out in the garden thinking under a tree, when he was brought to his father he noticed a small compass on Hermman Einstein's pocket watch. He was fascinated with the little compass and why it always pointed north. School for Einstein was a trying experience. For young Einstein "school is just like a barrack...and the teachers are like the officers who tell the soldiers what to do. If you don't learn your lessons by heart they scold or beat you. Even if you don't understand what the books say! They are angry when you ask questions-and I like to ask question."(2) Albert Einstein stayed at the school in Munich until he was about 15, then he left Munich to join his family in Milan. There he while hiking and listening to music he decided to be a theoretical physicist. After this decision was made he left Milan to go the the Zurich Polytechnic school in Switzerland. After a year of study he was admitted to the Zurich Polytechnic and completed a degree in physics. "Why should one not admit a man [to the United States]...who dares to oppose every war except the inevitable one with his own wife?" (1932) (1) Albert Einstein viewed the militarism with his homeland as disgusting. At the age of 16 renounced his German citizenship and became a Swiss citizen vowing never to hold German citizenship again. During World War I Einstein was the co-founder of the 'Bund Neues Vaterland'(League of the New Fa... ...." December 20, 1939 (4) "I cannot conceive of a God who rewards and punishes his creatures, or has a will of the kind that we experience in ourselves. Neither can I nor would I want to conceive of an individual who survives his physical death; let feeble souls, for fear or absurd egoism, cherish such thoughts." 1930 (1) Bibliography 1. Calaprice, Alice. The Expanded Quotable Einstein. Princeton University Press; Princeton, 2000. 2.Levinger, Elina. Albert Einstein. Simon & Schuster, Inc; New York, New York, 1949. 3. Goldsmith, Mackay, & Woudhuysen. Einstein the First Hundred Years. Pergamon Press; New York, 1980. 4. www.stcloud.msus.edu/~~lesikar/einstein/personal.html 5. Infeld, Leopold. Albert Eistein: His Work and its Influence on Our World. Charles Scribner's Sons; New York, 1950. 6. www.th.physik.uni-frankfurt.de/~jr/phys.einstein.

Analystics Analysis

Task IV Please analyze the theme of the poem, using the speech act hypotheses we have discussed in class. Please pay attention to the change of syntax in the second half of the poem. As the first part of the poem is imperatives and the theme of the poem is elegy, I firstly regard it as an advice or consolation, the poet advising others not to be bothered to find the traces of the person who died. A common condolence is generally soothing and pacifying, describing how the deceased will rest in peace, however, in this case the poet depicts with very unfavorable words, such as â€Å"brittle†, â€Å"cold†, and â€Å"angry†, which is by no means reassuring or encouraging. Then I guess maybe it is a lament in which the poet uses uncomfortable words to give full vent to his sadness and resentment about his friend’s death. The second half of the poem changes from imperatives to declarative statements, depicting what happens to the deceased after the death. According to the poet, the deceased still doesn’t get peacefulness but, luckily, becomes an integral part of nature. Taking the two parts into consideration, I think the poem is a lament at the beginning and a placation for both others and the poet himself in the end. ELEGY Leonard Cohen Do not look for him In brittle mountain streams: They are too cold for any god; And do not examine the angry rivers For shreds of his soft body Or turn the shore stones for his blood; But in the warm salt ocean He is descending through cliffs Of slow green water And the hovering coloured fish Kiss his snow-bruised body And build their secret nests In his fluttering winding-sheet.

Mixed Cropping Agriculture Technique

Mixed cropping, also known as polyculture, inter-cropping, or co-cultivation, is a type of agriculture that involves planting two or more plants simultaneously in the same field, interdigitating the crops—like interlocking your fingers—so that they grow together. Since crops ripen during different seasons, planting more than one saves space and also provides a wealth of environmental benefits including maintaining a balance of input and outgo of soil nutrients; weed, disease, insect pest suppression; resistance to climate extremes (wet, dry, hot, cold); an increase in overall productivity, and management of scarce land resources to its maximum potential. Mixed Cropping in Prehistory Planting enormous fields with single crops—monocultural agriculture—is a recent invention of the industrial agricultural complex. While unequivocal archaeological evidence is difficult to come by, its believed that most agricultural field systems in the past involved some form of mixed cropping. Thats because even if botanical evidence of plant residues (such as starches or phytoliths) of multiple crops are discovered in an ancient field, its proven difficult to know they are the result of mixed cropping or rotation cropping. The primary reason for prehistoric multi-cropping probably had more to do with the needs of the farmers family, rather than any recognition that mixed cropping was a good idea. Its possible that certain plants adapted to multi-cropping over time as a result of the domestication process. Classic Mixed Cropping: Three Sisters The classic example of mixed cropping is that of the American three sisters:  maize, beans, and cucurbits (squash and pumpkins). The three sisters were domesticated at different times but eventually, they were combined to form an important component of Native American agriculture and cuisine. The mixed cropping of the three sisters, historically documented by the Seneca and Iroquois tribes in the U.S. northeast, probably began sometime after 1000 C.E. The method consists of planting all three seeds in the same hole. As they grow, the maize provides a stalk for the beans to climb on, the beans are nutrient-rich to offset those taken out by the maize, and the squash grows low to the ground to combat weed growth and keep water from evaporating from the soil in the heat. Modern Mixed Cropping Agronomists studying mixed crops have had mixed results determining if yield differences can be achieved with mixed versus monoculture crops. (For example, the combination of wheat and chickpeas might work in one part of the world but might fail in another.) Overall, however, it appears that measurably good outcomes result  when the right combination is cropped together. Mixed cropping is best suited for small-scale farming where harvesting is done by hand. The process has been successfully employed to improve income and food production for small farmers and lessen the likelihood of total crop failure because even if one crop fails, others in the field might still produce. Mixed cropping also requires fewer nutrient inputs such as fertilizers, pruning, pest control, and irrigation than monoculture farming, and as is often more cost-effective as a result. Benefits The practice of mixed cropping has been proven to provides a rich, biodiverse environment, fostering habitat and species richness for animals and beneficial insect species including butterflies and bees. There is even some evidence to suggest that polycultural fields produce higher yields as compared to monocultural fields in some situations, and almost always increase biomass richness over time. Polyculture in forests, heathlands, grasslands, and marshes has been particularly important for the regrowth of biodiversity in Europe. Sources Cardoso, E.J.B.N.; Nogueira, M.A.; Ferraz, S.M.G. Biological N2 fixation and mineral N in common bean–maize intercropping or sole cropping in southeastern Brazil in Experimental Agriculture 43(03), pp. 319-330. 2007Daellenbach, G.C.; Kerridge, P.C.; Wolfe, M.S.; Frossard, E.; Finckh, M.R. Plant productivity in cassava-based mixed cropping systems in Colombian hillside farms in Agriculture, Ecosystems Environment 105(4), pp. 595-614. 2005Pech-Hoil, R.; Ferrer, M.M.; Aguilar-Espinosa, M.; Valdez-Ojeda, R.; Garza-Caligaris, L.E.; Rivera-Madrid, R. Variation in the mating system of Bixa orellana L. (achiote) under three different agronomic systems in Scientia Horticulturae 223(Supplement C), pp. 31-37. 2017Picasso V.D.; Brummer, E.C.; Liebman, M.; Dixon, P.M.; Wilsey. B.J. Crop Species Diversity Affects Productivity and Weed Suppression in Perennial Polycultures under Two Management Strategies in Crop Science 48(1), pp. 331-342. 2008.Plieninger. T.; Hà ¶chtl, F.; Spek, T. Tradit ional land-use and nature conservation in European rural landscapes in Environmental Science Policy 9(4), pp. 317-321. 2006