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Discuss each rule, and determine why each is important in CJ field.

5Use complete sentences in your report.
Rule.6 ifthe subject is singular the verb in that sentence should also be singular. Ifthe subject is plural the verb must also be plural.
Rule.7Collective nouns are always singular therefore their verbs should also besingular.
Rule.8Indefinite pronouns are always singular.
Rule.9use adjective to alter, give additional meanings to modify nouns and pronouns.Use adverbs to alter, give additional meaning to or modify verbs, adjectives,and other adverbs.
Rule.10most words ending in –ly are adverbs. Not, never and very are also adverbs.
Rule.11when deciding whether to use an adjective or an adverb find the word beingmodified. If the word is a noun or pronoun use the adjective, if the word isand adjective or adverbs use an adverb.
Rule .12do not use run on sentences, run on sentence’s are sentences that contain twoor more sentences in one long sentence.
Rule.13Eliminate comma splices comma splices occur when two complete sentences arejoined with commas without connecting words.
Rule.14uses correct punctuation in your reports.
Rule.15use apostrophes to show possession.
Rule.16many people do not understand the rules for using brackets.  The general rule in the law enforcement fieldis that you not use them in the reports that you will be writing.
Rule.17using quotation marks on a report can enclose exactly what a person said.
Rule.18does not use abbreviations in reports that can be confusing to the people thatare unfamiliar with the subject matter.
Rule.19poor spelling creates doubt about the report.
Rule.20If any force is used, the report should contain all the specifics of how andwhy the officer had to use force.
Rule.21if handcuffs are used the officer should report that fact.
Add Supplement

Respond to the four “Questions for Analysis” on pages 142-143 discussing

3, “Analyzing Different Accounts of the Assassination of Malcolm X” on pages 140-145 of your textbook.  2.  Respond to the four “Questions for Analysis” on pages 142-143 discussing the differences in these perceptions.
Read the Thinking Activity 4.3, “Analyzing Different Accounts of the Assassination of Malcolm X” on pages 140-145 of your textbook. 
2.  Respond to the four “Questions for Analysis” on pages 142-143 discussing the differences in these perceptions.
Use Microsoft Word to re-type and then respond to these questions.  Your response should consist of 1-2 pages.
 Five Accounts of the Assassination of Malcolm X The New York Times ( February 22, 1965) Malcolm X, the 39- year- old leader of a militant Black Nationalist movement, was shot to death yesterday afternoon at a rally of his followers in a ballroom in Washington Heights. The bearded Negro extremist had said only a few words of greeting when a fusillade rang out. The bullets knocked him over backwards.
A 22- year- old Negro, Thomas Hagan, was charged with the killing. The police res-cued him from the ballroom crowd after he had been shot and beaten. Pandemonium broke out among the 400 Negroes in the Audubon Ballroom at 160th Street and Broadway. As men, women and children ducked under tables and fl attened themselves on the fl oor, more shots were fi red. The police said seven bullets struck Malcolm. Three other Negroes were shot. Witnesses reported that as many as 30 shots had been fi red. About two hours later the police said the shooting had apparently been a result of a feud between followers of Malcolm and members of the extremist group he broke with last year, the Black Muslims.
Life ( March 5, 1965) His life oozing out through a half dozen or more gunshot wounds in his chest, Malcolm X, once the shrillest voice of black supremacy, lay dying on the stage of a Manhattan auditorium. Moments before, he had stepped up to the lectern and 400 of the faithful had settled down expectantly to hear the sort of speech for which he was famous— fl aying the hated white man. Then a scuffl e broke out in the hall and Malcolm’s bodyguards bolted from his side to break it up— only to discover that they had been faked out. At least two men with pistols rose from the audience and pumped bullets into the speaker, while a third cut loose at close range with both barrels of a sawed- off shotgun. In the confusion the pistol man got away. The shotgunner lunged through the crowd and out the door, but not before the guards came to their wits and shot him in the leg. Outside he was swiftly overtaken by other supporters of Malcolm and very likely would have been stomped to death if the police hadn’t saved him. Most shocking of all to the residents of Harlem was the fact that Malcolm had been killed not by “ whitey” but by members of his own race. The New York Post ( February 22, 1965) They came early to the Audubon Ballroom, perhaps drawn by the expectation that Malcolm X would name the men who fi rebombed his home last Sunday. . . . I sat at the left in the 12th row and, as we waited, the man next to me spoke of Malcolm and his followers: “ Malcolm is our only hope. You can depend on him to tell it like it is and to give Whitey hell.” . . . There was a prolonged ovation as Malcolm walked to the rostrum. Malcolm looked up and said, “ A salaam aleikum ( Peace be unto you),” and the audience replied, “ We aleikum salaam ( And unto you, peace).” Bespectacled and dapper in a dark suit, sandy hair glinting in the light, Malcolm said: “ Brothers and sisters. . . .” He was interrupted by two men in the center of the ballroom, who rose and, arguing with each other, moved forward. Then there was a scuf-fl e at the back of the room. I heard Malcolm X say his last words: “ Now, brothers, break it up,” he said softly. “ Be cool, be calm.” Then all hell broke loose. There was a muffl ed sound of shots and Malcolm, blood on his face and chest, fell limply back over the chairs behind him. The two men who had approached him ran to the exit on my side of the room, shooting wildly behind them as they ran. I heard people screaming, “ Don’t let them kill him.” “ Kill those bastards.” At an exit I saw some of Malcolm’s men beating with all their strength on two men. I saw a half dozen of Malcolm’s followers bending over his inert body on the stage. Their clothes were stained with their leader’s blood. Four policemen took the stretcher and carried Malcolm through the crowd and some of the women came out of their shock and one said: “ I hope he doesn’t die, but I don’t think he’s going to make it.” Associated Press ( February 22, 1965) A week after being bombed out of his Queens home, Black Nationalist leader Malcolm X was shot to death shortly after 3 [ P. M.] yesterday at a Washington Heights rally of 400 of his devoted followers. Early today, police brass ordered a homicide charge placed against a 22- year- old man they rescued from a savage beating by Malcolm X supporters after the shooting. The suspect, Thomas Hagan, had been shot in the left leg by one of Malcolm’s bodyguards as, police said, Hagan and another assassin fl ed when pandemonium erupted. Two other men were wounded in the wild burst of fi ring from at least three weapons. The fi rearms were a .38, a .45 automatic and a sawed- off shotgun. Hagan allegedly shot Malcolm X with the shotgun, a double- barreled sawed- off weapon on which the stock also had been shortened, possibly to facilitate concealment. Cops charged Reuben Frances, of 871 E. 179th St., Bronx, with felonious assault in the shooting of Hagan, and with Sullivan Law violation— possession of the .45. Police recovered the shotgun and the .45.The Amsterdam News ( February 27, 1965) “ We interrupt this program to bring you a special newscast . . .,” the announcer said as the Sunday afternoon movie on the TV set was halted temporarily. “ Malcolm X was shot four times while addressing a crowd at the Audubon Ballroom on 166th Street.” “ Oh no!” That was my fi rst reaction to the shocking event that followed one week after the slender, articulate leader of the Afro- American Unity was routed from his East Elmhurst home by a bomb explosion. Minutes later we alighted from a cab at the corner of Broadway and 166th St. just a short 15 blocks from where I live on Broadway. About 200 men and women, neatly dressed, were milling around, some with expressions of awe and disbelief. Others were in small clusters talking loudly and with deep emotion in their voices. Mostly they were screaming for vengeance. One woman, small, dressed in a light gray coat and her eyes fl aming with indignation, argued with a cop at the St. Nicholas corner of the block. “ This is not the end of it. What they were going to do to the Statue of Liberty will be small in comparison. We black people are tired of being shoved around.” Standing across the street near the memorial park one of Malcolm’s close associates commented: “ It’s a shame.” Later he added that “ if it’s war they want, they’ll get it.” He would not say whether Elijah Muhammed’s followers had anything to do with the assassination. About 3: 30 P. M. Malcolm X’s wife, Betty, was escorted by three men and a woman from the Columbia Presbyterian Hospital. Tears streamed down her face. She was screaming, “ They killed him!” Malcolm X had no last words. . . . The bombing and burning of the No. 7 Mosque early Tuesday morning was the fi rst blow by those who are seeking revenge for the cold- blooded murder of a man who at 39 might have grown to the stature of respectable leadership.
1. What details of the events has each writer selected to focus on? 2. How has each writer organized the details that have been selected? Bear in mind that most news organizations present what they consider the most important information fi rst and the least important information last.
3. How does each writer interpret Malcolm X, his followers, the gunmen, and the signifi cance of the assassination? 4. How has each writer used language to express his or her perspective and to infl u-ence the thinking of the reader? Which language styles do you fi nd most eff ective?
 
 
 

The Nature

Students will also examine two major trends/shifts that hospitality has
seen in the last ten years to identify the overall service orientation
of hospitality’s past, present, and future. Assignment
Instructions:Research and describe two current hospitality trends that
have been seen in the last decade.Summarize your understanding of
hospitality philosophies and their impact on the two trends you
researched.Identify the major milestones in the history of hospitality
and explain how they have influenced the current orientation of
hospitality.Paper is two to three pages in length (double-spaced).Use
APA formatting as outlined in the Ashford Writing Center.The paper must
use at least two scholarly sources, including a minimum of one from the
Ashford Online Library.

Step 1: Use the EPA’s Carbon Footprint Calculator (Links to an external site.) to calculate your own, personal carbon Essay

Step 1: Use the EPA’s Carbon Footprint Calculator (Links to an external site.) to calculate your own, personal carbon footprint. Find out exactly how much YOU, personally, are contributing to the global climate crisis.
What to submit: In a short (150-300 word) essay: discuss 3 ways in which your carbon footprint is higher than you expected and, for each, come up with a realistic (one that’s actually feasible for you to do, starting today) plan for reducing your footprint.
Step 2: Unfortunately, reducing our future footprints is only part of the equation. We also need to remove the carbon we’ve already released in to the atmosphere. We can do this through “carbon offsetting”. Watch the video below for information on how carbon offsetting works, why it’s necessary and its fall backs (nothing is perfect, but perfection should not be the enemy of the good). Then, visit the Carbon Footprint website (Links to an external site.) and using the website identify one project you’d be willing to support now, or in the future. Scroll to the bottom of the website, and enter the information on your carbon footprint from step 1, convert your answer from step 1 (which is in lbs) to US tons by dividing by 2000. Calculate how much it would cost to offset enough of your carbon footprint to become carbon-neutral (no net emissions of carbon in to the atmosphere) by entering the value in the appropriate box and finding your selected project in the list that pops up. Note: when you click ‘get prices’ the projects are grouped in to regional projects so your chosen project may be put in to one of those categories (click the titles to explore further).

Example of a carbon offset policy: FIU’s Earth and Environment Department has committed to offsetting all official department air travel related carbon emissions by paying for carbon offsets through Native Energy (Links to an external site.).
What to submit: After your step 1 essay, add another 150-300 words discuss which project you chose, why you chose it, and how much it would cost for you, per year, to offset the amount of carbon you calculate in step 1.
Video to watch:
Carbon Offsetting – Funding Solutions to Climate Change (Links to an external site.)
https://www3.epa.gov/carbon-footprint-calculator/
https://www.carbonfootprint.com/carbonoffsetprojects.html
https://native.eco/
https://www.youtube.com/watch?v=guNZIqxKmVM

Step 1: Use the EPA’s Carbon Footprint Calculator (Links to an external site.) to calculate your own, personal carbon Essay

Step 1: Use the EPA’s Carbon Footprint Calculator (Links to an external site.) to calculate your own, personal carbon footprint. Find out exactly how much YOU, personally, are contributing to the global climate crisis.
What to submit: In a short (150-300 word) essay: discuss 3 ways in which your carbon footprint is higher than you expected and, for each, come up with a realistic (one that’s actually feasible for you to do, starting today) plan for reducing your footprint.
Step 2: Unfortunately, reducing our future footprints is only part of the equation. We also need to remove the carbon we’ve already released in to the atmosphere. We can do this through “carbon offsetting”. Watch the video below for information on how carbon offsetting works, why it’s necessary and its fall backs (nothing is perfect, but perfection should not be the enemy of the good). Then, visit the Carbon Footprint website (Links to an external site.) and using the website identify one project you’d be willing to support now, or in the future. Scroll to the bottom of the website, and enter the information on your carbon footprint from step 1, convert your answer from step 1 (which is in lbs) to US tons by dividing by 2000. Calculate how much it would cost to offset enough of your carbon footprint to become carbon-neutral (no net emissions of carbon in to the atmosphere) by entering the value in the appropriate box and finding your selected project in the list that pops up. Note: when you click ‘get prices’ the projects are grouped in to regional projects so your chosen project may be put in to one of those categories (click the titles to explore further).

Example of a carbon offset policy: FIU’s Earth and Environment Department has committed to offsetting all official department air travel related carbon emissions by paying for carbon offsets through Native Energy (Links to an external site.).
What to submit: After your step 1 essay, add another 150-300 words discuss which project you chose, why you chose it, and how much it would cost for you, per year, to offset the amount of carbon you calculate in step 1.
Video to watch:
Carbon Offsetting – Funding Solutions to Climate Change (Links to an external site.)
https://www3.epa.gov/carbon-footprint-calculator/
https://www.carbonfootprint.com/carbonoffsetprojects.html
https://native.eco/
https://www.youtube.com/watch?v=guNZIqxKmVM

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