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Project 1: Comparison of the Root Causes of Crime

No directly quoted material may be used in this project paper. You are working as a criminal justice research specialist assigned to a special crime reduction task force. The officials would like a report from you on three main theories as they relate to criminal behavior. The focused crimes are personal assault, robbery, burglary, and theft. While race and ethnicity are not factors, there may be other identifiable factors or theories that motivate or predict a personal propensity to criminal behavior. Your assignment is to:
Discuss in detail the risk factors and explanations for each of the following: social, biological and psychological theories of criminal behavior.
Compare and contrast each of the theories, determining which is the most likely to be the primary contributor to criminal activity. Collectively, these comparisons must be supported by at least three (3) cited sources from the course instructional materials or outside scholarly sources.

Format Requirements:
Paper must be double spaced, 11 or 12 pt font and 1” margins all around.
All APA 7th edition format requirements must be followed (cover page, in text citations, reference page). Refer to APA learning resources found in the content page of this course.
You must have resources to support your thoughts/opinions/information. These must be cited both in text as well as at the end of the document. Your paper should not contain direct quotes, sourced material must be paraphrased.

DETAILED PROGRAM

c in C that calculates an electricity bill for an electric company that provides a credit for user-generated energy (e.g. from solar panels). Your program will prompt the user for the amount of energy consumed and the amount of energy generated. Note that the user input is / delimited. The bill will be calculated according to a tiered pricing model applied to kilowatt-hours (kWh) consumed and generated. For energy generated, the user is always credited $0.10/kWh. For energy consumed, the ?rst 300 kWh are charged at a rate of $0.15/kWh. Energy consumed beyond 300 kWh is charged at a rate of $0.30/kWh. The energy company likes their calculations to have at least 10 digits of precision and for the price to be returned to the millionth dollar ($0.000001), so choose your variable data types accordingly and format your output as shown below.
 a.out
How many kWh were consumed/generated? 1/0
Your bill is: $0.150000
(˜)$ a.out
How many kWh were consumed/generated? 100 / 1
Your bill is: $14.900000
(˜)$ a.out
How many kWh were consumed/generated? 400/ 100
Your bill is: $65.000000
(˜)$ a.out
How many kWh were consumed/generated? 500.12345 /2000.4521
Your bill is: $-95.008175

PSY350WK5DQ2

How can the brain repair itself or restore lost function after TBI or other brain damage (focus on the concept of neuroplasticity)?  Wilson (2012) lists ways that the brain can repair itself, but reminds us later in the chapter that, in most areas of the brain, replication of neurons by mitosis to replace lost/dead neurons only occurs in immature brains (i.e., essentially those younger than age two). There are some areas (e.g., the hippocampus, which is responsible for memory) that have neurogenesis, but other areas of the brain must utilize neuroplasticity to restore lost function. In addition, discuss what clinical, biological, and psychological factors are important in successful brain function recovery outcomes. What are some clinical interventions (e.g., medication, surgery, stem cell therapy, physical therapy, occupational therapy, rehabilitation techniques, and psychotherapy) that help facilitate the restoration of lost brain function? Include information on brain structures, pathways, neurotransmitters/receptors, and psychological factors when discussing the topic areas above. Additional emphasis should be placed on relating the underlying pathology of brain trauma and damage to the actual biologic mechanism of how various treatments support repair or restoration of function.    In keeping with the focus of this class, the emphasis should be placed on the role of neurotransmitter and receptor systems, neuroanatomical structures, and neurological functional pathways. You must use a minimum of one peer-reviewed source that was published within the last five years, documented in APA style, as outlined in the Ashford Writing Center.  Your post should be a minimum of 250 words.  You may cite and reference your textbook, required reading and/or multimedia, but these will not fulfill the source requirement.  Guided Response: Respond substantively to a minimum of two of your classmate’s posts that have identified different neurotransmitters than you.  Your responses should address both the neurotransmitter/receptor system and neuroanatomical structures involved in TBI. In addition, please observe the following guidelines for all responses:
Provide a courteous and interactive learning environment.
Continue to monitor the discussion board and reply to anyone who has chosen to respond to your original post.   
Your responses should address both the neurotransmitter and receptor system in their discussion, and the biological and/or psychological factors that influence recovery from TBI.  
Your responses should demonstrate that you have read the existing replies on the board (in your response, mention information and viewpoints already expressed by existing responses to the same post).

PROGRAM with MATH

c in C that prompts the user for two numbers and asks whether to treat each number as an integer. Then multiply the two numbers, treating each number as an int or double based on the user’s preference. Print the resulting computation, matching the format in the examples below. Note that numbers are comma delimited and that the user can answer the y/n questions with either lower or uppercase letters.
(˜)$ a.out
Enter two numbers to multiply: 2.5,3.5
Is the first number an int (y/n)? n
Is the second number an int (y/n)? N
2.50 * 3.50 = 8.75
(˜)$ a.out
Enter two numbers to multiply: 0.5, 3.5
Is the first number an int (y/n)? n
Is the second number an int (y/n)? Y
0.50 * 3 = 1.50
(˜)$ a.out
Enter two numbers to multiply: 10.9,11.2
Is the first number an int (y/n)? y
Is the second number an int (y/n)? n
10 * 11.20 = 112.00
(˜)$ a.out
Enter two numbers to multiply: 20.54 , 35.19
Is the first number an int (y/n)? y
Is the second number an int (y/n)? Y
20 * 35 = 700
(˜)$ a.out
Enter two numbers to multiply: 10 ,20
Is the first number an int (y/n)? n
Is the second number an int (y/n)? N
10.00 * 20.00 = 200.00

IMPORTANT PROGRAM

c in C that prompts the user for a number of seconds and returns the equivalent number of years, days, hours, minutes, and seconds. Your program should correctly respond to inputs that correspond to 0 seconds up to at least 10,000 years. Assume that a year has 365 days,
a.outHow many seconds? 40000000That is 1 year(s), 97 day(s), 23 hour(s), 6 min(s), 40 sec(s)a.outHow many seconds? 0That is 0 year(s), 0 day(s), 0 min(s), 0 sec(s)How many seconds? 315360000000That is 10000 year(s), 0 day(s), 0 hour(s), 0 min(s), 0 sec(s)

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