The Employment Portfolio will consist of four letters and one résumé. Each document is worth
5% of the 25% total weight for the assignment.
Letter 1
Letter 1 is a solicited application letter following the AIDA model found in the textbook. The first
paragraph should clearly state why you are writing and give the recipient a reason to continue
reading. Identify the specific job for which you’re applying. Show understanding of the company,
and the job’s role in positioning the company within its marketplace. The second paragraph
presents your strongest selling points, demonstrating how you can benefit the firm. This creates
interest in your candidacy and the desire to interview you to learn more. For the solicited letter,
ensure your second paragraph addresses each major requirement in the job announcement or
ad. Show the reader how some of your key personal characteristics fit the job. The third
paragraph asks for a specific action (usually an interview) and a reply to your letter. You can
offer to come to the interviewer’s office, at his or her convenience or suggest a telephone
interview. Include an email address that you check every day and a working mobile telephone
number. Today, everyone is expected to have a mobile telephone; ensure you have one.
Letter 2
Letter 2 is a request for a recommendation. It consists of three parts: an opening, a body, and a
closing. In the opening (Paragraph 1), clearly state the request, being polite and respectful.
Assume the reader will comply with your request, but specifically ask for a recommendation. In
the body (probably a couple of brief paragraphs), ask the reader to comment on your character,
job skills, relevant personal characteristics, etc. In the closing, indicate to whom and to where
the letter should be sent by including both a postal and e-mail address. Ask the reader to send
the recommendation by a specific date but give the reader sufficient time to respond to your
request. Thank the reader for his or her time and effort.
Letter 3
Letter 3 thanks the interviewer. The first paragraph reminds the interviewer about the interview
and expresses appreciation for the time spent and consideration shown. The second
paragraph briefly and subtly reminds the interviewer that the candidate’s knowledge and skills
will benefit the organization. The third paragraph emphasizes the cultural fit between the
candidate and the organization by briefly and subtly reminding the interviewer of the candidate’s
relevant work ethic and personality attributes; close with the request for decision time frame.
Letter 4
Letter 4 is the job offer acceptance letter. In the first paragraph, explicitly state you are
delighted to accept the position, naming the department and salary. If you negotiated additional
benefits outside those usually offered by the firm, confirm those as well. Confirm your start date.
In the second paragraph, address any relevant miscellaneous details. In the third paragraph,
thank the firm for the job offer, and indicate you are looking forward to making a productive
contribution to the firm.
Résumé
The résumé is a job-interview-ready document. Your résumé will be no more than 1-2 typed
pages in length. Use the chorological-style when creating your résumé. The focus of the résumé
must be on a career objective of your choosing (e.g., a position you are seeking, an internship
opportunity, or an entry-level position related to your major).
Employment Portfolio Scoring Rubric
Letter 1: Job Application
Scoring Criteria (4 points are possible for each criterion: score will range from 0:
criterion is virtually nonexistent to 4: criterion is met exceptionally with no errors)
Score
1. The heading, date, inside address, and salutation are complete and properly
positioned.
2. The body of the letter is properly formatted, spaced, and logically sequenced.
3. The complimentary close, signature block, and other relevant letter elements are
complete and properly positioned.
4. The letter is characterized by proper grammar, spelling, punctuation, and other
relevant writing mechanics.
5. The body of the message contains relevant, sufficient, and timely information.
6. In sum, the letter is likely to accomplish its intended purpose.
Letter 1 Score (out of 24)
Letter 2: Request for Recommendation
Scoring Criteria (4 points are possible for each criterion: score will range from 0:
criterion is virtually non-existent to 4: criterion is met exceptionally with no errors)
Score
1. The heading, date, inside address, and salutation are complete and properly
positioned.
2. The body of the letter is properly formatted, spaced, and logically sequenced.
3. The complimentary close, signature block, and other relevant letter elements are
complete and properly positioned.
4. The letter is characterized by proper grammar, spelling, punctuation, and other
relevant writing mechanics.
5. The body of the message contains relevant, sufficient, and timely information.
6. In sum, the letter is likely to accomplish its intended purpose.
Letter 2 Score (out of 24)
Letter 3: Thanking the Interviewer
Scoring Criteria (4 points are possible for each criterion: score will range from 0:
criterion is virtually non-existent to 4: criterion is met exceptionally with no errors)
Score
1. The heading, date, inside address, and salutation are complete and properly
positioned.
2. The body of the letter is properly formatted, spaced, and logically sequenced.
3. The complimentary close, signature block, and other relevant letter elements are
complete and properly positioned.
4. The letter is characterized by proper grammar, spelling, punctuation, and other
relevant writing mechanics.
5. The body of the message contains relevant, sufficient, and timely information.
6. In sum, the letter is likely to accomplish its intended purpose.
Letter 3 Score (out of 24)
Letter 4: Accepting Job Offer
Scoring Criteria (4 points are possible for each criterion: score will range from 0:
criterion is virtually non-existent to 4: criterion is met exceptionally with no errors)
Score
1. The heading, date, inside address, and salutation are complete and properly
positioned.
2. The body of the letter is properly formatted, spaced, and logically sequenced.
3. The complimentary close, signature block, and other relevant letter elements are
complete and properly positioned.
4. The letter is characterized by proper grammar, spelling, punctuation, and other
relevant writing mechanics.
5. The body of the message contains relevant, sufficient, and timely information.
6. In sum, the letter is likely to accomplish its intended purpose.
Letter 4 Score (out of 24)
Résumé
Part A. The résumé positions the candidate effectively.
Scoring Criteria (2 points are possible for each criterion: score will range from 0:
criterion is virtually non-existent to 2: criterion is met exceptionally with no errors)
Score
1. Contact information (name, address, telephone, e-mail address, etc. is properly
placed and complete.
2. The job objective is clear and relevant to the job sought.
3. Education is summarized including degree, major, school, (attendance dates), and
expected graduation date. (Attendance dates are optional.)
4. Prior work experience is listed from most recent to last position, containing title,
dates of employment, and brief job duty descriptions.
5. Professional and/or academic honors are listed.
6. Community and extra-curricular involvement is detailed.
Part B. The résumé is characterized by proper, spelling, punctuation, writing mechanics,
and grammar.
Scoring Criteria (Maximum 12 points) Score
12 = Conformance to writing mechanics is exceptional (no minor or serious errors).
10 = Conformance to writing mechanics is very good (a few minor errors; no serious
errors).
8 = Conformance to writing mechanics is good (a few minor and 1 serious error).
4 = Conformance to writing mechanics is poor (several minor and a few serious
errors).
2 = Conformance to writing mechanics is very poor (several minor and serious errors).
0 = Conformance to writing mechanics is virtually non-existent.
Résumé Score (out of 24)
Total Employment Portfolio Score (out of 120)

Discussion Question: Unit 2 (Due Wednesday – August 16 by 11:59 p.m.)

Is profiling in law enforcement moral or ethical, or neither? Justify your comments using the information covered in Chapter four (4).

Complete Questions: Unit 2 (Due Sunday – August 20 by 11:59 p.m.)

1. Select a “culture” or “community” (in the US or abroad) whose choices and actions differ from mainstream society. Examples might include adolescent gangs, marijuana growers/users, religious cults, S/M sex groups. Describe the identity of that culture or community and explain how the group’s choices and actions are consistent with the principles of ethical relativism.

***I thought I would repost the instructors requirements:***

WELCOME AND INSTRUCTIONS

Welcome to Ethics in Criminal Justice! My name is Dr. Reginald Tiller.

You initial post is due on August 9, 2017 and the final two posts are due on August 13, 2017 along with the Complete Assignment. The textbook and the Attend video lecture are the two core course materials to support your comments, so concentrate on these resources first unless the assignment ask for additional research.

The Syllabus has been loaded in the course materials section of the system. Please e-mail any questions that you may have anytime and I will work hard to reply as soon as possible.

Discussion Posts: Initial Discussion posts are due on Wednesday by midnight and Final Discussion is due on Sunday by midnight. Try to enter the discussion early to allow your peers time to reply. Spreading your posts out over a few days is helpful to the discussion process.

• Limit personal opinions in your posts and base your comments on the knowledge gained from the reading assignments. I would like to see evidence of reading from the chapters in your posts. Provide factual information to construct your comments in the discussion posts. Your replies should have higher level critical elements to help broaden the discussion.
• Please proofread your work for spelling, grammar, sentence structure and that you have clearly answered the questions in each unit. Some units have two questions, so make sure you read it carefully.
• Please read the syllabus for the length (words) of the posts.
• Your follow up posts are due Sunday night at midnight and Complete Assignments are due Sunday night by midnight.
• If the cohort hits the key points of the reading assignments I will not participate as much, but I will comment when information isn’t moving the discussion forward.
• Plagiarism in any form will result in failure and is a breach of ethics for this course.

Complete Assignments: Assignments are due Sunday by midnight

• Please provide very clear and concise comments for each section of the complete assignment. This is your opportunity to show the knowledge gained from the reading assignments and that you are applying it to the assignments.
• Please provide more than a few sentences to answer the questions. Short answers will likely result in lower scores.
• Content, comments and support from the reading assignment is critical to doing well in this course. In the first unit I allow a lot of flexibility in the use of APA guidelines, but I do expect to see good mastery of the APA guidelines as we progress each week.

Respectfully,

Dr. Tiller

BY: Dr. Reginald Tiller

DATE: 08/10/2017 04:51 PM

2. Colin Ferguson (the Long Island Railway gunman) was a Black Jamaican immigrant who on December 7, 1993, shot and killed six passengers and wounded nineteen others on a commuter line in New York city. Upon his arrest, he alleged that he was a victim of racism. During the trial, he relied on a “Black rage” defense. How might cultural variability and cultural difference help us understand Mr. Ferguson’s identity, beliefs, and behaviors?

1 hour ago

I thought it would be best to pay you all in one, this is much more convience for me.

Assignment
Unintended Consequences

Details:

To frame the context for this assignment, consider the following
questions: Leadership is hard; why? Perhaps the culprit is the
tangential difference (disconnect?) between the intellectual, emotional,
and inspirational decision relative to the problem. How do effective
leaders reconcile the art and the science of decision making with the
possibility of unintended consequence?
Find a case study on a
business, social, or psychological “problem” in which a decision yielded
an unintended consequence. In 1,250-1,500 words, analyze the unintended
consequence(s) of that decision. Describe the process of decision
making that was used in this instance and why that process led to the
decision that was made. Despite the unintended consequence(s), were the
decisions ethical at the time they were made?
Consider the following areas of concentration for effective decision making:

1. Barriers.
2. Cost of indecisiveness.
3. Collaboration: strength and/or weaknesses.
4. Unintended consequence: Inherited feature in the decision-making process.
5. Recommendations or reconciliations to avoid unintended consequences.

Example case studies include, but are not limited to:
Unintended Consequence: Business

1. Athlete-Agent
2. Corporate Governance Reform and CEO Compensation
3. Invasion of Iraq
4. The Affordable Healthcare Act

Unintended Consequence: Social

1. Communism for Neighborhood Relations
2. Civil Rights Act of 1964
3. Cuban Missile Crisis
4. Employer Layoffs
5. End-of-Life Care
6. Health Care Reform
7. Immigration Act of 1965
8. Large-Scale Iron Ocean Fertilization
9. Rise of International Criminal Law
10. Transportation Security (TSA) Administration Policies
11. Youth Bike Helmet Laws

Unintended Consequence: Psychological

1. Gender Aspects of Conflict Interventions (Bosnia, Somalia, etc.)
2. Women in the Workforce
3. The Workforce Investment Act

Use three to five scholarly references for evidentiary support.
Prepare
this assignment according to the guidelines found in the APA Style
Guide, located in the Student Success Center. An abstract is not
required.
This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Please Note: Assignment will not be
submitted to the faculty member until the “Submit” button under “Final
Submission” is clicked.

New Attempt

Title	Attached Documents	Turnitin Report	Similarity Index	Final Submission
Click ‘New Attempt’ to start assignment or attach documents

Apply Rubrics

Unintended Consequences

	1 Unsatisfactory 0.00%	2 Less Than Satisfactory 74.00%	3 Satisfactory 79.00%	4 Good 87.00%	5 Excellent 100.00%
70.0 %Content
20.0 % Analyze the unintended consequence(s) of the decision made in the case study.	Essay is irrelevant, it fails to analyze the unintended consequence(s) of a decision.	Essay is somewhat relevant, it is underdeveloped and inadequately analyzes the unintended consequence(s) of a decision.	Essay is relevant, it adequately analyzes the unintended consequence(s) of a decision.	Essay is relevant, it proficiently analyzes the unintended consequence(s) of a decision.	Essay is relevant, it insightfully analyzes the unintended consequence(s) of a decision.
25.0 % Describe the process of decision making that was used in the chosen case study and why that process led to the decision that was made.	Description of the decision making process that was used in the chosen case study and why that process led to the decision that was made is missing.	Description of the decision making process that was used in the chosen case study and why that process led to the decision that was made is vague and inconsistent.	Description of the decision making process that was used in the chosen case study and why that process led to the decision that was made is present and appropriate.	Description of the decision making process that was used in the chosen case study and why that process led to the decision that was made is present, clear, and makes some connections to research.	Description of the decision making process that was used in the chosen case study and why that process led to the decision that was made is clear, concise, and makes connections to current research.
25.0 % Discuss if the decision(s) were ethical at the time they were made, despite the unintended consequence(s).	Discussion if the decision(s) were ethical at the time they were made, despite the unintended consequence(s) is missing.	Discussion if the decision(s) were ethical at the time they were made, despite the unintended consequence(s) is vague and inconsistent.	Discussion if the decision(s) were ethical at the time they were made, despite the unintended consequence(s) is present and appropriate.	Discussion if the decision(s) were ethical at the time they were made, despite the unintended consequence(s) is present, clear, and makes some connections to research.	Discussion if the decision(s) were ethical at the time they were made, despite the unintended consequence(s) is clear, concise, and makes connections to current research.
20.0 %Organization and Effectiveness
7.0 % Thesis Development and Purpose	Paper lacks any discernible overall purpose or organizing claim.	Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.	Thesis and/or main claim are apparent and appropriate to purpose.	Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.	Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 % Argument Logic and Construction	Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.	Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.	Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.	Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.	Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.	Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.	Writer is clearly in command of standard, written, academic English.
10.0 %Format
5.0 % Paper Format (Use of appropriate style for the major and assignment)	Template is not used appropriately or documentation format is rarely followed correctly.	Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.	Appropriate template is used. Formatting is correct, although some minor errors may be present.	Appropriate template is fully used. There are virtually no errors in formatting style.	All format elements are correct.
5.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 % Total Weightage

Biology Unit 4 Questions

Instructions: Answer following questions using the read material attached in APA style format.

Discussion:

Answer in a minimum of 150 word count.

1. Genetically modified organisms (GMOs) are used to create human growth hormone, insulin and clotting factor proteins that are used to treat dwarfism, diabetes and hemophilia respectively. Several crops such as corn and soybean have also been genetically modified in order to facilitate either the management or growth of these crops. Why do you think there is push back or opposition against the use of GM food crops but not in the use of products such as insulin, which is also created using GMOs?

Complete:

Answer each question in a minimum of 100 words per question.

1. Describe Mendel’s P, F1, and F2 generations in his experiments with pea plants.
2. Two heterozygote tongue rollers (dominant trait) have a child. What percentage of individuals would be predicted to be heterozygotes, homozygous dominant and homozygous recessive? What is the only genotype of two parents that would ensure that their offspring could not roll their tongue (recessive trait)? Explain your reasoning.
3. A man with AB blood and a woman with O blood have a child. What is the genotype and phenotype of both the man and woman? Is it possible for them to have a child with O blood? Explain. Also, explain what type of inheritance the ABO blood system demonstrates.
4. Cystic fibrosis is an autosomal recessive disease characterized by two copies of a mutated CFTR gene. If one in 100 people in the United States have cystic fibrosis and one in 5.0505050505 people are carriers for cystic fibrosis, calculate the number of individuals that are homozygous dominant. In other words, how many people would have two copies of the normal (non-mutated) CFTR gene. Use the Hardy-Weinberg equation and explain how you determined this.
5. Red-green colorblindness is a recessive trait that is located on the X chromosome. A woman who is not colorblind but whose father is colorblind has a child with a man who is not colorblind. Predict the probability of their daughter having colorblindness, their daughter having normal vision, their son being colorblind, and their son having normal vision. Explain your reasoning.
6. One strand of a single DNA helix is labeled red while the other strand of the same DNA helix is labeled blue. This double helix DNA is replicated through the process of semi-conservative replication. Note that a completely newly synthesized strand of DNA will be white. Predict what the colors of the newly replicated DNAs (both strands) would be, explaining your prediction based on your understanding of semi-conservative replication.
7. Transcribe and translate the following sequence of DNA: TTAACGCCA. There is a mutation that resulted in AAA being inserted after G. Predict how this mutation would impact the product of translation.
8. Which of the following sequences cannot exist for a mRNA. Explain your answer. a.ATTGCC b.UTTCTTT c.AAAAAAd.CCCCC
9. Some antibiotics are used to kill bacteria by stopping the ribosome from functioning. Based on the central dogma of biology, why is this deadly for bacteria?
10. A cell has lost its ability to produce tRNA. Explain the consequences of this loss to the cell. Would this cell be able to divide? Explain.