...Part I: The Shooting Gallery Wayne Niswander BUS/475 September 4, 2014 Shannon Mathis-Roberts Business Model and Strategic Plan Part I: The Shooting Gallery Within the city limits of Temecula and Murrieta California, there are six businesses that sell firearms and ammunition. However, there are very few locations nearby for people to go and shoot. For this project, the writer will discuss a business proposal for a shooting range that will be located within close proximity to Temecula and Murrieta. Some of the topics to be discussed are the company’s mission and vision and how they relate to the overall strategic objectives of the company. The Shooting Gallery will be an indoor shooting range within the city limits located in the commercial district in the far western end of the city away from any residential areas. The company hopes to draw customers from Moreno Valley to Lake Elsinore to Escondido. Mission and Vision Mission Statement The premise for “The Shooting Gallery” is to create a place for customers to patronize for the purpose using their firearms. The mission of the Shooting Gallery is to provide the firearms enthusiast a safe and inviting environment in which they can enjoy the sport of shooting. For gun owners in the immediate area there are not many locations at all to go and shoot. There is a shooting club in eastern Murrieta that requires membership and another range just south of Temecula in the Rainbow area. Both of these ranges are outdoors...
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...Honesty is the Best Policy There once was a archer named Jordan. Jordan loved to compete in archery contests. He was a proficient shooter with a bow. Even though Jordan was a good shooter he was very poor. Jordan had lost all but on of his arrows on a hunt for food. One day Jordan was at a outdoor shooting range. Jordan practiced shooting at a orange painted hay bail that was in the trees. He was hitting the bulls eye with ease so he went on to a new target. Jordan’s next target was not as easy it was no longer a straight shot. He would have to figure a way to get a clear shot off threw all the trees. He got all set up he was ready to make his shot when a squirrel jumps on him and he fires his last arrow randomly into the trees. Jordan is upset that he has lost his last arrow and calls for help. A woman appears and says that she will help him look for his arrow. Jordan and the woman both set off in different directions in the trees to retrieve the arrow. Minutes later the woman returns to Jordan with a golden arrow and asks Jordan if it is his. Jordan replies honestly to the woman saying that it is not his lost arrow and it could be someone’s last arrow so he would feel bad for taking it. Jordan and the woman set off again to find the arrow. A short time later the woman returns again this time she is holding a silver arrow. The woman again asks Jordan if it is his arrow. Jordan replies honestly again saying that it is not his arrow. The two again set off...
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... Today’s Date: ________________________ ________ (initial) I DECLINE THE USE OF A HELMET FOR BIKING. ________ (initial) I UNDERSTAND I WILL BE CHARGED A FEE OF $40.00 IF I DO NOT RETURN THE BIKE HELMET. ________ (initial) I UNDERSTAND I WILL BE CHARGED A FEE OF $125.00 IF I DO NOT RETURN THE MOTORCYCLE HELMET ________ (initial) I UNDERSTAND I WILL BE CHARGED A FEE OF $125 IF I DO NOT RETURN ALL FISHING EQUIPMENT ________ (initial) I UNDERSTAND I WILL BE CHARGED THE COST OF REPART TO BICYCLES, 4 -WHEELERS AND ANY OTHER EQUIPMENT AS SPECIFIED IN PARAGRAPH SIX (6) OF THIS AGREEMENT. 1. 2. I understand and acknowledge that the hunting/target shooting sports, rifle range, teambuilding activities, fishing, basketball, tennis, swimming/pool activities, lake activities, use of the fitness center, golf driving range, wildlife tours, camping, 4wheeling, Kawasaki Mule/Polaris riding, biking,...
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...giant MMI, has a great team. Everyone works hard and gets along. Everyone, that is, except Max Dyer. Max is a talented programmer, but he's terrible in the interpersonal skills department. So terrible, in fact, that three years ago Lynne reworked his job after employees complained that he was unengaged and even belligerent. Since then, he's been a solid worker, putting in extra hours and meriting good performance evaluations. But recently, Max's coworkers have noticed a change for the worse in him. True, everyone at MMI is on edge after a round of layoffs, but Max's behavior seems like more than a case of the jitters. To make matters worse, reports of a workplace shooting in Seattle are all over the news. Paige overhears Max shouting at someone on the phone. George finds Max pinning up a certificate from a shooting range in his cubicle, and Nicole, who worries they will all end up as statistics of office violence, wants to know how Lynne plans to ensure their safety. When Lynne tries to talk to Max, it's clear he thinks his coworkers are out to get him. And the truth is, they believe he fits the profile of a man on the edge. But what can Lynne do about an employee who has never made so much as a veiled threat to anyone? Commentators James Alan Fox, a professor of criminal justice at Northeastern University; Steve Kaufer, a cofounder of the Workplace Violence Research Institute; Christine Pearson, a management professor at Thunderbird; Christine Porath, a professor of management...
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...Chapter 1: Cadet Safety and Civilian Marksmanship Program Lesson 2: Firearm Safety and Safe Range Operation LESSON 2: FIREARM SAFETY AND SAFE RANGE OPERATION PURPOSE This lesson introduces you to the rules for safe air rifle handling and the range procedures that you must follow in air rifle firing activities. RULES FOR SAFE GUN HANDLING There are three basic rules that are the foundation for the safe handling and shooting of all types of guns. These rules fully apply to the air rifles that are used in JROTC marksmanship programs. These fundamental safety rules focus on three key parts of every gun that control when and where the gun can be fired. Those parts are the MUZZLE, ACTION, and TRIGGER. Everyone should know these basic parts of a gun, whether or not they ever will be involved in target shooting, so that they can practice the rules for safe gun handling any time they are in a situation where a gun is present. • MUZZLE. The forward end of the barrel. The point where the pellet or projectile leaves the barrel when the gun is fired. A gun is aimed by pointing its muzzle at the target. ACTION. The working mechanism of the gun. Gun actions typically have a bolt or lever that is used to open and close the action so that the gun can be loaded and unloaded. TRIGGER. The trigger is part of the action or working mechanism of the gun. The trigger is a lever that projects out of the bottom of the gun. A trigger guard protects the trigger. After a gun is loaded and the action...
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...Measures of dispersion This allows us to examine the variability within data sets. Helps us to understand whether scores in a given set of data are similar to or very different from each other. The range The difference between the highest and lowest value of data. The two sets of variables have the same mean but a different range, so the range is helpful as further method of describing the data. If we just used the mean, the data would appear to be the same. The main advantage of using the range is that it is quick to calculate. The main disadvantage of the range is seriously affected by extreme outline values in the range. Standard deviation Standard deviation is the measure of spread of scores from the mean. The larger the standard deviation, the larger the spread of scores from the mean. Advantages of the standard deviation. It is more sensitive measure of dispersion than the range and interquartile range since all scores are used in it calculation. Describe the spread of scores with great precision. Disadvantages of standard deviation. It is complicated to calculate. EXAMPLE ANSWER. The girl’s performance was generally better than the boys mean. The standard deviation- the spread of the mean from the boy’s part was higher than the girls spread of the mean. So the girls were more consistent than the boys. 2. Because you have more results, to analyse and to see if the results are reliable. 3. Because you get further information into the mean, knowing...
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...random school shootings. Our solutions will also prevent future school shootings. Children that are isolated from guns causes more harm. Children will be armed with guns. Training children how to operate, shoot and defend themselves should begin at age 4 or when the child enters pre-school. Children will be required to learn how to treat and respect a gun. More firearms are the answer. First we will teach gun safety. Children will be trained and practice daily at the rifle range. Once a child is at 80% target efficiency, training will cease. Children are required to play with guns as much and with other toys on a regular basis. Children will be prepared and be able to defend themselves. If they die in a shooting, at least they will have died defending themselves. Parents might miss them but they will know that their kids died with honor and defending themselves. Kids will be less likely to take a gun to school or go on a wild rampage with a gun than someone who hasn’t been taught respect and use of firearms. If children are taught properly, there will be less accidental shootings Children age 4 to 8 will be armed with a .22, children ages 9to 13 with .37 and ages 14 to 18 with a semi-automatic rifles. Older children get an adrenaline rush with more available shots. They will look forward to shooting at a target and ultimately killing their target. A study conducted on behalf of Hunting Heritage Trust and the National Shooting Sports Foundation...
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...important as a person matures. Somewhat informative but not sure if I want to use this source. Alexander Volokh with Lisa Snell. School Violence Prevention: Strategies to Keep Schools Safe. www.rppi.org/ps234.html. This site addresses that school violence is a serious problem, especially in public schools. Improving the quality of American education is difficult without also addressing school violence, since regardless of how good the teachers or curriculum are, violence makes it difficult for students to learn. School violence wears many faces. It includes gang activity, locker thefts, bullying and intimidation, gun use, assault—just about anything that produces a victim. Violence is perpetrated against students, teachers, and staff, and ranges from intentional vendettas to accidental killings of bystanders. Often, discussions of school violence are lumped together with discussions of school discipline generally, as both involve questions of how to maintain order in a school. This is a well informed site. Monica Davey and Jodi Wilgoren. Signs of Danger were missed in a Troubled Teenager’s Life. 24 Mar. 2005. www.nytimes.com .Some who knew Jeff...
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...Teachers and Weapons in Schools Jessica Rhodes Composition II WI12 Instructor S. Cochran February 10, 2013 Abstract In this paper, I will explore the controversial question of whether teachers should be allowed or required to carry weapons on school campuses. The question of whether the topic should be entertained has come up time and again after tragedies occur, the timeline of which will be summarized herein. The recent tragedy at Sandy Hook Elementary School in Newtown, Connecticut, that devastated the nation on December 14, 2012, has wrenched this debate crudely back into the spotlight. I will investigate different types of protective instruments that could possibly be used, as well as what types are used in schools that have such regulations. I will delve into the reasoning behind states that have implemented laws that allow teachers to carry guns in school and/or at school events. Included within are excerpts from this writer’s first-person interview conducted with Maria Otero-Ball, a kindergarten teacher in Albuquerque, New Mexico. As a teacher of children the same age as those involved in the Newtown tragedy, Mrs. Otero-Ball offers a first-hand view on the changes that she and the school have made following the tragedy, as well as her views on the practicality of weapons in the school. My goals in preparing this paper are to expand my thoughts on the subject, peruse the thoughts of others, and explore the statistics to provide a better overall understanding of...
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...when trying to keep all schools safe, is the simple fact that no two schools are the same. Understanding this can lead us to the conclusion that it is impossible to have one global plan or program that can be 100% effective in all schools. “Violence prevention programs work best when they incorporate multiple strategies and address the full range of possible acts of violence in schools. For any set of policies to work, it must be established and implemented with the full participation and support of school board members, administrators, parents, students, community members, emergency response personnel, and law enforcement.” (Kramen, 2008.) If these responsibilities were not shared, the success rate for safe school policies would be very low. Parents send their children to school and think that during that time they are studying and doing other productive, educational things. The last thing parents expect is something terrible happening to their child while at school. School violence is happening more frequently than it should and something needs to be done to stop it. Not only does an act of school violence, especially a school shooting, affect the individual student it reflects poorly on the United States school systems but it also reflects poorly to our nation as whole. Some people may argue that there is more pressure on kids these days than ever before and this can lead children to acting out and ultimately leading to unexpected actions. People may argue that children are...
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...two other categories, like the eye colour and the IQ, I believe that however interesting and amusing the results would be, they would not provide too clear a relationship, or any conclusive information. The data provided gives information about 1183 girls and boys at Mayfield High School, who have been categorized into their year groups. These year groups begin with the students entering their teens, and end in their mid-teenage years. In order to be able to compare girls and boys in each year, I will represent the distribution of heights and weights for both sexes in each year in various forms. I plan to use stem and leaf plots, scatter graphs and box plots, and a wide range of calculated data, like the mean of the heights and weights, their interquartile range and their Body Mass Index. The data that will be represented will not be all the data provided, as if I were to do this, then I would be plotting 2366 datum points which would be ideal, however time does not allow for this number of points. So, instead I will take a stratified sample of the total data and use this sample in the investigation. From these representations of the data, conclusions will be drawn as to how the relationship between height and weight changes with age and sex, but before this is done, any anomalous data points will be considered, so that they do not affect the overall conclusions....
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...University of Great lakes Kisumu Marjorie Adoyo Ogutu BSN/12-M/07 BIOSTATISTICS ASSIGNMENT 1. KURTOSIS The kurtosis of a distribution describes its degree of peakedness or its peakedness relative to the length and size of its tails. A distribution that is relatively flat and has short tails is of low kurtosis and is said to be platykurtic. A distribution with a sharp peak and long tapering tails is of high kurtosis and is termed as leptokurtic. The normal distribution is used for reference or comparison, thus mesokurtic. 2. PERCENTILES AND QUARTILES The percentile of a set of observations divide the total frequency into hundredths i.e,the 30th percentile is that value of the variable below which 30% of the observations lie. The term quartile is a generic term for division point relative to any partition.i.e percentile, tertiles, quartiles and deciles are all examples of quartiles. Therefore a percentile is a rank in percentage while a quartile is a value of the observed variable. 3. BOX AND WHISKER PLOTS Also known as box plots. It entails putting the values in numerical order or arranging from the least to the largest value, and then you find the median of your data. The median divides the data into two halves. You then divide the data into quarters by finding the median of the two halves. Thus Q1-Is the middle number for the first half of the list. Q2-Is the middle number of the whole list. ...
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... Wage cumulative lower upper midpoint width frequency percent frequency percent 10,000 < 20,000 15,000 10,000 2 13.3 2 13.3 20,000 < 30,000 25,000 10,000 5 33.3 7 46.7 30,000 < 40,000 35,000 10,000 3 20.0 10 66.7 40,000 < 50,000 45,000 10,000 3 20.0 13 86.7 50,000 < 60,000 55,000 10,000 1 6.7 14 93.3 60,000 < 70,000 65,000 10,000 1 6.7 15 100.0 15 100.0 exact interpolated 27,481.50 23,500.00 25th percentile, Q1 30,133.00 31,666.67 median 44,213.00 44,166.67 75th percentile, Q3 16,731.50 20,666.67 interquartile range, Q3 - Q1 Frequency Distribution - Quantitative Other-Non-White Wage...
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...Chapter 3 – Representation and summary of data Test 1.) A travel agent sells holidays from his shop. The price, in £, of 15 holidays sold on a particular day are shown below. |299 |1050 |2315 |999 |485 | |350 |169 |1015 |650 |830 | |99 |2100 |689 |550 |475 | For these data, find (a) the mean and the standard deviation, (3) (b) the median and the inter-quartile range. (4) An outlier is an observation that falls either more than 1.5 × (inter-quartile range) above the upper quartile or more than 1.5 × (inter-quartile range) below the lower quartile. (c) Determine if any of the prices are outliers. (3) The travel agent also sells holidays from a website on the Internet. On the same day, he recorded the price, £x, of each of 20 holidays sold on the website. The cheapest holiday sold was £98, the most expensive was £2400 and the quartiles of these data were £305, £1379 and £1805. There were no outliers. (d) On graph paper, and using the same scale, draw box plots for the holidays sold in the shop and the holidays sold on the website. (4) (e) Compare and contrast sales from the shop and sales from the website. (2) (Total 16 marks) ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ...
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...Air Resistance Formula We have seen the planes moving in sky what decreases its speed? This is what Air resistance is! [pic] Air resistance is the resistance against the air, which decreases the speed of the moving object. Its formula is given as [pic] Where c is air constant, v is the object's velocity. Air Resistance Formula is used to find the air resistance, air constant and velocity of body if some of these quantities are known. This formula has wide applications in aeronautics. Air resistance Problems Back to Top Below are given some problems based on air resistance which may be helpful for you. Solved Examples Question 1: A plane moving with velocity of 50 ms-1 has a force constant of 0.05. Calculate its air resistance. Solution: Given: Velocity of air v = 50 ms-1, Force constant c = 0.05 The force constant is given by F = cv2 = 0.05 × 2500 = 125 N. Question 2: An object is traveling at 20 ms-1 experiences a force of 50 N. Calculate the force constant. Solution: Given: Velocity of air v = 20 ms-1, Force F = 50 N, The force constant is given by c = F/v² = 50/20² = 0.125 http://formulas.tutorvista.com/physics/air-resistance-formula.html#air-resistance-problems http://physics.tutorvista.com/motion/projectile-motion.html • PhysicsMotionProjectile Motion Top ...
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