Category: Uncategorized

Long-time government employees

Long-time government employees (most higher managers in federal agencies) have an advantage over the President in the policymaking process. The primary reason is that they:

LAN/WAN Configuration and Troubleshooting Guide

LAN/WAN Configuration and Troubleshooting Guide

You have been tasked with creating an overall LAN/WAN Configuration and Troubleshooting Guide for a medium-sized business with locations as follows:
Location 1, New York State – 100 users
Location 2, Pennsylvania – 200 users, servers that host email, collaboration tools, and the ERP/CRM system
Location 3, California – 50 users
All with the capability to work from home
You will create a portion of this guide each week, with the final documents due in Week Five.
For Week Four, write a 2- to 3-page proposal using Microsoft® Word for how you would monitor and manage the network connectivity between the sites. The proposal should
include the following:
An accurate account of at least two monitoring tools you could use
An accurate description of at least two metrics and thresholds you would report on
A proposal of how you would configure and verify device-monitoring protocols using an example from one of the Practice Labs and providing insights on how to reasonably
interpret the results from the tool
Research two different network analyzer applications, one that’s a commercial (paid) product, and one that’s an open-source (free) product.
Write a 1- to 2-page comparison using Microsoft® Word. Include the following:
Outline at least three features and benefits of each product
Make a logical recommendation for which Network Analyzer you would choose for a small network consulting organization

PHI 210 Critical Thinking WEEK 11 EXAM

PHI 210 Critical Thinking WEEK 11 EXAM

Cliff wants to determine whether people prefer red apples or green apples. In order to obtain good results, he decides to conduct this survey at a car festival. Out of
the 5000 people who attended the festival, Cliff surveys 10 attendees randomly. The survey reads, “Which do you prefer, red apples or green apples?” Seven of ten
people surveyed answer that they prefer red apples. From his survey, Cliff concludes that most people prefer red apples. Cliff’s results may not be reliable because of
which of the following problems with his study?

• Question 2

While sitting in a parking lot after work, Brandon witnesses someone step around a garbage bag on the ground. This leads Brandon to question people’s reaction to
litter. If Brandon were to conduct an investigation, which part of the investigation will he have already completed?

• Question 3

While scientific explanations provide compelling evidence for claims and produce verifiable insights, they are also _________.

• Question 4

Conspiracy theories often lack which of the following?

• Question 5

A student is designing an experiment to find out if the following statement is true: “If you get at least six hours of sleep, you will do better in class than if you
get fewer than six hours of sleep.” The statement is an example of which of the following?

• Question 6

Angela and Glenn are deciding if they should get married. Their biggest point of contention by far is over money. Angela believes strongly that the right way to handle
family finances is to save as much as possible for the future. Glenn, however, has no problem spending freely, using credit cards, and borrowing for lifestyle. As
Angela is considering whether or not to marry Glenn, which of the following questions would help her to evaluate the problem of finances?

• Question 7

A good practice when making a decision involves which of the following?

• Question 8

Dharamdas is looking to buy a new laptop since his old laptop has finally stopped working. He has made a list of all the laptop brands that could potentially fit his
needs, and now he is reading reviews and narrowing down his list based on what he learns. Which stage in the problem-solving process is Dharamdas practicing?

• Question 9

Clinton graduated college with a bachelor’s degree in mathematics. While in school he turned down the option to stay an extra year and earn a master’s degree in
engineering. Currently, Clinton is having a difficult time finding employment as a mathematician, while all of his engineering friends easily found jobs. What question
is Clinton likely asking himself when reflecting upon his decision to not get the master’s degree, which has made it more difficult for him to find a job?

• Question 10

After weeks of touring different places to live, Maria signs the lease for an apartment in a new city. Three weeks later, she notices there is a severe ant problem in
the apartment and she decides that next time she is apartment-hunting, she’ll ask the landlord about any potential insect problems before she signs her lease. Which
stage in the problem-solving process is Maria practicing?

• Question 11

Why might advertisers find it appealing to promise that they have a “better” product than the competition?

• Question 12

To Albert, the word “love” brings up positive feelings about his son; to Raj, it brings up negative feelings about a previous relationship; and to Anthony, it refers
to the warm feeling he gets during family gatherings. Which category of meaning are these statements describing?

• Question 13

A reader analyzes the four categories of meaning in order to do what?

• Question 14

“Acknowledging a right to benefit from the presence of animals requires government action to ensure human access to animals in a number of different spheres,” writes
Jessica Pierce, Ph.D., in Psychology Today. The pragmatic meaning of the term “right” in this statement is _________.

• Question 15

Which statement best describes the relationship between intent and form?

• Question 16

A state senator testifies under oath not to accept a large campaign contribution. The prosecutor argues the senator lied under oath, so the senator should go to jail.
What is the enthymeme in the prosecutor’s argument?

• Question 17

Consider the following argument: Premise 1: Steven played a video game with heavy gun use. Premise 2: Simulating shooting guns at people is wrong. Conclusion:
Therefore, Steven should not be playing the video game. The statement, “Steven should not be playing the video game,” is an example of which of the following?

• Question 18

Which of the following is the BEST example of an amoral claim?

• Question 19

Every day on his way to work, Frederic stops by a large chain hotel at which he is not staying, walks into the lobby, and helps himself to the continental breakfast.
He believes this is the right thing to do because it saves him a lot of money and is very convenient. What ethical theory is he using to justify his actions?

• Question 20

A top official of the government is presenting a case for the continued use of drone airplanes in military conflicts. The official states that “using drones during
military surveillance missions is the right course of action because it saves soldiers’ lives.” What is the enthymeme in the official’s argument?

• Question 21

An expert may not be considered a credible source if he or she has _________.

• Question 22

The false dichotomy fallacy is a fallacy in which the arguer _________.

• Question 23

Which of the following is an example of a “loaded question”?

• Question 24

Annie argues that reducing carbon emissions in the United States will take a toll on the economy far exceeding any potential environmental benefits. Leo responds by
arguing that several Scandinavian countries produce less carbon than the United States. What fallacy is Leo committing?

• Question 25

When the topic at hand is a complicated scientific issue, it is important to _________.

MBAF 603 – Finance historically provides the network

MBAF 603 – Finance historically provides the network

Read the following statements and let me know your thoughts on whether you agree or disagree with them:

1.- Finance historically provides the network for linking investors with capitalists and entrepreneurs. It is the transfer of funds from those who have idle funds to
those who have opportunities for putting those funds to work in creating wealth. A basic tenet of finance is to maximize wealth for shareholders.

2.- Financialization is the process of re-distributing wealth from those who invest and those who create wealth to those who facilitate the financing and investing
processes. Re-distribution comes in the form of excessive fees and charges imposed by financial institutions on financial transactions.

3.-The Netherlands and Britain fell from global economic prominence due to the financialization of their economies. The United States is following the same path. The
United States is experiencing financialization on several economic fronts.

4.- The re-distribution of wealth from shareholders to executives results in the concentration of wealth at the executive level without comparable creation of wealth
for workers and shareholders. An example is the retirement package of Pfizer’s chief executive. As reported in the New York Times in 2006, the package resulted in a
windfall of 200 million dollars to the C-E-O while stockholders realized a 40 percent loss in company value during his tenure.

5.- Another example of financialization is the mortgage lending industry. Home ownership is an equity builder for mainstream Americans. Equity is built up in the home
as the mortgage is paid down, coupled with home improvements and custodial care of the property.

6.-Financialization results when homebuyers are duped into high-risk mortgages structured to offer upfrontqualification but down-the-road foreclosure. These mortgages
are often re-structured and sold as mortgage pass-through securities to general investors.

7.- Financial institutions collect millions of dollars in fees from the transactions. Upon foreclosure, the properties are turned over rapidly, resulting in more fees.
The homeowners lose any equity or opportunity to build equity. The purpose of this entire process appears to be generating fees, not creating equity wealth.

Other examples of financialization include credit card companies, trading and brokerage bonuses, and the national debt.

FAH102 Exhibition Project 2017

FAH102 Exhibition Project 2017
Worth 40% of your Final Mark
Part 1 due February 28th at 4pm: 10% (individual)
Part 2 due April 4th at 6pm: 30% (15% individual; 15% group)
For this project, you and a small team from your tutorial section will pretend that you are launching an
exhibition with unlimited funds and resources. Your exhibition and the objects you display must be
developed around one of the following six themes:
1. Art, Time, and Tempos
2. Art and the Body
3. Stranger Things (or Spaces)
4. Iconophilia, Iconoclasm, and Iconophobia
5. Truth and Deception
6. Where Art is Made
• Sign up for a group theme on Blackboard by clicking on ‘Tutorial and Group Signup’ in the left
control panel.
• Each tutorial section will be divided into six groups, one for each theme.
• Groups are capped at 4 members – no more! If there is a theme you really want to work on, sign
up
right away before groups fill up.
• These topics have been made broad on purpose, so that you and your group will be able to
approach the theme from different perspectives. In the first part of the project, you will explore
these various perspectives on your own, and in the second part of the project, you and your team
will pick a particular aspect that works for everyone.
Part 1 Initial Ideas (approx. 4 pages); due February 28th by 4pm
You will work on this part of the project as an individual, but you should still exchange ideas within
your
group. For now, you are not being asked to write a formal essay with a thesis statement or argument,
rather you are writing a series of discursive reflections on your theme, allowing for different ideas and
positions. Although there is room for your thoughts to diverge, you should make sure that the ideas
are
organized and communicated in a way that is clear and logical for your reader. Write in full sentences
and paragraphs for all components.
There are 4 components to this stage of the project:
• Theme Reflection (approx. 300 words): Try to think of two or three very distinct ways that you
could define the theme. What kinds of questions does the theme raise? How do you understand
the meaning of each term and how might different kinds of art change its meaning or
significance? Which of the methods that we have covered or that we will cover do you think
might give you the best approach to these questions and why? What kind of information do you
expect to find by taking that approach?
• Theme Research (approx. 300 words): After you have written your reflection, consult the Grove
Dictionary of Art, the Encyclopedia of Aesthetics, and the Grove Encyclopedia of Decorative Arts,
or go further and consult an academic book, or an academic article that addresses the theme or
2
some aspect of your theme. Explain what you have discovered and how your understanding of
the theme has changed or has become clearer?
• Pick and Describe a Related Work of Art: Pick any work of art that you think illustrates the
theme in some way, whether it’s through its materials, its formal qualities (the forms that
construct the work and organize it into parts), its subject matter, its original context, its current
context, its reception (the responses of viewers), etc.
o Provide a thumbnail image of the work, and a caption: the caption should list the
artist/maker (if known), its title, its date, its materials, and its current location.
o Describe and discuss the work (approx. 200 words): Introduce the work by describing
what it is and what it’s about. Then explain why it interests you, why you think it relates
to your theme, and of course, what methods or approaches from the course you think
will help your analysis.
• Annotated Bibliography (3 x 100 words): Compile an annotated bibliography consisting of at
least 3 sources.
o Make sure these sources are academic and not intended for a general audience.
o At least one of these sources should be about the general theme. (Try to go beyond the Grove
Dictionary of Art, the Encyclopedia of Aesthetics, and the Encyclopedia of Decorative Arts – but
you might look in their bibliographies for suggestions).
o For each source, write three or four clear explanatory sentences (roughly 100 words), describing
what the source is about and why it will be useful for your catalogue. You might indicate what
art historical method is most prominent.
o Follow the proper bibliographic format according to the Chicago Manual of Style.
Submission Details for Part 1
• Format: Use double spacing and 12 point Times New Roman font. You do not need a cover
page. On the top of the first page, include your name, student number, tutorial section (e.g.
Tutorial E), and your theme.
• The project must be uploaded to Turnitin by 4pm on February 28th.
◦ Class ID: 14488939
◦ Password: Lermolieff
• You must also bring a paper copy of your project to class.
• To your paper copy, attach the Academic Integrity checklist, which must be signed and filled
out. This form is located in Course Materials in the folder for the Exhibition Project.
Part 2 Virtual Exhibition and Catalogue; due April 4th by 6pm
As a group of 3-4 members, you will need to produce:
• A more specific title for the exhibition and a title page for an exhibition catalogue (work as a
group)
• An introductory essay (work as a group)
• 2 catalogue entries from each member (work as an individual, but share ideas with the group as
you go)
• Wall labels for each work of art or structure (work as an individual)
3
• A layout or floor plan of the exhibition space, indicating where you would locate each of your
various works.
As an Individual (15% of your final grade):
Building on your reflection of a work of art in part 1 of the project, each of you will now
write two
catalogue entries on two works of art or structures, and you will write wall labels for each
work/structure. You can use the same work from part 1, but the second work should be something local
that you can visit in person.
Although as a group you should be making sure that all the catalogue entries have the same appearance
and that they follow the same format, each member is ultimately responsible for the writing and editing
of their own catalogue entries and wall texts, and will receive an individual grade for that work.
• A short block of wall text (approx. 150 words) is a small descriptive panel or label that is usually
situated next to a work of art in a real exhibition. For the wall text, which will accompany each
object in the exhibition, you will write a few sentences that highlight a big idea about the work.
Think of this as your chance to grab the attention of a casual museum-goer who has not read
the catalogue and needs a “hook” to get interested in things. What can you say in this didactic
wall text to draw that viewer into the work and get him/her looking and thinking?
• Each of your 2 catalogue entries (approx. 500 words apiece) will talk about the work in more
detail. Start with a brief denotative description of the work. You might also think about what
aspects your reader should pay particular attention to. Your brief introductory description
should be followed by an explanation of the work’s significance. This is where you will do the
actual methodological analysis of your work. Explain how other scholars have approached the
work or how they have approached works similar to it. Think about how your approach casts a
new light on their interpretations.
◦ The catalogue entry should not repeat the description of the work in the curator’s essay (see
below).
◦ Include an image for each work of art at the beginning of the catalogue entry, along with a
catalogue number.
◦ List relevant technical info: art, title, date, location, medium of the work.
◦ Be sure to add your name at the bottom of each catalogue entry.
◦ Use endnote citations. You should refer to at least 2 different sources (not including
assigned readings from the course) in each entry.
• The sources mentioned in your citations should then be included in a bibliography at
the end of the whole catalogue.
As a Group (15% of your final grade):
Building on your reflections of the theme in part 1, you will now work as a team to bring
everything
together and form a coherent exhibition catalogue on a particular aspect of your theme.
• This is not a project that can be done at the last minute, and it is unfair to your group mates
if
you fall behind when they’re depending on your contributions to continue. Early in the process
you should discuss what roles each member will play in the group (editors, layout designers,
group coordinators), and discuss your schedules in a typical week and over the course of the
term. Using this information, set up mutually convenient meeting times as soon as you can, and
establish several deadlines for different stages of the project!
4
• Decide together on an exhibition title that narrows the scope of your theme, then design a title
page that includes the title and the names of all the members of the group. Make sure your title
works with everyone’s chosen objects.
• Building on your thematic reflections from part 1, work collaboratively to write a curators’ essay
that introduces your theme and explains the title.
o The essay should begin with an introduction to the exhibition that defines what the
theme of your exhibition is and what kinds of objects it includes (paintings, sculptures,
photography, buildings, performances, mixed media objects, etc.). You should also
explain why all these works in your exhibition have been brought together, and what
points you hope to make by having them seen as a group.
o Why is your exhibition important and how have others addressed this general theme?
You will need to do some additional research for this section, referring to at least 4
different sources all together (not including assigned readings for the course).
o To create the remainder of your curators’ essay, everyone will be contributing a short
discussion of their chosen works (at least 100 words for each work). Explain how each
work links to the theme and how it makes a unique contribution to the exhibition itself.
These discussions will thus introduce the kinds of questions that the work poses,
anticipating what method(s) will be used in the catalogue entries as an interpretive lens
through which the viewer/reader can better understand the work.
o You want to conclude your introduction by emphasizing what broad insights and ideas
you hope your viewer/reader will take away after seeing the works and reading the
catalogue.
o Use endnote citations for the essay.
• These sources will then be included in a bibliography at the end of the whole
catalogue.
• Include a bibliography for the whole catalogue, including citations from the curator’s essay and
all the catalogue entries.
• Create a floor plan of the exhibition. Pretend that you can bring anything you want to this
space, including buildings. Think carefully about how visitors will understand the theme based
on the order of the objects and on their movement through the space.
• Integrate all components of the exhibition into a consistent look and format. These components
should include the title page, curator’s essay, catalogue entries, wall labels, exhibition layout,
and bibliography of everyone’s sources.
Submission Details for Part 2
• Designate one member to upload a PDF of the whole catalogue to the Group Page on
Blackboard by 6pm on Tuesday April 4th. Here is a link to a short video tutorial on working in
groups through Blackboard:

405Nhi_-y5qNCjrK71
• Designate a single member of your group to upload a copy of your full catalogue to Turnitin by
6pm on Tuesday, April 4th.
• Bring a single printed copy of the whole catalogue to class on April 4th.
5
• Each member of the group should attach to the paper the Academic Integrity form, which must
be signed and filled out.
• Should you need advice about how to work effectively as a group, don’t hesitate to come and
speak to us. There will also be an option for you to provide a candid assessment of your group
and of your personal contributions. Instructions on how to do this will be made available closer
to the due date of the assignment.
Useful Links
Google docs is a great tool for collaborative writing – it will make sharing your thematic reflections and
working on your intro and conclusion much easier.
Doodle polls (doodle.com) are great for coordinating schedules.
The University of Toronto Writing Centre website (the tabs under the Advice section are particularly
useful for researching, writing, and citing):
http://www.writing.utoronto.ca/advice
The Purdue University OWL (Online Writing Lab) (particularly useful for researching, writing, and
citing):
https://owl.english.purdue.edu/owl/section/2/
The Chicago Manual of Style Quick Reference Guide
http://www.chicagomanualofstyle.org/tools_citationguide.html
How your Project will be Assessed
Grading in general will be based on how well you combine the works of art in your exhibition with the
theories and methodologies you choose to apply. Make connections between the works and the overall
exhibition idea, and between the various works themselves.
A = Creative and sophisticated evaluation of the relationships between works of art, of the
exhibition theme, and especially of the theoretical methods. Few if any typos. Careful editing;
thoughtful sentences. Meticulous care with the format of endnotes and the bibliography.
B = Analysis emphasizes either the works of art or the theoretical basis for your exhibition idea but
they are related to each; needs editing but generally ok writing. Some mistakes in the format of
bibliographies.
C = Describes the works of art in the exhibition and/or defines and explains the methodology
chosen, yet evidence of haste or lack of care in the details of the project. Explanations are general
or
are missing important pieces of information.
D = Confusing or lacking an analysis of the relationship between the works of art and/or the
theoretical methods. Writing either shows problems in grammar, organization, or logic, and as a
result, several ideas are unclear.
1
FAH102 Exhibition Project 2017
Worth 40% of your Final Mark
Part 1 due February 28th at 4pm: 10% (individual)
Part 2 due April 4th at 6pm: 30% (15% individual; 15% group)
For this project, you and a small team from your tutorial section will pretend that you are launching an
exhibition with unlimited funds and resources. Your exhibition and the objects you display must be
developed around one of the following six themes:
1. Art, Time, and Tempos
2. Art and the Body
3. Stranger Things (or Spaces)
4. Iconophilia, Iconoclasm, and Iconophobia
5. Truth and Deception
6. Where Art is Made
• Sign up for a group theme on Blackboard by clicking on ‘Tutorial and Group Signup’ in the left
control panel.
• Each tutorial section will be divided into six groups, one for each theme.
• Groups are capped at 4 members – no more! If there is a theme you really want to work on, sign
up
right away before groups fill up.
• These topics have been made broad on purpose, so that you and your group will be able to
approach the theme from different perspectives. In the first part of the project, you will explore
these various perspectives on your own, and in the second part of the project, you and your team
will pick a particular aspect that works for everyone.
Part 1 Initial Ideas (approx. 4 pages); due February 28th by 4pm
You will work on this part of the project as an individual, but you should still exchange ideas within
your
group. For now, you are not being asked to write a formal essay with a thesis statement or argument,
rather you are writing a series of discursive reflections on your theme, allowing for different ideas and
positions. Although there is room for your thoughts to diverge, you should make sure that the ideas
are
organized and communicated in a way that is clear and logical for your reader. Write in full sentences
and paragraphs for all components.
There are 4 components to this stage of the project:
• Theme Reflection (approx. 300 words): Try to think of two or three very distinct ways that you
could define the theme. What kinds of questions does the theme raise? How do you understand
the meaning of each term and how might different kinds of art change its meaning or
significance? Which of the methods that we have covered or that we will cover do you think
might give you the best approach to these questions and why? What kind of information do you
expect to find by taking that approach?
• Theme Research (approx. 300 words): After you have written your reflection, consult the Grove
Dictionary of Art, the Encyclopedia of Aesthetics, and the Grove Encyclopedia of Decorative Arts,
or go further and consult an academic book, or an academic article that addresses the theme or
2
some aspect of your theme. Explain what you have discovered and how your understanding of
the theme has changed or has become clearer?
• Pick and Describe a Related Work of Art: Pick any work of art that you think illustrates the
theme in some way, whether it’s through its materials, its formal qualities (the forms that
construct the work and organize it into parts), its subject matter, its original context, its current
context, its reception (the responses of viewers), etc.
o Provide a thumbnail image of the work, and a caption: the caption should list the
artist/maker (if known), its title, its date, its materials, and its current location.
o Describe and discuss the work (approx. 200 words): Introduce the work by describing
what it is and what it’s about. Then explain why it interests you, why you think it relates
to your theme, and of course, what methods or approaches from the course you think
will help your analysis.
• Annotated Bibliography (3 x 100 words): Compile an annotated bibliography consisting of at
least 3 sources.
o Make sure these sources are academic and not intended for a general audience.
o At least one of these sources should be about the general theme. (Try to go beyond the Grove
Dictionary of Art, the Encyclopedia of Aesthetics, and the Encyclopedia of Decorative Arts – but
you might look in their bibliographies for suggestions).
o For each source, write three or four clear explanatory sentences (roughly 100 words), describing
what the source is about and why it will be useful for your catalogue. You might indicate what
art historical method is most prominent.
o Follow the proper bibliographic format according to the Chicago Manual of Style.
Submission Details for Part 1
• Format: Use double spacing and 12 point Times New Roman font. You do not need a cover
page. On the top of the first page, include your name, student number, tutorial section (e.g.
Tutorial E), and your theme.
• The project must be uploaded to Turnitin by 4pm on February 28th.
◦ Class ID: 14488939
◦ Password: Lermolieff
• You must also bring a paper copy of your project to class.
• To your paper copy, attach the Academic Integrity checklist, which must be signed and filled
out. This form is located in Course Materials in the folder for the Exhibition Project.
Part 2 Virtual Exhibition and Catalogue; due April 4th by 6pm
As a group of 3-4 members, you will need to produce:
• A more specific title for the exhibition and a title page for an exhibition catalogue (work as a
group)
• An introductory essay (work as a group)
• 2 catalogue entries from each member (work as an individual, but share ideas with the group as
you go)
• Wall labels for each work of art or structure (work as an individual)
3
• A layout or floor plan of the exhibition space, indicating where you would locate each of your
various works.
As an Individual (15% of your final grade):
Building on your reflection of a work of art in part 1 of the project, each of you will now
write two
catalogue entries on two works of art or structures, and you will write wall labels for each
work/structure. You can use the same work from part 1, but the second work should be something local
that you can visit in person.
Although as a group you should be making sure that all the catalogue entries have the same appearance
and that they follow the same format, each member is ultimately responsible for the writing and editing
of their own catalogue entries and wall texts, and will receive an individual grade for that work.
• A short block of wall text (approx. 150 words) is a small descriptive panel or label that is usually
situated next to a work of art in a real exhibition. For the wall text, which will accompany each
object in the exhibition, you will write a few sentences that highlight a big idea about the work.
Think of this as your chance to grab the attention of a casual museum-goer who has not read
the catalogue and needs a “hook” to get interested in things. What can you say in this didactic
wall text to draw that viewer into the work and get him/her looking and thinking?
• Each of your 2 catalogue entries (approx. 500 words apiece) will talk about the work in more
detail. Start with a brief denotative description of the work. You might also think about what
aspects your reader should pay particular attention to. Your brief introductory description
should be followed by an explanation of the work’s significance. This is where you will do the
actual methodological analysis of your work. Explain how other scholars have approached the
work or how they have approached works similar to it. Think about how your approach casts a
new light on their interpretations.
◦ The catalogue entry should not repeat the description of the work in the curator’s essay (see
below).
◦ Include an image for each work of art at the beginning of the catalogue entry, along with a
catalogue number.
◦ List relevant technical info: art, title, date, location, medium of the work.
◦ Be sure to add your name at the bottom of each catalogue entry.
◦ Use endnote citations. You should refer to at least 2 different sources (not including
assigned readings from the course) in each entry.
• The sources mentioned in your citations should then be included in a bibliography at
the end of the whole catalogue.
As a Group (15% of your final grade):
Building on your reflections of the theme in part 1, you will now work as a team to bring
everything
together and form a coherent exhibition catalogue on a particular aspect of your theme.
• This is not a project that can be done at the last minute, and it is unfair to your group mates
if
you fall behind when they’re depending on your contributions to continue. Early in the process
you should discuss what roles each member will play in the group (editors, layout designers,
group coordinators), and discuss your schedules in a typical week and over the course of the
term. Using this information, set up mutually convenient meeting times as soon as you can, and
establish several deadlines for different stages of the project!
4
• Decide together on an exhibition title that narrows the scope of your theme, then design a title
page that includes the title and the names of all the members of the group. Make sure your title
works with everyone’s chosen objects.
• Building on your thematic reflections from part 1, work collaboratively to write a curators’ essay
that introduces your theme and explains the title.
o The essay should begin with an introduction to the exhibition that defines what the
theme of your exhibition is and what kinds of objects it includes (paintings, sculptures,
photography, buildings, performances, mixed media objects, etc.). You should also
explain why all these works in your exhibition have been brought together, and what
points you hope to make by having them seen as a group.
o Why is your exhibition important and how have others addressed this general theme?
You will need to do some additional research for this section, referring to at least 4
different sources all together (not including assigned readings for the course).
o To create the remainder of your curators’ essay, everyone will be contributing a short
discussion of their chosen works (at least 100 words for each work). Explain how each
work links to the theme and how it makes a unique contribution to the exhibition itself.
These discussions will thus introduce the kinds of questions that the work poses,
anticipating what method(s) will be used in the catalogue entries as an interpretive lens
through which the viewer/reader can better understand the work.
o You want to conclude your introduction by emphasizing what broad insights and ideas
you hope your viewer/reader will take away after seeing the works and reading the
catalogue.
o Use endnote citations for the essay.
• These sources will then be included in a bibliography at the end of the whole
catalogue.
• Include a bibliography for the whole catalogue, including citations from the curator’s essay and
all the catalogue entries.
• Create a floor plan of the exhibition. Pretend that you can bring anything you want to this
space, including buildings. Think carefully about how visitors will understand the theme based
on the order of the objects and on their movement through the space.
• Integrate all components of the exhibition into a consistent look and format. These components
should include the title page, curator’s essay, catalogue entries, wall labels, exhibition layout,
and bibliography of everyone’s sources.
Submission Details for Part 2
• Designate one member to upload a PDF of the whole catalogue to the Group Page on
Blackboard by 6pm on Tuesday April 4th. Here is a link to a short video tutorial on working in
groups through Blackboard:

405Nhi_-y5qNCjrK71
• Designate a single member of your group to upload a copy of your full catalogue to Turnitin by
6pm on Tuesday, April 4th.
• Bring a single printed copy of the whole catalogue to class on April 4th.
5
• Each member of the group should attach to the paper the Academic Integrity form, which must
be signed and filled out.
• Should you need advice about how to work effectively as a group, don’t hesitate to come and
speak to us. There will also be an option for you to provide a candid assessment of your group
and of your personal contributions. Instructions on how to do this will be made available closer
to the due date of the assignment.
Useful Links
Google docs is a great tool for collaborative writing – it will make sharing your thematic reflections and
working on your intro and conclusion much easier.
Doodle polls (doodle.com) are great for coordinating schedules.
The University of Toronto Writing Centre website (the tabs under the Advice section are particularly
useful for researching, writing, and citing):
http://www.writing.utoronto.ca/advice
The Purdue University OWL (Online Writing Lab) (particularly useful for researching, writing, and
citing):
https://owl.english.purdue.edu/owl/section/2/
The Chicago Manual of Style Quick Reference Guide
http://www.chicagomanualofstyle.org/tools_citationguide.html
How your Project will be Assessed
Grading in general will be based on how well you combine the works of art in your exhibition with the
theories and methodologies you choose to apply. Make connections between the works and the overall
exhibition idea, and between the various works themselves.
A = Creative and sophisticated evaluation of the relationships between works of art, of the
exhibition theme, and especially of the theoretical methods. Few if any typos. Careful editing;
thoughtful sentences. Meticulous care with the format of endnotes and the bibliography.
B = Analysis emphasizes either the works of art or the theoretical basis for your exhibition idea but
they are related to each; needs editing but generally ok writing. Some mistakes in the format of
bibliographies.
C = Describes the works of art in the exhibition and/or defines and explains the methodology
chosen, yet evidence of haste or lack of care in the details of the project. Explanations are general
or
are missing important pieces of information.
D = Confusing or lacking an analysis of the relationship between the works of art and/or the
theoretical methods. Writing either shows problems in grammar, organization, or logic, and as a
result, several ideas are unclear.

Java object oriented programming

Java object oriented programming (freshman level)
Assignment 5
Calculator Framework due on March 5
Objectives: frameworks, inheritance, trees, tree traversal, visitor design pattern
This is a pair assignment. You can solve the assignment alone or in a team of two. Do not
copy code from other students or teams!
Background: In Assignments 2 – 4, we have built a calculator framework. The current calculator
instances compute as the calculator input is processed. However, instead of computing immediately,
we could also represent the calculation in form of an expression tree. Consider the figures below
representing the input in tree format. Expression trees represent computations in form of a tree.
The tree consists of interior nodes that represent operations, and leaf nodes that represent values.
(a) represents (3 + 4) ∗ 5 (b) represents 3 + 4 + 5
In order to compute an expression at the root of the tree, we can compute the result of its
subexpressions. For example, Fig. 1a represents the an expression tree for the input (3 + 4) ∗ 4.
The last computation in this tree is the multiplication. Before it can be carried out, we need to
compute the results of its subtrees. The left-hand subtree is an add operation. In order to compute
the result for add, we “compute” the result of its sub-expressions. Its subexpression are two values,
which are leaf-nodes in the tree. Their computation just yields their values, 3 and 4 respectively.
Then, we can carry out the add, yielding 7. Before we can compute the multiplication, the result
for its right-hand branch has to be computed. Its computation yields 4. Hence the result will yield
28. Similarly the result can be computed for the right-hand example.
For this assignment you can continue your own framework, or you start from the model solution
for Assignment 4. The model solution also includes classes that represent operations and values for
the expression tree. The UML diagram of this classes is depicted in Fig. 2.
Tasks
• Build a calculator that returns the root of an expression tree (instead of performing the calculation
immediately). To this end, implement a class ExprTreeTokenizer that parses doubles
and returns the content in an object of type Value. Second, a class ExprTreeCalculator will
be needed that creates the corresponding tokenizer object. No modification of the calculator
base classes should be required.
1
Figure 2: UML showing expression classes
• Implement the method toString in all concrete subclasses of Expression. The output of
toString should be a string representing the same expression. A leaf node would just return
the value in form of a string. An interior node would concatenate the result of toString
of the left side, the operator, and the result of toString of its right hand side operand. To
preserve operator precedence, add and sub would use parenthesis around their expression.
For example, the output for the two sample expressions in Fig. 1a and Fig. 1b would be
(3 + 4) ∗ 4 an ((3 + 4) + 4) respectively.
• Implement the method equals in all concrete subclasses of Expression. Two expression
nodes are equal if they have the same type and if their subtrees are equal. Two Value nodes
are equal if they contain the same value.
• Extend the expression classes with the Visitor pattern.
– Define an abstract class Visitor that contains methods for visiting all nodes in an
expression tree (all subclasses of Expression).
– Extend the class Expression with an abstract void accept(Visitor v) method.
– Implement the accept method in all concrete classes that extend Expression.
• Implement a class CalcVisitor that computes the numeric result of an expression tree.
If the problem statement is unclear, use the Canvas forum to ask for clarifications.
2
Turn in a zip file named blazerid hw5.zip. The file should contain an exported Eclipse project1
with the following items.
• All files needed to compile and run your solution.
• Your tests.
• A document (or text file) that states how the team collaborated on the assignment (responsibilities),
describes your design decisions, your tests, any difficulties you had. If you received
help from somebody else in class, please give credit to those students. If you would like to get
a graded version on paper, add a note at the top of the report saying “paper copy requested”.
Grading (50 pts max)
• (10pts) Lab attendance (Week of Feb 27.)
• (10pts) Assignment report (see paragraph above)
• (10pts) Turned in classes compile, code quality, Javadoc comments
• (10pts) The ExprCalculator produces a correct expression tree.
• (10pts) toString and equals work correctly.
• (10pts) Provision for the Visitor pattern is implemented.
• (10pts) CalcVisitor works correctly.
1
If you do not use Eclipse, the turned in file also needs to have a file readme.txt in its top directory that explains
how to compile and test your code.
3
Assignment 6
Calculator/Plotter due on March 19
Objectives: frameworks, inheritance, graphical user interface, graphics
This is a pair assignment. You can solve the assignment alone or in a team of two. Do not
copy code from other students or teams!
Background: This assignment builds on Assignment 5. You can use your own code, or the posted
model solution. The goal of this assignment is to create a plotter that reads an arithmetic expression
containing a variable, evaluates the expression over a given range, and plots the output as a graph.
Tasks:
• Enhance the ExprTreeCalculator with the ability to read variables.
– Introduce a new subclass of expression (e.g., Variable) that holds the name of a variable.
– Extend the visitor pattern with visit methods for the new sub-class.
– Extend the ExprTreeTokenizer so that it recognizes variables (a sequence of characters)
as a number.
• Create a graphical or text (your choice) user interface that allows the user to input the
expression, the range of the variable, and the size of the graphical window.
For example, a textual input could look like this.
plot in 300 x 300 for x from 0 to 20
x ∗ 2 + (1 / (x+1)) + 1
The first line describes what needs to be done. Plot in a 300×300 window, a graph for a
variable y ranging from 0 to 20. The second line is the function which we want to plot.
• Draw the graph on the screen
– Compute the step size for the evaluation. In the example, the step size would be 300
(size of output) divided by 20 (range of variable).
– Evaluate the expression at each step and store the coordinates.
– Creates a JFrame with a JComponent
– Draw the output into the JComponent
If the problem statement is unclear, use the Canvas forum to ask for clarifications.
1
Turn in a zip file named blazerid hw6.zip. The file should contain an exported Eclipse project1
with the following items.
• All files needed to compile and run your solution.
• Your tests.
• A document (or text file) that states how the team collaborated on the assignment (responsibilities),
describes your design decisions, your tests, any difficulties you had. If you received
help from somebody else in class, please give credit to those students. If you would like to get
a graded version on paper, add a note at the top of the report saying “paper copy requested”.
Grading (50 pts max)
• (10pts) Lab attendance (Week of Mar 6.)
• (10pts) Assignment report (see paragraph above)
• (10pts) Turned in classes compile, code quality, Javadoc comments
• (10pts) The ExprCalculator can read in expressions with variables, and the built-in methods
work correctly (i.e., toString, equals).
• (10pts) The user interface allows the user to input the desired data, and the data is processed
correctly.
• (10pts) The function is plotted correctly.
1
If you do not use Eclipse, the turned in file also needs to have a file readme.txt in its top directory that explains
how to compile and test your code.
2

Counterterrorism in Security Management

Counterterrorism in Security Management

Each question needs to be answered in at least 50 words

1. I think the privatization of physical security could be feasible, but when we start to look at counterterrorism and the intelligence function of the IC–
should this be contracted out? Are there legal constraints?

2. let’s take a look at some of the legal challenges with counterterrorism. What are some of the issues involving the Patriot Act and the Foreign Intelligence
Surveillance Act (FISA).

3. let’s take a look at the US Freedom Act a bit more, what do you think, does enable the IC to counterterrorism or add further layers of bureaucracy to fight
through?

4. briefly outline programs like Tripwire and eGuardian. How can they help us in assessing risk and countering the threat?

5. how does DHS, using the NIMS concept promote interagency cooperation and integrate private agencies into the government response?

6. what is the role and mission of the National Combating Terrorism Center (NCTC)? What is the their relationship to the FBI JTTF construct?

7. what are some counterterrorism efforts of local agencies, state agencies, and federal agencies?

8. One method to do this is through an objective approach to monitoring terrorist threats and applying the appropriate counter measures. what is the purpose of
fusion centers? What purpose do they fulfill?

9. what is some formal ways private security can partner with state, local, and federal agencies?

Critical Analysis of the challenges facing Public Health

Critical Analysis of the challenges facing Public Health
By now, you have learned that public health is a diverse enterprise facing many challenges. In a 3-5 page critical analysis (not including title page and
references), identify what you believe to be the greatest challenging facing public health. Possible topics include:
• Reliable funding
• Non-communicable (chronic) disease
• Emerging infectious diseases (MERS, SARS, Ebola, Zika)
• Risk reduction and safety
• Disease detection and medical intelligence
Explain why you believe this is an important issue. Support your explanation with scholarly references.

Hide Rubrics
Rubric Name: GSMY Writing Rubric v2

Criteria Level 4
20 points Level 3
16 points Level 2
14 points Level 1
1 point
Criterion 1: Context/Purpose- Considers the audience, purpose, and the circumstances surrounding the writing assignment(s). Shows superiorunderstanding of context,
audience, and purpose that is extremely appropriate for the assignment(s). Shows goodunderstanding of context, audience, and purpose that is mostly appropriate
for the assignment(s). Shows fairunderstanding of context, audience, and purpose that is somewhat appropriate for the assignment(s). Shows insufficient or poor
understanding of context, audience, or purpose of the assignment(s).
Criterion 2: Content/Ideas/Support- Articulates and supports a main idea(s) that is consistent with context and purpose. Highly original main idea(s) is clearly
articulated and strongly supported by predominantly current and relevant evidence that may be researched based. Main idea(s) is exceedingly consistent with context and
purpose. Mostly original main idea(s) is generally well articulated and sufficiently supported by mainly current and relevant evidence that may be researched
based. Main idea(s) is generally consistent with context and purpose. Main idea(s) is vague, and/or inadequatelysupported, and/or inconsistent with context and
purpose. Main idea(s) is hardly or not evident and/or lacks support and/or scarcely relates to context and purpose.
Criterion 3: Organization- Uses logical sequencing including introduction, transitions between paragraphs, and summary/ conclusion to develop main idea(s) and content.
Uses highly logical sequencing including introduction, transitions between paragraphs, and summary/ conclusion to fully develop main idea(s) and content. Uses
mostly logical sequencing including introduction, transitions between paragraphs, and summary/ conclusion to generally develop main idea(s) and content. Uses
partially logical sequencing. Makesinadequate use of introduction, and/or transitions between paragraphs, and/or summary/ conclusion. Main idea(s) and content are
incompletely developed. Uses little or no logical sequencing. Lacks introduction, and/or transitions between paragraphs and/or summary/ conclusion. Main idea(s) and
content remain undeveloped.
Criterion 4: Sources -Incorporates use of and identifies sources and/or research, according to APA and/or instructor guidelines. Demonstrates superiorjudgment
in selection, incorporation, and identification of entirely appropriate quality and quantity of sources and/or research that fully meet orexceed established
guidelines. Demonstrates goodjudgment in selection, incorporation, and identification of mainly appropriate quality and quantity of sources and/or research that
mostly meet or exceed established guidelines. Demonstrates limitedjudgment in selection and/or incorporation and/or identification of sources and/or research.
Quality and/or quantity and/or appropriateness partially meet established guidelines. Demonstrates little or no judgment in selection and/or incorporation and/or
identification of sources and/or research. Quality and/or quantity and/or appropriateness do not meet established guidelines.
Criterion 5: Word Usage/ Grammar/Spelling/ Punctuation -Uses wording, grammar, spelling and punctuation accurately and correctly. Uses highly effective wording;
demonstrates virtually error-free grammar, spelling and punctuation. Uses mostly effective wording; demonstrates very few errors in grammar, spelling and
punctuation. Uses minimallyeffective wording; demonstrates numerous errors in grammar, spelling and punctuation. Uses ineffective wording; demonstrates
unacceptable amountand/or type of errors in grammar, spelling and punctuation.
Overall Score Level 4
90 or more Level 3
80 or more Level 2
70 or more Level 1
0 or more

Cooperative learning in a secondary school program in Physical Education in China

Cooperative learning in a secondary school program in Physical Education in China
1. Start by selecting a topic which you are planning to teach. Choose a topic and pedagogical approaches that will enable you to apply the theoretical perspectives
that you believe should underpin effective teaching and learning. For example, if you would like to use the concept of scaffolding as a means of supporting learning in
a structured manner, you will need to choose a topic and teaching approach that has the potential to be enhanced through such scaffolding. Similarly, if you want to
demonstrate the importance of theories relating to assessment, you will plan your lesson sequence to include appropriate strategies.
After a brief introduction to your assignment, write an overview of your lesson sequence, including:
* context (e.g. phase, age and background of learners)
* aims and objectives
* subject content
* teaching approaches
* assessment strategies
Include the individual lesson plans in your appendices. There is some flexibility around the length of the lesson sequence, but as a rough guide we would expect
between 3 and 5 lesson plans. If you are in any doubt about what would be suitable for this part of the assignment, please discuss this with your tutor.
This section should be 250 words (+/- 10%), and can include numbered or bulleted lists.
2. It is vital that your lesson sequence reflects the theory and principles explored in Module 3. You could also include relevant theoretical perspectives from Module
2. In this section you should explain the theoretical principles underpinning your lesson sequence. Justify how the different aspects of your proposed sequence of
lessons reflect good practice in teaching and learning by drawing on materials in the module, for example, in relation to planning, group work, assessment or
differentiation. You should make specific reference to the readings in Module 3 that have influenced your thinking and planning. Use links to your lesson plans in the
appendices to support your arguments.
This section should be 750 words (+/- 10%).
It is essential that you complete Sections 1 and 2 before teaching your lesson sequence. Only then will both your rationale (Section 2) and critical evaluation
(Section 3) be distinctive and authentic.
Critically evaluate your lesson sequence in the light of having taught the lessons. What aspects do you believe were particularly strong in your planning, and why? To
what extent were your aims and objectives achieved? What aspects of your planning were you dissatisfied with, and why? What changes would you make to your lesson
sequence in order to address these issues?
It is important that this critical evaluation is underpinned by pedagogical theory. Again, significant reference should be made to the readings which you have
undertaken during this module, and any other readings which you have found. You do not need to make reference to material from every unit in Module 3 and you might, in
this concluding section, make a more in-depth analysis of key areas which have interested or inspired you.
This section should be 2000 words (+/- 10%).
our assignment will be assessed according to Masters level criteria and you will need to use the Harvard system of referencing.
In order to successfully complete the assignment:
* Your writing will need to be well organised and skilfully written
* You will need to show originality in the explanation and evaluation of your planning
* You will need to justify the underlying principles with thoughtful and critical arguments
* You will need to show that you have studied and understood a range of theoretical ideas in the background reading
* You will need to accurately reference this material when you use it in support of your judgements and ideas
The word count for assignments includes quotations, but not your list of references or appendices.
Student’s name:

Tutor’s name:

Proposed title: Cooperative learning in a secondary school program in Physical Education in China

Aim/s of the assignment: The purpose of the assignment is to describe and interpret cooperative learning in a secondary school program in Physical Education in China.

Teaching approach(es) to be explored: Cooperative learning

Reading from your own literature searches:
Decker,J. , 1990. The new way to play: Cooperation in PE.
Glakas, B.A, 1991. Teaching Cooperative skills through games. Journal
Hellison, D.R, 1995. Teaching responsibility through physical activity.
Johnson, D.W & Johnson, R 1989. Cooperation and competition. Theory and research.
Mosston, M & Ashworth, S 1994. Teaching Physical Education (4th Edition)
Strachan, K., 1996. Cooperative learning in a secondary school Physical Education program. Print.

If you intend to include any additional material in appendices, explain what and why.
State any ethical considerations which may be involved in planning and writing your assignment.
FOR TUTOR: Is ethical approval required?

N.B. If the answer is YES, you will need to follow the standard University ethics approval procedure, which is outlined in the introductory online ethics tutorial.
Assignment outline

1. Literature Review – Introduction to topic (Cooperative learning methods, elements of Cooperative learning, Success of Cooperative learning in PE, Issues and
concerns of Cooperative learning, Critical thinking model, Self responsibility model, teaching games under this approach, Sport education Model, Methodology in
physical Education (Might change a bit))
Cooperative learning plays an integral role in classroom planning, teaching, and learning (Strachan, 1996, pg 1). Among its various approaches, the jigsaw approach
was its first strategy. In this technique, groups are given topics, which can be subdivided into sub-topics. Group members fully understand their sub-topic and go out
to meet with members of other groups studying the same sub-topic discuss then later go back to their various groups to present their work to the other group members.
The students are later tested individually on the topic, and thus individual student’s strength is identified (Strachan, 1996, pg 2).
In cooperative learning, the differences between the age of learners typically play a significant role. For instance, a group class two students are given a set of
instructions on how they should form a football team plays to enhance they a competition will be completely different regarding performance from a group of class six
students are given the same set of instructions. Learning background also plays a role as students working on a set instruction in a place with limited resources will
perform differently with the once exposed to all the necessary resources (Strachan, 1996, pg 4).
Cooperative learning brings an alternative to the competitive and also assists a great deal in bringing academic achievement (Strachan, 1996, pg7). It is also meant
to improve the students’ affective field, interpersonal relationship and also to improve one’s psychological health. This also allows the teacher to promote the type
of skills students shows the strongest need for or the topics which are appropriate to be taught.
Cooperative learning encourages frequent, efficient and accurate communication than how competitive and individualistic situations (Strachan, 1996, pg 9). Cooperative
learning promotes constructive management of conflicts. Learners are usually tested individually and assessed in groups and the teacher pointing out the various
weakness of an individual although working as a group.
2. Lesson sequence – Describe the lesson sequence
context (e.g. phase, age and background of learners), aims and objectives, subject content, teaching approaches, assessment strategies

3. Evaluation of lesson sequence – Describe and evaluate strong and weak points of lesson planning / Sequence. Describe the changes would you make to your lesson
sequence in order to address these issues? Compare these results to Theory that has been learned in Module 3 (Planning for learning, Collaborative learning,
differentiation, classroom behavior,
4. Conclusion
General tutor feedback:

You give me very little detail to give formative feedback on here Brandon, other than the general focus of cooperative learning in the context of PE. I see no reason
why you would be unable to develop a successful assignment in this area but a lot will depend on the details of what you actually design and evaluate.

Len

Criminal Justice Program Proposal, Part II

Criminal Justice Program Proposal, Part II

Combating Criminal Narcotics Activity Along the Southern Border
Resource: “Seven Stage Model for Planned Change” located in the introduction and appendix of Criminal Justice Policy & Planning.

Research possible programmatic solutions by benchmarking best practices. Your program goals and objectives must be based on industry best practices.

Write a 1,600- to 1,850-word proposal for a program that solves the problem identified in the case study selected . APA format with in-text citations and references.

Address the following:

Identify two or three goals of your program.

Describe outcome objectives for each goal.

Determine the resources needed to implement the program.

Identify how you plan to elicit stakeholder participation.

Include terminology and concepts identified through the assigned readings.

Format your proposal consistent with APA guidelines.

Program Conceptualization

Colvin, C. A., & Goh, A. (2006). Elements underlying community policing: Validation of the construct. Police Practice & Research, 7(1), 19-33.
Innes, M., Abbott, L., & Lowe, T. (2009). Seeing like a citizen: Field experiments in ‘community intelligence-led policing’. Police Practice & Research, 10(2), 99-114.
Leeuw, F. L. (2005). Trends and developments in program evaluation in general and criminal justice programs in particular. European Journal of Criminal Policy and
Research, 11(3-4), 233.
Modley, P., Halley, D., & Zandi, F. (2008). Partnerships facilitate criminal justice problem solving. Corrections Today, 70(2), 148-154.
Moriarty, L. J. (2006). Investing in quality: The current state of assessment in criminal justice programs. Justice Quarterly, 23(4), 409-427.
Zedlewski, E. W. (2009). Conducting cost benefit analyses in criminal justice evaluations: Do we dare?. European Journal on Criminal Policy and Research, 15(4), 355-
364.