Answer will be over 150 words or a minimum of 12 sentences for each discussion question. There will be. Answer will be over 150 words or a minimum of 12 sentences for each discussion question. There will be.
Discussion Question #1
Submit a summary of six of your articles on the discussion board. Discuss one strength and one weakness for each of these six articles on why the article may or may not provide sufficient evidence for your practice change (CAUTI).
Discussion Question #2
Name two different methods for evaluating evidence. Compare and contrast these two methods.[supanova_question]
you will be dealing with the Reception of a classical myth –
you will be dealing with the Reception of a classical myth – and you are to evaluate a modern version of a classical myth by means of a review. The work you are to review is Madeline Miller’s novel,
Circe.
Your review should NOT be a summary of Circe but, rather, it should give your verdict on the novel – is it good, bad, or something in between? In particular, you should pay close attention to how successful Miller is in adopting and/or adapting the material from ancient myth,and from the Odyssey in particular. This is less a question of what is ‘right’ or ‘wrong’, but how or when or if Miller does change material,has she done so with good reason and what purpose does it serve?
Your review will inevitably focus on the characterization of Circe, so
make sure you have read the novel, and also the sections of the
Odyssey where Circe appears. You are also welcome to consider other portrayals of Circe, ancient or modern. There are many other issues you may wish to discuss, for example: Circe’s relationship with the gods and/or humans; the changing characterization of Odysseus; the characterization of ‘minor’ characters like Hermes, Pasiphae, or Jason; the nature of the gods in general as portrayed in the novel; the novel’s sense of time. You might also consider whether Miller’s understanding of Circe, Odysseus, and the Odyssey impacts how you understand those characters and the ancient text. You can choose to discuss all, some or none of these issues…just some suggestions for you!
The review should be 4-5 pages in length (not including title page and
bibliography), double-spaced, and in 12-point font. I expect you to cite the novel (Circe) and poem (Odyssey) when referring to specific passages or scenes – you may use direct quotations to illustrate certain points, but keep them to a minimum (it is your Interpretation that is more important than the quote).[supanova_question]
MAN 3353 Management Manifesto Purpose: Take a position regarding your philosophy of
Answer will be over 150 words or a minimum of 12 sentences for each discussion question. There will be MAN 3353
Management Manifesto
Purpose:
Take a position regarding your philosophy of management, evaluate yourself according to criteria, and develop an action plan for improving as a manager
Genre:
Manifesto: argument or position statement
Audience:
Imagine that a potential employer asks you to define your management style or your management philosophy
Due Date:
See course schedule at the end of the syllabus
Throughout Management Theory we have learned about multiple aspects of managers’ roles within an organization. Managers are planners, motivators, and analysts in companies across the world. You have demonstrated content knowledge in quizzes and you’ve applied the theories we’ve discussed to real-world case studies. Now it’s time to use what you’ve learned to plan for your future as a manager.
This paper should include 3 sections as described below:
Management Philosophy:
The purpose of this section is to argue a position about what good management is and what good managers do. Write a personal Management Mission Statement in this section to communicate that argument. In your argument, be sure to reference theories about management (chapters 1-3 in our book) and feel free to discuss your experience working as or for a manager and how those workplace experiences helped you form your personal management philosophy.
Self-SWOT:
The purpose of this section is to evaluate your own strengths based upon the characteristics of a good manager you explained in the Management Philosophy section. This self-SWOT should ask the following questions: Everyone should be able to identify weaknesses and threats in their own management style, so be honest.
Management Action Plan:
The purpose of this section is to show how you will grow from where you are today into the type of manager you described in Part 1: Management Philosophy through an Action Plan. What are some specific activities and/or experiences that will help you develop weaker areas and maximize areas of strength before you complete the BAS program? Who are some mentors you can identify who will help you develop? How will you use the control process and incorporate feedback data to continually improve your management technique as you grow throughout the next few semesters? Develop at least three action points in your Management Action Plan.
Guidelines
You can incorporate examples and real-world experiences to illustrate your points succinctly.
Be sure to provide references for quoted or paraphrased information in APA style.
Your paper should be 6 full pages minimum. There is no maximum.
Write in professional writing style: be clear, direct, and concise. You must also use correct grammar, punctuation, spelling, and word choice.
Use section headers to mark the transition between sections.
This assignment is meant to help you apply our course concepts to your real life and your identity as a manager. But keep in mind that this is also a place to demonstrate course competency in management theory, the historical developments in management philosophy, challenges for managers, and the feedback and control cycle within strategic management. Before your final submission, do a last revision making sure you’ve shown that you understand and can apply these concepts.[supanova_question]
Project proposal: Harjas Kaur Thukral Group name- Team India Group members- Harjas
Project proposal: Harjas Kaur Thukral
Group name- Team India
Group members- Harjas Kaur Thukral, Manvi Kapoor, Nirmal Patel, Adil Khan
Our group is interested in researching representations of Residential Schools.
I, Harjas Kaur Thukral, will be looking at the topics that why Residential Schools were started in the first place andthe Survivors of the Residential Schools.
Whereas Nirmal will focus on “Indigenous culture, Religion and Spirituality affected by Residential schools and TRC” and Adil will explore Intergenerational impact on health and mental well-being on survivors of residential schools.
How it affected them-
Chronic diseases
Depression
Impact on future generation-
Resilient towards learning
Suicidal thoughts
Government plan to overcome the issue-
Health support program.
Lastly, Manvi will focus on Intergenerational trauma
Why were residential schools built at first?
Residential schools were created to teach and convert Indigenous teenagers so that they might be integrated into Canadian culture. The federal government began looking for a way to enroll indigenous children in schools in 1883.
Money used on Residential schools.
In 1883, the administration started with a small budget of $44,000 per year. The majority of the funds come from government cuts to other Indigenous needs. Historians believe that the cuts reflect the government’s limited financial commitment to the program. Despite the pressing need to civilize Indigenous Peoples, the government was adamant about doing so cheaply, relying mainly on churches and their followers to contribute.
Because the local schools bore a large portion of the financial burden, they attempted to pass the expenses to the parents, but with limited success. Most schools utilized the children in their care to make garments, grow vegetables, plant trees, raise food animals, and execute jobs that were important for the school’s daily operations.
As the system gained in popularity, government officials began to worry that it was becoming too expensive. The government shifted to a new financing scheme in 1892, just four years into the plan, in which schools got a fixed payment for every pupil they had (a per-capita grant). Schools that were not already in trouble began to feel the strain quickly, and many began to run severe deficits. This was bad news for everyone involved because there wasn’t enough money to renovate the building, recruit enough personnel, pay acceptable salaries, or feed the pupils adequately.
Competition in between the schools.
As a result, there was an instant push to exploit student labour to produce goods, food, and services. Furthermore, once the per-capita system was established, schools competed to attract as many students as possible to maximize their funding. Even as late as the 1950s, schools were fighting for new students, even “stealing” pupils from one another, because the more students they had, the more money they made. These disputes heightened Indigenous populations’ mistrust, fueling fears that the schools did not satisfy fundamental academic standards.
Many parents are now just refusing to send their children to religious schools. In this context, most Indigenous populations believed that the schools were violating their rights and expectations and that the government was forcibly removing their children.
The downfall of the schools.
Some government authorities were aware that the schools were not accomplishing their objectives at the start of the twentieth century. There were complaints of old facilities, fuel shortages for heating, poor and insufficient nutrition, filthy living conditions, widespread disease, and, most importantly, Indigenous students’ general dissatisfaction. Academically, the scenario was not much different, and it reflected the residential school project’s general failure. “The entire system had been sinking into a uniform mediocrity,” historian James R. Miller assessed the situation.
Their first concern was to pass on their church’s beliefs or order, not to give a proper education that would benefit students in their post-graduation lives.
Furthermore, the boundary between industrial and residential schools was blurring due to accusations that neither of them taught useful skills or trades. In 1923, the nominal distinction between the two institutions was removed, and both became residential schools.
For decades, the government has refused to address the Inuit people’s economic and social problems. When it did, it followed the same pedagogical policy it had previously employed. The Canadian government did not get more involved until 1951, when the first school in Chesterfield Inlet opened. The government feared that the Inuit people would want government aid as their revenue from fur and fishing declined. As a result, Inuit children were forced to attend residential schools or hostels, which were smaller student housing facilities.
Tragic lives of Students in Residential schools.
The government hoped that by educating the Inuit, they would be able to help themselves. Under increasing government pressure and threats, approximately 4,000 Inuit children, or 75 percent of youngsters aged 6 to 15, were enrolled in residential schools by June 1964.
The vast distances between settlements in the region compounded a sad experience for most residential school students. In the most egregious case, students in the Arctic and Sub-arctic regions were separated from their families and transported hundreds of kilometres away, never to see their parents again.
Until 1910, many so-called half-breeds, especially those who lived on or near reservations, attended industrial and boarding schools. The churches and the Department of Indian Affairs then negotiated a new arrangement. Only children from Indian Bands were allowed to attend residential schools, and management was forbidden from allowing “half-breed children into the Boarding Schools unless Indian children could not be obtained.” The Department of Indian Affairs stipulated that any half-breed children admitted to the schools would not be eligible for a grant or any portion of their maintenance or schooling expenditures. As a result, those who were allowed to enter the schools did so due to the churches’ generosity, a few parents could afford to pay the tuition.
The government’s effort to address the notion of pervasive poverty in Indigenous communities was one reason for their participation in residential schools. The government took up to 20,000 Indigenous children from their parents in the 1960s, ostensibly as a kind of welfare. Patrick Johnston developed the term “Sixties Scoop” to describe this widespread practise in his 1983 paper Native Children and the Child Welfare System. Many of these “scooped-up” children were placed with foster families who were often unsuitable for their care, and many ended up in residential schools. Others were adopted and relocated to the United States.
Diseases in Residential schools.
The residential schools have suffered countless casualties throughout the years as a result of neglect and funding problems. Students lived in overcrowded dorms and were rarely isolated while sick, making the schools vulnerable to disease epidemics. Moreover, the initial goal for forming them was entirely squandered.
Where are your sources for this assignment? That was a major requirement…
1)Pick a Group name and members of the group. (1 mark) 1/1
2)Engage ONE or ALL of the issues that the group wants to address and provide a framework to address those issues. (6 marks) 4/6 Some issues in structure of paper.
3) Provide some qualitative research using academic resources, preferably in the University of Winnipeg library or online resources. (5 marks) 0/5 No sources included in assignment
4) A portion of the Individual connection to the project. (3 marks) 2/3 Minor issues in sentence structure.
7/15[supanova_question]
College of Administration and Finance Sciences Form No 4- Internship Report Cover
College of Administration and Finance Sciences
Form No 4- Internship Report Cover Page
Student`s name:
Student`s ID #:
Training Organization:
Trainee Department:
Field Instructor Name:
Field Instructor Signature:
Course Title:
CRN:
Internship Start Date:
Internship End Date:
Academic Year/Semester:
For Instructor’s Use only
Instructor’s Name:
Total Training Hours /280
Students’ Grade: Marks Obtained /30
Level of Marks: High/Middle/Low
Academic Report Guideline(Co-op)
(please do not include this text in the final report, just follow its guidelines and use the cover page above)
The report should be submitted within two weeks after you finish your Co-op training Program.
In addition, the report should be approximately 3000 – 4000, single –spaced and consider taking the following format
General instructions for writing the final report:
The report must be written in English language.
The word limit is 3000-4000.
If the report word count is not within the required word limit, marks will be deducted.
The font size is 12, Times New Roman, justified, 1.5 space.
Main headings use font size of 16 and bold.
Add page numbers in the middle bottom of the page.
Plagiarism or copying from other sources will result in ZERO marks.
This report must be submitted on Blackboard (WORD format only) via the allocated folder.
Your work should be clearly and completely presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.
Assignment will be evaluated through BB Safe Assign tool. Late submission will result in ZERO marks being awarded.
First Page
The first page should display the student’s full name, internship start and finish dates, working hours per week, company/institution name, and the cover page.
The field instructor should sign on the first page.
A Brief Executive Summary of the Internship
A one-page summary of the company/institution and a short account of the major activities carried out during the internship period.
Acknowledgment
To allow the student to express her/his thankful and gratitude to individuals (such as: field instructor, academic supervisor, colleagues…etc.) who help them in carrying out and completing her/his training journey. This part will aid the students to learn basic elements of academic writing. To express their appreciation in a concise and professional manner.
Table of Contents
Contents of the report with page numbers, list of tables, and list of figures.
Introduction
A brief of the report. The Aim of the report.
Chapter 1: Description of the company
This section should answer the following questions:
What is the full title of the company/institution?
Give a brief history of the company, full mailing address and relevant weblinks
What is the type of ownership of the company/institution?
State the main shareholders and their shares.
What is the sector that the company/institution operates in?
Specify the products and services produced and offered to its customers/clients.
Who are regarded as the customers/clients of your internship company (consider the end users, retailers, other manufacturers, employees,etc.)?
Provide an organization chart of the company, along with information on the number of employees. Provide a list of functions performed by different departments/divisions in the internship organization. Provide an overview off the production system or service procedure (what are the resources, inputs, outcomes, andconstraints?)
Provide a process chart of a major product and/or service.
The following questions can be classified as your major fit (Finance, Accounting, Ecommerce and Management).
What kind accounting/finance/IT//quality/marketing standards and principles are used in the organization?
Discuss telecommunication technologies (Database, Instant Messenger, Networking, Ecommerce tools) used in the company.
Describe the quality planning and control activities in the internship organization.
Describe the quality control activities throughout the life cycle of the product/service groups
What kind of financial analysis and decision-making methods are used by corporate treasurers and financial managers in the internship organization?
What types of marketing, selling, and human resources analysis are performed (cost system, evaluation of consumers, needs, product strategy, distribution strategy, promotional strategy)?
Chapter 2: Internship activities
This is the main body of your report. During the internship period, the focus of the training may on the following types of analysis and questions. You do not have to answer all the questions in the list: Describe your working conditions and functions, such as: Who is your supervisor (include his/her name and his/her position); other team members or co-workers and what their functions are to complement yours.
Provide a detailed description about the department(s) that the trainee did her/his training with them. Adding all sub-divisions for this department(s) if it is available. Student can add to this description a supported chart.
Detailed descriptions about all tasks and activities that the trainee did them during her/his training period.
Gained skills and how they added value to your work
Other tasks that are not related to the trainee’s major that done by her/him at the company should be included in this chapter as well.
What types of incentives did you get as a trainee to be more proactive and productive?
Describe what kind of working documents and analysis you did there and what experiences you have gained throughout yourtraining. Provide examples of your work.
A comparison between theory (things you have learned in the classroom) and practice (things you did or observed at the company) must be made and highlighted. In this section the student can add a supported table includes which academic course (s) (course title and code) helped to perform training tasks. For example, two columns; the first one shows the course name and second column shows the tasks performed and related to this course.
Show some work samples that you have encountered/conducted at the company through graphs, pictures, data, drawings, or design calculations and include them in your report.
Lessons learnt (what the overall benefits gained from the training program)
Chapter 3: Recommendations
Advantageous that helped the student in completing the training program.
Disadvantageous and challenges that faced the student and how he/she did overcome them.
Recommendations to improve training program in the college.
Recommendation for the training company. Conclusion Sum up and summary of the training experience. Reference If it is needed Appendix (option) This will help the instructor to have a background about the trainee and his/her previous experiences. Also, it helps the students in writing their CVs for future job application especially for fresh graduates who do not have previous practical experiences.
Basic information (name, city, contact details…etc.).
Job objectives.
Academic qualifications.
Practical experiences.
Skills this will help the instructor to have a background about the trainee and his/her previous experiences[supanova_question]
1) Explore in detail the geographic features of South America and how
1) Explore in detail the geographic features of South America and how both geography and history have influenced their development. Remember each continent is made up of many different countries, and there is a great deal of diversity among them. What are the current issues facing your selected continent? What is the current economic and political situation in your selected continent? Are there wars or conflicts currently being waged there? What goods do they import and export? How does this affect their development and economic status?
2) Population Growth and Climate change are very much linked. We spent considerable time in class discussing both. In this essay, first I want you to introduce each of these issues and summarize the essential background and problem. In other words, what is the concern with population growth and what is the worry about climate change. Next, explain how and why they are linked. Then I want you to take three of the five methodologies we have studied (i.e. economics, political science, etc.) and devise a set of three to five questions from each methodological approach that students of international studies would ask about the combined effects of climate change and population growth. To the extent you can, formulate an answer. If you don’t know the answer, you can say that as well. For example – if population growth slowed, would this have a positive effect on climate change? Finally, conclude your essay with one or two prescriptive approaches to resolving this combined problem.[supanova_question]
Intro to Earth Sciences Climate Change? The Modern CO2 Record Modern CO2
Intro to Earth Sciences
Climate Change? The Modern CO2 Record
Modern CO2 Record Measurements
In this lab, we will focus on the levels of atmospheric carbon dioxide (CO2) that scientists have measured at permanent observatories at Mauna Loa (Hawai’i), Barrow (Alaska), and the South Pole. We will use these data to investigate
processes that might control variations in atmospheric CO2 levels during the year, and
(2) processes that might explain the long-term trend in atmospheric CO2 levels.
We will also briefly at another greenhouse gas that may contribute to climate change.
_________________________________________________________________________
In 1958, scientists (notably Professor Charles Keeling) began to use high-precision equipment (e.g., infrared analyzers) to measure the abundance of atmospheric CO2 at selected sites around the globe. Among the initial sites were Mauna Loa, a 13,000-foot mountain on Hawai’i, and a station just a few miles from the South Pole. Measurements were begun at later times at other stations (e.g., 1973 for Barrow).
1. Familiarize yourself with the locations of these three measuring stations:
2. Examine the three graphs below. The curve on each graph connects monthly measurements, though it’s difficult or impossible to see the points for individual months at this scale.
A. What is the variable being measured? Click or tap here to enter text.
B. What units are used to express this variable? Click or tap here to enter text.
C. In your own words, express what this means (https://en.wikipedia.org/wiki/Parts-per_notation)
Click or tap here to enter text.
3. Although none of the graphs below showing average monthly CO2 concentration increase from 1958-2004 are a perfectly smooth curve, all of them show the same long-term pattern. Describe this pattern in 1-2 sentences.
Click or tap here to enter text.
4. The numbers below show the monthly (numbered 1 (Jan) through 12 (Dec)) readings for the years 2003 and 2004 at each station. The last column is the annual average. Plot the 2004 results from all three stations on the same graph on the next page. Connect the points for each site with a smooth curve and label each curve with the site name. You can also do this in Microsoft Excel and insert the graph into MS Word.
MLoa
1
2
3
4
5
6
7
8
9
10
11
12
Avg
2003
374.7
375.6
376.1
377.6
378.4
378.1
376.6
374.5
373.0
373.0
374.4
375.7
375.6
2004
376.8
377.4
378.4
380.5
380.6
379.6
377.8
375.9
374.1
374.2
375.9
377.5
377.4
Barrow
2003
379.0
382.3
381.4
381.4
382.2
380.8
371.0
364.7
368.3
372.5
378.6
382.5
377.0
2004
382.6
383.2
382.2
383.8
383.5
380.5
371.8
366.5
367.9
373.5
379.2
382.3
378.1
S. Pole
2003
371.9
371.8
371.7
372.0
372.3
372.6
373.0
373.4
373.9
373.8
373.6
373.6
372.8
2004
373.6
373.4
373.8
373.9
374.1
374.5
374.8
375.4
375.5
375.6
375.5
375.2
374.6
Each of the three curves should clearly show a cycle known as a short-period oscillation (movement back and forth in a sequence). You would have received nearly identical curves if you’d graphed the 2003 data instead, because the curves have 12-month periods (i.e., 12 months from peak to peak or from trough to trough).
Our goal is to determine the cause of these short-period oscillations. Let’s analyze some aspects of these three curves.
5. First, in what month are the maximum and minimum values recorded at each station?
Click or tap here to enter text.
6. What is the amplitude of the oscillation? In other words, what is the difference (in ppm CO2) of the maximum and minimum value over the whole year at each station?
Mauna Loa minimum: Click or tap here to enter text.ppm
Mauna Loa maximum: Click or tap here to enter text.ppm
Mauna Loa amplitude: Click or tap here to enter text.ppm
Barrow minimum: Click or tap here to enter text.ppm
Barrow maximum: Click or tap here to enter text.ppm
Barrow amplitude: Click or tap here to enter text.ppm
South Pole minimum: Click or tap here to enter text.ppm
South Pole maximum: Click or tap here to enter text.ppm
South Pole amplitude: Click or tap here to enter text.ppm
7. Interpret your results (in terms of the geographic locations of the three sites) to answer the following questions.
A. Why do the oscillations in atmospheric CO2 occur during the year (Hint: Research the photosynthesis and respiration reactions and their relationship to CO2)?
Click or tap here to enter text.
B. Why do the oscillations peak when they do – how does yearly change in seasonal plant/algae growth relate to the oscillations?
Click or tap here to enter text.
C. Why is the amplitude of the South Pole station so much smaller than that of the other two?
Click or tap here to enter text.
Geologic History of atmospheric CO2 levels
Now let’s look farther back in time at atmospheric CO2 levels. Though precise measurements only began in 1958, scientists have been able to sample “fossil air” from the early 1900s and even the 1800s in tightly sealed bottles of wine of known vintage, and in old brass buttons with sealed air gaps.
They have also been able to sample and date fossil air in ice layers. The Law Dome ice cores in Antarctica sampled ice over a thousand years old (below).
The cores from Law Dome show that the amount of CO2 in the atmosphere was fairly constant from 1000 A.D. until about 1850, when it began to increase rapidly. Most atmospheric scientists attribute the increase to the emissions of CO2 from the burning of fossil fuels, which accelerated dramatically in the Industrial Revolution of the mid-1800s. However, others have suggested that
the increase is a natural phenomenon—one of Earth’s natural cycles that simply coincides with the increased burning of fossil fuels.
In 1998, scientists drilled a 2-mile-deep ice core at Vostok, Antarctica that gives us the CO2 record over the last 400,000 years. [Note: 400 kyr = 400,000 yr; BP = before present.]
The troughs on this graph correspond to Ice Ages, and the peaks correspond to the warmer interglacial periods.
8. What was the highest concentration of atmospheric CO2 during any of these interglacial periods?
Click or tap here to enter text.ppm
9. Using the top diagram on p. 2, estimate the current average concentration of atmospheric CO2 (use the yearly average Mauna Loa data for 2004):
Click or tap here to enter text.ppm
10. Over the last 30 years, the rate of increase of CO2 at Mauna Loa has been ~1.5 ppm/year. If this rate continues, what will the level of CO2 be in 2030 (26 years from 2004) or 2050 (46 years from 2004)?
In 2030 ______________ ppm in 2050 _____________ ppm
Look up the current atmospheric CO2 concentration for the previous month? Has CO2 increase accelerated or decelerated compared to your prediction above?
https://www.co2.earth/
Click or tap here to enter text.
Methane’s Atmospheric Geologic History
Methane (CH4) is another effective greenhouse gas; in fact, it’s about 23 times more effective at trapping heat than CO2 is. Fortunately, it’s much less abundant in the atmosphere (measured in parts per billion instead of parts per million).
Unfortunately, atmospheric CH4 has increased by 250% since the late1700s (results from polar ice cores):
Methane forms when organic matter decays—which has been going on for billions of years. We need to understand why it has increased so much in the last few centuries.
Scientists estimate that 3/4 of all methane currently emitted into the atmosphere comes from human activities. Chief culprits are (1) decomposing landfills, (2) the processing of oil and gas, (3) “enteric fermentation, mainly cattle,” and (4) agricultural activities like growing rice.
11. The CH4 curve shows a dramatic upswing at 1800 A.D. Applying what you know about human history, discuss whether each of the four sources listed above is likely to have increased in the last 200 years. In other words, evaluate the proposal that the increase in CH4 is due to human activities. Identify specific trends, activities, etc. that support your ideas.
Click or tap here to enter text.[supanova_question]
What are the best way for schools to stop bullying? I need
What are the best way for schools to stop bullying?
I need 7-8 slides PowerPoint including title and reference slides.
It has to be informative topic please.
The second PowerPoint
Should welfare recipients be required to pass a drug test?
You can choose any side to discuss the topic
It has to be persuasive topic please.
I need 7 to 8 slides PowerPoint including title and reference slides.[supanova_question]
Pg. 01 Project Instructions College of Computing and Informatics Fundamentals of Databases
Pg. 01
Project Instructions
College of Computing and Informatics
Fundamentals of Databases
IT403
Fundamentals of Databases
IT403
Instructions:
You must submit two separate copies (one Word file and one PDF file). These files must not be in compressed format.
It is your responsibility to check and make sure that you have uploaded both the correct files.
Zero mark will be given if you try to bypass the SafeAssign (e.g., misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).
You are advised to make your work clear and well-presented. This includes filling your information on the cover page.
You must use this template, failing which will result in zero mark.
You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.
The work should be your own, copying from students or other resources will result in ZERO mark.
Use Times New Roman font for all your answers.
Instructions:
You must submit two separate copies (one Word file and one PDF file). These files must not be in compressed format.
It is your responsibility to check and make sure that you have uploaded both the correct files.
Zero mark will be given if you try to bypass the SafeAssign (e.g., misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).
You are advised to make your work clear and well-presented. This includes filling your information on the cover page.
You must use this template, failing which will result in zero mark.
You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.
The work should be your own, copying from students or other resources will result in ZERO mark.
Use Times New Roman font for all your answers.
Student Details:
Name: ###
CRN: ###
ID: ###
Student Details:
Name: ###
CRN: ###
ID: ###
Project Instructions
In this file, you will find two database project ideas. You must choose one of them to design and implement.
You can work on this project as a group (minimum 3 and maximum 4 students). Each group member must submit the project individually with all group member names mentioned in the cover page.
This project worth 10 marks and will be distributed as in the following:
Design the database, following an ER model. (3 marks)
Tables before Normalization. (1.5 marks)
Tables after Normalization (1.5 marks)
Use MySQL or any other database to create the normalized tables and
populate your tables with at least 5 rows. (2 marks)
Execute the requested sample queries. (2 marks)
Each student must submit one report about his/her chosen Project via the Blackboard (Email submission will not be accepted which will be awarded ZERO marks) containing the following:
ER Diagram.
All schemas before normalization.
All schemas after normalization.
All SQL statements of:
Creating tables.
Inserting data in tables.
All requested queries/results.
Screenshots from MySQL (or any other software you use) of all the tables after population and queries results.
You are advised to make your work clear and well presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.
You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.
Late submission will result in ZERO marks being awarded.
The work should be your own, copying from students or other resources will result in ZERO marks.
Use Times New Roman font
Learning Outcome(s):
LO 4
Design a database starting from the conceptual design to the implementation of database schemas.
LO 3
Create Entity-Relationship model, Relational model, and write SQL queries.
Learning Outcome(s):
LO 4
Design a database starting from the conceptual design to the implementation of database schemas.
LO 3
Create Entity-Relationship model, Relational model, and write SQL queries.
Project I
Database System for a cancer registry
Consider a database system for a Cancer Registry. The data requirements are summarized as follows:
1. Patients:
Patients are tracked by a unique patient ID.
Personal information includes first name, last name, phone number, Date of Birth, and sex.
The combination of the Patient’s first and last name must be unique.
Patient’s sex is a mandatory field.
Patient can be registered at any clinic.
2. Cancer:
Type of cancer is tracked by a unique ID.
Cancer is categorized as either Oral, Lung, Breast, Liver, Blood, Bone, Pancreatic, Cervical, or Prostrate.
Stage of cancer can be Stage I, Stage II, or Stage III
Stage of cancer detection.
Treatment given: Chemotherapy only, Surgery with chemotherapy, Surgery only or Radiation therapy.
Patient_id is an FK which references the ID of the Patient.
Clinic_id is an FK which references the ID of the Clinic that patient register.
Patient information must be stored at one clinic.
Patient Date of detection of Cancer.
3. Clinic:
Clinics are tracked by unique clinic ID.
Each clinic has a name and location.
The combination of the clinic’s name and location must be unique.
4. Employees:
Employees are tracked by unique Employee ID.
Clinic_id is a FK which references the Clinic ID which they work at.
Employees must work at a single Clinic.
Personal information includes Fname, Lname and sex.
The combination of an employee’s first and last name must be unique.
Queries:
List the first and last name of all patients who had blood cancer.
List names and location of clinics reported cases of lung cancer.
Find the names of patients whose age is above 50 years and had oral cancer since 10/10/2010.
List the names of employees who are working in clinics, which do not have breast cancer case.
Learning Outcome(s):
LO 4
Design a database starting from the conceptual design to the implementation of database schemas.
LO 3
Create Entity-Relationship model, Relational model, and write SQL queries.
Learning Outcome(s):
LO 4
Design a database starting from the conceptual design to the implementation of database schemas.
LO 3
Create Entity-Relationship model, Relational model, and write SQL queries.
Project II
Database system for a Wholesale Management System
Consider a database system for a Wholesale Management System. The data requirements are summarized as follows:
Maintain the details of stock like their id, name, quantity.
Maintain the details of buyers from which manager must buy the stock like buyer id, name, address, stock id to be bought.
Details of customers i.e. name, address, id.
Defaulters list of customers who have not paid their pending amount after the due date So List of payment paid or pending.
The stock that is to buy if quantity goes less than a particular amount.
Profit calculation for a month.
Quantity cannot be sold to a customer if the required amount is not present in stock and date of delivery should be maintained up to which stock can be provided.
SQL Queries:
List of payment paid or pending customers.
Find the Defaulters list of customers who have not paid their pending amount.
Find the details of customers name, address, id.
Find Query to get information of employee where employee is not assigned to the department.
List the stock that is to buy if quantity goes less than a particular amount.
10 Marks
10 Marks
Your Project
Title of Your Project
3 Marks
3 Marks
ER Diagram
1.5 Marks
1.5 Marks Tables before the Normalization
1.5 Marks
1.5 Marks Tables after the normalization (At least in 3NF)
2 Marks
2 Marks Create the Normalized Tables and Populate them with at least 5 Rows
2 Marks
2 Marks Write the sample requested Queries & Execute them.[supanova_question]
Module 4: Lecture Materials
https://brytewave.redshelf.com this is where you find the books, login attached Read Rausch, T. P. (2003). Chapter 6 “The Death of Jesus” pg. 95-109 Chapter 7 “God Raised Him from the Dead” pg. 111-116 Stop at “The Easter Stories” then continue at the section “Reflections on Easter Faith: Historical Event of the Product of Faith” pg. 118-123 https://www.youtube.com/watch?v=G_OlRWGLdnw https://www.youtube.com/watch?v=_unHmAf7INk https://www.youtube.com/watch?v=5CLBy2r72Cg https://www.youtube.com/watch?v=2-SDIA2OH4U https://www.youtube.com/watch?v=rH2wn47WByQ https://www.youtube.com/watch?v=2qIgF9NGgVo https://www.youtube.com/watch?v=CZSlHdEoz40 https://www.youtube.com/watch?v=GDGcWjg5sbs https://www.youtube.com/watch?v=WWbQKULrXos https://www.youtube.com/watch?v=G9iA0UK1Nvo please sum all the videos as well, really short though because there are lot of them[supanova_question]
2 Effects of population growth on urban environments in India, a case
2
Effects of population growth on urban environments in India, a case of Mumbai
Economically and socially, the population above the optimum size in a country is important because it would maximize its resources. Such a population is also imperative in expanding the size of the local market, enabling local entrepreneurs to take advantage of the economies of scale. A high population creates a high demand for products as well as offers a sufficient labor force. However, environmentally, population growth has numerous and hazardous impacts on both the environment and people’s well-being. Several studies have been conducted on climate change and environmental degradation. However, no detailed, empirical, and comprehensive study has been carried out to study the effects of population growth on the urban environment. This study intends to fill this gap while taking Mumbai as a case study. Mumbai was selected because it is one of the most populated cities in India. With substantial peer-reviewed articles and internet sources, this study aims at establishing how population growth has been a significant problem in various cities.
This topic is important because it involves the study of the environment. The environment is one of the risk factors of various diseases, ranging from airborne to water-borne ailments. This means that if the environment, as beautiful as it may appear, is mismanaged, it may turn out to be dangerous. The topic is also important because its findings will teach the people, especially the Mumbai residents, that although population growth is important in economic and business development, it is one of the deadliest factors affecting the urban environment. Third, this topic is important because it will reveal how population growth adversely affects the environment, ranging from pollution or climate change to environmental degradation. Lastly, this topic is vital because the finding will be used to suggest how population growth could be controlled to conserve the urban environments.
Keywords: Pollution, Environmental degradation, population growth, climate change.
Annotated bibliography
Singh, E., Kumar, A., Mishra, R., & Kumar, S. (2021). Eco-efficiency Tool for Urban Solid Waste Management System: A Case Study of Mumbai, India. In Sustainability in Environmental Engineering and Science (pp. 263-270). Springer, Singapore.
According to Singh, Kumar, Mishra, & Kumar, (2021), a population above the optimum size is of great importance both economically and socially. Such a population is also imperative in expanding the size of the local market, enabling local entrepreneurs to take advantage of the economies of scale.
Li, W., & Yi, P. (2020). Assessment of city sustainability—Coupling coordinated development among economy, society, and environment. Journal of Cleaner Production, 256, 120453.
(Li, & Yi, 2020) argues that a high population creates a high demand for products as well as offers a sufficient labor force.
Vittal, H., Karmakar, S., Ghosh, S., & Murtugudde, R. (2020). A comprehensive India-wide social vulnerability analysis: highlighting its influence on hydro-climatic risk. Environmental Research Letters, 15(1), 014005.
However, Vittal, Karmakar, Ghosh, & Murtugudde, (2020), outlines the numerous and hazardous impacts effects of population growth have on both the environment and people’s well-being. Several studies have been conducted on climate change and environmental degradation.
Bardhan, R., Sarkar, S., Jana, A., & Velaga, N. R. (2015). Mumbai slums since independence: Evaluating the policy outcomes. Habitat International, 50, 1-11.
There has not been any detailed, empirical, and comprehensive study that has been carried out to study the effects of population growth on the urban environment (Bardhan, Sarkar, Jana & Velaga, (2015). This study intends to fill this gap while taking Mumbai as a case study.
Li, L., Jiang, C., Murtugudde, R., Liang, X. Z., & Sapkota, A. (2021). Global population exposed to extreme events in the 150 most populated cities of the world: implications for public health. International journal of environmental research and public health, 18(3), 1293.
Mumbai was selected because it is one of the most populated cities in India (Li, Jiang, Murtugudde, Liang, & Sapkota, (2021). With substantial peer-reviewed articles and internet sources, this study aims at establishing how population growth has been a significant problem in various cities.
Manojkumar, N., & Srimuruganandam, B. (2021). Health effects of particulate matter in major Indian cities. International journal of environmental health research, 31(3), 258-270.
This topic is important because it involves the study of the environment. According to (Manojkumar, & Srimuruganandam (2021), the environment is one of the risk factors of various diseases, ranging from airborne to water-borne ailments.
Triassi, M., Alfano, R., Illario, M., Nardone, A., Caporale, O., & Montuori, P. (2015). Environmental pollution from illegal waste disposal and health effects: A review on the “Triangle of Death”. International journal of environmental research and public health, 12(2), 1216-1236
(Triassi, Alfano, Illario, Nardone, Caporale, & Montuori, 2015) warns if the environment, as beautiful as it may appear, is mismanaged, it may turn out to be dangerous. Mismanaged cities are leaving people living in the cities vulnerable to natural and technological disasters.
Balland, P. A., Jara-Figueroa, C., Petralia, S. G., Steijn, M. P., Rigby, D. L., & Hidalgo, C. A. (2020). Complex economic activities concentrate in large cities. Nature Human Behaviour, 4(3), 248-254.
The other importance of carrying out search a study according to (Balland, Jara-Figueroa, Petralia, Steijn, Rigby, & Hidalgo, 2020) is its findings will teach the people, especially the Mumbai residents, that although population growth is important in economic and business development, it is one of the deadliest factors affecting the urban environment.
Khalid, K., Usman, M., & Mehdi, M. A. (2021). The determinants of environmental quality in the SAARC region: a spatial heterogeneous panel data approach. Environmental Science and Pollution Research, 28(6), 6422-6436.
Khalid, Usman & Mehdi (2021) argue that this topic is essential because it reveals how population growth adversely affects the environment, ranging from pollution or climate change to environmental degradation.
Anser, M. K., Alharthi, M., Aziz, B., & Wasim, S. (2020). Impact of urbanization, economic growth, and population size on residential carbon emissions in the SAARC countries. Clean Technologies & Environmental Policy, 22(4).
As (Anser, Alharthi, Aziz, & Wasim, 2020) put it, this topic is vital because the findings will suggest how population growth could be controlled to conserve the urban environments.
References
Anser, M. K., Alharthi, M., Aziz, B., & Wasim, S. (2020). Impact of urbanization, economic
growth, and population size on residential carbon emissions in the SAARC countries.
Clean Technologies & Environmental Policy, 22(4).
Balland, P. A., Jara-Figueroa, C., Petralia, S. G., Steijn, M. P., Rigby, D. L., & Hidalgo, C. A.
(2020). Complex economic activities concentrate in large cities. Nature Human
Behaviour, 4(3), 248-254.
Bardhan, R., Sarkar, S., Jana, A., & Velaga, N. R. (2015). Mumbai slums since independence:
Evaluating the policy outcomes. Habitat International, 50, 1-11.
Li, L., Jiang, C., Murtugudde, R., Liang, X. Z., & Sapkota, A. (2021). Global population exposed
to extreme vents in the 150 most populated cities of the world: implications for public
health. International journal of environmental research and public health, 18(3), 1293.
Li, W., & Yi, P. (2020). Assessment of city sustainability—Coupling coordinated development
among economy, society and environment. Journal of Cleaner Production, 256, 120453.
Khalid, K., Usman, M., & Mehdi, M. A. (2021). The determinants of environmental quality in
the SAARC region: a spatial heterogeneous panel data approach. Environmental Science
and Pollution Research, 28(6), 6422-6436.
Manojkumar, N., & Srimuruganandam, B. (2021). Health effects of particulate matter in major
Indian cities. International journal of environmental health research, 31(3), 258-270.
Singh, E., Kumar, A., Mishra, R., & Kumar, S. (2021). Eco-efficiency Tool for Urban Solid
Waste Management System: A Case Study of Mumbai, India. In Sustainability in
Environmental Engineering and Science (pp. 263-270). Springer, Singapore.
Triassi, M., Alfano, R., Illario, M., Nardone, A., Caporale, O., & Montuori, P. (2015).
Environmental pollution from illegal waste disposal and health effects: A review on the
“Triangle of Death”. International journal of environmental research and public health,
12(2), 1216-1236.
Vittal, H., Karmakar, S., Ghosh, S., & Murtugudde, R. (2020). A comprehensive India-wide
Social vulnerability analysis: highlighting its influence on hydro-climatic risk.
Environmental Research Letters, 15(1), 014005.[supanova_question]
Rankine cycle Most steam power plants operate according to a Rankine cycle
Rankine cycle
Most steam power plants operate according to a Rankine cycle with overheating. This means that the steam heated above its saturation temperature at the pressure in the boiler. A simple Rankine bike with overheating and a turbine stage are illustrated in the figure below, and a Rankine cycle with two turbine stages and intermediate overheating is illustrated in the figure at the bottom of the page.
The pressure in the steam boiler is 80 bar and the pressure in the condenser is 0.1 bar. Write a Matlab program and:
For a Rankine cycle without intermediate overheating, as shown in the figure above, vary the T3 within reasonable limits and calculate the efficiency of the cycle for each temperature. Plot the results and justify the boundaries you chose.
A long-pressure turbine is added to the steam power plant so that it now operates according to a Rankine cycle with intermediate overheating (see figure below). The Matlab program should ask the user for one value of T3 between selected limits. The steam is overheated to the same temperature before both the high-pressure and low-pressure turbine (T3 = T5). Vary P4 within reasonable limits and create one graph for how the efficiency depends on the ratio P4 / P3. Justify the boundaries you chose for P4.
Use your Matlab program to find the P4 for which efficiency is maximized, if T3 = T5 = 450 ° C.
How is the value of P4 affected where the efficiency is maximized if the user chooses a higher one or lower value of T3 than 450 ° C?[supanova_question]
