report on A Study of Hadoop Distributed File System (HDFS)

Please follow the report submission guideline mentioned here to prepare your report.

1) Report should be 13-17 page long.

2) IEEE Conference paper template should be used.

3) You need not to implement anything.

4) You need not to come up with any new idea.

5) You have to be very knowledgeable in the area of specialization.

6) The report should be like a review paper.

7) Your critical comment on the project should be in the conclusion section.

8) Plagiarism is strictly prohibited. 

9) Proper citation should be given.

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Instructions for Virtual Museum Project

Virtual Museum Project Instructions

Throughout the semester you will create a Virtual American Women’s Rights Museum.  For each of the three sections of the class, you will create a “floor” of your Virtual Museum and it will consist of four rooms and contain 16 artifacts.  The first floor of your museum should cover relevant topics from the 1840s-1890.  The second floor of your museum should cover topics from the 1890s-1940.  The third floor of your museum should cover topics from 1940s-2000. 

You will be using a template found on this web-site: http://christykeeler.com/EducationalVirtualMuseums.html (Links to an external site.).  There are examples found on this website that you might find useful as you prepare your virtual museum.  There is information on the website that is not relevant for our class, so all you want to find is the template that you will be using.  Download that template and save it to your computer, or flash drive. 

The template you will use is the four-room 16-artifact template.  Essentially, you are using an elaborate power-point to create your museum.

You may organize your rooms by topic, theme, or decade.  It is up to you to decide what you want to include in your museum.

All content must reflect people, places, events, and ideas related to the American 1840s-1890 for the first floor; the American 1890s-1940 for the second floor; and the American 1940s-2000 in your third floor.

Please personalize the rooms by adding colors/textures, or adding other features you feel are in the best visual interest of your museum.

For each room, you will add a title and select three or more images of artifacts that best represent the topic you have chosen for the room.  Place these articles on the “walls” or add elements on which they may sit (e.g. a “glassbox” or a “pedestal”).  Your artifacts will all need to be visually represented, but they do not all have to be “pictures.”  For example, you may choose to include an important document by placing a picture of the document on the wall and link to the actual text of the document (such as the Declaration of Rights and Sentiments).  Artifacts are essential primary source materials and can include things like photographs, paintings, lithographs, letters, newspaper stories, speeches….all must be related to the time under study for that floor. (A newspaper story from 1850, for example).  If you need any assistance in finding a particular document, let me know, I can direct you to a good resource in which to find that material.

Each artifact will also require a linked “placard.”  Each placard must provide:

  – a title for the artifact

  – a detailed description of the artifact

  – a reason for inclusion of the artifact in your museum using information from lectures, or the McMillan text, detailing why it is important to your theme and room topic, with proper citation. 80-100 words for each artifact

  – a link citing the location of the original picture

At minimum, each museum floor must include:

  – four virtual museum rooms

  – sixteen artifacts relating to the topic and placed appropriately in the “rooms”

  – detailed descriptions (i.e. the placards mentioned above)

  – original visual elements in addition to the artifacts

  – accurate content information

Read chapter 10 in textbook and do Exercise 10.2 (pp. 342-344). Answer Q. 1, 2, & 5. + 2 responses.

Read “Turnaround in The Bandits Of Bravo Company” by Edwards, Self, & Schraeder. See below for instructions. 

For DB#9 return to the Armenakis-Harris-Feild Model (see the PowerPoint slides titled Armenakis et.al. (in this module for the tasks to do section) so you don’t need the entire paper). Answer the following questions and post to the discussion board: (1) Through the use of this model, how did Captain Edwards demonstrate good change leadership? Note—there is no right or wrong answer. This is your opinion. (2) How might you apply in what you do in your organization?  +2 responses

The late 18th century and early part of the 19th century are important years in American history as there were very few precedents for what the founding fathers were trying to do with first the Articles of Confederation and then the Constitution. Their ideas were influenced by notable Enlightenment authors who embraced ideals of equality under the law and the importance of education – both of which will be only partially extended to women. The idea that men (but not necessarily women) were all equal is an Enlightenment idea and it is only incompletely realized during this time period. This is felt deeply by many educated elite women who pushed men to extend the legal rights afforded to women – particularly rights over property, legal standing and the right to vote (all things the male colonists complained that Britain had trampled on during the Revolution!). Women were celebrated for their public role during the Revolution, but after the new nation was formed they would need to carve out a niche within the new Republic. As part of your reading in the textbook make sure to note how the experience of the Revolution and the early Republic varied among different groups of women (wealthy vs. poor, colonial vs. native, and free vs. slave will all have varied responses). A local figure who isn’t included in your textbook can be found here: Alethia Browning Tanner.

Steps to complete the Assignment:

1. Read the sources provided below: 
   1. Chapter 3 including the Documents: Education and Republican Motherhood on pages 145-151 in your textbook.
   2. The attached document provides a counterpoint to Rush and Murray’s arguments supporting education for women, Educating Women in the 19th century – a counterpoint to Rush and Murray.pdf.
   3. Use this handout to help you in analyzing primary sources: How to Analyze Primary Sources.pdf.  It will explain how historians evaluate and interpret primary documents.
2. Explore the list of women presented in the online exhibit at the National Portrait Gallery: A Will of their Own.
3. Write a 400-600 word essay that responds to the following questions – be sure to use examples to support your answers and demonstrate your understanding of the readings. 
   1. Although women did not have the right to vote, how were women politically active during the “Revolutionary Period” (from 1763 through the Revolutionary war).  Provide examples from the textbook and the exhibit to support your thinking.
   2. Why did men support these actions?
   3. How did women’s political actions during the Revolutionary period help create the concept of Republican Motherhood?
   4. How did this concept impact Rush’s and Murray’s ideas about women’s education?
   5. How do you explain the difference between Rush and Murray’s ideas.
   6. Your post should be 400-600 words long and use specific examples from the sources provided.