Electronic Engineering assignment using LTspice Engineering Assignment Help

• BELOW are 4 GROUPS.  Each group offers you 2 QUESTIONS from which to choose. 

• CHOOSE 1 question from each group FOR A TOTAL OF 4 ANSWERS.  Ignore the questions you don’t choose.
• REVIEW background information given here and also in “Week 4-5 Readings.” 
• USE a CITED quote for each answer from the text to back up your stance. (You know how to do this now!) 
• AND
  remember, I am not asking for long questions.  Just answer them
  succinctly with a quote, citing direct quotations as learned from the
  DIRECT QUOTE CHEAT SHEET and WORKS CITED QUICK GUIDE.
• USE the QA heading and submit your answers in the usual way in a file, with your name and assignment week on it, in Dropbox.

• INCLUDE Works Cited full textbook citation of literary works cited after the corresponding question OR place them all in alphabetical order at the end of the QA. Either way is fine.

 YOUR WEEK 4-5 QA will be only 4 questions–one from each group. Don’t overthink.

           

  Marie de France                Chaucer’s Canterbury Tales

#1

COURTLY/BAWDY LOVE

Marie de France (12th century, French) “Laustic”
Geoffery Chaucer (English, 14th century), Canterbury Tales’ “The Miller’s Tale” NOTE: Miller’s Tale not in textbook. Find web link in Wk 4-5 Readings

Marie
de France’s tale is a “lay.”(See textbook introduction. Review the
introduction in Wk 4-5 Readings for “Marie de France” to compare with
“fabliau” in Miller’s Tale below.)

“The Miller’s Tale” is an example of a fabliau.  These
travelers telling each other tales are a motley medieval group: A
knight, a nun, a Pardoner, a physician, a merchant, a plowman, a friar, a
summoner, a miller–a total of 29 stories and 29 people. A “Host”
moderates the group, making the storytellers take turns. The Knight has
just told a tale of “courtly love.” The
Miller is drunk and decides to butt in before his turn–having taken
exception to The Knight’s proper, sweet, aristocratic tale of
romance–and tells a love triangle “fabliau.”  The Miller’s fabliau is
the opposite of the Knight’s properly romantic tale of nobility and the
courtly love from which the Knight’s tale sprang, which probably itself
sprang in part from the “lay” tradition of centuries before.  The
drunken Miller’s tale is bawdy. And consider how a bawdy tale is fitting
for this motley Middle Ages crew, the knight and nun notwithstanding.

Questions (choose one): 

1. What is a lay?  What is a fabliau?  Define both. Then compare/contrast the two storytelling forms referring to these stories to make your point.

  • Find definition of “lay” in “Laustic” textbook introduction.
  • Find
definition of “fabliau” at this website–(read first several
paragraphs).  Click on this link (or paste into browser if not live):  http://sites.fas.harvard.edu/~chaucer/special/litsubs/fabliaux/

2. In
light of the definition of courtly love, along with what you think of
“The Miller’s Tale,” compare/contrast the two “love” stories–Marie de
France’s lay and Chaucer’s bawdy fabliau–that were written 2 centuries
apart. (See Wk 4-5 Readings for background on “courtly love” and
consider its origins in the lay form.)

CITATION NOTE: The Miller’s Tale is not in your textbook; it’s a web link.
You are responsible to cite “The Miller’s Tale” correctly, but I show you how:

  • SEE QA CITATIONS ARE DIFFERENT in this folder

  • Or go directly to the WORKS CITED QUICK GUIDE and scroll down until you find Week 4-5 Citations.

---

#2

EMILY AND ANNA

Emily Dickinson (19th century American)
Requiem, Anna Akhmatova (20th century Russian)

 

---

#3

Short Stories of AFRICA

Doris Lessing, 20th century, “The Old Chief Mchlanga”  (1919)  
Chinua Achebe, 20th century,  “Chike’s School Days” (1960)

               

These two stories are from 20th century Africa, one at turn of century, one in mid-century.

Doris Lessing is a white British writer who won the Nobel Prize for Literature in 2007.

Chinua Achebe is a black Nigerian whose novella, Things Fall Apart,
is the most widely read book in modern African literature (the entirety
of it was in the earlier textbook we used.  Since it is now out of the
current edition we are using, we can at least read this short story that
is in its place.

Short
stories are glimpses that may have meaning for what they say about the
cultures of which they are offering a peek, at a certain point in time
and place.  For your chosen question, let’s compare/contrast these two stories. Use quotes to back up your ideas.

Questions (choose one):

1. How do the points of view differ in these two stories and how are they similar?

2. How do they seem similar in tone, style, or “moral” and how do they seem different in tone, style or “moral”?

_________________________________________________________________________________________________________

 #4

20th century Czech surrealism and 19th century American realism

Franz Kafka, “Metamorphosis” (Czech, 20th century)
Kate Chopin, “Story of an Hour” (American, 1894)

[img src=”https://elearn.apsu.edu/content/enforced2/6609443-APSU_201681_LALI_ENGL2030_SECW1A_SECW2A_COMB/images-6.jpg?_&d2lSessionVal=SrB0GzOwyAGxaJBbB8DveTg5g&ou=6609443″ alt=””>  

Kafka

 Kafka
was a famous experimental male writer with a voice all his own, and
hard to compare, so we won’t. He was only published minimally during his
life and he left instructions to have his work burned when he died. We
read them today because that person did not. In fact, he’s become a
literary icon, his literary ghost alive and well in Prague today. And
yet his works are incredibly bleak. And rather weird. He even thought
they were too weird to ever be published. (Review the Answers.com link in Wk 4-5 Readings for more background.) By
the way, recently, one of my World Lit students pulled out her father’s
version of this story in the original German, and wrote this comment on
the Discussion forum:  “In the original German text, Kafka uses the
word “Ungeziefer” to describe what Gregor changes into. “Ungeziefer”
translated into English is vermin. Beetles are cute German cars with
great gas mileage.  Gregor turned into something more vile than that.”

Why would anyone want to write a story about what it would be like to awake one day as “vermin?” Remember
that the common worker back then-in that time and place-was just
learning the dehumanizing aspects of a totalitarian society….the one
that would make bleak most of the 20th century for those eastern
European countries: 1915 was the start of WW I which led to WWII and its
atrocities which led to the Iron Curtain countries of communism. It was
a dreary century for his country.  The answer could be political or
social commentary or personal commentary.  You decide. 

• Study the Introduction to the textbook’s reading for the BEST clues to this story.
• Look up the words “existential” and “kafkaesque” in a dictionary to foster your understanding and your writing about it.

• Here’s an online dictionary: 
Merriam-Webster Online Dictionary  (If link is broken, copy URL into browser: http://www.m-w.com 

 
Chopin 

(Be sure to read the background CHOPIN information in Wk 4-5 Readings.)  Kate Chopin was ostracized in her time for writing so daringly about the role of women in that suppressed society. Women’s
suffrage–the right to vote–seemed an impossible dream fought over
half a century (Women didn’t get the vote until 1920 incredibly enough,
even though the women’s suffrage  movement began in the mid-1800s.)This is how she’s been described:
Kate Chopin, a female writer in the 1800’s writes stories of women in
various states of independence from males. She can be viewed as a writer
of the beginning of women’s rights although she does not declare
herself a feminist by any stretch of the imagination... 
Questions (choose one):

1. Do you think these 2 stories were trying to make some societal commentary?   • Back up your answers with at least one cited quote per story.

For example (You can use this if you’d like. Answer both, if so, succinctly):
  –Was “The Story of an Hour” about women’s roles/lives in the time period?  (Social commentary.)  See “QA/Forum Background for Chopin’s “Story of an Hour” in this folder.

 
–Was “Metamorphosis” making some comment on the worker’s or
breadwinner’s role in that time period? Making him feel like a bug? 
(Social or political commentary)

CITATION NOTE: Chopin’s story is not in your textbook; it’s a web link.
You are responsible to cite “The Story of an Hour” correctly, but I show you how:

  • SEE QA CITATIONS ARE DIFFERENT in this folder

  • Or go directly to the WORKS CITED QUICK GUIDE and scroll down until you find Week 4-5 Citations.

2. Surrealistic “Metamorphosis”
is very different type of storytelling from the realistic “The Story of
an Hour,” but it gets its point across using the same literary
techniques as all stories. • Choose a literary technique from the list below for both stories (the same one or different ones) and discuss how it adds to the success of the story:

-point of view

-setting

-irony 

 TIP: If you didn’t take me for 1020 and/or aren’t familiar with these terms, choose question #1.
 Or look up these terms. Here’s an online glossary:

Literary Term Definition Glossary  
(If link is broken, copy this URL into browser: http://literary-devices.com/ )

Performance art performances

You will perform five performance art performances during the semester.Each of these performances will happen in class.Each of these performances will have two required components: (1) your performance and (2) a write-up of your performance which needs to be submitted in class in hard form before you perform.Each performance art performance also needs to have a title and make a thoughtful point about communication and the class material at hand.

For each of the performance art performances, perform for the class a rehearsed, original, in-person performance that is 30-60 seconds in length.For expediency, these performances should not have external audio, video, or projector needs.This performance is to be an original creation by you.Don’t recite something someone else said or wrote.This piece should also involve you in a performative manner.Don’t give a standard speech or presentation.For each of these assignments, a lack of performance will not be considered a performance.

It is vital that we maintain our good sense for these performances.Do not violate campus regulations and policies or any laws.Do not harm property.Do not disrupt others outside of our class or classmates as they perform.Do not be hostile or menacing toward anyone.Do not put anyone in harm’s way.Be a good audience member.

For each of the five write-ups, submit in class in hard form before you perform a write-up detailing your performance.Specifically, each write-up should provide: (1) the title of your performance and why you chose that title, (2) a description of what you’re doing and how you prepared to do it, (3) an explanation for why what you’re doing in class should be considered performance art, and (4) an explanation of the thoughtful point that your performance is making about communication and/or theory.

Each write-up’s length is 500 words.An accurate word count must be placed at the top of the first page of your paper.Failure to have an accurate word count at the very top of the first page of your paper will result in a failing grade.Your paper needs to be typed and single-spaced.Your paper should use Times New Roman 12 pin font and standard margins.In MS Word, use either the Normal or the No Spacing style (upper right on Home tab) and then change your font to Times New Roman 12 pin/size (upper left on Home tab).Please do not space between paragraphs.Indent paragraphs.All you need at the top of your paper is your name and, as stated above, an accurate word count (found in the lower left in MS Word), and then you should begin your first paragraph.

Each write-up should be written in academic prose and, likewise, be polished and precise as well as adequately developed and supported.Paragraphs should begin with a bold claim or thesis statement (i.e., a declarative sentence that encapsulates what the paragraph is about) that is then supported by the rest of the paragraph.When a new bold claim is made, a new paragraph should begin.

Use the APA format to cite in-the-text-of-your-paper all outside source material, including the textbook and the supplemental readings.Include a proper works cited page.The works cited page should NOT be counted in the word count for your paper.Spell and grammar check (F7 in MS Word).

If you are unable to make it to class on the day of a performance art performance, you can have someone else drop off your write-up about your performance art by noon that same day in the Communication Department (Morgan 206) for partial credit.Your write-up will receive up to 15 of the 20 points for your first drop off and up to 10 of the 20 points for your second drop off.No points will be given to a third and subsequent drop off.

I do not accept course assignments via email.Late work is never accepted.Make-up work is never offered.

Like the performance art performance, the write-up is to be an original work by you.Do not recycle work or writing from another class.Avoid plagiarism as well.Such behavior constitutes academic dishonesty.Academic dishonesty will be treated very seriously.See the section Academic dishonesty for further clarification as well as for guidance in avoiding plagiarism.

Rubric.

The performance art performance (up to 10 points):

• Not long enough/30+ seconds: deduct the performance art round #
• Not performative/artistic: deduct the performance art round #
• Not original/creative/yours: deduct the performance art round #
• Not insightful re: class material at hand: deduct the performance art round #
• Not well prepared: deduct 5 points
• Not appropriate (see the syllabus): deduct 20 points (entire assignment = ZERO)

The 500-word write-up (up to 10 points):

• No paragraphs/too few paragraphs: deduct the performance art round #
• Lacks the performance’s title and/or an explanation of what you’re doing and/or how you prepared to do it: deduct the performance art round #
• Lacks two or more detailed arguments for why what you are doing should be considered performance art: deduct the performance art round #
• Lacks a detailed, insightful explanation of the point your performance is making about a portion of the class material at hand: deduct the performance art round #
• Poorly written: deduct 5 points
• Missing a word count: deduct 5 points
• Contains 400-499 words: deduct 2 points
• Contains 300-399 words: deduct 4 points
• Contains 200-299 words: deduct 6 points
• Contains 100-199 words: deduct 8 points
• Contains 000-099 words: deduct 10 points
• Not submitted in class before performance: deduct 10 points
• Has an inaccurate word count: deduct 20 points (entire assignment = ZERO)

Out of chapters 11,12,13,14,15,16,27. Text book A first look at communication Theory.

The main task of the reconnaissance is gathering information. For this assignment , you will use the following reconnaissance software tools to conduct reconnaissance: Whois , Net Craft, Host, Nslookup, MetaGooFil

Using the list of tolls provided compare the different results returned by a website of your choice. Create a document showing :

What fields are the same

What fields are different

Take a screen shot of your results

Analysis: How could these results give you information necessary for an attack? You response should be at least 100 words in length. Include the comparison of results,screen shots and analysis of results in a WORD DOCUMENT.

Please note you can use the internet tool Whois and NetCraft for this requirement or use Kali Linux. But you must use Kal Linux for HOst, NsLookup and MetaGooFil.

dentify a person who you consider to be a successful or effective leader. This could be someone you work with or for (for example: business, professional, sport, volunteer work, religious organisations etc.) or anyone who through some association you judge to be a good leader. It needs to be someone you can observe in person or from your past experience, not a public figure or someone you have read about.

In your observation, critically analyse:

• What you perceive this person’s leadership traits and behaviours;
• How he/she uses power and influence tactics to make him/her an effective leader; and
• Whether the person changes his/her leadership in various situations.

You must be able to apply theories/concepts/models covered in this course to support your observation.

Feedback

Chosen Leader : Managing Director of Marketing Communication of Panasonic Singapore

As simple observation will not capture the complexities of leadership, talk to the leader. In terms of an interview, imagine you have talked to your chosen leader to describe his/her leadership behaviours, traits and his/her use of power and influence tactics, whether and how he/she changes his/her leadership in various situations and see if his/her feedback can confirm your findings from your earlier observation. Using the ideas and knowledge you have gained from the course to guide you, but keeping your questions open ended. Also, ask them ‘what they think are the characteristics of a good and effective leader’. Try to be specific – a good way to do this is to imagine their initial responses, that they give examples or share stories that illustrate when they felt they displayed good and effective leadership. Then, in their point of view try to focus on the traits and behaviours that enabled them to be an effective leader. Come up with your own perception of ‘what they think it takes to lead successfully based on their experience and what not to do’. Again, you must demonstrate your ability to critically analyse the theories, models, and concepts to support your conclusions.

Self-Reflection & Recommendation

Reflect on what you have learned from the first two stages, critically analyse and discuss:

• What have you learnt about the complexities of leadership (critically comparing what theory says and what you found i.e. do your findings support the theories covered in the course?)
• Given what you have found, how might your own leadership practice be improved as a result of undertaking this assessment?
• Based on your observation and feedback from your role model, what recommendations would you give him/her to improve their leadership effectiveness?

Format:
This assignment should have the following format:
1) Introduction
2) Body with headings and sub-headings (i.e. Observation, Feedback, Reflection)
3) Conclusion
4) References
5) Questions used in the feedback stage
6) Appendix (if any)
Note: 4) , 5) and 6) are not included in the word count.

Referencing:

It is expected that you will use at least 10 academic references, preferably refereed journal/research articles. Websites, such as Wikipedia, will not be accepted, other than for providing general details of the leaders and these will not be counted in the minimum references required. Correct and thorough referencing will be a key evaluation element. The quality of your sources will also be considered in the evaluation of your assignment. Please ensure that your spelling, grammar and syntax are correct before you submit your essay. Your tutor will advise on a variety of support services such as SLAMS and the SLC. Further information about referencing style is available in the RMIT Business Referencing Guidelines. For Harvard style referencing (in­text and list of references) refer to easycite

• Questions used in the feedback stage must be included in the Appendix section (after ‘Reference List’).
• In order to comply with RMIT’s Electronic Submission of Assignments Policy, student will be required to submit a soft copy of the assignment through the myRMIT Canvas site.

Assessment criteria

• Observation – Ability to critically analyse and describe in detail of the leader’s leadership behaviours, traits and his/her use of power and influence tactics and contingency/situational leadership;
• Observation – Demonstrate a good understanding of relevant leadership theories/issues referred to the observation.
• Feedback – Key leadership issues expertly presented and supported by feedback results
• Feedback – Accurate knowledge and understanding of relevant leadership theories/issues referred to the feedback.
• Feedback – Ability to critically analyse, compare and confirm between the observation and feedback results.
• Reflection – Ability to demonstrate learning about the complexities of leadership (e.g. critically comparing theories and findings)
• Reflection – Ability to identify areas of leadership self-improvement.
• Reflection – Ability to provide recommendations to the chosen leader to improve their leadership effectiveness
• Quality and Quantity of references (minimum 10 references, excluding internet websites)
• Overall presentation