ENG1102 Annotated Bibliography& Research paper Humanities Assignment Help

We will use Sage to explore the basics of symbolic computing and the basic functionality of a computer
algebra system.

Problem One.
Write a Sage function which takes on input as its argument an integer n and returns a random n degree
polynomial with randomly generated integer coefficients. The randomly generated integer coefficients
range from -100 to +100, inclusive. In addition to returning the randomly generated polynomial of degree n, the Sage function must return the number of real roots of the randomly generated polynomial.
In particular, this Sage function returns the randomly generated polynomial and the number of its real
roots in form of a Python tuple or a list.

Input example : program1(6), where n = 6.

Output example:
(89*x^6 – 19*x^5 – 80*x^4 – 76*x^3 + 54*x^2 – 39*x + 45, 2)
As your solution to this problem, provide the Sage function and the output for n = 4 and n = 10.

Problem Two. Write a Sage function which takes on input as its arguments a polynomial f with integer
coefficients and a list L. The polynomial f is a symbolic expression in the variable x. The list L consists
of an unspecified number of sub-lists, each of which contains two integers. These two integers represent
the x and y coordinates. As an example of L, consider L = [[x1, y1], [x2, y2], [x3, y3], …[xk, yk]]. This Sage
functions returns all sub-lists in L, for which f(xi) = yi
, for all xi and yi
in sub-lists of L.
Input example :

problem2( 2*x^2-2*x+3, [[0, 3], [1, 4], [2, 7], [3, 17], [4, 33], [5, 43], [6, 63],
[7, 87], [8, 116], [9, 147]])

Output example:

[[0, 3], [2, 7], [5, 43], [6, 63], [7, 87], [9, 147]]

As your solution to this problem, provide the Sage function and the output for

f = x
3 − x
2 − 1
and L = [[0, −1], [1, −2], [2, 4], [3, 17], [4, 48], [5, 99], [6, 189], [7, 332]].

Problem Three. Write a Sage function which takes on input as its argument a polynomial f. The
polynomial f is a symbolic expression with integer coefficients. This function returns the count of how
often the sign of the coefficients has changed.
Input example :

problem3(13*x^6 – 88*x^5 + 53*x^4 – 58*x^3 – 57*x^2 + 93*x + 22)

Output example:

4
As your solution to this problem, provide the Sage function and the output for
f = −27 ∗ x
7 + 3 ∗ x
6 − 28 ∗ x
5 + 44 ∗ x
4 − 11 ∗ x
3 − 71 ∗ x
2 + 6 ∗ x − 14

Problem Four. Two cars leave an intersection at the same time. One car heads north at the constant
speed of s1 (ft/sec). The second car heads east at the constant speed of s2 (ft/sec). Write a Sage function
which takes on input as its argument the constant speed s1 of the first car, the constant speed s2 of the
second car, h hours and m minutes, the time the two cars left the intersection. This Sage function returns
the distance (in miles) between the two cars after h hours and m minutes.

Input example : problem4(65, 65, 1, 12)

Output example: 75.2104485443873
As your solution to this problem, provide the Sage function and the output for problem4(25, 45, 1, 30),
where s1 = 25, s2 = 45, h = 1, and m = 30.

1- please watch the video first

https://www.youtube.com/watch?v=SSnLSB0TdYg&feature=emb_title

2- Assignment #1: Rhetorical Analysis of Academic (or Professional) Texts in Your Field.. Reflecting on “Discourse Communities & Communities of Practice” by Ann Johns and the lecture(s) from Professor Centanni, write a 4 to 6 page paper (not including title and reference pages) that analyzes the rhetorical and linguistic norms of your field based on two (or more) typical texts from your discipline. NOTE: You are not merely analyzing these two (or more) texts! You are analyzing these texts AS REPRESENTATIVE of your field. In other words, while you definitely want to comment on what these authors do, make sure you keep your vision and analysis about how this represents the field as a whole.

It is important to note that a rhetorical analysis should not take a stance on the topic(s) of your text(s), nor should it make value judgments about if the rhetorical norms in your field are “good” or “bad.” In fact, try to eliminate all “praise” or “condemnation” language from academic writing. Instead, just observe and examine the choices that the writers in your field make to appeal to their audience.

Also be sure to do the following:

1) Identify the target audience of each piece. Do not fall into the tempting trap of oversimplifying your readers as the “general public” or “common people interested in the subject.” Rather, look at specific elements within the text that show what assumptions the writer(s) hold(s) about their readers. Focus less on concrete signifiers (i.e., don’t worry about stating exactly how old you think a reader is or what level of education they have) and, instead, try to identify the values this group of readers seems to share – and how you can tell. (This paragraph requires cited evidence.)

2) Identify 3 to 4 strategies the writers use. Each of these strategies should be analyzed according to their appeals (ethos, pathos, and logos); however, APPEALS SHOULD NOT BE MISTAKEN FOR STRATEGIES. In other words, if the writer tells a sad story, you wouldn’t say, “The author uses pathos.” You would say, “The author tells a sad story to appeal to the readers’ pathos.” So, one more time, DO NOT USE APPEALS AS YOUR STRATEGIES.

After you identify the strategy, be sure to find a quote/paraphrase that illustrates the writer doing so, and then analyze how and why it would likely persuade someone in the field. (These paragraphs require cited evidence.)

Your grade will be earned based on the following characteristics:

a) Genre expectations. This is a formal, undergraduate, rhetoric essay intended for an audience of academic readers who are not members of your discipline.

DO: Use the academic voice

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. Write focused, effective introduction and conclusion paragraphs

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that meet the expectations of this genre. Have a strong thesis statement

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that organizes your main purpose for your reader. Structure body paragraphs

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according to academic writing norms, with specific topic sentences, contextualized evidence, and relevant analysis.

DON’T: Use casual language; mistake speech for writing norms (such as the dreaded One Word Opener or Second-Person Question); skimp on analysis (if you end a paragraph with a quote, you are not doing what is expected).

b) Formatting requirements. This paper must be formatted according to APA Style 7th Edition. You can have all of your questions answered by visiting this Introduction to APA

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resource, and if you have questions about your citations or references page, see the APA: Citing Within Your Paper

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or Formatting Your References List

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pages. Know that you are in complete control of these points, so be extremely mindful of your revision.

DO: Have a title page with your paper title, name, institution, course name and number, instructor name, and due date – formatted correctly. Have a references page with the word References bold and centered at the top, all of your resources alphabetized, double-spaced, and hanging indented, and meeting all other expectations. Do have one-inch margins, correct page numbers, and correct in-text citations for quotes and paraphrased material.

DON’T: Use MLA formatting, APA 6th, or anything else that is not APA 7th Edition; forget citations for material you quote/paraphrase that is not original; leave out any of the above elements and expect to get an A!

c) Minimum assignment requirements. Four to six pages does not mean 3.5 pages. It also does not mean 7 pages. Part of good writing is editing to get it where it needs to be. A two page range is HUGE, so please find a way to get your work into that window. Additionally, there should be a title page and a References list – these do not count toward the 4-6 page requirement.

d) Grammar, usage, and mechanics. Revise your paper as you write, but also look over it before you submit. There have been excellent papers that have lost entire letter grades due to typos and lack of care. There have also been poorly written papers that gained points due to high levels of revision. Again, this is an area completely in your control. Go to the Writing Center; use Grammarly; ask a friend to read it. There are ways to get this part near perfect

1)Reflect on the assigned readings for Week 3 and then type a two page paper regarding what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding. Define and describe what you thought was worthy of your understanding in half a page, and then explain why you felt it was important, how you will use it, and/or how important it is in project planning. After submitting your two page paper as an initial post in the “Reflection and Discussion Forum,” then type at least two peer replies in response to your classmates posts (200 word minimum each).

2)Reflect on the assigned readings for Week 4 and then type a two page paper regarding what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding. Define and describe what you thought was worthy of your understanding in half a page, and then explain why you felt it was important, how you will use it, and/or how important it is in project planning. After submitting your two page paper as an initial post in the “Reflection and Discussion Forum,” then type at least two peer replies in response to your classmates posts (200 word minimum each).

How does this model reflect the communication context of organizations and small groups? Would this model be equally effective applied to other communication contexts?

Next, look back at the model of communication you suggested in your very first discussion post. Compare it to this model of CCD. How did your first model reflect a particular communication context, perhaps without you even realizing it did?

Finally, discuss the idea of theories and models having “scopes.” Abstractly, a scope refers to the boundaries that delineate the area of influence for a particular theory. What scope did your initial model apply to? Is a scope the same as a communication context? How so, or how not? Is the scope of CCD big, or small? How does the size of a theory’s scope impact is usefulness (consider the text book’s tests for evaluating a theory)?