Provide answer under the questions. Note: Keep your answers to each of the questions to no more than 100 wordsPart 1 :

Watch the three short videos, “Did the Internet kill privacy,” “Beware online ‘filter bubbles’,” and “Tracking the trackers” and scan the online article “Meet the trackers.” Based on your viewing and scanning, respond to the following questions:

1. What are the ethical dilemmas facing the school board described in the “Did the Internet kill privacy?” video and how should their answers be reflected in the school district’s information management policies?
2. What are the ethical dilemmas facing Facebook in regard to “filter bubbles” as described in the “Beware online ‘filter bubbles'” video and how should the answers be reflected in Facebook’s information management policies?
3. What are the ethical dilemmas facing Google in regard to “tracking” as described in the “Tracking the trackers” video and how should the answers be reflected in the Google’s information management policies?

Part 2:

Read the article Surveillance Nation (Parts 1 & 2) and view the video “Battle for Power on the Internet.” Based on your reading and viewing, address the following questions.

1. As an average consumer or average citizen, are you concerned about the control of your data? (Be sure to explain your answer drawing on evidence from article and/or video.)
2. Generally speaking, what do you think are the ethical responsibilities of those with “institutional power” (as discussed in the video) towards control of data?
3. Generally speaking, what (if any) legal responsibilities should be required of those with “institutional power” (as discussed in the video) towards control of data?

Changes to Supply, Quantity Supplied, Demand, and Quantity Demanded

Using the table, for each line item and its associated column, describe how the market for each specific product will be affected by the associated event indicating whether it will rise, fall, or no change. For example, in the first line item for the market of corn, based upon the event of a severe drought, the price will either rise or fall or no change, demand curve will shift left (fall) or right (rise) or no change, supply curve will shift left (fall) or shift right (rise) or no change, quantity demanded will rise, fall, or no change, and quantity supplied will either rise, fall, or no change.

After completing your stakeholder analysis and developing your stakeholder register, you started working on your next project, which will be to develop a project charter. You started to gather information from various stakeholders via interviews and e-mails. The latest e-mail you sent caused quite a response. Several meetings were centered on the project charter, statement of work (SOW), work breakdown structure (WBS), and enterprise environmental factors and organizational process assets that you will use to complete the second and most important deliverable at this stage, the project charter. Jim comes to your desk one afternoon for further discussion.

“Our team meetings on the SOW, project charter, WBS, and environmental factors and organizational process assets have been very productive,” says Jim. “Thanks for getting this project charter moving in the right direction.”

“Anytime,” you say.

“So, based on our last team meeting, do you think we are ready to write a concise SOW and the project charter?” asks Jim.

“I think we have enough information to assess risks, assumptions, define scope inclusions and exclusions, objectives, business need, milestones, high-level budget breakdown, acceptance criteria, and constraints,” you say.

“Have you ever prepared a WBS before?” asks Jim<.>

“I have,” you say. “Prior to working at ACH, I was an associate project manager for an engineering firm on the West Cost.”

“Oh, that’s great!” says Jim, handing you a document, saying, “Here is a simple template that combines all three deliverables: the SOW, the project charter, and the WBS. Do you think you can update the project charter for me with all of the required information?”

“Sure,” you say, looking at the document. “You know, in my previous job, we developed three separate documents for these three deliverables.”

Jim smiles and says, “Oh, believe me I know that, but as you know we’re a small organization and have developed our own ways of managing project records within the overall project management PMBOK®Guide framework. Remember, the PMBOK® Guide framework is a tool kit and we’ve taken from it what works well for us here.”

PMBOK is a registered mark of the Project Management Institute, Inc.

After Jim leaves, you start working on the project charter for the next meeting. You use all of the information you gathered and follow the direction under each section of the Project Charter Template to ensure completeness.

I just need an introduction part for this lab report I have uploaded everything you will may need:

1. INTRODUCTIONThis report was prepared in partial fulfillment of the laboratory requirements for CEE 351, Geotechnical Engineering, at Arizona State University in the Spring Semester of 2099. The work described in this report was conducted by Group MB3 of the CEE 351 laboratory section. The members of this group include James Smith, Kevin Jones1, and Samantha Adams2. The laboratory tests described in this report were conducted on 31 December 2099 in the Arizona State University Geotechnical Laboratory. Subsequent analysis of the data was conducted during the period between 1 January 2099 and 31 December 2100. The soil used in this testing program was provided by Mr. Karl Terzaghi, the Teaching Assistant3 for the course.The objective of the laboratory tests described herein was to classify the soil in accordance with ASTM and the Unified Soil Classification System (Coduto et al., 2011)4. To achieve this objective, it was necessary to evaluate the Liquid and Plastic Limits of the soil in accordance with ASTM D4318.The soil tested in this lab was contained in a 5 gallon container labeled “Dirt for CEE 351 lab”. A bulk sample of approximately 0.5 kg was removed from the container with a metal scoop for testing purposes. The soil was visually classified in accordance with ASTM D2488 as a moist, light brown, low plasticity clayey silt with a trace of fine sand, a low dry strength, and low toughness.

1. Introduction: Who prepared the report (e.g. Group 3 of the Fall 2017 CEE 351 Monday lab section); what the objective is (e.g. “to classify the three soils provided by the TA in accordance with the Unified Soil Classification System”); what soil was used in the testing (i.e. a visual description of the test soil that is as detailed as possible) and where did it come from (e.g. it was provided by the TA).

Provide answer under the questions. Note: Keep your answers to each of the questions to no more than 100 wordsPart 1 :

Watch the three short videos, “Did the Internet kill privacy,” “Beware online ‘filter bubbles’,” and “Tracking the trackers” and scan the online article “Meet the trackers.” Based on your viewing and scanning, respond to the following questions:

1. What are the ethical dilemmas facing the school board described in the “Did the Internet kill privacy?” video and how should their answers be reflected in the school district’s information management policies?
2. What are the ethical dilemmas facing Facebook in regard to “filter bubbles” as described in the “Beware online ‘filter bubbles'” video and how should the answers be reflected in Facebook’s information management policies?
3. What are the ethical dilemmas facing Google in regard to “tracking” as described in the “Tracking the trackers” video and how should the answers be reflected in the Google’s information management policies?

Part 2:

Read the article Surveillance Nation (Parts 1 & 2) and view the video “Battle for Power on the Internet.” Based on your reading and viewing, address the following questions.

1. As an average consumer or average citizen, are you concerned about the control of your data? (Be sure to explain your answer drawing on evidence from article and/or video.)
2. Generally speaking, what do you think are the ethical responsibilities of those with “institutional power” (as discussed in the video) towards control of data?
3. Generally speaking, what (if any) legal responsibilities should be required of those with “institutional power” (as discussed in the video) towards control of data?

Changes to Supply, Quantity Supplied, Demand, and Quantity Demanded

Using the table, for each line item and its associated column, describe how the market for each specific product will be affected by the associated event indicating whether it will rise, fall, or no change. For example, in the first line item for the market of corn, based upon the event of a severe drought, the price will either rise or fall or no change, demand curve will shift left (fall) or right (rise) or no change, supply curve will shift left (fall) or shift right (rise) or no change, quantity demanded will rise, fall, or no change, and quantity supplied will either rise, fall, or no change.

After completing your stakeholder analysis and developing your stakeholder register, you started working on your next project, which will be to develop a project charter. You started to gather information from various stakeholders via interviews and e-mails. The latest e-mail you sent caused quite a response. Several meetings were centered on the project charter, statement of work (SOW), work breakdown structure (WBS), and enterprise environmental factors and organizational process assets that you will use to complete the second and most important deliverable at this stage, the project charter. Jim comes to your desk one afternoon for further discussion.

“Our team meetings on the SOW, project charter, WBS, and environmental factors and organizational process assets have been very productive,” says Jim. “Thanks for getting this project charter moving in the right direction.”

“Anytime,” you say.

“So, based on our last team meeting, do you think we are ready to write a concise SOW and the project charter?” asks Jim.

“I think we have enough information to assess risks, assumptions, define scope inclusions and exclusions, objectives, business need, milestones, high-level budget breakdown, acceptance criteria, and constraints,” you say.

“Have you ever prepared a WBS before?” asks Jim<.>

“I have,” you say. “Prior to working at ACH, I was an associate project manager for an engineering firm on the West Cost.”

“Oh, that’s great!” says Jim, handing you a document, saying, “Here is a simple template that combines all three deliverables: the SOW, the project charter, and the WBS. Do you think you can update the project charter for me with all of the required information?”

“Sure,” you say, looking at the document. “You know, in my previous job, we developed three separate documents for these three deliverables.”

Jim smiles and says, “Oh, believe me I know that, but as you know we’re a small organization and have developed our own ways of managing project records within the overall project management PMBOK®Guide framework. Remember, the PMBOK® Guide framework is a tool kit and we’ve taken from it what works well for us here.”

PMBOK is a registered mark of the Project Management Institute, Inc.

After Jim leaves, you start working on the project charter for the next meeting. You use all of the information you gathered and follow the direction under each section of the Project Charter Template to ensure completeness.

I just need an introduction part for this lab report I have uploaded everything you will may need:

1. INTRODUCTIONThis report was prepared in partial fulfillment of the laboratory requirements for CEE 351, Geotechnical Engineering, at Arizona State University in the Spring Semester of 2099. The work described in this report was conducted by Group MB3 of the CEE 351 laboratory section. The members of this group include James Smith, Kevin Jones1, and Samantha Adams2. The laboratory tests described in this report were conducted on 31 December 2099 in the Arizona State University Geotechnical Laboratory. Subsequent analysis of the data was conducted during the period between 1 January 2099 and 31 December 2100. The soil used in this testing program was provided by Mr. Karl Terzaghi, the Teaching Assistant3 for the course.The objective of the laboratory tests described herein was to classify the soil in accordance with ASTM and the Unified Soil Classification System (Coduto et al., 2011)4. To achieve this objective, it was necessary to evaluate the Liquid and Plastic Limits of the soil in accordance with ASTM D4318.The soil tested in this lab was contained in a 5 gallon container labeled “Dirt for CEE 351 lab”. A bulk sample of approximately 0.5 kg was removed from the container with a metal scoop for testing purposes. The soil was visually classified in accordance with ASTM D2488 as a moist, light brown, low plasticity clayey silt with a trace of fine sand, a low dry strength, and low toughness.

1. Introduction: Who prepared the report (e.g. Group 3 of the Fall 2017 CEE 351 Monday lab section); what the objective is (e.g. “to classify the three soils provided by the TA in accordance with the Unified Soil Classification System”); what soil was used in the testing (i.e. a visual description of the test soil that is as detailed as possible) and where did it come from (e.g. it was provided by the TA).

Provide answer under the questions. Note: Keep your answers to each of the questions to no more than 100 wordsPart 1 :

Watch the three short videos, “Did the Internet kill privacy,” “Beware online ‘filter bubbles’,” and “Tracking the trackers” and scan the online article “Meet the trackers.” Based on your viewing and scanning, respond to the following questions:

1. What are the ethical dilemmas facing the school board described in the “Did the Internet kill privacy?” video and how should their answers be reflected in the school district’s information management policies?
2. What are the ethical dilemmas facing Facebook in regard to “filter bubbles” as described in the “Beware online ‘filter bubbles'” video and how should the answers be reflected in Facebook’s information management policies?
3. What are the ethical dilemmas facing Google in regard to “tracking” as described in the “Tracking the trackers” video and how should the answers be reflected in the Google’s information management policies?

Part 2:

Read the article Surveillance Nation (Parts 1 & 2) and view the video “Battle for Power on the Internet.” Based on your reading and viewing, address the following questions.

1. As an average consumer or average citizen, are you concerned about the control of your data? (Be sure to explain your answer drawing on evidence from article and/or video.)
2. Generally speaking, what do you think are the ethical responsibilities of those with “institutional power” (as discussed in the video) towards control of data?
3. Generally speaking, what (if any) legal responsibilities should be required of those with “institutional power” (as discussed in the video) towards control of data?

Changes to Supply, Quantity Supplied, Demand, and Quantity Demanded

Using the table, for each line item and its associated column, describe how the market for each specific product will be affected by the associated event indicating whether it will rise, fall, or no change. For example, in the first line item for the market of corn, based upon the event of a severe drought, the price will either rise or fall or no change, demand curve will shift left (fall) or right (rise) or no change, supply curve will shift left (fall) or shift right (rise) or no change, quantity demanded will rise, fall, or no change, and quantity supplied will either rise, fall, or no change.

After completing your stakeholder analysis and developing your stakeholder register, you started working on your next project, which will be to develop a project charter. You started to gather information from various stakeholders via interviews and e-mails. The latest e-mail you sent caused quite a response. Several meetings were centered on the project charter, statement of work (SOW), work breakdown structure (WBS), and enterprise environmental factors and organizational process assets that you will use to complete the second and most important deliverable at this stage, the project charter. Jim comes to your desk one afternoon for further discussion.

“Our team meetings on the SOW, project charter, WBS, and environmental factors and organizational process assets have been very productive,” says Jim. “Thanks for getting this project charter moving in the right direction.”

“Anytime,” you say.

“So, based on our last team meeting, do you think we are ready to write a concise SOW and the project charter?” asks Jim.

“I think we have enough information to assess risks, assumptions, define scope inclusions and exclusions, objectives, business need, milestones, high-level budget breakdown, acceptance criteria, and constraints,” you say.

“Have you ever prepared a WBS before?” asks Jim<.>

“I have,” you say. “Prior to working at ACH, I was an associate project manager for an engineering firm on the West Cost.”

“Oh, that’s great!” says Jim, handing you a document, saying, “Here is a simple template that combines all three deliverables: the SOW, the project charter, and the WBS. Do you think you can update the project charter for me with all of the required information?”

“Sure,” you say, looking at the document. “You know, in my previous job, we developed three separate documents for these three deliverables.”

Jim smiles and says, “Oh, believe me I know that, but as you know we’re a small organization and have developed our own ways of managing project records within the overall project management PMBOK®Guide framework. Remember, the PMBOK® Guide framework is a tool kit and we’ve taken from it what works well for us here.”

PMBOK is a registered mark of the Project Management Institute, Inc.

After Jim leaves, you start working on the project charter for the next meeting. You use all of the information you gathered and follow the direction under each section of the Project Charter Template to ensure completeness.

I just need an introduction part for this lab report I have uploaded everything you will may need:

1. INTRODUCTIONThis report was prepared in partial fulfillment of the laboratory requirements for CEE 351, Geotechnical Engineering, at Arizona State University in the Spring Semester of 2099. The work described in this report was conducted by Group MB3 of the CEE 351 laboratory section. The members of this group include James Smith, Kevin Jones1, and Samantha Adams2. The laboratory tests described in this report were conducted on 31 December 2099 in the Arizona State University Geotechnical Laboratory. Subsequent analysis of the data was conducted during the period between 1 January 2099 and 31 December 2100. The soil used in this testing program was provided by Mr. Karl Terzaghi, the Teaching Assistant3 for the course.The objective of the laboratory tests described herein was to classify the soil in accordance with ASTM and the Unified Soil Classification System (Coduto et al., 2011)4. To achieve this objective, it was necessary to evaluate the Liquid and Plastic Limits of the soil in accordance with ASTM D4318.The soil tested in this lab was contained in a 5 gallon container labeled “Dirt for CEE 351 lab”. A bulk sample of approximately 0.5 kg was removed from the container with a metal scoop for testing purposes. The soil was visually classified in accordance with ASTM D2488 as a moist, light brown, low plasticity clayey silt with a trace of fine sand, a low dry strength, and low toughness.

1. Introduction: Who prepared the report (e.g. Group 3 of the Fall 2017 CEE 351 Monday lab section); what the objective is (e.g. “to classify the three soils provided by the TA in accordance with the Unified Soil Classification System”); what soil was used in the testing (i.e. a visual description of the test soil that is as detailed as possible) and where did it come from (e.g. it was provided by the TA).

Provide answer under the questions. Note: Keep your answers to each of the questions to no more than 100 wordsPart 1 :

Watch the three short videos, “Did the Internet kill privacy,” “Beware online ‘filter bubbles’,” and “Tracking the trackers” and scan the online article “Meet the trackers.” Based on your viewing and scanning, respond to the following questions:

1. What are the ethical dilemmas facing the school board described in the “Did the Internet kill privacy?” video and how should their answers be reflected in the school district’s information management policies?
2. What are the ethical dilemmas facing Facebook in regard to “filter bubbles” as described in the “Beware online ‘filter bubbles'” video and how should the answers be reflected in Facebook’s information management policies?
3. What are the ethical dilemmas facing Google in regard to “tracking” as described in the “Tracking the trackers” video and how should the answers be reflected in the Google’s information management policies?

Part 2:

Read the article Surveillance Nation (Parts 1 & 2) and view the video “Battle for Power on the Internet.” Based on your reading and viewing, address the following questions.

1. As an average consumer or average citizen, are you concerned about the control of your data? (Be sure to explain your answer drawing on evidence from article and/or video.)
2. Generally speaking, what do you think are the ethical responsibilities of those with “institutional power” (as discussed in the video) towards control of data?
3. Generally speaking, what (if any) legal responsibilities should be required of those with “institutional power” (as discussed in the video) towards control of data?

Changes to Supply, Quantity Supplied, Demand, and Quantity Demanded

Using the table, for each line item and its associated column, describe how the market for each specific product will be affected by the associated event indicating whether it will rise, fall, or no change. For example, in the first line item for the market of corn, based upon the event of a severe drought, the price will either rise or fall or no change, demand curve will shift left (fall) or right (rise) or no change, supply curve will shift left (fall) or shift right (rise) or no change, quantity demanded will rise, fall, or no change, and quantity supplied will either rise, fall, or no change.

After completing your stakeholder analysis and developing your stakeholder register, you started working on your next project, which will be to develop a project charter. You started to gather information from various stakeholders via interviews and e-mails. The latest e-mail you sent caused quite a response. Several meetings were centered on the project charter, statement of work (SOW), work breakdown structure (WBS), and enterprise environmental factors and organizational process assets that you will use to complete the second and most important deliverable at this stage, the project charter. Jim comes to your desk one afternoon for further discussion.

“Our team meetings on the SOW, project charter, WBS, and environmental factors and organizational process assets have been very productive,” says Jim. “Thanks for getting this project charter moving in the right direction.”

“Anytime,” you say.

“So, based on our last team meeting, do you think we are ready to write a concise SOW and the project charter?” asks Jim.

“I think we have enough information to assess risks, assumptions, define scope inclusions and exclusions, objectives, business need, milestones, high-level budget breakdown, acceptance criteria, and constraints,” you say.

“Have you ever prepared a WBS before?” asks Jim<.>

“I have,” you say. “Prior to working at ACH, I was an associate project manager for an engineering firm on the West Cost.”

“Oh, that’s great!” says Jim, handing you a document, saying, “Here is a simple template that combines all three deliverables: the SOW, the project charter, and the WBS. Do you think you can update the project charter for me with all of the required information?”

“Sure,” you say, looking at the document. “You know, in my previous job, we developed three separate documents for these three deliverables.”

Jim smiles and says, “Oh, believe me I know that, but as you know we’re a small organization and have developed our own ways of managing project records within the overall project management PMBOK®Guide framework. Remember, the PMBOK® Guide framework is a tool kit and we’ve taken from it what works well for us here.”

PMBOK is a registered mark of the Project Management Institute, Inc.

After Jim leaves, you start working on the project charter for the next meeting. You use all of the information you gathered and follow the direction under each section of the Project Charter Template to ensure completeness.

I just need an introduction part for this lab report I have uploaded everything you will may need:

1. INTRODUCTIONThis report was prepared in partial fulfillment of the laboratory requirements for CEE 351, Geotechnical Engineering, at Arizona State University in the Spring Semester of 2099. The work described in this report was conducted by Group MB3 of the CEE 351 laboratory section. The members of this group include James Smith, Kevin Jones1, and Samantha Adams2. The laboratory tests described in this report were conducted on 31 December 2099 in the Arizona State University Geotechnical Laboratory. Subsequent analysis of the data was conducted during the period between 1 January 2099 and 31 December 2100. The soil used in this testing program was provided by Mr. Karl Terzaghi, the Teaching Assistant3 for the course.The objective of the laboratory tests described herein was to classify the soil in accordance with ASTM and the Unified Soil Classification System (Coduto et al., 2011)4. To achieve this objective, it was necessary to evaluate the Liquid and Plastic Limits of the soil in accordance with ASTM D4318.The soil tested in this lab was contained in a 5 gallon container labeled “Dirt for CEE 351 lab”. A bulk sample of approximately 0.5 kg was removed from the container with a metal scoop for testing purposes. The soil was visually classified in accordance with ASTM D2488 as a moist, light brown, low plasticity clayey silt with a trace of fine sand, a low dry strength, and low toughness.

1. Introduction: Who prepared the report (e.g. Group 3 of the Fall 2017 CEE 351 Monday lab section); what the objective is (e.g. “to classify the three soils provided by the TA in accordance with the Unified Soil Classification System”); what soil was used in the testing (i.e. a visual description of the test soil that is as detailed as possible) and where did it come from (e.g. it was provided by the TA).