summary article Humanities Assignment Help

Task 1: Implement the recursive printReverse method that I introduced in class (reproduced
below) and modify the main method to test that the method actually works.
public void printReverse() {
printReverse(head);
System.out.println();
}
private void printReverse(Node n) {
if (n != null) {
printReverse(n.link);
System.out.print(n.element+” “);
}
}
So, does it work or am I just making crap up? Just for giggles, switch the order of the two lines
in the if statement and run the program. What happens?
Task 2: Add a for-each loop to the main method and print all of the elements in the list. Does it
work? Of course not! The for-each loop uses an iterator and our list doesn’t have one. Guess
what you’re about to do? Fun!
Each data structure that supports a for-each loop must create its own iterator. To do this, you
will write a class inside the LinkedList class:
private class HappyLittleIterator implements Iterator {
This inner class declares itself to be an iterator by implementing Java’s Iterator interface. In
order for a class to implement Iterator, the class must include the methods next and hasNext.
The next method returns the “next” element in the list. The hasNext element just indicates
whether or not there is a next element.
(continued next page)
@Override
public boolean hasNext() {
return false;
}
@Override
public E next() {
return null;
}
(Note the next method throws the NoSuchElementException if there is no next element.) In
addition to these two methods, the HappyLittleIterator class must include a walker as a field and
a constructor that initializes the walker. The walker will always be on the “next” element except
when it’s null, in which case there is no next element.
Complete the hasNext and next methods.
Once your HappyLittleIterator class is complete, your for-each loop will still not work. The
LinkedList class needs to declare its support for the for-each loop by implementing the Iterable
interface. (That’s Iterable, not Iterator!)
public class LinkedList implements Iterable {
Finally, add the following method to the LinkedList class:
public Iterator iterator() {
return new HappyLittleIterator();
}
If you did everything correctly, the for-each loop in your main method will work.
Task 3: Implement a method in the LinkedList class that reverses the elements in the list.
1. This does not mean I want you to print the list in reverse…you must actually
reverse the order of the elements in the list.
2. The method must be O(n), where n is the size of the list.
3. You may not use a secondary data structure (i.e. no array, stack, etc.)
4. You may not create any new node objects. (But you may create walkers.)
5. You are not creating a new list…you are reversing the existing one.
6. You are not expected to use recursion…you can do this with a while loop.
HINT: Draw a picture of a specific list and see how you might reverse the nodes.
HINT: You can use more than one walker.
Task 4: TEST YOUR PROGRAM!!!
 List a series of tests to perform to validate your program.
 Implement and run a test method.
 Was the test successful? If not, return to Task 1 and fix the problem. Then, test
again!
Submit both printed and electronic copies of your lab. Just print the methods you wrote; do not
print the entire LinkedList class.

Read Chapter 9 in Argument Today to learn the particular considerations that we take into account when writing a narrative essay. Then, read Eggers’ “The Long Road to Riyadh.” One interesting element of this essay is the manner in which Eggers weaves his own travels through the Saudi desert with the larger geo-political make-up of the Middle East. Identify at least two instances where he switches back and forth between “him time” and “global time.” This is to say, how does he transition between discussing his own personal experience and the greater global concerns of the essay. What technique(s) from the Argument Today reading does he use to transition? How is this different from our understanding of a narrative as a, “first this, then that” chronological flow?

Write them in one document but individually.

NO PLAGIARISM or NO CITATION.

1. The author begins introducing us to global issues with him mentioning, “I made a joke about American-Saudi relations, and our military, their oil, various complicities and maybe even the CIA, and from then on, things went cold. It was as if he suddenly realised I was an American, and presumably participating in my country’s various crimes, real or imagined.” He transitions really well by saying, ” I would normally think, He’s a young man, and he made a joke to another young man on the phone, and it has nothing to do with me.” and goes right into ” But lately things have changed. ” This initiates the thought process change of the audience. The audience is now prepared for a different direction in the story which goes into the global issues. He transitions from one paragraph to the next and starts with “But” to change the tone. Towards the end of the writing, he ends a paragraph with, “I very well could be imagining it all, but I have no choice but to hope. He flips the cassette in the tape player and lights another cigarette.” this ends the paragraph and allows the writer to start again on either his own travels or on the global issues. The writer goes back to global issues by writing, ” I made no decision to be an American, made no sacrifices to be called an American”. This shows his concerns are still for his safety based on the global issues that are much bigger than him. He then continues on about how different they are and yet the same. He hopes that “if the worst came to the worst” they would get along. The author transitions in and out of his personal and global issues more smoothly than calling them out with a “first” and/or a “then this happened”. Good transitions keep the audience’s attention throughout.

2. The first transition I noticed between between “his time” and “global time” in “The Long Road to Riyadh” is where the author jumps from describing the driver lighting another cigarette to comparing how they both ended up in their own lives by random chance. He transitions between this by inserting a picture between the two paragraphs. This element added more to the design (as stated in page 180 of the textbook), however it also provided a physical transition between ideas and introduces a lesson to be learned right in the middle of the story.

The second time Eggers does this within the essay is a few paragraphs earlier, where he states “We pass a tanker truck as if it’s not moving. At this speed I have no options. I’m going wherever this man wants me to go. I want to make clear that I’ve rarely if ever felt in actual danger while traveling anywhere in the world.” (Eggers, para. 15) After coming full circle in explaining why he is in a Saudi Arabian car, going 160kps on the highway, he emphasizes the importance of the situation. This part of the story I see as part of evaluating the complication as well as subtly explaining another of the stories lessons. The transition itself is more of an explanation to the reader of the significance of this moment, though.

Overall, they essay is told completely out of order; it opens right after the disruption of the scene to create interest, and then circles back to setting the scene and the complication itself to give context. It then continues in the usual order: Eggers reacts to the situation through reflection on his history in his travels, and tries to have a casual conversation with the driver. Spliced within these reactions, though, are small lessons the reader should take from the story. While normally this would be placed at the end, Eggers has it placed in specific locations. Finally, Eggers concludes the story with a simple yet satisfying ending.

Explain the importance of customer service and returns to the retail industry. Consider retail stores like Nordstrom’s that have a reputation with regards to returns and customer service.

The paper should be 3-5 pages in length and must be in APA format, and you must cite and reference at least one current peer-reviewed article that relates to this topic.

Submission Instructions:

•Written communication: Written communication is free of errors that detract from the overall message.
•APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting.
•Length of paper: typed, double-spaced pages with no less than 800 words.
•Font and font size: Times New Roman, 12 point.

Purpose of the assignment:

This assignment is designed to get you to identify and analyse the contextual elements that contribute to the challenge that the partner organisation faces. You are to present your work in a business report format. This involves undertaking and external and internal analysis of the organisation and making predictions about the future.

Requirements for the assignment:

• Examine the data provided by the partner organisation and undertake your own research to find more relevant data.
  • Have you got all the data you need? What other data would be helpful?
• Analyse the data you have collected using appropriate management tools and theories
  • External organisational analysis
  • Internal organisational analysis
• Explain how the nature of the challenge is a result of the combination of external and internal factors that you have discovered through your research and subsequently re-define the management challenge as a problem that can be solved through the combination of management theory and practice. (Note: we are not expecting you to provide the solution at this stage – just re-define the problem through a management theory lens)
• Write a business report describing the nature of the challenge through the particular management lens that you are viewing the problem (we will provide you with a list from which you can choose, or you can choose your own.)
  • Use a report format.

  Rubric:

  	High Distinction 80%–100%	Distinction 70%–79%	Credit 60%–69%	Pass 50%–59%	Fail 30%–49%	Serious Fail <30%
  Breadth and depth of organisational and contextual research (30%)	Provides an in-depth synthesis of information from relevant sources, representing various points of view/approaches.	Demonstrated the ability to critically review, analyse, synthesise, and apply a theoretical and technical body of knowledge in a broad range of areas and diverse contexts perhaps with some synthesis.	Presents information from relevant sources representing various points of view/approaches. Demonstrates some analysis of those views/approaches.	Presents factual information from some relevant sources representing limited points of view/approaches. Lack of analysis or critical appreciation of knowledge sources.	Little evidence of knowledge of the relevant body of knowledge to make a persuasive case. Failure to review critically, analyse, consolidate and combine knowledge and draw relevant conclusions.	Presents information from irrelevant sources or in very insufficient quantity.
  Use of appropriate theory (25%)	All elements of the methodology and/or theoretical frameworks are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesised from across disciplines or from relevant sub-disciplines. Identifies flaws in published work.	Shows reasoning and creative skills to use knowledge and awareness to exercise critical thinking and judgement in selecting and applying methods and technologies in identifying and solving problems with intellectual independence. Critical elements of the methodology or theoretical framework are thoroughly developed, however, more subtle elements may be ignored or unaccounted for.	The elements of the methodology or theoretical framework are developed but some elements may be missing, incorrectly developed, or unfocused. Coherent arguments supported by evidence and illustration from the work of other authorities or by direct empirical analysis, but without the intellectual independence found in the higher grades.	The suggested methodology demonstrates a basic understanding of the methodology or theoretical frameworks. Theories and/or frameworks are applied in an unsophisticated manner.	The suggested methodology demonstrates a poor understanding of the methodology or theoretical frameworks. There may be basic errors in the application of the theories and/or frameworks.	Fails to demonstrate any coherent methodology or application of theoretical frameworks.
  Problem definition (25%)	Demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. Identifies potentially significant yet previously less-explored aspects of the issue(s). Highly original or insightful work.	Demonstrates a comprehensive knowledge of the subject. Demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors having been considered and analysed. Appropriately addresses most relevant aspects of the issue.	Demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors. The volume of reading of sufficient breadth and depth for a competent understanding of main issues, underlying principles and concepts but without the comprehensiveness of higher grades.	Demonstrates an ability in identifying a problem statement or related contextual factors. Important aspects of the problem not addressed. The depth of reading insufficient to award a credit grade. Problem statement may be factual and descriptive rather than analytical.	Develops a problem statement but lacks academic rigour, with material that is incomplete or irrelevant. Little evidence of knowledge of the relevant body of knowledge to make a persuasive case.	Unable to or poorly demonstrates an ability to write a problem statement or identify important contextual factors. Work may have failed for one or more of the following: non-submission, academic misconduct, answering a different question from the one asked, poor or incoherent vocabulary, no evidence of correct scholarly referencing.
  Report structure and academic standards (20%)	Work is fully referenced according to accepted scholarly standards (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution). The report contains no flaws in spelling, grammar, format and exhibits high degrees of creativity and professionalism.	Work is fully referenced according to accepted scholarly standards (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution). The report contains no flaws in spelling, grammar, format, and is of a professional standard.	Work is fully referenced according to accepted scholarly standards (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) Report contains no flaws in spelling, grammar, format and is of a good standard.	Students use correctly some of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution). The report contains minor flaws in spelling, grammar, format.	Improper citation of sources and referencing of work. (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) Report contains some flaws in spelling, grammar, formatting.	Students fail to use the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) Report contains extensive flaws in spelling, grammar, format, or the students failed to use a report format at all.