Be aware the assignment will expire at 11:59 pm on that day and no later submissions will be possible.

Be aware the assignment will expire at 11:59 pm on that day and no later submissions will be possible..

Be aware the assignment will expire at 11:59 pm on that day and no later submissions will be possible. It is not possible to earn a passing letter grade in MusE 265 without completing this project.

Project Information:

*Please read this document carefully and in its entirety – several times. This project represents a culmination of many things you have learned this semester. It requires research and detailed explanation to complete.

**For the sake of clarity, there are 2 separate submission places for this project.

***Note that there are links EMBEDDED in this instruction document that will help you. Place your mouse over the colored text, hit CTRL CLICK to follow the link.

Overview:

There are 2 parts of this assignment that will provide you with experience in integrating music into educational settings, using 2 different approaches to planning.

PART I – involves investigating educational standards and connecting the standard with a musical example.

PART 2 – involves integrating a song, using simple accommodations and modification for students with special needs. This part of the assignment requires detailed written descriiptions and a demonstration video.

INSTRUCTIONS for PART 1

Go to the Indiana Department of Education State Standards website (Links to an external site.). The content areas are listed on the right side of the page. You may choose from any of the following areas: English/Language Arts, Mathematics, Science and Computer Science, or Social Studies.
**Health/Wellness and Health Science- only for nursing majors – if you are not a nursing major and you choose a health standard you will receive a “0” on this project.

Once you click on the content area and the page opens, scroll down the page to find the content for each grade level. Choose either 2nd or 5th grade. Then click “pdf”. A multi-page document will appear.
Browse the information provided and scroll through the document until you reach the content standards. Some standards may be identified in categories (e.g. Math) while others include more sub-standards and indicators. For example, 2.M.3. refers to Math grade 2, measurement standard category, indicator #3. In Social Studies, the number 2.1.1 refers to grade 2, sub-standard 1 (Historical Knowledge), indicator 1.
Review your selected grade level. Choose one of the indicators. You must identify all information (sub-standard or category and specific indicators) with the appropriate labels and numbering. I will be using your information as I look at the standards site while grading.

Using music to enhance the standard. After choosing your standard and indicator, find a song that would help you teach your students/patients/novice learners the information in the standards statement. There are thousands of songs available on the internet that have already been composed to enrich subject matter and the indicator/goal you have chosen. Find one that you like for this project. Save the link to include in the document that is submitted for this assignment.

Required items to submit for PART 1 of this assignment (25 points)

LIST. Indiana State Core Standard (Links to an external site.)and Indicator information from Step 2 Include all information in detail.

IDENTIFY the song title you selected to enhance the standard and where you located this song. From Step 3 Include link.

EXPLAIN. Write a teaching idea descriiption that details how you would connect the song with the identified standard. Things to think about:
What information would you present on the topic before introducing this song to the student/patient? What information in the song would you include in the introduction?
What connections would you make between the subject matter and the song lyrics?
What will the learners know as a result of your creative connection between music and the academic subject?
Rubric
Music Integration Project, Part 1
Music Integration Project, Part 1
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeCore Standard
5 to >4.0 pts
Proficient
The core standard and sub-indicator are clearly identified with sufficient detail.
4 to >3.0 pts
Competent
The core standard and/or sub indicator may lack clear identification or one may be missing.
3 to >0 pts
Novice
The core standard and sub indicator are missing or not identified with detail.
5 pts
This criterion is linked to a Learning OutcomeMusical Selection
5 pts
Competent
The musical selection component is included but may lack in one of the areas of title, location, or functioning link.
5 to >3.0 pts
Proficient
The musical selection component includes song title, location of song, and functioning link as instructed.
3 to >0 pts
Novice
The musical selection component is included but may lack in more than one of the areas: title, location, or functioning link.
5 pts
This criterion is linked to a Learning OutcomeStatement: Connection
5 to >4.0 pts
Full Marks
The required statement details how the author would connect the song to the identified standard in a complete manner.
4 to >3.0 pts
Competent
The required statement is included but may vaguely address how the author would connect the song to the identified standard.
3 to >0 pts
Novice
The statement of connection is missing or severely lacking in detail of use.
5 pts
This criterion is linked to a Learning OutcomeStatement: Preliminary Information
5 to >4.0 pts
Competent
The required statement details introductory information for using the song to address the standard.
4 to >3.0 pts
Competent
The required statement contains introductory information for using the song to address the standard but may lack detail.
3 to >0 pts
Novice
The statement of introductory information is missing or severely lacking in detail.
5 pts

Part 2
INSTRUCTIONS for PART 2

Identify Song for Teaching: Choose a song from your Get America Singing songbook. I suggest that you choose one that you know or have submitted for singing projects but that is not required. It will be helpful if you know the melody and the rhythms of the song.

Creative Integration Step 1: Rewrite the lyrics of the song to fit the subject matter of the content standard you selected in Part 1 of the assignment. The song must be at least 4 lines in length.

Creative Integration Step 2: Create an interactive activity to accompany your song. The activity can be hand movements, motions to the words, or even a simple dance, etc. Here are some helpful video examples:
place value song (Links to an external site.)
https://www.youtube.com/watch?v=FDwdwtRwaJY#t=10[supanova_question]

THE NATIONAL INCLUSIVE EXCELLENCE LEADERSHIP ACADEMY (NIXLA) SUMMER 2021 ACCELERATOR SERIES ?Registration

THE NATIONAL INCLUSIVE EXCELLENCE LEADERSHIP ACADEMY (NIXLA)

SUMMER 2021 ACCELERATOR SERIES

?Registration Site

The National Inclusive Excellence Leadership Academy Strategic DEI Accelerator Series is designed to help individuals and institutional teams enhance their diversity, equity, and inclusion leadership. Attendees will learn how to build and strengthen DEI plans and initiatives, and enhance cultural competencies.

Led and designed by Dr. Damon A. Williams and a team of experienced educators, scholars, and researchers at NIXLA, these nine online leadership and professional development programs aim to offer essential guidance, resources, and support to everyone from experienced leaders to those just beginning their DEI journey. Faculty, administrators, governance boards, student affairs staff, K-12 independent school leaders, and corporate leaders can all benefit.

The online series takes place in a fast-paced, masterclass learning environment. Online instruction is followed by a break and then moderated, small-group discussion with experts.

Watch this brief video to hear more about the NIXLA from founder Dr. Damon A. Williams, author of Strategic Diversity Leadership and The Chief Diversity Officer.

This 100% online, accelerated leadership and professional development training will sharpen your DEI leadership abilities by:

Equipping you with essential information to equitably address new and unique realities with the necessary lens and approach of inclusion and urgency

Providing guidance backed by research and nationally-known best practices for creating stronger, more innovative DEI plans, infrastructures of accountability, and initiatives

Sharing tools, templates, resources, and readings that will help you manage the new and emerging DEI-related implications of COVID-19 and the renewed focus on race relations

NIXLA ACCELERATOR PARTICIPANTS RECEIVE:

Tools and resources designed to support your continued growth and development

Access to keynote session recordings for 30 days to review key learnings

Exchange of strategies and best practices with DEI leaders at other institutions

Access to ongoing special sessions, resources, and discounts as a member of the NIXLA Alumni community

A special follow-up coaching session for each team participating in 7 or more sessions

A certificate of participation and commemorative gift from NIXLA if you participate in 7 or more sessions

JULY AND AUGUST 2021 ACCELERATOR SESSIONS, TOPICS, AND DESCRIPTIONS

(1) Planning: DEI Plans Can’t Breathe Without AIIR: Accountability, Infrastructure, Incentives, and Resources | A Primer on

?DEI Planning and Implementation

This Accelerator Session is now closed. If you are interested in learning more about the content reflected in this session, please contact Contact@INCLUSIVEEXCELLENCEACADEMY.ORG.

This session will help leaders carry out a high-caliber DEI planning and implementation process by discussing the launch point of many plans—often DEI campus flashpoints and student activism—all the way through to developing “big-bet”, scalable initiatives, ensuring accountability, and the importance of incentives, infrastructure, and resources to effectively drive DEI change. We will also cover anti-racism and its conceptualization within the evolving DEI paradigm on campuses.

The session is designed for:

senior leaders, DEI officers, DEI committee chairs, communications leaders, and student affairs leaders working to strategically engage DEI in the academy

leaders developing and optimizing plans

professionals wanting to get stronger on DEI crisis response

(2) Research: Campus Climate Research Best Practices:

?Using Data to Disrupt a Culture of ?Microaggression and Othering

This Accelerator Session is now closed. If you are interested in learning more about the content reflected in this session, please contact Contact@INCLUSIVEEXCELLENCEACADEMY.ORG.

Learn more about how to use high-caliber campus climate data to overcome a culture of microaggression and unconscious bias including guidance around:

choosing the right campus climate instrument

benefits and opportunities of using an external consultant versus an internal expert

how to maximize survey response rate

how to use the data to drive anti-racism and equity conversations.

This session is designed for:

faculty, staff, and leaders interested in gathering credible social science data and using that data to both power their DEI implementation efforts and establish a stronger accountability toward creating a more equitable and inclusive lived experience in their organizations.

All leaders, especially those in higher education.

(3) DEI Concepts: Introduction to Unconscious Bias, Microaggression, and

?Anti-Racism

This Accelerator Session is now closed. If you are interested in learning more about the content reflected in this session, please contact Contact@INCLUSIVEEXCELLENCEACADEMY.ORG.

A continued exploration of one of our most popular accelerator session topics from 2020, this session is designed for leaders and professionals across all sectors who want to learn more about:

Important, relevant DEI terms, concepts, and topic such as unconscious bias, microaggressions, racism, xenophobia—and their impact.

The power of micro-affirmations and other techniques, tactics, and tools that demonstrate authentic allyship to others and help combat unconscious bias.

Ways to foster belonging with culturally diverse, underrepresented audiences and communities.

(4) Allyship: From Bystander to Up-stander:

?The Ally’s Journey of Anti-Racism, Diversity, Equity, and Inclusion

This Accelerator Session is now closed. If you are interested in learning more about the content reflected in this session, please contact Contact@INCLUSIVEEXCELLENCEACADEMY.ORG.

A continued exploration of another one of our most popular accelerator topics from 2020, Allyship, this session will provide individuals with the tools, language and action steps they can take towards becoming a stronger ally. It will specifically focus into the question of “how to be anti-racist” and understanding the types of language, actions, and behaviors that allies can do and work towards on a daily basis to tackle microaggression, unconscious bias, and systemic legacies of racism and oppression in schools, colleges and universities, companies, government, and nonprofit organizations.

(5) Teaching: Preparing Faculty to Teach Diverse Generation Z Students:

?A Focus on Identity, Curriculum,

and DEI Flashpoints

July 27, 2021 | 4-7 PM EST

This session will support faculty in strengthening their DEI capabilities in the classroom.

?We will define these generational dynamics and their relevance for faculty. We also cover inclusive excellence classroom topics such as policy tools and ways for infusing DEI themes into the curriculum; creating inclusive STEM, social science, humanities, and professional school classroom environments; using principles of intergroup dialogue to discuss hot topics; and how to engage DEI flashpoint moments that occur between students or between students and faculty. We discuss to put into place to support inclusive classroom environments.

(6) CDO Role: DEI Officer Optimization Session: Designing the Role, Finding Top Talent, and Setting Up Officers for Success

July 29, 2021 | 4-7 pm EST

?In this session, we discuss principles of successfully creating a high-caliber diversity officer function for your organization. We cover design principles that work, both at the campus-wide level or in a particular school, college, or department (such as intercollegiate athletics). We also discuss the importance of getting buy-in from both the campus community and leadership for the new role; developing the job description; and techniques for searching, screening, and identifying top talent. Most importantly, we talk about the role of DEI officers in the context of developing an overall DEI plan and lateral infrastructure for success and achieving deeper levels of engagement and commitment to the DEI change journey.

(7) Implementation: Leading DEI Change Efforts in Academic Schools and Colleges, Athletics, Student Affairs, and Other Administrative Divisions

August 3, 2021 | 4-7 PM EST

This session is uniquely designed for those leaders who must not only lead DEI efforts and change locally under the supervision of their dean or vice president, but who also must align their work to the broader DEI strategy and approach of their institution. It is designed specifically for those in higher education, including department chairs, deans, directors, DEI officers and other leaders guiding DEI efforts in a specific sub-unit within the institutional environment. It will also have relevance for chief DEI officers with campus-wide responsibility, looking to optimize and support the work of DEI efforts in units dispersed across campus.

AUGUST 2021 ACCELERATOR SESSIONS, TOPICS, AND DESCRIPTIONS

(8) Governance: Board Governance, Anti-Racism, and Strategic DEI Leadership:

?A Special Session for Board Members, Regents, Trustees, Governors, and Presidents

Tuesday, August 17, 2021 | 4-7 PM EST

This session will cover the most important DEI topics for governance boards to understand in their work providing leadership to colleges and universities. Some topics include understanding the changing DEI paradigm and anti-racism in an era of #BLM; Generation Z activism; DEI risk assessment; strategies to diversify board membership; and DEI scorecards to track progress.

This session is designed for board members and those senior leaders who support boards. It will be particularly timely for board chairs, board-level DEI committees, presidents, and chief DEI officers tasked with supporting their boards. While helpful for all boards, this session is specifically designed for college and university leaders.

For independent school leaders and faculty interested in strengthening their DEI capacity and in building a more meaningful and multi-dimensional DEI effort at their institution.

(9) K-12: Strategic DEI Leadership and Anti-Racism at K-12 Independent Schools: Strategies for Success and Engagement

Tuesday, August 24, 2021 | 4-7 PM EST

This session will help independent school leaders looking to build their institutional DEI capacity. The session will feature insights from a recent national study of DEI-inspired activism and institutional response at 25 leading independent schools. Topics will include: understanding the culture of microaggression and othering impacting students of color, assessing the school culture of inclusion and exclusion for BIPOC students, engaging boards and parents on the DEI and anti-racism change journey, and building faculty capacity to better support DEI issues in the classroom and beyond.

(10) BIPOC: Personal Branding and Leadership Strategies for Black, Indigenous, and People of Color (BIPOC) Professionals | Strategies for Personal Empowerment in a World of Microaggression and Systemic Inequality

Thursday, September 2, 2021 | 4-7 PM EST

This session is designed for BIPOC professionals at all stages of their leadership journey, across sectors. It will especially benefit early- and mid-career professionals looking to define their professional development plan for breakthrough success.

This session is designed for black, indigenous, and people of color (BIPOC) community members interested in personal leadership development focused on DEI-themed personal branding and achieving professional success. It focuses on developing a plan to strengthen your performance, image, and exposure (PIE); thriving in professional environments despite unconscious bias and microaggression; and building a community of coaches, mentors, and sponsors to support your journey as a professional of color. The session will empower leaders to more powerfully navigate their journey by providing tools to establish a clear agenda for where they want to go in their lives and careers. It will help participants to understand when their situation is untenable and the best and healthiest solution is for them to move on to other opportunities. 

PROGRAM OVERVIEW

?

You can choose to attend one or more (or all) sessions, as either an individual learner or in teams of five.

Sessions are designed as half-day (3-hour), standalone learning experiences that take place from 4:00 to 7:00 pm EST in July and August 2021.

The first half of each session will begin with a live, ~75-minute virtual lecture and Q&A from a renowned scholar or nationally recognized expert.

During the second half the session, all participants attend an interactive, 75-minute online learning community and strategy workshop.[supanova_question]

question response

Be aware the assignment will expire at 11:59 pm on that day and no later submissions will be possible. part one 250 words
Identify the eight stages in the process of establishing prices
Now, explain how you’ll approach each stage for the LULU LEMON business. You should write something for each stage related your pricing strategy.
This assignment is about the products or services your company will be providing. It may just be one product or service or many.
part two 250 words
Work on adding a slide about your pricing strategy to your marketing plan. You will submit with your final assignment (you do not need to submit for this assignment)
What are some key lessons you have learned so far in this class about your ideal marketing strategy, including your marketing mix and setting an optimal price? Explain in 250 words (word document).
note APA FORMAT and my business is LULU LEMON the clothing company

done
Seen
few seconds ago[supanova_question]

Top of Form Most philosophers agree that moral dilemmas arise when people

Top of Form

Most philosophers agree that moral dilemmas arise when people live in

social groups                          

peace

dogma

conjugal union

Bottom of Form

Top of FormThe study of morality has two main procedures 

True

False

Bottom of Form

Top of Form

Question 4

3 Points

The origin of the word Ethics comes the Greek word ‘ethos’ which refers to:

norms

                               

character

                               

ways of seeing

traditions

Bottom of Form

Top of Form

Question 5

3 Points

 Ethics is not a subset of religion.

True

False

Bottom of Form

Top of Form

Question 6

3 Points

Which of the following best describes what Ethics is:

 

                               

                               

the study of human nature

                               

the study of the cosmos

Bottom of Form

Top of Form

Question 7

3 Points

Moral Relativism is the belief that morality is absolute and universal for all cultures. 

True

False

Bottom of Form

Top of Form

Question 8

3 Points

An example of a moral proposition is

                               

“I am going to feel sick”

“Nothing can be both X and not X.”

“My height is average”

Bottom of Form

Top of Form

Question 9

3 Points

The view that there are universal/eternal moral codes which exist in all societies is supported by

Deconstructivists

politicians 

 

absolutists

relativists

Bottom of Form

Top of Form

Question 10

3 Points

Moral relativists hold that morality is relative to:

society

circumstances

people

all of the above. 

Bottom of Form

Top of Form

Question 11

3 Points

One of the problems with absolutes is what to do when they conflict.

True

False

Bottom of Form

Top of Form

Question 12

3 Points

According to the author of the text, truth is not relativistic.

True

False

Bottom of Form

Top of Form

Question 13

3 Points

Emotivism affirms that

 emotions are not the answer to morality

emotions must coexist with reason

in ehics, all emotions are considered immoral

moral propositions express emotions and feelings

Bottom of Form

Top of Form

Question 14

3 Points

In Ethics, there is only one kind of moral statement

True

False

Bottom of Form

Top of Form

Question 15

3 Points

The difference between psychological egoism and ethical egoism is that one is a descriptive position and the other one is a normative position. 

True

False

Bottom of Form

Top of Form

Question 16

3 Points

Consequentialists believe that the core of morality is only founded on

the government laws

the outcomes of the action

the other person

the virtues of the action

Bottom of Form

Top of Form

Question 17

3 Points

Most philosophers believe that there is no relationship between the way people do behave and the manner in which they ought to behave

True

False

Bottom of Form

Top of Form

Question 18

3 Points

If you are a psychological egoist you believe

that people always or often do help themselves

that people should help the poor. 

that people should or ought to help themselves.

that people ought to help other humans

Bottom of Form

Top of Form

Question 19

3 Points

Everyone should act in their own self-interest according to the

individual ethical egoist

psychological egoist

personal ethical egoist

universal ethical egoist

Bottom of Form

Top of Form

Question 20

3 Points

Rule utilitarians think that

everyone should act only on universal exceptionless rules

everyone should act according to the rule that is in their self-interest.  

everyone should act only according to the rule “the end does not justify the means.”

everyone should act according to the rule that brings about the most good for all

Bottom of Form

Top of Form

Question 21

3 Points

The strength of Utilitarianism is that it focuses only on the majority

True

False

Bottom of Form

Top of Form

Question 22

3 Points

One of the downsides of Utilitarianism is that

It is based on duty and divorces happiness

It is difficult to measure all consequences

It is based exclusively on our self-interest  

It emphasizes actions rather than consequences 

Bottom of Form

Top of Form

Question 23

3 Points

 British philosophers Jeremy Bentham and John Stuart Mill developed the modern form of Utilitarianism.

True

False

Bottom of Form

Top of Form

Question 24

3 Points

Who stated that an action is considered moral if it brings good results for the majority

Bottom of Form

Top of Form

Question 25

3 Points

Utilitarianism is not an egoistic theory

True

False

Bottom of Form

Top of Form

Question 26

3 Points

Morality can only be judged with respect to particular situations, within the standards of particular belief systems and socio-historical contexts: this position is known as

Moral relativism

Objective moral facts

Social relativis

Normative ethics

Bottom of Form[supanova_question]

Be aware the assignment will expire at 11:59 pm on that day and no later submissions will be possible.

THEATRE STAGE SET/PRODUCTION DESIGN Set of Wicked Project Objectives: Project management is part of any business project, event, product

THEATRE STAGE SET/PRODUCTION DESIGN Set of Wicked Project Objectives: Project management is part of any business project, event, product.

THEATRE STAGE SET/PRODUCTION DESIGN Set of Wicked

Project Objectives:
Project management is part of any business project, event, product launch, etc. Part of any theatrical production is consideration of the stage, the environment in which the actor(s) execute their production. Whether it is decorative or minimal, there is a purpose for choosing either path. The objective of this project is to understand the importance of stage in theatre production, process of project management, decision-making in a project, and presenting a concept to a client (in this case, the director/instructor).

Project Descriiption:
You are creating a project proposal for the director of the musical.
Deliverable: Set Design concepts for one song from the musical Wicked. This will include a:

Project Sheet describing the project and details about the set during the research and analysis phase,
Preliminary Sketches describing initial ideas and concepts,
Notes from the Design Meeting (in class or with a partner),
Mood Board with colors, examples, textures pictures on a page to set ideas for the look of the production,
Blocking sketch/diagram for entry, movement, and exit of the actor(s),
Drawing or Model (Diorama) of the final concept for presentation
Readings (download the Theatre text.doc for the text only from our readings):
Ch 1 (pgs 5-24),
Ch 3 (Process for Directing, pg 67-68, Ground Plan pgs 75-77, Quadrants Diagram pg 77),
Ch 4 (80-85, 92-108, photo on pg 112).

Fill out Project Sheet:
You can download either the MS Word Theatre Project Sheet fillable form.docx (which has fillable form boxes to fill in) or the Theatre Project Sheet pdf.pdf to print out, fill out and scan back in or fill in on an ipad.

Production Process to complete:
The production process follows a standard of development you will go through. Download the project directions to refer to (HUMA 1315 Theatre Project.pdf)

Start with Research and the Project Sheet: You will need to research and find a song from the musical that you will focus on. Try going to YouTube or Vimeo, listen and watch the song performed to choose and to understand the significance of the song to the play and character(s). Research the background of the play, the character(s), the song’s meaning, etc.
Readings, especially Ch 3 [supanova_question]

Module 5 Tutorial Q1 Price Discrimination A small school has 100 students.

Module 5 Tutorial

Q1 Price Discrimination

A small school has 100 students. You have been commissioned school photographer. From experience, you know that parents’ demand for copies of each child’s photograph is as given in the table below. Your fixed costs (studio rent, depreciation and various overheads) amount to $500 per week. Your variable costs (chemicals, films etc.) work out to a constant average variable cost of $1.50 per copy.

Price ($/copy)

Quantity Demanded

10

1

8

2

6

3

4

4

2

5

1

6

Suppose that you want to charge a uniform price per copy (i.e. be a single price monopoly).

How much will you charge to maximise your profit? How many copies will you sell?

What is your total revenue?

What is your profit during the week?

How much is the parents’ consumer surplus?

Suppose that you decide to practice perfect price discrimination. This is feasible as your product has no value to people other than the original buyer.

What is your profit maximising number of copies per child?

How much will you charge for the first copy? The second copy? Each successive copy?

What is your total revenue?

What is your profit for the week?

How much is the parents’ consumer surplus

Q2 Single-price Monopoly

Danny’s Donut is a single-price monopoly. The table (below) shows the market demand for Danny’s donuts.

Price ($ per donut)

Qd (donuts per hour)

MR ($ per hour)

4.5

0

4.0

1

3.5

2

3.0

3

2.5

4

2.0

5

1.5

6

Calculate the marginal revenue schedule.

Suppose the marginal cost of donut is $1. Determine the profit-maximising output and price.

Given the fixed cost at $1.8, calculate Danny’s profit.

Does Danny’s Donut use resources efficiently? Explain your answer.

Q3 Perfect Competition vs Monopoly

A small town is served by many competing supermarkets, which have constant marginal cost.

Using a diagram of the market for groceries, show the consumer surplus, producer surplus and total surplus.

Now suppose that the independent supermarkets combine to form one chain. Using a new diagram, show the new consumer surplus, producer surplus and total surplus. Relative to the competitive market, what is the transfer from consumers to producers? What is the deadweight loss?

Q4 MR in Monopoly

Why is marginal revenue (MR) the same as price in perfect competition?

Why is marginal revenue (MR) below price in monopoly?

Q5 A Loss-making Monopoly

(a) National Australia Bank (NAB) has a branch in a small town in Queensland; it is the only bank in this town. In the past it was breaking even. But recently due to migration of population into bigger cities, the demand for banking services has gone down. This branch is now making losses. Sketch a clearly labelled diagram to illustrate this change.

(b) How does technological advancement affect the price and output of a competitive market? Consider a competitive market. In the process of technological change, why do we observe that some firms keep on using the old technology and suffer economic losses?[supanova_question]

7 Effects of the Transition to College for Students Annotated Bibliography Ricks,

THEATRE STAGE SET/PRODUCTION DESIGN Set of Wicked Project Objectives: Project management is part of any business project, event, product 7

Effects of the Transition to College for Students

Annotated Bibliography

Ricks, J., & Warren, J. (2021). Transitioning to College: Experiences of Successful First-Generation College Students. Journal of Educational Research and Practice

This research investigated the experiences of first-generation college students while transitioning to college. The researchers utilized a qualitative generic research design to uncover the meaning of participant experiences. Ricks and Warren noted that first-generation students who are transitioning to college are undoubtingly at a disadvantage. They are likely to face financial constraints and work part-time, which mostly leads to negative educational outcomes. Moreover, these students are likely to face self-esteem issues because they are not enough and lack the necessary academic capabilities because they are the first ones in their families to join college. There is also the confusion in policy and procedures struggles that the first-generation students face when transitioning into college. This mostly happens due to the lack of information from any other parties that have joined the college in their families. These factors are detrimental to the mental health and, eventually, academic outcomes of first-generation students. The following points obtained from the research are useful for further studying this topic;

The college experiences among the students were classified into thematic areas of; “questions and confusion during the first year of college, personal and social experiences, academic-related transition experiences, and support provided during the transition experience” (Ricks & Warren, 2021, p.6).

Most of the respondents indicated that their initial years of college were marred with discomfort. The students experienced depression, anxiety, fear, loneliness, among other negative feelings (Ricks & Warren, 2021, p. 7)

Despite the appreciation for the responsibility and structure that college offered to the respondents, they noted a lack of sufficient skills to deal with the workload in college, threatening their peaceful transition. Notably, there was plenty of support for the students to transition successfully (Ricks & Warren, 2021, p.8).

McMillan, W. (2013). Transition to university: the role played by emotion. European Journal of Dental Education, 7(3): 169-176

McMillan (2013) acknowledges that most studies on this issue indicate that numerous challenges characterize the transition to college. Most students may suffer from homesickness; lack the adequate skill to take on the responsibility that comes with college, eventually leading to academic underperformance. The study also discusses the social theory and its relation to college transition. The theory asserts that transitions are not only about knowledge transfer, but they also revolve around the restructuring of what individual do and their perceptions of themselves. The study found that college transition is associated with both positive and negative emotions. The most common negative emotion in this particular study was the alienation of friends and families. There was the worry among students that they would be outsiders in the college without friends. The most common positive emotion revolved around developing a professional identity, which is an element that kept most students going. The following points are integral to the current research topic from McMillan’s study;

Anonymity is a significant emotional response for students transitioning to college. Since the students are in a new environment, they have to make new friends, whereas they are used to environments where they have other friends. The students also have to cope with lecturers who do not know them, transitioning from the other learning institutions where there was a relationship with the teacher. More specifically, the respondents noted that “The class was huge. I used to sit in the middle at the back and like, I’m a nobody, I’m a nothing’ (McMillan, 2013, p.9).

Social support was also an integral part of the transition to college. The presence of social support re-assured the respondents and enabled a better transition into college life (McMillan, 2013, p. 7).

Unfamiliar physical environments accelerated the stress levels of the students in their first days. This is because of the lack of familiarization with the buildings or the locations of the integral places, posing a risk to the mental health of the students (McMillan, 2013, p. 6).

Cage, E., Jones, E., Ryan, G., Hughes, G., & Spanner, L. (2021) Student mental health and transitions into, through and out of university: student and staff perspectives. Journal of Further and Higher Education, 45:8, 1076-1089

In their study, cage et al. (2021) find that navigating transitions can be psychologically tormenting and demanding, posing a challenge to the transitioning individuals. Transition into university specifically has been classified over the years as an acute stressor. The initial days are the most challenging for the students transitioning as they have a heightened feeling of loss. This loss of feeling emanates from a perceived loss of former identity, social networks, and a sense of place. The students may feel challenged to develop a new identity to help them cope in the new environment. While this is possible and may eventually happen, it is mentally exhausting for this college student. Notably, the students experienced a lot of anxiety due to the unknowns within the colleges. Such anxieties came from the fact that the students did not understand the best strategies to manage unrealistic expectations when they joined the colleges. Some of the important points that will help the current study include:

Most students experience a level of culture shock once they transition to universities. On the other hand, the universities do not have enough strategies to reduce the impact of the culture shock on the students instead of focusing more on the course choices for the students. This exacerbates the risk of having the transitioning student experience stressful times, which is detrimental to their mental health (Cage et al., 2021, p. 1082).

The age of the students transitioning into university may determine their levels of stress and coping mechanisms. Cage et al. (2021, p. 1079) notes that younger students have little experience in being independent. This may affect their coping abilities without the proper coping mechanisms and training extended by universities, eventually harming their mental health.

Lee, D., & Wilkinson, R. (2018). Students’ Mental Health during University Transition across the Cultures: An Attachment Perspective. The Sixth International Conference on School Psychology

The article is aware that the transition to university is usually quite challenging, especially for young adults, where this is their first major transition. This sensitive time could trigger the psychological problems of the transitioning students necessitating proper interventions to ensure effective transitions. The researchers then take on an attachment theory perspective on mental health issues to understand the impact of college transition on the mental health of college students. According to the attachment theory, people have attachment figures who serve three functions; proximity, haven, and secure base. The attachment figures change with the developmental stages of an individual. At the college level, some of the attachment responsibilities and figures will have shifted from the primary caregivers to peers and educators. Notably, when students transition to college, it may trigger their attachment insecurity. There is always the need to provide supportive environments to avoid triggering attachment insecurity, which may lead to the emergence or re-emergence of psychological problems for the transitioning student. The following valid points from the study will affect the direction of the current research.

The lack of proximity with attachment figures is one of the most important causative elements in mental health problems associated with transitions. When the students lack proximity and the necessary support to transition, it is likely to heighten their insecurity causing mental health problems (Lee & Wilkinson, 2018, p.68).

The attachment styles of an individual affect their transition phases into college. The students are experiencing significant life changes, especially if traveling away from their home countries. These changes may trigger their attachment insecurities depending on the attachment styles, closely associated with mental health issues (Lee & Wilkinson, 2018, p. 69).

Olson, K. (2014). The Impact of Depression and Anxiety on College Transition Stress. Journal of Student Research

This study takes a different approach from the ones above. The study seeks to identify whether the students with a former diagnosis of depression and anxiety had more adverse effects during their college transition than the students who did not have a former diagnosis. Olson (2014) notes that the college transition experience is undoubtingly challenging, especially because of the different expectations from various quarters. The student’s stress levels may heighten when they try to cope with the new environments while still managing these expectations from the different quarters. This leads to most students experiencing emotional and physical distress in the transition. The study found that having a pre-existing diagnosis of depression and anxiety accelerated the possibility of an individual having a more stressful time in their college transition process. The following valid points are integral to the current research study;

There are many stressors in the transition to college life. The individuals with a previous diagnosis may then have the symptoms re-ignited due to the presence of stressors, increasing their possibilities of having more stressful transitions (Olson, 2014, p. 144).

Finding a place to belong in college can often be challenging. Previously depressed students may worry about their risk of rejection and finding a place to belong during the transition period, influencing their depressive and anxiety symptoms (Olson, 2014, p.144).

An increase in social interactions, which is common in college life, may also accelerate the stress levels of individuals previously diagnosed with depression and anxiety. However, this serves as a place of solace and social support for those getting into college without a previous diagnosis (Olson, 2014, p.147).

References

Ricks, J., & Warren, J. (2021). Transitioning to College: Experiences of Successful First-Generation College Students. Journal of Educational Research and Practice

McMillan, W. (2013). Transition to university: the role played by emotion. European Journal of Dental Education, 7(3): 169-176

Cage, E., Jones, E., Ryan, G., Hughes, G., & Spanner, L. (2021) Student mental health and transitions into, through and out of university: student and staff perspectives. Journal of Further and Higher Education, 45:8, 1076-1089

Lee, D., & Wilkinson, R. (2018). Students’ Mental Health during University Transition across the Cultures: An Attachment Perspective. The Sixth International Conference on School Psychology

Olson, K. (2014). The Impact of Depression and Anxiety on College Transition Stress. Journal of Student Research[supanova_question]

THEATRE STAGE SET/PRODUCTION DESIGN Set of Wicked Project Objectives: Project management is part of any business project, event, product

The assignment is on the first file that I upload and the second file is the previous lesson plan

The assignment is on the first file that I upload and the second file is the previous lesson plan.

The assignment is on the first file that I upload and the second file is the previous lesson plan that I did (which is singing in the class lesson plan). The third file is based one the part B of the assignment where you have to design an assessment rubric.[supanova_question]

WWhat are the four 4 stages in Kolb’s learning cycle? Toolbox –

WWhat are the four 4 stages in Kolb’s learning cycle?

Toolbox – Kolb’s Four Stages of Learning

Concrete Experience (CE): feeling. Reflective Observation (RO): watching. Abstract Conceptualization (AC): thinking. Active Experimentation (AE): doing.

hat are the four 4 stages in Kolb’s learning cycle?

Toolbox – Kolb’s Four Stages of Learning

Concrete Experience (CE): feeling. Reflective Observation (RO): watching. Abstract Conceptualization (AC): thinking. Active Experimentation (AE): doing.[supanova_question]

The color of the clay used to make bobblehead dolls?

The assignment is on the first file that I upload and the second file is the previous lesson plan Custom bobblehead dolls are unique in their kind. It’s like your own 3D cartoon version that you can put anywhere you want. This can be based on your own photo, someone else’s photo or your pet’s. A common feature of custom bobblehead dolls is that they are very flexible and durable. So the next question is, what is the custom bobblehead doll made of?
Key resources for creating custom Bobblehead figures:
Most well-known doll makers use a special type of clay that is environmentally friendly and flexible. This is usually very durable and colorful clay to create custom shapes. The clay should be very flexible and easily removable, as it should be engraved according to the model presented to the artist. It must also respect the environment so that it does not produce waste that is harmful to the environment.
The clay is cut according to the pictures provided and then baked to complete its shape. Also, smell more to make it smoother. When touched, the final product will be shiny and smooth. The flexibility and durability of the clay must be constant before baking and after polishing as the final product.
Interesting points about the color of the clay used to make bobblehead dolls:
To maintain the most accurate color of the finished vase, the artist does not use paint on the shapes. Instead, the color of the clay itself is used to represent the color of the doll. Therefore, each piece of a custom doll needs different clays of different colors to create it. This is to prevent discoloration after a few weeks or months.
Therefore, when choosing a custom bobblehead machine, make sure that your service provider uses different colors of clay for your dolls. Do not paint the outside, as the color may fade later and look undesirable.
This strategy is used by professional and reputable suppliers of custom dolls to keep the final product in the best possible quality.
Materials used for bulk orders:
When ordering custom bobblehead figures in bulk for a particular event, your service provider may suggest the use of resin materials for your figure. Why? This is because it is ideal for creating a large number of reliable and durable typefaces. It also increases processing speed and high volume processing.
Once you have a large number of shapes, cook and polish them as you normally would. Often, the shape is as flat as possible so that it is not damaged during transport.
Conclusion
In general, custom bobblehead dolls like spiderman bobblehead at https://www.topbobblehead.com/products/kneeling-spiderman-custom-bobblehead are made of special clay materials with different colors that are flexible and durable. It is used to engrave figures based on your photos, then bake and polish to make the final product look as smooth as possible. In addition, since the paint is made from clay itself, you can enjoy long-lasting products without having to worry about the paint fading in a few weeks or months.
[supanova_question]

Science Question

In this assignment, you will use the IPAT equation to calculate the current and future environmental impact given various inputs. You will then compare how these results change over time and analyze the future results in relation to graphs on atmospheric CO2 which were presented earlier in the semester. As well, you are asked questions regarding the relationship between pollution and economic standing. The assignment is due Wednesday, December 8th by class time.
[supanova_question]

Objectives Practice Link list, List node, compareTo, user defined data type, interfaces

Objectives

Practice Link list, List node, compareTo, user defined data type, interfaces

Movie List

Create an app to keep track of your favorite movies. The information that you should keep track of each movie are the genre, the rating, and number of the people watched the movie. In this app we want to create a dynamic list therefore LinkList must be used. Solutions without LinkList will not get any points.

Required classes

Movie class

ListNode class

MovieList class

List interface

Driver class

Movie Class

This class must implement the comparable interface.

Attributes: movie’s name, genre, rating, and the number of people watched the movie. Choose the proper data type for each of the instance variables. Make sure to declare them all private.

Methods: constructor, getter, setter, equals, compareTo, and the toString. Refer to the PlayList example provided in the module for the week

ListNode class

Attributes: each node has two attributes

Private Movie movie;

Private ListNode next

Methods:

Constructors (3)

public ListNode(Movie m): initializes the instance variable movie

public ListNode() : empty body , no need to provide any code in this one

public ListNode(Movie m, ListNode next): initializes the instance variables m and the instance variable next

getter methods

public Movie getMovie()

public ListNode getNext()

setter methods

public void setNext(ListNode next)

List interface

public void add(String name, String genre, int star, int people);
public void add(int index, String name, String genre, int star, int people);

public int indexOf(String movieName); returns the index of the movie in the list
public void remove(String movieName); removes the movie from the list
public int size(); returns the size of the list
public String toString(); returns a string representing of all the movies in the list
public Movie get(int position); return the movie at the given position

MovieList implements List :

all the methods in this class must use linklist concept

public class MovieList implements List
{

private ListNode front;

public static int size = 0;

//constructor

public MovieList(){}

//add the movie to the end of the list

public void add(String name, String ganra, int star, int people){}

//adds the movie at the given index

public void add(int index, String name, String ganra, int star, int people){}

//returns the movie at the given index

public int indexOf(String movieName){}

//removes the movie from the list

public void remove(String movieName){}

//returns the size of the list

public int size(){}

//create a string from all the movies in the list , remember that based on the rating of the movie you need to use a for loop to add stars. Refer to the output.

public String toString(){}

//returns the movie at the given index

public Movie get (int pos){} //return the Movie at the given index

//returns the number of the star

public String getMovie(int star){}

//returns the movie with the max number of people watched. You need to go through the list of find the movie with the highest number of the people watched.

public Movie mostWatched(){}

Driver class

Make sure that your code works with the following driver. Copy and paste this class to your file.

class Driver
{

public static void main (String [] args)
{
MovieList list = new MovieList();

list.add(“Sunny Day”, “Action”,5, 20000);

list.add(“Airplane”, “Comedy”, 3, 1200);
list.add(“Doctor Zhivago”,”comedy”, 4,23000);
list.add(“The Deer Hunter”, “Family”, 3, 2345);
System.out.println(“Here is the list of the movies\n”);
System.out.println(list);
System.out.println(“\nhere is the the movie that was most watched”);
System.out.println(list.mostWatched());
System.out.println(“Here is the list of 5 stars ratings”);
System.out.println(list.getMovie(5));
System.out.println(“removing Reservoir movie”);
list.remove(“Reservior Dogs”);
System.out.println(list);
System.out.println(“Displaying the second movie in the list”);
System.out.println(list.get(1));
System.out.println(“adding a movie at position 2”);
list.add(2, “Up”, “Carton”,3,4500);
System.out.println(list);

int i = list.indexOf(“Up”);

System.out.println(“The movie up is in the position ” + i);

}
}

Sample output

Here is the list of the movies

Sunny Day, Action, *****, 20000

Airplane, Comedy, *, 1200

Doctor Zhivago, comedy, *****, 23000

The Deer Hunter, Family, **, 2345

here is the the movie that was most watched

Doctor Zhivago, comedy, *****, 23000

Here is the list of 5 stars ratings

Sunny Day, Action, *****, 20000

Doctor Zhivago, comedy, *****, 23000

removing Sunny Day movie

Airplane, Comedy, *, 1200

Doctor Zhivago, comedy, *****, 23000

The Deer Hunter, Family, **, 2345

Displaying the second movie in the list

Doctor Zhivago, comedy, *****, 23000

adding a movie at position 2

Airplane, Comedy, *, 1200

Doctor Zhivago, comedy, *****, 23000

Up, Carton, ***, 4500

The Deer Hunter, Family, **, 2345

The movie up is in the position 3

BELOW ARE THE CODES I SUBMITTED TO MY PROFESSOR

1 //WEEK 9 LAB ASSIGNMENT
2 //MOVIES APPLICATION
3 //Student: Angeica Steele
4
5 public class MoviesAppSteele
6 {
7 }
8
9 //******************************** MOVIE CLASS **************************************//
10 class Movie implements Comparable
11 {
12 private String name;
13 private String genre;
14 private int rating;
15 private int npl; //# of people who watched the movie
16
17 //constructor
18 public Movie(){
19 // empty constructor
20 }
21 public Movie(String name, String genre, int rating, int npl){
22 this.name = name;
23 this.genre = genre;
24 this.rating = rating;
25 this.npl = npl;
26 }
27
28 /***setter functions*///
29 public void setName(String name){
30 this.name = name;
31 }
32
33 public void setGenre(String genre){
34 this.genre = genre;
35 }
36
37 public void setRating(int rating){
38 this.rating = rating;
39 }
40 public void setNpl(int npl){
41 this.npl = npl;
42 }
43
44
45 /***getter function***/
46 public String getName(){
47 return name;
48 }
49
50 public String getGenre(){
51 return genre;
52 }
53
54 public int getRating(){
55 return rating;
56 }
57
58 public int getNpl(){
59 return npl;
60 }
61
62
63 //overriding compareTo function
64 public int compareTo(Movie m){
65 if(this.npl > m.npl) return 1;
66 else if(this.npl < m.npl) return -1;
67 return 0;
68 }
69
70 //toString function
71 public String toString(){
72 String result = “”;
73 result += name + “, “+genre +”, “;
74 for(int i =0; i < rating ;i++)
75 result += “*”;
76 result += “, “+String.valueOf(npl);
77 return result;
78 }
79 }
80
81 //******************************** LIST NODE CLASS ***********************************//
82 class ListNode
83 {
84 private Movie m;
85 private ListNode next;
86
87 //construtors
88 //initializes the instance variable movie
89 public ListNode(Movie m){
90 this.m = m;
91 next = null;
92 }
93
94 //empty constructor
95 public ListNode(){
96 }
97
98 //initializes the instance variables m and the instance variable next
99 public ListNode(Movie m, ListNode next){
100 this.m = m;
101 this.next = next;
102 }
103
104 //setter function
105 public void setNext(ListNode next){
106 this.next = next;
107 }
108
109 //getter methods
110 public Movie getMovie(){
111 return m;
112 }
113
114 public ListNode getNext(){
115 return next;
116 }
117 }
118
119 //***************************** LIST INTERFACE CLASS *********************************//
120 interface List
121 {
122 public void add(String name, String genre, int star, int people);
123 public void add(int index, String name, String genre, int star, int people);
124 public int indexOf(String movieName);
125 public void remove(String movieName);
126 public int size();
127 public String toString();
128 public Movie get(int position);
129 }
130
131 //******************************** MOVIE LIST CLASS **********************************//
132
133 class MovieList implements List
134 {
135 private ListNode front;
136 public static int size = 0;
137
138 //constructor
139 public MovieList(){
140
141 //set front to NULL
142 front = null;
143 }
144
145
146 //adds the movie to the end of the list
147 public void add(String name, String genre, int star, int people){
148
149 //create a object of movie type
150 Movie new_movie = new Movie(name, genre, star, people);
151
152 //create a new node
153 ListNode new_node = new ListNode(new_movie);
154
155 //if list is empty
156 if(front == null){
157 front = new_node;
158 }
159 else{
160 //traverse the list to last node
161 ListNode temp = front;
162
163 while(temp.getNext() != null){
164 temp = temp.getNext();
165 }
166
167 //attach new node at end
168 temp.setNext(new_node);
169 }
170 size++;
171
172 }
173
174 //adds the movie at the given index
175 public void add(int index, String name, String genre, int star, int people){
176
177 //i am using 0-based indexing, it means the first node is at index 0
178
179 //create a object of movie type
180 Movie new_movie = new Movie(name, genre, star, people);
181
182 //create a new node
183 ListNode new_node = new ListNode(new_movie);
184
185 //if list is empty
186 if(front == null){
187 front = new_node;
188 }
189 else
190 {
191 //traverse the list to node at index – 1 position
192 ListNode temp = front;
193 int counter = 1;
194
195 while(temp.getNext() != null && counter != index){
196 temp = temp.getNext();
197 counter++;
198 }
199
200 //attach new node at specified index
201 new_node.setNext(temp.getNext());
202 temp.setNext(new_node);
203 }
204 size++;
205 }
206
207 //returns the index of given movie
208 public int indexOf(String movieName){
209
210 int counter = 0;
211
212 //traverse the list
213 ListNode temp = front;
214
215 while(temp != null){
216
217 //if movie is found
218 if(temp.getMovie().getName() == movieName)
219 return counter;
220
221 temp = temp.getNext();
222 counter++;
223 }
224 //if no movie is found with that name
225 System.out.println(“No movie is found with name: ” + movieName);
226 return -1;
227 }
228
229 //remove the movie from list
230 public void remove(String movieName){
231
232 //traverse the list
233 ListNode temp = front, prev = null;
234
235 while(temp != null){
236
237 //if movie is found
238 if(temp.getMovie().getName() == movieName){
239
240 //if the movie at front of the list is to be removed
241 //change the fornt to be the next node
242 if(temp == front){
243 front = front.getNext();
244 }
245 else{
246 prev.setNext(temp.getNext());
247 return;
248 }
249 size–;
250
251 }
252 temp = temp.getNext();
253 }
254
255 //if no movie is found with that name
256 System.out.println(“No movie is found with name: ” + movieName);
257 }
258
259 //return the size of the list
260 public int size(){
261 return this.size;
262 }
263
264 //creates a string from all the movies in list
265 public String toString(){
266
267 String result = “”;
268
269 //traverse the list
270 ListNode temp = front;
271
272 while(temp != null){
273 result += temp.getMovie().toString() + “\n” ;
274 temp = temp.getNext();
275 }
276
277 //return the string
278 return result;
279 }
280
281 //return the movie at given index
282 public Movie get(int position){
283
284 //if given index is greater than the size of list
285 if(position > size){
286 System.out.println(“Onvalid position!”);
287 return null;
288 }
289
290 int pos = 0;
291
292 //traverse the list
293 ListNode temp = front;
294
295 while(temp != null && pos != position){
296
297 temp = temp.getNext();
298 pos++;
299 }
300 return temp.getMovie();
301 }
302
303 //return the list of the movie with the given star
304 public String getMovie(int star){
305
306 //if list is empty
307 if(front == null){
308 System.out.println(“List is empty!”);
309 return “”;
310 }
311
312 String result = “”;
313
314 //traverse the list
315 ListNode temp = front;
316
317 while(temp != null){
318
319 //if a movie with same stars is found append it to the string
320 if(temp.getMovie().getRating() == star){
321 result += temp.getMovie().toString() + “\n”;
322 }
323 temp = temp.getNext();
324 }
325
326 //return the string
327 return result;
328 }
329
330 //retunr the movie with the max no. of people watched
331 public Movie mostWatched(){
332
333 //if list is empty
334 if(front == null){
335 System.out.println(“List is empty!”);
336 return null;
337 }
338 int mxm = -100;
339
340 //traverse the list
341 ListNode temp = front;
342 Movie result = null;
343 while(temp != null){
344
345 //if a movie with same stars is found append it to the string
346 if(temp.getMovie().getNpl() > mxm){
347 mxm = temp.getMovie().getNpl();
348 result = temp.getMovie();
349 }
350 temp = temp.getNext();
351 }
352
353 ///return the movie with most watches
354 return result;
355 }
356 }
357
358 //******************************** CLASS DRIVER **************************************//
359 class Driver
360 {
361 public static void main(String[] args) {
362 MovieList list = new MovieList();
363
364 list.add(“Reservoir Dogs”, “Drama”, 5, 20000);
365 list.add(“Airplane”, “Funny”, 3, 1200);
366 list.add(“Doctor Zhivago”, “Comedy”, 4, 23000);
367 list.add(“The Deer Hunter”, “Family”, 3, 2345);
368 System.out.println(“\nHERE LIST THE LIST OF MOVIES:”);
369 System.out.println(list.toString());
370
371 System.out.println(“\nHERE IS THE MOVIE THAT WAS MOST WATCHED:”);
372 System.out.println(list.mostWatched().toString());
373
374 System.out.println(“\nHERE IS THE LIST WITH 5-START RATINGS:”);
375 System.out.println(list.getMovie(5).toString());
376 System.out.println(“\nREMOVING RESERVOIR DOGS MOVIE:”);
377 list.remove(“Reservoir Dogs”);
378 System.out.println(“\n” + list.toString());
379 System.out.println(“DISPLAYING THE 2ND MOVIE ON THE LIST:”);
380 System.out.println(list.get(1).toString());
381 System.out.println(“\nADDING MOVIE AT POSITION 2:”);
382 list.add(2, “Up”, “Carton”, 3, 4500);
383 System.out.println(list.toString());
384
385 int i = list.indexOf(“Up”);
386 System.out.println(“The movie up is in the position ” + i);
387 }
388 }
389
390 //******************************** MY DRIVER CLASS ***********************************//
391 class myDriver
392 {
393 public static void main(String[] args)
394 {
395 //create a movie list
396 MovieList list = new MovieList();
397 //add 5 of your favorite movie to it
398 list.add(“Captain Fantastic”, “Drama”, 5, 34000);
399 list.add(“Narnia”, “Fantasy”, 4, 1300);
400 list.add(“Step Brothers”, “Comedy”, 5, 54000);
401 list.add(“Lilo & Stitch”, “Family”, 4, 4788);
402 list.add(“Interstellar”, “Sci-Fi”, 5, 78000);
403 //display all the movies
404 System.out.println(“\nHERE LIST THE LIST OF MY FAVORITE MOVIES:”);
405 System.out.println(list);
406 //display the most watched movie
407 System.out.println(“\nHERE IS THE MOVIE THAT WAS MOST WATCHED:”);
408 System.out.println(list.mostWatched());
409 //display the movie with the highest rating
410 System.out.println(“\nHERE IS THE LIST WITH 5 STAR RATINGS:”);
411 System.out.println(list.getMovie(5));
412 //display the index of one of the movies
413 System.out.println(“\nDISPLAYING THE 2ND MOVIE ON THE LIST:”);
414 System.out.println(list.get(1));
415 //remove one of the movies from the list
416 System.out.println(“\nREMOVING INTERSTELLAR FROM THE LIST:”);
417 list.remove(“Reservoir”);
418 //display the list
419 //display the movie at the index 1
420 System.out.println(“\nADDING A MOVIE AT POSITION 2:”);
421 list.add(2, “Up”, “Carton”,3,4500);
422 System.out.println(list);
423 int i = list.indexOf(“Up”);
424 System.out.println(“\nThe movie up is in the position ” + i);
425 }
426 }
427[supanova_question]

1. Types of businesses: Marjorie and François just came out of university

1. Types of businesses: Marjorie and François just came out of university and they would like to become entrepreneurs in the aerospace engineering market. Marjorie being and engineer and François being a plane pilot, they feel like they have sufficient knowledge of the market to create an amazing offer for clients such as Air Canada, Pratt & Whitney Canada, Rolls Royce, etc. Since they will need heavy financing, in the six digits, to start their business project, they are wondering what the best business vehicle for them would be. They heard about sole proprietorships, partnerships, and corporations and, since they want to be business partners, they are interested in the two last options. They live in Drummondville, for the moment, but because of the market they are in, they are planning on moving near Trudeau International Airport. They would like to do business very soon and they have 100 000$ to invest, in the business, altogether. Marjorie would like to own 60% of the business and François 40% because of the cash they can bring to the business. As far as responsibilities, they would like the plane pilot to be the face of the business and to put him in Business Law 2 charge of the management. The engineer would oversee the R&D, the production and the finances. They don’t plan on having other shareholders but, since they will need a six figures investment, they are looking at venture capitalists and are open to giving them investment shares. Finally, they would like their business to be called ‘’Aero Ing’’ and they are wondering if the name would be valid, legally. They ask you the following questions, for each of them, refer to the proper articles in the different laws (QBCA, CBCA, Act respecting legal publicity, Canadian Charter):

a) Name four differences between partnerships and corporations.

b) What would be the ideal business form for them?

c) Under which competency would the business object fall?

d) Where should the business be headquartered and why?

e) Which steps should they respect to comply with the act respecting legal publicity?

f) What is their personal liability in the business?

g) What happens if they do fraudulent maneuvers?

2. Contract law: Harpreet and Denise are both real estate brokers. They decide to do business in the property rental market. They find two residential property owners, Bill and Melinda Jobs. They own, together, 700 doors across the city of Montreal and they would like Harpreet and Denise to rent the condos for them. (Long term leasing) Bill and Melinda are offering the brokers a 10% commission, upon signature of a lease and the commission applies to the whole lease. (12-24-36 or 48 months). During the negotiations, sadly, Bill falls ill and is diagnosed with first stage Alzheimer. Nonetheless, he wants to enter the contract with Harpreet and Denise because he wants to help Melinda while he still can. The parties end up negotiating additional commissions of 5% if the brokers can rent the condos to families without children’s, a 7% increase if the tenants are not visible minorities and an additional 8% if the tenants make more than 150 000$ a year. Business Law 3 Out of those extra commission, they must forward 2% to an offshore account in the name of Jean-Paul Capone. With such commissions on the table (up to 18%), Harpreet and Denise decide to put their values aside and accept the deal. A contract is signed between the 4 of them: Harpreet, Denise, Bill, Melinda. A couple of weeks later, Bill starts paying commissions to the brokers because they began renting the condos. a. In this situation, do you think that all the conditions of formation of the contract (7) are met? i. Take every condition, one by one, and explain if they are met or not and why. 3. Labor Law: Read the document titled ‘’Case Study Harassment’’ (Page 6 to 10 of this document) and answer the following questions:

a. Does it meet the harassment criterions of the LSA? Which article describes harassment in the LSA?

b. Which of the 5 criterions are met and which aren’t?

c. Is it psychological of sexual harassment?

3. Succession: In the two following situations, explain who would, legally, be considered an heir and which article, from the civil code, allows it.

a) Anthony, while alive, had an amazing life. He had a spouse and two mistresses. With those three women’s, he had 6 children’s (2 with each of them). Anthony also had a blossoming family life and was very close to both his parents, his brother, both his sisters, his three nephew’s, two cousins and four uncles and aunts. Anthony, recently, passed away and while alive, too busy with women to write down a will, he died without leaving any clues to his family regarding its belongings.

Who will inherit in this situation? In what proportion?

b) Sister Joanie, a very religious women, died of old age a couple of days ago, peacefully, in her sleep. She led a great and devoted life and traveled the world. She leaves behind hundreds of thousands of dollars in cash and a vast art collection. Business Law 4 Both of Joanie’s parents are long dead and she never married because of her vows. She grew up in a numerous family of 17 children in Charrette, Quebec. Over the years, a couple of her siblings had kids, so she had nephew’s and niece’s but during Christmas 2021, they all caught covid and passed away. As far as uncles, aunts and cousins go, she doesn’t have any alive other than the best friend of her late father who is 108 years old and whom she calls uncle.

Who will inherit in this situation? In what proportion?

4. Bankruptcy: Nathan, a shady entrepreneur, realized that he would eventually go bankrupt since his business undertakings are not working the way he planned. Owning a house, a cabin, two pickup trucks and an art collection, he decides, to make some donations to his relatives, his friends, and his business partners. He gave his art collection to Lucas, his business partner, 128 days before going bankrupt. He gave one of the pickup trucks to a friend he had in college and to whom he hadn’t spoken for over 10 years 180 days before filing for bankruptcy. He gave the house to his wife, Peyton, 363 days before going bankrupt. He gave his cabin to his sister, Brooke and his brother, Julian (50/50) 420 days before the bankruptcy. Finally, he gave his second pickup truck to his son, Skills, 15 days before going bankrupt. The trustee, once Nathan filed for bankruptcy, found out about all the donations, and is wondering which ones can be cancelled and which one could hold.

a) Which donations are valid and why?

b) Which donations are invalid and why?

A couple of days after filing for bankruptcy, Nathan is in a major car accident and dies. While working on the bankruptcy of the deceased, the trustee realizes that Nathan will have major funerals, worth 50 000$ because his family feels like it should be a celebration of life. The trustee also finds out that Nathan owed 10 000$ to the provincial government, in unpaid taxes, and $5000 to the federal government.

He was also 6 months late in the payment of his car’s rent and he owed, to the electricians working for him (employees) 750$ in back pay each. (5 electricians) Finally, he owed 100 000$ to four major banking institutions for unpaid lines of credit (25k for TD, 25k for Scotia, 25k for RBC and 25k for HSBC). Obviously, the trustee also has fees to cover.

c) What should the trustee do?

d) Who will be paid in priority?

e) What is the order of payment and what are the amounts that will be paid to each of the following actors?

To answer this question properly, discuss the treatment of the following actors and create either a graph, a timeline or simply a list, from the first paid to the last/not paid creditor: Funerals, car dealership, 5 employees, 4 major institutions, federal government, provincial government, trustees fees[supanova_question]

PSY 205 Rough draft

Required Components of your APA-Style (Links to an external site.) research paper:
Title page
Abstract (150-200 words)
Introduction
MethodsNOTE- if you report age in your participants section, only report the valid percents. You would not report the M, SD here because it is meaningless given how this variable is coded.

Results
Discussion
References (make sure this is formatted properly in APA style (Links to an external site.))
Visit this page (Links to an external site.) for formatting your paper
Structuring the Abstract
The abstract of your paper should be between 150-200 words. The goal of an abstract is to summarize the entire paper in a few sentences. You will want to discuss the purpose of the study, what you did and with whom (conducted a survey among college students), what you found, and a brief interpretation of your findings. The abstract should be one paragraph only.
Structuring the Discussion (all paragraphs should be 4-5 sentences)
Paragraph 1: Overall summary of the results and how they contribute to researchNote: Since you only have descriptive statistics not inferential, you would not talk about your findings using terms like “significant” or “statistically significant”

Paragraph 2: Summary of how the findings differ/are similar to previous work
Paragraph 3: Limitations- what were you limited in doing with this study, what should future studies consider doing? Even though you had these limitations, why is this work still relevant?
Paragraph 4: Overall conclusion- why is this work meaningful?

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The color of the clay used to make bobblehead dolls

Custom bobblehead dolls are unique in their kind. It’s like your own 3D cartoon version that you can put anywhere you want. This can be based on your own photo, someone else’s photo or your pet’s. A common feature of custom bobblehead dolls is that they are very flexible and durable. So the next question is, what is the custom bobblehead doll made of?
Key resources for creating custom Bobblehead figures:
Most well-known doll makers use a special type of clay that is environmentally friendly and flexible. This is usually very durable and colorful clay to create custom shapes. The clay should be very flexible and easily removable, as it should be engraved according to the model presented to the artist. It must also respect the environment so that it does not produce waste that is harmful to the environment.
The clay is cut according to the pictures provided and then baked to complete its shape. Also, smell more to make it smoother. When touched, the final product will be shiny and smooth. The flexibility and durability of the clay must be constant before baking and after polishing as the final product.
Interesting points about the color of the clay used to make bobblehead dolls:
To maintain the most accurate color of the finished vase, the artist does not use paint on the shapes. Instead, the color of the clay itself is used to represent the color of the doll. Therefore, each piece of a custom doll needs different clays of different colors to create it. This is to prevent discoloration after a few weeks or months.
Therefore, when choosing a custom bobblehead machine, make sure that your service provider uses different colors of clay for your dolls. Do not paint the outside, as the color may fade later and look undesirable.
This strategy is used by professional and reputable suppliers of custom dolls to keep the final product in the best possible quality.
Materials used for bulk orders:
When ordering custom bobblehead figures in bulk for a particular event, your service provider may suggest the use of resin materials for your figure. Why? This is because it is ideal for creating a large number of reliable and durable typefaces. It also increases processing speed and high volume processing.
Once you have a large number of shapes, cook and polish them as you normally would. Often, the shape is as flat as possible so that it is not damaged during transport.
Conclusion
In general, custom bobblehead dolls like spiderman bobblehead at https://www.topbobblehead.com/products/kneeling-spiderman-custom-bobblehead are made of special clay materials with different colors that are flexible and durable. It is used to engrave figures based on your photos, then bake and polish to make the final product look as smooth as possible. In addition, since the paint is made from clay itself, you can enjoy long-lasting products without having to worry about the paint fading in a few weeks or months.

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Prompt For many, the idea of “optional” voting within a democratic nation

Prompt

For many, the idea of “optional” voting within a democratic nation is flawed. If we’re part of our
nation, they feel that we must be part of its political process. Proponents of compulsory
(required) voting feel that by forcing citizens to vote in all elections, we’ll create a more informed,
more involved citizenry and a more progressive democracy. They feel that our current “lag” in
voter turnout is a deeply troubling sign that could easily be fixed by compulsory voting
mandates. However, there are many opponents to this position. Isn’t “silence” an option? Isn’t a
refusal to vote one way or another a form of vote in and of itself, protected by our freedom of
speech? Furthermore, compulsory voting would push people into the polling booths who aren’t
informed enough to make a choice, creating a “polluted” voting pool. Finally, compulsory voting
could disrupt the lives of working class citizens who may choose to go to work or take care of
their families instead of heading to the polls. Should American voting be compulsory, or should it
remain optional?

ACT Prompt Perspectives[supanova_question]

Public Health Now and Then Activity – Pests and Pesticides – Due

Public Health Now and Then Activity – Pests and Pesticides – Due Dec. 6th, 11:59 pm

Directions: You have to focus on the topic of pests and pesticides for this activity. Answer each of the following questions about pests and pesticides. You can earn a total of 50 points on this assignment. Note that the first 4 questions are worth 10 points and the last question is worth 20 points. To receive full credit on a question, you need to answer the question fully, thoughtfully, accurately, and without spelling or grammatical errors. If you use any sources outside of our classroom material (you are allowed to), be sure to use in-text citations and a reference at the end of your answer, using APA style. For some basics on citing in APA, check out this website. Please use your own words while answering the questions, and paraphrase as well as cite the content that you have gathered from other sources.

Please upload a separate word document with your answers to the following questions –

Question 1: In historical times, how did pests contribute to a variety of public health problems? Make sure to give specific examples. Your answer should be a minimum of 190 and maximum of 210 words in length. (10 points)

Question 2: The use of pesticides is not a new concept in terms of dealing with pests. Provide examples of pesticides that were used in historical times and continue to be used in contemporary times. Have their uses changed over time? Your answer should be a minimum of 190 and maximum of 210 words in length. (10 points)

Question 3: When DDT was first made available for public use in the 1940s, it was thought to be a “wonder chemical”. Over time both expert and public opinion changed. What are the environmental and health effects that were concerning regarding DDT? Your answer should be a minimum of 190 and maximum of 210 words in length. (10 points)

Question 4: In contemporary times, how has regulation played a role in mitigating the health effects of pesticides? Your answer should be a minimum of 190 and maximum of 210 words in length. (10 points)

Question 5: How do the combined issues of both pests and pesticides present a challenge to the public health community? Which issue do you think should be prioritized and why? How can Integrative Pest Management (IPM) balance the public health implications of these two issues? Imagine you are counseling a family regarding how they could use IPM to deal with mosquitoes in and around their home. What advice would you give them? Your answer should be a minimum of 390 and maximum of 410 words in length. (20 points)[supanova_question]

Please read ” Focus on Small Business: Justin Beegel of Infographic World,

Please read ” Focus on Small Business: Justin Beegel of Infographic World, Inc.” on page 429 – 430 of the textbook and discuss on the following questions:

1) Why did Justin Beegel run out of money to pay his bills?

2) What would you do differently from what Justin did when confronted with a financial crisis?

3) Does a good accounting system guarantee entrepreneurial success?

4) In what ways does an inadequate accounting system impede entrepreneurial success?

Please read “Focus on Small Business: Bungii – a Pickup Truck on Demand” on page 505 -506 of the text book

And discuss the following questions:

1) How is the funding received from grants different from funding received through equity placement?

2) Why do you suppose that ben and Harrison’s decided not to attempt to borrow the capital they needed for start-up?

3) What is your opinion of Ben and Harrison’s using the list of donors engraved on the wall of the College of Business to find investors?

4) Why did Ben and Harrison choose to follow a different route to funding than the common reliance of friends, family, and fools?[supanova_question]

Reaction Paper Assignment Students will prepare a 2 to 3 page reaction

Reaction Paper Assignment

Students will prepare a 2 to 3 page reaction paper in which they will “react” to the following topic:

Is The Patriot Act being used to protect America, or, is its use violating the rights of Americans?

Here are links to helpful web sites about The PATRIOT Act

https://www.justice.gov/archive/ll/highlights.htm

https://www.crf-usa.org/bill-of-rights-in-action/bria-19-4-a-the-patriot-act-what-is-the-proper-balance-between-national-security-and-individual-rig

This paper is due no later than the last day of week 14. Prepare your reaction paper in APA style.

Your 1st reaction paper should include, and will be graded on:

1. A discussion of what you learned from your research about The Patriot Act.

A discussion of how The Patriot Act is being used to protect America, and whether or not its use is violating the rights of Americans.

Your reaction to the information you learned about The Patriot Act, which is how you feel about it.

Spelling, grammar and sentence structure.

5. APA style formatting.

Here is a link to a website that will help you create your paper. It will check your paper for spelling, grammar and sentence structure errors, and help you make corrections to improve your paper.

https://app.grammarly.com/

Submit your paper as an Attachment in Blackboard > Course Materials > Week 14 > Reaction Paper Assignment.

Prof. Arruda[supanova_question]

The assignment is on the first file that I upload and the second file is the previous lesson plan

Research Project Proposal. This is a 5-page (Double-spaced, 12-point, Times New Roman font) summary of a research inquiry relating Essay

Research Project Proposal. This is a 5-page (Double-spaced, 12-point, Times New Roman font) summary of a research inquiry relating Essay.

Research Project Proposal. This is a 5-page (Double-spaced, 12-point, Times New Roman font) summary of a research inquiry relating to women and music. It should include a list of resources (bibliography, discography, videography, webliography), and a brief plan that describes how you would carry out your research. The topic of your research project will be determined in discussion with the instructor.
Note: The agreed upon topic is Taylor Swift

A sample bibliography was submitted earlier:

Jim Cullen, A Short History of the Modern Media, 2014, Wiley Blackwell, pages 232-237 ( https://ebookcentral.proquest.com/lib/wpunj-ebooks/reader.action?docID=1422490 ) – a book

Travis Stimeling, “Taylor Swift’s “Pitch Problem” and the Place of Adolescent Girls in Country Music” in Country Boys and Redneck Women: New Essays in Gender and Country Music, 2016, edited by Diane Pecknold and Kristine M. McCusker, University Press of Mississippi/Jackson, pages 84-101 ( https://ebookcentral.proquest.com/lib/wpunj-ebooks/reader.action?docID=4438674 ) – a book

Vaughn Schmutz, Sarah H. Pollock, and Jordan S. Bendickson, “Gender and Critical Evaluation in Popular Music“ in Gender and the Media: Women’s Places, 2018, Emerald Publishing, pages 197-212 ( https://ebookcentral.proquest.com/lib/wpunj-ebooks/reader.action?docID=5573538 ) – a book

Gwendelyn Nisbett [supanova_question]

Examples for Case Presentations and Research Projects Monopolies in legal services: Essay

Examples for Case Presentations and Research Projects

Monopolies in legal services: Essay 9. Evidence that Sabotaging Monopolies Continue to Inflict Great Harm: Residential Construction Link

Groupon and price discrimination. link

Planet Money Podcast, Episode Antitrust 3: Big Tech. Link

How American retailers have adapted to the Amazon effect. The Economist Link

Competition Bureau should come down hard on grocery store takeovers and price fixing. Link[supanova_question]

Doggy Stylzz EXECUTIVE SUMMARY Overview Develop a sustainable fashionable dog clothing line

Research Project Proposal. This is a 5-page (Double-spaced, 12-point, Times New Roman font) summary of a research inquiry relating Essay Doggy Stylzz

EXECUTIVE SUMMARY

Overview

Develop a sustainable fashionable dog clothing line with potential to grow into new ventures for dogs. 

 

The Problem

In the past all pets required was collars and or a leash. Lack of fashion for dogs has been something people have noticed. Owners look at their pets as family, and in considering them family they want the best for them. Wanting the best requires a fashion brand.

The Solution

Creating Doggy Stylzz, an affordable but luxurious fashion brand, is the solution to the lack of fashion owners and dogs have been facing. With Doggy Stylzz dogs can develop a sense of style no matter the size or gender. The brand will focus on a large quantity of variations of diverse outfits for pets. Thus, creating a plethora of options for our dogs.

CONFIDENTIAL Page 17[supanova_question]

Grader – Instructions Excel 2019 Project Exp19_Excel_Ch12_ML1_Sorority_Dues Project Description: You are the

Grader – Instructions Excel 2019 Project

Exp19_Excel_Ch12_ML1_Sorority_Dues

Project Description:

You are the outgoing treasurer of your sorority and as your last task, you would like to create a membership template to enable future treasurers to track memberships, dues, and activities. To reach your goal you will download and customize an Excel template. As part of the customization process, you will create a macro to format text, use VBA to protect the workbook, and inspect the workbook for issues.

Steps to Perform:

Step

Instructions

Points Possible

1

Start Excel. Download and open the file named Exp19_Excel_Ch12_ML1_HW_MembershipDues.xlsx. Grader has automatically added your last name to the beginning of the filename.

0

2

Click cell A1, delete the template text, and type Membership Dues.

2

3

Delete Column L.

0

4

Select the range A1:L7 and clear all data validation that was included in the template.

0

5

Add a comment in cell A1 that says “Unprotect the worksheet before editing.”. Be sure to enter the comment as it appears, including the period and excluding the quotation marks.

12

6

Use the Macro Recorder to record a macro named Sort that sorts the records in ascending order based on selection (Hint: use relative references when recording the macro).

2

7

Ensure the Developer Tab is enabled, then create a Form Control Button named Sort spanning the cell range C1:D1 (ensure that the button is inside the cell borders), and assign the Sort macro. Be sure the label is displayed on the Form Control Button.

9

8

Use the VBA Editor to insert a new module named Unprotect. To complete the step, type the code as it appears below. Note there is one blank line after the opening declaration (sub Unprotect). The remaining code does not have space between lines.

Sub Unprotect()

‘Unprotect Sheet
Worksheets(“Member List”).Unprotect.Password = “eXploring”

0

9

Insert a new module named Protect. To complete the step, type the code as it appears below. Note there is one blank line after the declaration (Sub Protect). The remaining code does not have space between lines. Type the following to complete the procedure.

Sub Protect()

‘Protect Sheet
Worksheets(“Member List”).protect.Password= “eXploring”

0

10

Exit the VBA Editor and create a Form Control Button named Unprotect spanning the cell B1. Assign the UnprotectWorksheet macro. Be sure the label Unprotect appears on the Form control button. Then save the file as a macro enabled workbook.

9

11

Create a Form Control Button named Protect spanning the cell E1. Be sure to display the label Protect on the Form Control Button and then assign the Protect macro.

9

12

Use the Document Inspector to check the document for issues. Remove the Document Properties and Personal Information and the Headers and Footers information. Do not remove Comments and Macro information. Note: If using a Mac, please skip this step and proceed to step 13.

2

13

Check the document for Accessibility and compatibility with Excel 2010, 2013, and 2016.

0

14

Insert a new worksheet named Code.

10

15

Open the VBA Editor, open module 1, and copy the code. Paste the code in the Code worksheet starting in cell A1. Then delete the rows that are blank (2,4,5, and 6).

15

16

Open the VBA Editor, open the Protect module, and copy the code. Paste the code in the Code worksheet starting in cell A17. Delete any additional blank rows that appear in the code (row 18).

15

17

Open the VBA Editor, open the Unprotect module, and copy the code. Paste the code in the Code worksheet starting in cell A22. Then delete any additional blank rows that appear in the code (row 23).

15

18

Save and close Exp19_Excel_Ch12_ML1_HW_MembershipDues.xlsx. Be sure to save the workbook as a .xlsx file, not a macro enabled workbook. Exit Excel. Submit the file as directed.

0

Total Points

100

Created On: 03/26/2020 1 Exp19_Excel_Ch12_ML1 – Sorority Dues 1.3[supanova_question]

Name __________________________________ ARHS 2002: Art and Society: Early Christian to Early Modern

Name __________________________________

ARHS 2002: Art and Society: Early Christian to Early Modern

Exploring Art Assignment

With the restrictions that came with the outbreak of COVID in the United States in March 2020, the Getty Museum initiated an art challenge: the Getty asked people to recreate works of art using household items. See descriptions and examples on the Getty blog: https://blogs.getty.edu/iris/getty-artworks-recreated-with-household-items-by-creative-geniuses-the-world-over/?spMailingID=5258656&spUserID=MTkxODY0NjYyNTYyS0&spJobID=1001065924&spReportId=MTAwMTA2NTkyNAS2

and

http://blogs.getty.edu/iris/9-favorites-from-the-getty-museum-challenge-selected-by-curators/

This will now be your challenge. You need to select a work of art that falls within the chronological and geographic parameters of this class – and is represented in our textbook; in other words, it should be an image that you have learned about through the course readings/videos. Using household items and potentially yourself, recreate that image.

In a long paragraph (approximately one page), you should describe the original image, its time period, location, and significance. Consider, specifically, how the work reflects aspects of its period; for example, if the work is classified as Ottonian, Renaissance, or Baroque, explain the stylistic aspects that link it with that particular period. Be detailed in your description. Then, discuss your own recreation and how you have rendered your copy: what have you used, are those items significant, did you learn anything from this process of looking closely at how a work has been constructed? You will have class time to work on this assignment on Tuesday, November 23; we will not have a formal class meeting on that date. Your grade on this assignment will reflect the content of your write up and the creativity of your recreation. This assignment is worth 5% of your overall course grade.

Due by the start of class time on Tuesday, November 30: In the folder in Module 25, you will need to turn in your write up, an image of the original work and your recreation as a PDF.

Below are some paintings that my daughter and I recreated last spring. These works are both in the Getty Center collection, but are not reproduced in your textbook (the second image also falls outside the timeframe covered by this class).[supanova_question]

NRNP/PRAC 6645 Comprehensive Psychiatric Evaluation Note Template INSTRUCTIONS ON HOW TO USE

NRNP/PRAC 6645 Comprehensive Psychiatric

Evaluation Note Template

INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY

If you are struggling with the format or remembering what to include, follow the Comprehensive Psychiatric Evaluation Template AND the Rubric as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignments. After reviewing full details of the rubric, you can use it as a guide.

In the Subjective section, provide:

Chief complaint

History of present illness (HPI)

Past psychiatric history

Medication trials and current medications

Psychotherapy or previous psychiatric diagnosis

Pertinent substance use, family psychiatric/substance use, social, and medical history

Allergies

ROS

Read rating descriptions to see the grading standards!

In the Objective section, provide:

Physical exam documentation of systems pertinent to the chief complaint, HPI, and history

Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.

Read rating descriptions to see the grading standards!

In the Assessment section, provide:

Results of the mental status examination, presented in paragraph form.

At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

Read rating descriptions to see the grading standards!

Reflect on this case. Include what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

(The comprehensive evaluation is typically the initial new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety symptoms, depressive symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)

EXEMPLAR BEGINS HERE

CC (chief complaint): A brief statement identifying why the patient is here. This statement is verbatim of the patient’s own words about why they are presenting for assessment. For a patient with dementia or other cognitive deficits, this statement can be obtained from a family member.

HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation, current medication, and referral reason. For example:

N.M. is a 34-year-old Asian male who presents for psychotherapeutic evaluation for anxiety. He is currently prescribed sertraline by (?) which he finds ineffective. His PCP referred him for evaluation and treatment.

Or

P.H. is a 16-year-old Hispanic female who presents for psychotherapeutic evaluation for concentration difficulty. She is not currently prescribed psychotropic medications. She is referred by her mental health provider for evaluation and treatment.

Then, this section continues with the symptom analysis for your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis.

Paint a picture of what is wrong with the patient. This section contains the symptoms that is bringing the patient into your office. The symptoms onset, the duration, the frequency, the severity, and the impact. Your description here will guide your differential diagnoses. You are seeking symptoms that may align with many DSM-5 diagnoses, narrowing to what aligns with diagnostic criteria for mental health and substance use disorders. You will complete a psychiatric ROS to rule out other psychiatric illnesses.

Past Psychiatric History: This section documents the patient’s past treatments. Use the mnemonic Go Cha MP.

General Statement: Typically, this is a statement of the patients first treatment experience. For example: The patient entered treatment at the age of 10 with counseling for depression during her parents’ divorce. OR The patient entered treatment for detox at age 26 after abusing alcohol since age 13.

Caregivers are listed if applicable.

Hospitalizations: How many hospitalizations? When and where was last hospitalization? How many detox? How many residential treatments? When and where was last detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history of self-harm behaviors?

Medication trials: What are the previous psychotropic medications the patient has tried and what was their reaction? Effective, Not Effective, Adverse Reaction? Some examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine (effective, insurance wouldn’t pay for it)

Psychotherapy or Previous Psychiatric Diagnosis: This section can be completed one of two ways depending on what you want to capture to support the evaluation. First, does the patient know what type? Did they find psychotherapy helpful or not? Why? Second, what are the previous diagnosis for the client noted from previous treatments and other providers. (Or, you could document both.)

Substance Use History: This section contains any history or current use of caffeine, nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any histories of withdrawal complications from tremors, Delirium Tremens, or seizures.

Family Psychiatric/Substance Use History: This section contains any family history of psychiatric illness, substance use illnesses, and family suicides. You may choose to use a genogram to depict this information (be sure to include a reader’s key to your genogram) or write up in narrative form.

Psychosocial History: This section may be lengthy if completing an evaluation for psychotherapy or shorter if completing an evaluation for psychopharmacology. However, at a minimum, please include:

Where patient was born, who raised the patient

Number of brothers/sisters (what order is the patient within siblings)

Who the patient currently lives with in a home? Are they single, married, divorced, widowed? How many children?

Educational Level

Hobbies

Work History: currently working/profession, disabled, unemployed, retired?

Legal history: past hx, any current issues?

Trauma history: Any childhood or adult history of trauma?

Violence Hx: Concern or issues about safety (personal, home, community, sexual (current & historical)

Medical History: This section contains any illnesses, surgeries, include any hx of seizures, head injuries.

Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include OTC or homeopathic products.

Allergies: Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction vs. intolerance.

Reproductive Hx: Menstrual history (date of LMP), Pregnant (yes or no), Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse: oral, anal, vaginal, other, any sexual concerns

Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

Assessment

Mental Status Examination: For the purposes of your courses, this section must be presented in paragraph form and not use of a checklist! This section you will describe the patient’s appearance, attitude, behavior, mood and affect, speech, thought processes, thought content, perceptions (hallucinations, pseudo hallucinations, illusions, etc.), cognition, insight, judgment, and SI/HI. See an example below. You will modify to include the specifics for your patient on the above elements—DO NOT just copy the example. You may use a preceptor’s way of organizing the information if the MSE is in paragraph form.

He is an 8 yo African American male who looks his stated age. He is cooperative with examiner. He is neatly groomed and clean, dressed appropriately. There is no evidence of any abnormal motor activity. His speech is clear, coherent, normal in volume and tone. His thought process is goal directed and logical. There is no evidence of looseness of association or flight of ideas. His mood is euthymic, and his affect appropriate to his mood. He was smiling at times in an appropriate manner. He denies any auditory or visual hallucinations. There is no evidence of any delusional thinking.   He denies any current suicidal or homicidal ideation. Cognitively, he is alert and oriented. His recent and remote memory is intact. His concentration is good. His insight is good. 

Differential Diagnoses: You must have at least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnosis selection. Include pertinent positives and pertinent negatives for the specific patient case.

Also included in this section is the reflection. Reflect on this case and discuss whether or not you agree with your preceptor’s treatment of the patient and why or why not. What did you learn from this case? What would you do differently?

Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

Case Formulation and Treatment Plan.  

Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions with psychotherapy, education, disposition of the patient, and any planned follow-up visits. Each diagnosis or condition documented in the assessment should be addressed in the plan. The details of the plan should follow an orderly manner. *see an example below—you will modify to your practice so there may be information excluded/included—what does your preceptor document?

Example:

Initiation of (what form/type) of individual, group, or family psychotherapy and frequency.

Documentation of any resources you provide for patient education or coping/relaxation skills, homework for next appointment.

Client has emergency numbers: Emergency Services 911, the Client’s Crisis Line 1-800-_______. Client instructed to go to nearest ER or call 911 if they become actively suicidal and/or homicidal. (only if you or preceptor provided them)

Reviewed hospital records/therapist records for collaborative information; Reviewed PCP report (only if actually available)

Time allowed for questions and answers provided. Provided supportive listening. Client appeared to understand discussion. Client is amenable with this plan and agrees to follow treatment regimen as discussed. (This relates to informed consent; you will need to assess their understanding and agreement.)

Follow up with PCP as needed and/or for:

Write out what psychotherapy testing or screening ordered/conducted, rationale for ordering

Any other community or provider referrals

Return to clinic:

Continued treatment is medically necessary to address chronic symptoms, improve functioning, and prevent the need for a higher level of care OR if one-time evaluation, say so and any other follow up plans.

References (move to begin on next page)

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines which relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

© 2021 Walden University Page 1 of 4[supanova_question]

What role does education play in reducing first-time criminal offenses and recidivism?

What role does education play in reducing first-time criminal offenses and recidivism?

This topic may seem very specific, but it is designed to be broad enough to allow students to personalize the paper. We will work on specifying and personalizing the topic over the first couple weeks. 

As mentioned above, we will be working on this paper throughout the course. The final draft will be submitted at the end of the semester and will include all required sections. 

Acceptable Length:  550 words of content

Formatting Requirements:

Put the bylines such as the assignment Title, your name, course and section number, and date at the center/middle of the document (this needs be on its own page – called the title page).

Use one-inch margins.

Use a 12-point Times New Roman font.

Use double line spacing in the document.

Use APA Citation Style (Abstract APA format powerpoint slide is provided in the Optional Resources tab).

A thoughtful Research Paper includes:

a. Introduction

b. Body

c.Conclusion

Generate a document using Microsoft Word containing your thoughts, reflections, and analysis of this topics.  The paper must follow current APA guidelines. The page count does not include the title page, abstract, reference section, or any extra material.

Grading Criteria:  Review the Rubric and th Research Paper instructions located in the Assignment Instructions folder.

To Submit:  When you have completed the assignment, click on  Research Assignment tab and Submit.[supanova_question]

CRIM TAKE-HOME FINAL 2021 Write one essay, 250-350 words, that provides your

CRIM TAKE-HOME FINAL 2021

Write one essay, 250-350 words, that provides your assessment of the field of criminology.

This page and the next are background to help orient you to the question (on p. 3):

The essay question asks you to assess theorist Travis Hirschi AND HOW HIS THINKING EVOLVED.

Background:

From: Cullen, Francis T., and Pamela Wilcox, eds. Encyclopedia of Criminological Theory. Sage, 2010.

Also, here is a more recent summary:

Abstract

The publication of Travis Hirschi’s Causes of Delinquency in 1969 was a watershed moment in criminology. There are many reasons for the work’s lasting influence. Hirschi carefully examined the underlying assumptions of extant theories of crime in light of what was known about the individual-level correlates of offending. He then developed critical tests of hypotheses derived from social control theory and competing perspectives and empirically assessed them using original self-report delinquency data. Many of his key findings, such as the negative correlation between attachment to parents and delinquency, are now established facts that any explanation of crime must consider. Causes of Delinquency is still cited hundreds of times per year, and it continues to spark new research and theoretical development in the field. Perhaps the most lasting legacy is the volume of criticism it has attracted and fended off, leading to its enduring contribution to the study of crime and delinquency.

From: Costello, Barbara J., and John H. Laub. Social control theory: The legacy of Travis Hirschi’s causes of delinquency. Annual Review of Criminology 3 (2020): 21-41.

I am asking you to consider the evolution of Hirschi’s thinking (summarized below) in light of the two reviews above (that basically assert his influence on the field).

Here is a reminder of how his thinking changed (summarized in Table 6.2 below):

From: Lilly, J. Robert, Francis T. Cullen, and Richard A. Ball. Criminological Theory: Context and Consequences. Sage, 2018, pp. 122, 123, 125

Note: The last part (underlined in red) means that you can’t just decree that two concepts are identical without explaining this assertion.

ASSIGNMENT:

In explaining your thoughts about this issue in the field of Criminology, make sure to discuss Ford Pinto Case and Tuskegee scandal.

The question for you to answer:

Explain which best describes Hirschi’s evolution of thinking:

a. a reasonable progression in social science where phenomena are hard to measure

b. a failure in the field to have greater certainty

c. some other argument you want to tell me about

Make sure to have a conclusion that summarizes your main point/s.

Make sure not just to describe the theory. I WANT TO KNOW WHAT YOU THINK ABOUT IT!

I realize that every student will take this in a different direction. The main goal is to let me know your thoughts about the field.[supanova_question]

Research Project Proposal. This is a 5-page (Double-spaced, 12-point, Times New Roman font) summary of a research inquiry relating Essay

This infographic showcases a selected song from seven different artists; Motley Crue, Metallica, Run-DMC, Public Enemy, Minor Threat, The

This infographic showcases a selected song from seven different artists; Motley Crue, Metallica, Run-DMC, Public Enemy, Minor Threat, The.

This infographic showcases a selected song from seven different artists; Motley Crue, Metallica, Run-DMC, Public Enemy, Minor Threat, The Replacements, and R.E.M.

Your Listening Journal this week is to listen to each of these seven songs, and based on the Song, Artist, and Sound, information already provided, you are to complete this infographic by identifying all the instruments that are performing on each of these songs.

Your listening journal will be comprised of a set of brief lists (7) that identify what instruments (and sounds) perform on each of the seven songs by seven different artists.

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This infographic showcases a selected song from seven different artists; Motley Crue, Metallica, Run-DMC, Public Enemy, Minor Threat, The

[Revision] How vocal production and its three stages of vocal arrangement, recording, and mixing techniques can affect a record?

[Revision] How vocal production and its three stages of vocal arrangement, recording, and mixing techniques can affect a record?.

The 70% weighted written portion of the project will seek to research and outline the methods behind producing a vocal from the vocal arrangement, vocal recording, and vocal mixing(7000 words), and the other 30% weighted practical will contain writing and producing a 2-3 songs EP which will focus on vocal production and all its aspects in the production that have been researched about, demonstrating their demo untreated version and then the mastered version that all these vocal production techniques have been applied, to deliver the artist message in a more effective and believable manner.

there are few things that i should point out

1-all the cited sources should come from reliable books and article(not from blogs and websites)

2-this is a projects that is 30 percent practical and 70 percent writing so I need to be in contact with the writer constantly to make sure the practical and writing make a cohesive image

3-make sure you look at the pdf(which is the major project proposal) file that I have attached to this order to see the structure that the dissertation should be written in[December 03, 2021 05:49] FOR THE NEW WRITER: Dear writer, please, proceed in the file “804691_TO USE”.

– Meet the 7000-words word count.

– Eliminate all repetitions – the paper repeats the same statements over and over again. Mind that you are supposed to write about the effects of the production on the song, not about the quality.

– Follow the Customer’s feedback in the messaging system.

Regards.[supanova_question]

Climate change and the environment

Read Chapter 20 in the textbook :https://www.saylor.org/site/textbooks/OpenStax S…
Also, use any of the following supplemental readings
https://www.vox.com/22714800/cop26-un-climate-change-conference-glasgow-explained
https://www.vox.com/22613027/un-ipcc-climate-change-report-ar6-disaster
https://www.allsides.com/topics/climate-change?search=climate change
If you want to use additional sources, you may but it is not required.
Respond to the following prompt:
1. What SPECIFIC aspect of the climate change issue do you think represents the most immediate and largest threat to humans today? Support your position with data and/or evidence.
2. Discuss the degree to which you believe human activity is responsible for climate change. Support your position with data and/or evidence.
3. Create a plan of action (imagine you had the legitimate authority to create legislation) to respond to the climate change issue. What would you prioritize? What would the government’s role/responsibility be? What would the role/responsibility of corporations be? And what would the role/responsibility of individuals be?

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Biological Basis and Ethical/Legal Considerations of Psychotherapy

[Revision] How vocal production and its three stages of vocal arrangement, recording, and mixing techniques can affect a record? Many studies have found that psychotherapy is as effective as psychopharmacology in terms of influencing changes in behaviors, symptoms of anxiety, and changes in mental state. Changes influenced by psychopharmacology can be explained by the biological basis of treatments. But how does psychotherapy achieve these changes? Does psychotherapy share common neuronal pathways with psychopharmacology?
Psychotherapy is used with individuals as well as in groups or families. The idea of discussing confidential information with a patient in front of an audience is probably quite foreign to you. However, in group and family therapy, this is precisely what the psychiatric-mental health nurse practitioner does. In your role, learning how to provide this type of therapy within the limits of confidentiality is essential.
For this Discussion, you will consider whether psychotherapy also has a biological basis and analyze the ways in which legal and ethical considerations differ in the individual, family, and group therapy settings.
To prepare:
Review this week’s Learning Resources, reflecting on foundational concepts of psychotherapy, biological and social impacts on psychotherapy, and legal and ethical issues across the modalities (individual, family, and group).
Search the Walden Library databases for scholarly, peer-reviewed articles that inform and support your academic perspective on these topics.
Post an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Describe how legal and ethical considerations for group and family therapy differ from those for individual therapy, and explain how these differences might impact your therapeutic approaches for clients in group, individual, and family therapy. Support your rationale with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

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Later Europe and America Timeline

STEPS:
Time Period: For Later Europe and Americas I Module, you need five images from the College Board list of works for this module.
Images: Please find 5 images that span the time period above. These works of art can include sculpture, architecture, painting, printmaking and drawing. Label each image with date, artist (if available), title, culture (i.e. Byzantine, Romanesque) or location of where the artist worked.
Captions: Please add captions for each of your art works/events to your timeline. Each caption needs to convey what you feel is important about the work or event. Why is this worthy to be added to this timeline? Think about why you chose the work in the first place. These captions should encompass at least three sentences and be written in complete sentences and encompass.
Citations: References should be included in your timeline. It is important to acknowledge the sources of information for the images as well as your descriptive captions.
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Marketing Commuication Strategy// SUBMIT Assess #4: Creative Campaign AXE Canada

Everything you need to know is in the attachment.
Please only Marketing experts and only make a bid if you really can handle the task perfectly. ( I don’t like to request a refund but I will have to do that if you provided a poor quality work ) don’t waste my time or your time please.

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[Revision] How vocal production and its three stages of vocal arrangement, recording, and mixing techniques can affect a record?

NORTENO – Corridos Essay

NORTENO – Corridos Essay.

Read “Corridos” link: (https://scalar.usc.edu/works/music-in-global-america/musica-nortena–tejano-music) in Chapter 9 on the course website. The videos for the following questions are linked on that webpage.

Number your answers to correspond to the question numbers.

1. Compare the corridos “Los Tequilleros” by Los Alegres de Terán, “Muerte Annunciada” by Los Tigres del Norte, and “Beto Sanchez” by Chalino Sanchez. How do the stories and characters in these corridos differ? What are commonalities among the three corridos? (2 paragraphs)

2. View/Listen to and “Jalua del Oro” by Los Tirgres del Norte, and “Corrido de Juanito” by Calibre 50. Take note of the lyrics of each song. How does each these songs speak to the beliefs and experiences of Mexican-Americans and Mexican immigrants? What is the effect of portraying these stories musically and visually in terms of enhancing the meaning and emotional impact of the stories? (2 paragraphs)

3. What does “Somos Más Americanos” say about the history of the indigenous and Mexican populations in North America and their replacement by “gringos” (non-Hispanic Whites)? Were you or are you aware of this history? What is your reaction to the ideas in this song? (1 paragraph)

*** No cover sheet needed just answer questions only ***[supanova_question]

NORTENO – Corridos Essay

Definition and legacy of rock position paper

Definition and legacy of rock position paper.

First, present your definition of “rock and roll” and “rock” music. Your description must consider both musical and social considerations.

Questions to consider when forming your definition include: Are “rock and roll” and “rock” synonymous and interchangeable terms, or is there a

distinction in the music and cultural associations they describe? Can one trace an unbroken history of “rock and roll” and “rock” music from its

origins to the present? Are there specific musical features that are in common to all music considered “rock and roll” and “rock” music, and what

are they? Are there relevant social and/or economic factors in defining “rock and roll” and “rock” music?

Next, explore the relationship between “rock and roll” and “rock” to other genre labels (“race music,” “rhythm and blues,” “soul,” “pop,” etc.).

Is “rock and roll” or “rock” music exclusive of these other genre labels, with rigid boundaries between them? Or are the genre distinctions more fluid

and artificially constructed? If they are constructed, what musical or social reasons are there for some defining “rock and roll” and “rock” in

opposition to these other genre lables? This is a good section to consider major topics that we considered in this course including: 1) “rock and rol”‘

and “rhythm and blues” labels pertaining to race in the 1950s; 2) disco demolition night and the “disco sucks” slogan; 3) “classic rock” and the

formation of a rock music canon; 4 rock vs. pop, rockism vs. poptimism; 5) “alternative rock” and rock’s place in current popular music.

Then, state and defend an argument evaluating the history, state, and legacy of “rock and roll” and “rock” music. Consider how “rock and

roll” and “rock” music relates to social issues such as race, gender, and sexuality from its origins to today. Other topics you might consider include

the relationship between “rock and roll” and “rock” music to protest, civil rights, and social activism. What is the state of “rock and roll” and “rock”

music today? Is “rock and roll” and “rock” dead (or only of historical interest), or has it evolved into something else? Do you think “rock and roll” and

“rock” music will make a comeback, as part of a pendulum swing towards other genres such as hip-hop, pop, and EDM? Overall, in this section,

present and develop your argument about the impact and legacy of “rock and roll” and “rock” music on society and the world as we know it today.

This assignment will require you to cite sources from the course material. You need to synthesize at least 10-15 sources from the course materials

(as contained in Blackboard and the weekly overview emails). This may seem like a lot at first glance, but divided up over the semester it is less

than one source per week (I imagine many of you may use more). You are welcome to incorporate outside research, which you will also need to

cite, and which will not count towards your 10-15 course sources. Whenever quoting, paraphrasing, or using an idea from another source, you

must cite it – or else it is plagiarism. If you choose to reference source materials or outside research for this assignment, please use parenthetical

citations using the following format: ([Author/Source Name] [Year]: [Page #, if applicable]. The source should not be the title of the

book/article/webpage, but the organization presenting the content; for example, use “NPR” rather than “Two Hours of Jimi Hendrix on World Cafe”.

The author name should be last name only.[supanova_question]

Definition and legacy of rock position paper

MUSI 1306 Music Appreciation This link will take you to a video of me explaining the project. Below this

MUSI 1306 Music Appreciation This link will take you to a video of me explaining the project. Below this.

MUSI 1306 Music Appreciation

This link will take you to a video of me explaining the project. Below this link are all the written directions for the project.

https://www.dropbox.com/s/sso5cf194np610r/Explanation of Playlist Project.mov?dl=0

Playlist Project

Create a playlist for your life that includes one piece of music for each of the following categories:

Wake up music

Music for reading/ studying

Background music for work or around the home

Mealtime music

Music to accompany chores

Music for exercising

Music for relaxation

Write a paper which includes a paragraph for each category discussing the music and explaining why you chose the music you included. Include either active links to the music that I can click on to hear (for example links to YouTube performances of each piece) or provide me access to a playlist (possibly on Spotify.) You need to find a way that I can actually hear the music you have chosen for the project. I cannot grade your project if I cannot hear your music.

The paper you submit will include

1.Title Page including ONLY:

Title

Your full name

MUSI 1306 Music Appreciation

Day and Time of Class Meeting

Date of Submission

An Introduction

Explain what your project is about and how you went about completing it.

Discussion of your music: Write a paragraph for each category of music (i.e. a paragraph for wake-up music, another paragraph for reading [supanova_question]

Example responses – This case vignette of Michaela demonstrates several behaviors related

Example responses –

This case vignette of Michaela demonstrates several behaviors related to her presenting issue and childhood experience that can be understood through the lenses of ego psychology and object relations theory. In this paper I will use these theories to develop an understanding of what might be happening for Michaela psychologically and some practical suggestions for working with her.

One of the first things that stood out to me in reading this vignette was Michaela’s thoughts that the clinician “needs [her]” because the clinician “seems quite lonely.” I identified this as a likely example of the ego defense of projection (Schamess & Shilkret, 2021). Michaela could be projecting her feelings of needing connection and loneliness onto the clinician because they feel too difficult to bear on her own. These feelings could be a result of her early relationship with her father where she “sought his approval despite his unavailability and what seems to be frequent rejection of her.” A pattern like this with her parent could have likely led to a negative-affect laden object relation. Goldstein (2001) describes Edith Jacobson writings about how infants can internalize an object-representation of a parent in a bad or dismissive mood with a corresponding negative self-representation related to the infant’s neediness. This would lead Michaela to feel that her need for connection was something unacceptable or bad, and thus explain why she might project it onto the clinician. This could potentially be related to her underlying sense that it was her fate to remain “alone.”

Another thought that comes to mind in relation to this projection onto the clinician of needing connection and feeling lonely, is passive-into-active testing as described by Schamess & Shilkret (2021). This involves the client acting towards the clinician in a way the parent acted towards the child. Michaela may be reenacting the dismissive attitude her father gave in response to her own needs, to see how the clinician will respond when put in a similar situation. This is an opportunity to begin repairing some of the initial wounding that is leading to Michaela’s current struggles. Schamess & Shilkret (2021) discuss how when a clinician is able to respond to the testing from the client in a more mature, less traumatized way than the client did when they were a child, the clinician can help the client disconfirm the maladaptive belief formed in the original relationship with their parent. In this specific instance with Michaela, the belief might be something like “it is bad to have needs.” The clinician, in disconfirming this belief, can open the door for further healing.

If it is the case that Michaela has this belief and it can be disconfirmed through experiencing the therapist responding to the same challenge adaptively, Michaela may be open to improving her object relations. Her experience with a needy, depressed mother and a distant, rejecting father would likely not have provided her with an adequate holding environment or atunement as described by Winnicott in Flanagan (2021), which could result in her developing a predominantly false self. The characteristic of the false self of molding oneself to the needs of others (Flanagan, 2021) can be seen in Michaela’s difficulty in ending her relationship with her partner because of her sense that Laura “needed her.” Providing a corrective, attuned holding environment in the clinical setting could help Michaela attune to her own sense of needs more clearly and thus help her move towards the more adaptive true self (Goldstein, 2001).

A final observation from reading this vignette is Michaela’s alternation between praising and criticizing the clinician. This suggests that she may be employing the object relations defense of splitting (Flanagan, 2021). Given Michaela’s unhappy experience of childhood and inadequate holding environment, it is likely that she learned to make use of splitting to order her early chaotic life experiences. Once again, providing Michaela with a secure, attuned holding environment in the clinical setting could allow her to safely experience the chaotic feelings of anxiety leading to the splitting and help her see the clinician, and others in her life, as more whole objects (Goldstein, 2001).

Example 2 –

When working with Michaela, one can consider using ego psychology and object relations theory in order to make more sense of the impact of her past on her current behavior and feelings. Within the ego defenses, self-esteem regulation is relevant because she appears to have low self-esteem by believing she will end up “alone” despite her life experiences proving otherwise (she has been in romantic relationships before, even healthy ones) (Schamess & Shilkret, 2021). She had a strained relationship with her dad who was “dynamic and successful” — she felt rejected by him and sought his love. Displacement, another ego defense, can perhaps explain sexual and aggressive feelings toward her father which she has now placed on another emotionally unavailable yet culturally acceptable person in her life, her partner Laura (Schamess & Shilkret, 2021). Michaela shows to be splitting with the therapist, an ego and object relations defense, by being appreciative of her therapist one day and using verbal put-downs the next. Perhaps the therapist offers complex perspectives for Michaela but because she is not ready to see herself or her life with complexity, she feels anxious and threatened by the therapist and thereby splits them into “good” and “bad” parts (Schamess & Shilkret, 2021 ; Flannigan, 2021).

Michaela’s mother was experiencing mental health challenges and drank often in her childhood, which may mean that Michaela experienced some neglect. She did not experience “primary maternal occupation,” or a stable attachment, with either caregiver, nor a safe “holding environment” where she could feel safe emotionally and physically at home (Goldstein, 2001). Fairbairn offers that through the “central ego,” Michaela is accustomed to internalizing objects (or people) who reject her, and continues choosing people who will not love her because of these internalized objects (Flannigan, 2021). Guntrip, another object relations theorist, may also pose that finally having love will destroy or undo Michaela, which can also be described as the fear of engulfment, in conflict with the fear of abandonment (Flannigan, 2021). Michaela appears to introject, or take in, the pain from her past and blame it on herself, in order to protect the goodness in the world and her hope of being in a satisfying relationship, however small that hope (Flannigan, 2021).

Michaela describes pushing away healthy partners and described them as “boring,” which could be an example of devaluation, an object relations defense that can explain why she may push people away before they can ultimately hurt her (Flannigan, 2021). Object relations can also help explain why Michaela told her therapist that they “seem quite lonely,” which is an example of projective identification. This defense is commonly used by abusers of domestic violence in order to de-center the person who provides stability in their life. In the case of Michaela, she is attempting to hurt the therapist so that she may feel better about herself or more in control of her life (Flannigan, 2021).

As Michaela’s therapist, I would first build rapport and trust with her by creating a welcoming “holding environment” so that she can feel safe in therapy (Goldstein, 2001) and feel more comfortable being vulnerable. I may explore her projective identification with her by asking “Tell me more about me as a therapist and how I seem lonely. Would you feel more similar to me if I were also lonely? What would that mean for you?” This may get her to open up about wanting to feel similar to someone else or wanting to feel as though she’s not alone in her loneliness. As discussed in class, sometimes the therapist needs to be disliked or put down by the client for certain exploration to happen.

I may address her object relations by challenging her beliefs that she will always be alone or rejected by others even though this pattern may be deeply entrenched for her. I would ask “Tell me about your past relationships that were ‘boring.’ What was boring about them? What does excitement look like in your relationships?” This would allow me to get a better understanding of her sense of excitement in relationships, which could very well mean instability to an extent, because she appears to be recreating the relationship she had with her father. Michaela also mentions being in a caretaking role with her mother in childhood, which she appears to be doing in her relationship with Laura. I would work with Michaela to explore ways that she can take care of herself if she continues to see Laura, while also providing psychoeducation about the cycle of abuse so that she can make a more informed decision about what may be right for her moving forward.

References

Flannigan, L.M. (2021). Chapter 5: Object relations theory. In J. Berzoff, L.M. Flannigan, & P. Hertz. Inside out and outside in (5th Ed.). UK: Rowman & Littlefield.

Goldstein, E. (2001). Chapter 2, The evolution of Object Relations Theory and Self Psychology page 22-40: Object Relations Theory and Self Psychology in Social Work Practice. New York: The Free Press.

Schamess, G., Shilkret, R. (2021). Chapter 3: Ego Psychology. In J. Berzoff, L.M. Flannigan, & P. Hertz. Inside out and outside in (5th Ed.) (p.249-268). UK: Rowman & Littlefield.

Example 3 –

When considering the case of Michaela, a 40-year-old single woman who sought treatment because of a deteriorating relationship with her former partner, the first thing that jumped out at me was the parallels between her romantic relationships, and the relationships with her parents. Although Michaela’s father was cruelly unavailable to her, and rejected her frequently during her upbringing, Michaela displaced all her feelings of disgust and anger at him onto her mother, who was depressed and drank excessively (Schamess & Shilkret, 2021). Despite Michaela voicing her disgust at her mother’s actions, she chose Laura as a romantic partner, who was also depressed and drank excessively. One explanation for her choice in romantic partner could be seen through the lens of control-mastery theory. Michaela felt shame and guilt for the way in which she venerated her father and put down her mother, to help mitigate the guilt and shame, she chooses woman who resemble her mother in presenting problems. In doing this, she is unconsciously and retroactively, helping to “fix” her mother’s issues (Schamess & Shilkret, 2021).

Because of Michaela’s upbringing, and disturbances in her object relations, Michaela withdraws from healthy relationships and instead focuses energy on unhealthy ones (Schamess & Shilkret, 2021). This is illustrated in previous relationships when she found women well-functioning women “boring,” and pushed away one woman in particular who wanted to marry her. When she pushes away stable women who want to marry her, Michaela feels tremendous shame and regret, and she falters in her self-esteem regulation (Schamess & Shilkret, 2021). Michaela also shows a lapse in her ego functioning as it pertains to her self-esteem regulation in her relationship with Laura (Schamess & Shilkret, 2021). This is illustrated when Michaela attributes the failure of her relationship with Laura to her own inability to choose the right person, rather than Laura’s dysfunction.

The theoretical lens of object relations can also be applied to the relationship between Michaela and her therapist. Michaela uses the splitting defense in her interactions with the therapist, on some days calling them a “fantastic find” and on others accusing them of being “weak, incompetent, and insensitive” (Flanagan, 2021). It can be assumed that Michaela splits her perception of the therapist to preserve the relationship and help to organize feelings of anxiety that may arise during a therapeutic session (Flanagan, 2021). When the therapist challenges Michaela’s perception of self, they are “bad” or “weak, incompetent, and insensitive,” and when the therapist validates Michaela’s sense of self, they are a “fantastic find.”

Another object relations defense that is utilized by Michaela in the therapeutic relationship with her therapist is projective identification. Michaela projects her feelings of loneliness onto the therapist, while also fantasizing that the therapist “needs her” to help ease that loneliness (Flanagan, 2021). Doing this distances Michaela from her feelings of loneliness, while simultaneously communicating those feelings to her therapist to unconsciously facilitate understanding and empathy (Flanagan, 2021).

To help address Michaela’s needs as well as improve a working relationship, I would work with Michaela to explore how dysfunctions in her early significant relationships infiltrate current ones (Goldstein, 2001). By asking questions about how her mother and father were attuned to her, practiced mirroring, and presented as idealized figures, I could help Michaela identify some of her lapses in self-esteem (Goldstein, 2001). Additionally, I would explore with her the parallels and patterns of her early relationships and her current relationships, and how shame and guilt may play a role in repeating patterns. (Goldstein, 2001). Finally, I would explore the transference and countertransference in the therapeutic relationship, and Michaela’s projection identification of loneliness, to help establish a safe holding environment for her to explore her anxieties (Flanagan, 2021).

References

Goldstein, E. G. (2001). Object relations theory and self psychology in social work practice. The Free Press.

Flanagan, L.M. (2021). Object relations theory. In J. Berzoff, L. M. Flanagan, & P. Hertz, (Eds.), Inside out and outside in: psychodynamic clinical theory and psychopathology in contemporary multicultural contexts (5th ed, pp. 92-124). Rowman & Littlefield Publishing Group.

Schamess, G., & Shilkret, R. (2021). Ego psychology. In J. Berzoff, L. M. Flanagan, & P. Hertz, (Eds.), Inside out and outside in: psychodynamic clinical theory and psychopathology in contemporary multicultural contexts (5th ed, pp. 47-73). Rowman & Littlefield Publishing Group.[supanova_question]

Image transcription text
is raised from 1 atm to 3 atm, change

MUSI 1306 Music Appreciation This link will take you to a video of me explaining the project. Below this
Image transcription text
is raised from 1 atm to 3 atm, change in oxygen solubility in blood? Use Hemmy 58. assume blood behaves like water. 55. Gold has a normal melting point of 1063 .C and a normal boiling point of 2600C when the pressure is 1 atm. What state (solid, liquid, or gas) will gold be in at 800 C and 1 atm? 56. A common solvent, acetone, (CH3)[supanova_question]

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College of Administrative and Financial Sciences

Assignment 3

Deadline: 04/12/2021 @ 23:59

Course Name: Organizational Behavior

Student’s Name:

Course Code: MGT301

Student’s ID Number:

Semester: 1st

CRN:

Academic Year: 2021/2022 G

For Instructor’s Use only

Instructor’s Name: Dr xxxxxxxxxxxxxxxxxx

Students’ Grade: 00/ 05

Level of Marks: High/Middle/Low

Instructions – PLEASE READ THEM CAREFULLY

The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.

Assignments submitted through email will not be accepted.

Students are advised to make their work clear and well presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.

Students must mention question number clearly in their answer.

Late submission will NOT be accepted.

Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.

All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).

Submissions without this cover page will NOT be accepted.

Course Learning Outcomes-Covered

1

Define the impact of company’s culture, structure and design can have on its organizational behavior. (CLO3)

Assignment 3

Reference Source:

Textbook:-

Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2019). Organizational behaviour: Improving performance and commitment in the workplace (6th ed). Burr Ridge, IL: McGraw-Hill Irwin.

Case Study: –

Case: Delta / United

Please read the case “Delta / United” from Chapter 16 “ORGANIZATIONAL CULTURE” Page: – 533 given in your textbook – Organizational behaviour: Improving performance and commitment in the workplace (6th ed). by Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2019) and Answer the following Questions:

Assignment Question(s):

1. Why is an organization’s culture perhaps the most evident during crisis situations? (1.25 Marks ) (Min words 150-200)

2. What causes companies like Delta and United to become so different in regard to organizational culture? (1.25 Marks ) (Min words 150-200)

3. What will it take for United to overcome its culture that has been built up over such a long period of time? (1.25 Marks ) (Min words 200)

Part:-2

Discussion questions: – Please read Chapter 16 “ORGANIZATIONAL CULTURE” Carefully and then give your answers based on your understanding.

4. Have you or a family member worked for an organization that you would consider to have a strong culture? If so, what made the culture strong? Did you or they enjoy working there? What do you think led to that conclusion? (1.25 Marks ) (Min words 200-300)

Important Note: – Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles.

Due date for the submission of Assignment:- 3

Assignment-3 should posted in the Black Board by end of Week-11. 

The due date for the submission of Assignment-3 is end of Week-13.

Answer:

1.

2.

3.

.

.[supanova_question]

Case Application 12: TEAM FUN! Kenny and Norton, owners of TEAM FUN!,

Case Application 12:

TEAM FUN! Kenny and Norton, owners of TEAM FUN!, a sporting goods manufacturer and retailer, are sitting with Tony, director of human resources and Edna, compensation and benefits manager. Tony comments, “You mean to tell me that no one has actually retired from TEAM FUN!, and no one asked about the retirement plan before I got here?” Norton scowls and observes, “You have been the first to bring up a whole lot of issues. And, no. No retirees. No retirement questions. We always had the profit-sharing and that tax shelter that Leo set up for us. Everyone does what they want.” Kenny says, “Your mom did, Norton, after she helped us set up that bookkeeping system when we started.” Norton says, “No, she didn’t. We never paid her anything but free tickets to all the local pro games, so she didn’t really retire.” Tony says, “I’d like to show you how to save some money for health insurance premiums. Offering everyone free full Blue coverage is really expensive. There are some other options. And I think you should consider some money-saving vacation options. I never heard of anyone doing what TEAM FUN! does.” Kenny frowns. “As I recall, the vacation plan was what got you to take your job.” Tony sheepishly grins. “Four weeks to start is incredible. And earmarking one week to try out company products or services with you footing the bill sounded like a dream come true.” Norton nods. “That’s what we thought. Anyone who wouldn’t see it that way shouldn’t work here!” Edna offers, “I agree that the vacation policy is great. However, we have trouble getting working moms in here. And I think that soccer moms could add a lot to us. We need more family friendly benefits to really attract them.” Tony jumps in. “Exactly! If we come up with some guidelines to let employees tailor the benefits package to their own circumstances, we will spend benefits dollars more effectively and have a happier workforce.” Kenny frowns. “How could they be any happier?” “We’d have a more diverse workforce,” Tony replies. “What do you mean, diverse?” asks Norton. Kenny stands up and stretches and waves Norton over to the door. “Great ideas, Tony. We’ll talk more tomorrow. Come on, here. Why would you want to change that? Norton, let’s roll. We’ve got to see the finals of that tournament we watched yesterday.”

Questions :

. Design a flexible benefits plan for TEAM FUN!1.

Answer:

. 2. Evaluate the retirement policy in light of current human resource practices. Is it effective for this

Organization?

Answer:

. Is TEAM FUN! family-friendly? Explain 3.

Answer:[supanova_question]

MUSI 1306 Music Appreciation This link will take you to a video of me explaining the project. Below this

Chose one of the three topics listed 1,500 word minimum Include a bibliography of at least four sources, not

Chose one of the three topics listed 1,500 word minimum Include a bibliography of at least four sources, not.

Chose one of the three topics listed
1,500 word minimum
Include a bibliography of at least four sources, not including the textbook. Credible jazz sources including journals such as Downbeat, Jazz Times, JazzIz, Earshot, and All About Jazz have comprehensive internet websites. Other trustworthy music websites include All Music Guide and Discogs. Most living jazz artists maintain sites that provide helpful research information. A few deceased artists have websites that are administered by artist estates and/or families.
Sources that are not acceptable include Wikipedia and “fan” sites maintained by fans of an artist.

Cite sources in MLA or Chicago style format. If you are having trouble finding sources, talk to the instructor or a librarian at the UW Music Library[supanova_question]

Management Question

The topics for this paper will be to compare and contrast between two famous labor strikes that have taken place in the United States. The paper should be a minimum of 8 pages and be primarily in your own words. Any quotes must be properly cited. Turnitin will be used to review for plagiarism. Plagairism and/or excessive use of other’s material will be severely punished.
The paper must be 8 to 10 pages not including title page, ancillary pages, or resources.
[supanova_question]

Discussion

Chose one of the three topics listed 1,500 word minimum Include a bibliography of at least four sources, not What type of insight does each of the following statements offer the entrepreneur?
Balance Sheet
Income Statements
Statement of Cash Flow

Support your response with at least 2 academic sources outside the required materials for the course.

Read your classmates’ messages and post at least one reply

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this is a statistic question

Random sample instructions
You will need to select a sample of 101 universities. Follow these instructions exactly to randomly select your sample. Your sample will be completely different than the sample created by everyone else. If you turn in an assignment with the same sample selected as another student, neither student will receive credit for this assignment. (1) Type “RAND()” in the the cell for the first observation of the R Number variable (2) Apply this function to the rest of the observations in the data set. (3) Highlight the entire column for the random variable you just created. (4) Right click the highlighted column and select “copy” (4) Right click the column again and select “values” from the list of paste options. This will keep your random numbers from updating if you’ve done it correctly. (5) Now highlight the “R Number” column. Select the “Data” menu from the top of the excel window and sort from lowest to highest (A warning box may pop up. Make Sure to select “Expand the Selection” before sorting). (6) Copy the first 101 observations (remember the first row is just the variable name) from the population data provided and paste them to the sample data sheet in the excel workbook. This is the sample you will use to answer questions 1-8 on the previous page
Table 1: Variable Descriptions
Variable Name Description
instnmcitystabbrsectorem allfaculty tot 2011 satvr75 2011
satmt75 2011tuition2 2011tuition3 2011floan p 2011floan a 2011 undergrad tot 2011 em allfaculty tot 2018 satvr75 2018
satmt75 2018 tuition2 2018 tuition3 2018floan p 2018floan a 2018 undergrad tot 2018 R Number
Institution nameCity of institutionState abbreviationSector of institution2011 Total employed faculty2011 75th percentile of SAT verbal scores2011 75th percentile of SAT math scores2011 In-state undergraduate tuition ($)2011 Out-of-state undergraduate tuition ($)2011 Percentage of undergrads with a Federal student loan 2011 Average per student Federal loan amount ($)
2011 Total undergraduate enrollment2018 Total employed faculty2018 75th percentile of SAT verbal scores2018 75th percentile of SAT math scores2018 In-state undergraduate tuition ($)2018 Out-of-state undergraduate tuition ($)2018 Percentage of undergrads with a Federal student loan 2018 Average per student Federal loan amount ($)
2018 Total undergraduate enrollment Random value that you create
I will work shown on a piece of paper

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College of Administrative and Financial Sciences Assignment 3 Corporate Finance (FIN201) Deadline:

College of Administrative and Financial Sciences

Assignment 3

Corporate Finance (FIN201)

Deadline: (06/12/2021 @ 23:59 PM)

Course Name: Corporate Finance

Student’s Name:

Course Code: FIN201

Student’s ID Number:

Semester: 1st

CRN: 15228

Academic Year: 1442/1443 H, First Semester

For Instructor’s Use only

Instructor’s Name: Dr. Alam Ahmad

Students’ Grade: /5

Level of Marks:

Instructions – PLEASE READ THEM CAREFULLY

This assignment is an individual assignment.

The Assignment must be submitted only in WORD format via allocated folder on Blackboard.

Assignments submitted through email will not be accepted.

Students are advised to make their work clear and well presented. This also includes filling your information on the cover page.

Students must mention question number clearly in their answer.

Late submitted assignments will NOT be entertained.

Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.

All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).

Submissions without this cover page will NOT be accepted.

Assignment Questions

Q1: XYZ Company has decided to take a bank loan for the amount of $20 million with interest charged at 6%. XYZ also has 3 million equity shares outstanding trading at $10 each with a return to shareholders of 11%. The company has a tax rate of 35%. What is the after tax Weighted Average Cost of Capital? [2 Mark]

Q2: Describes the three types of Mergers?

[1 Mark]

Q3: What is your return on exercising a call option which was purchased for $5 with an exercise price of $30? The stock price at expiration is $40?

[2 Mark][supanova_question]

College of Administration and Finance Sciences Assignment (3) Deadline: Saturday 27/11/2021 @

College of Administration and Finance Sciences

Assignment (3)

Deadline: Saturday 27/11/2021 @ 23:59

Course Name:

Student’s Name:

Course Code: ACCT403

Student’s ID Number:

Semester: 1st

CRN:

Academic Year: 1443 H

For Instructor’s Use only

Instructor’s Name:

Students’ Grade: /5

Level of Marks: High/Middle/Low

Instructions – PLEASE READ THEM CAREFULLY

The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.

Assignments submitted through email will not be accepted.

Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.

Students must mention question number clearly in their answer.

Late submission will NOT be accepted.

Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.

All answers must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism.

Submissions without this cover page will NOT be accepted.

Assignment Questions (5Marks)

Question 1. (2 Marks)

Explain interview methods and the areas of concern in conducting them. Give example for each method.

Question 2. (1 Mark)

Q2. What are the characteristics of a good sample?

Question 3. (2 Marks)

Q4. Explain why the publication in a Refereed journal articles is more difficult than Professional journal articles.

Answers:[supanova_question]

Management Question

The topics for this paper will be to compare and contrast between two famous labor strikes that have taken place in the United States. The paper should be a minimum of 8 pages and be primarily in your own words. Any quotes must be properly cited. Turnitin will be used to review for plagiarism. Plagairism and/or excessive use of other’s material will be severely punished.
The paper must be 8 to 10 pages not including title page, ancillary pages, or resources.
[supanova_question]

ART 103 – Artistic Activism

Consider the readings and podcasts on Artistic Activism that you read for this module. Then, watch the following videos:
Watch: Wasteland
Watch: The case for Ai Wei Wei
Watch: You have to question what you see
In your initial post, answer the following questions:
Do you believe one of the artists is more effective than others based on the information you read and heard in the Artistic Activism podcasts and reading.
Which artist interests you the most? Why?
Ask a question: Pose a question that you would like your classmates to consider in their response to your post.
References for podcast and readings:
Read: Duncombe, S. and Lambert. S. (2018, April 9). Why Artistic Activism. The Center for Artistic Activism. https://c4aa.org/2018/04/why-artistic-activism/
Listen to the following podcasts:Lambert, S. (2018, October 31). Creative Resistance: Why Artistic Activism . The Center for Artistic Activism. https://c4aa.org/2018/10/creative-resistance-1-what-is-artistic-activism (24:26)
Lambert, S. (2018, November 7). Creative Resistance 2: Audience . The Center for Artistic Activism. https://c4aa.org/2018/11/creative-resistance-1-audience (20:10)
Lambert, S. (2018, November 14). Creative Resistance 3: Strategies and Tactics . The Center for Artistic Activism. https://c4aa.org/2018/11/creative-resistance-3-tactics-strategies (18:21)

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Saudi Electronic University College of Administrative and Financial Sciences ECOM201 – Introduction

Saudi Electronic University

College of Administrative and Financial Sciences

ECOM201 – Introduction to E-management

Assignment 3

Project Assignment

GoTech Solutions Company

2021/2022

Requirements

GoTech is a Saudi company (located in Riyadh) that provides technical and digital solutions to other businesses and individuals. Its operation focuses mainly on the Saudi market, but recently it opened two offices in Egypt and Italy. Eng. Abdullah is the CEO, and there are three regional managers (in 3 different countries) and 30 employees working under their supervision. 

Recently, Abdullah has been required to make vital decisions to keep GoTech running during many challenges, including new and existing competitors, rapid technology development, and Coronavirus pandemic. Consider yourself the CEO’s consultant who is required to help him put together a strategy so GoTech can not only survive but also thrive in the future. 

To help you develop your Consultation Strategy Report, use the following points as a guide:

Part 1 

An overview of GoTech company (0.5 marks)

Description of the type of management that GoTech follows. (1 mark)

Description of the challenges with that type of management. (1 mark)

Communication challenges

Cultural and political challenges 

Description of the necessity for creating a virtual Risks Response Team based on Tuckman’s Team Life Cycle Model (see figure 1). (3 marks)

Phases of team creation

Criteria for choosing the team 

Who are they, and why did you choose them?

Pros and cons of the virtual team

Description of the regional managers’ roles (2 marks)

What qualities must they have as leaders? 

How can they motivate themselves and their team? 

What digital recourses can they use to manage the team?

Part 2 

Description of challenges that loom over GoTech (1 mark)

Existing challenges/ disasters

Potential challenges/ disasters

Description of GoTech resources (1 mark)

What are the digital and financial resources?

How can these resources be utilized?

Description of GoTech digital capabilities (2 marks)

Existing capabilities that can be strengthened

Needed capabilities that must be invested in

Description of the solutions (3 marks)

Immediate solutions (based on points 4, 6, 7, & 8)

Future solutions (based on points 5, 6,7, & 8)

Closing remarks/ conclusion (0.5 marks)

Figure 1 Bruce Tuchman’s Team Life Cycle Model (Personio, 2021)

Important details

Due date

Marks

End of week 14

15 marks

Useful links:

http://www.nottingham.ac.uk/studentservices/documents/planning-and-preparing-to-write-assignments.pdf

APA reference system https://student.unsw.edu.au/apa

About plagiarism http://wts.indiana.edu/pamphlets/plagiarism.shtml

About plagiarism https://en.wikipedia.org/wiki/Plagiarism

Guidelines for the assignment:

This is an individual project, which is part from your course score. It requires effort and critical thinking.

Use the given cover page below. One mark will be deducted if there is no cover page.

Your assignment must be supported by evidence and resources. Otherwise, your answer will not be valid.

Use at least 5 different references from the SDL.

Use font Times New Roman, Calibri or Arial.

Use 1.5 or double line spacing with left Justify all paragraphs.

Use the footer function to insert page number.

Ensure that you follow the APA style in your project.

Your project report length should be between 1500 to 2000 words.

Up to 20% of the total grade will be deducted for providing a poor structure of assignment. Structure includes these elements paper style, free of spelling and grammar mistakes, referencing and word count.

Saudi Electronic University 

College of Administrative and Financial Sciences 

E-commerce Department  

 

 

Student Name: 

 

Student ID: 

Course Title: 

Introduction to E-Management

 

Course Code: 

ECOM 201

Academic Year/ Semester:  

2021/2022- 1st Semester

CRN: 

Instructor Name: 

 

Student Grade: 

Grade Level:[supanova_question]

Pg. 01 College of Computing and Informatics Project Report Deadline: Thursday 9/12/2021@

Pg. 01

College of Computing and Informatics

Project Report

Deadline: Thursday 9/12/2021@ 23:59

[Total Mark for this Project is 10]

Project Report

Deadline: Thursday 9/12/2021@ 23:59

[Total Mark for this Project is 10]

Systems Analysis and Design

IT243

Systems Analysis and Design

IT243

Instructions:

You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.

It is your responsibility to check and make sure that you have uploaded both the correct files.

Zero mark will be given if you try to bypass the SafeAssign (e.g., misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).

Email submission will not be accepted.

You are advised to make your work clear and well-presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.

You must use this template, failing which will result in zero mark.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO mark.

The work should be your own, copying from students or other resources will result in ZERO mark.

Use Times New Roman font for all your answers.

Instructions:

You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.

It is your responsibility to check and make sure that you have uploaded both the correct files.

Zero mark will be given if you try to bypass the SafeAssign (e.g., misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).

Email submission will not be accepted.

You are advised to make your work clear and well-presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.

You must use this template, failing which will result in zero mark.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO mark.

The work should be your own, copying from students or other resources will result in ZERO mark.

Use Times New Roman font for all your answers.

Student Details:

Name: ###

CRN: ###

ID: ###

Student Details:

Name: ###

CRN: ###

ID: ###

Instructions

As a system analyst, you are requested to develop an Information System by performing the first three phases of SDLC (planning, analysis and design). You need to apply what you have learned in the class and to participate in the team project work.

You have received a System Service Request (SSR) from a client and you need to apply the planning, analysis and design phases. 

In this project, the first step is to present the SSR received (select a scenario of your choice). Then, you need to prepare the main deliverables of the planning phase: Project Scope Statement (PSS) and the Baseline Project Plan (BPP).

Note that: all sections of these documents should be included (for example the system description, the feasibility assessment, and the management issues in the BPP).

Finally, you need to start the analysis and designing steps by providing the Data Flow Diagram (DFD) and the Entity Relation Diagram (ERD) of the Information System to be developed. 

Deliverables

This project should follow the main steps of the first three phases of the SDLC (phase 1, 2 and 3). Detailed description should be included in each phase.

Learning Outcome(s):

CLO3: Recognize different concepts, principles, and software modelling techniques.

Learning Outcome(s):

CLO3: Recognize different concepts, principles, and software modelling techniques.

Planning Phase

Under this section, include the following:

The System Service Request. (1.5 marks)

The Project Scope Statement. (1 mark)

The Baseline Project Plan. (1.5 marks)

Learning Outcome(s):

CLO2: Describe the role of analysis and design in software development.

CLO3: Recognize different concepts, principles, and software modelling techniques.

CLO5: Illustrate most common analysis and design techniques in the form of a group project.

Learning Outcome(s):

CLO2: Describe the role of analysis and design in software development.

CLO3: Recognize different concepts, principles, and software modelling techniques.

CLO5: Illustrate most common analysis and design techniques in the form of a group project.

Analysis Phase

Under this section, include the following:

List the functional and nonfunctional business requirements for the system. (1 mark)

Create the complete DFD (Data Flow Diagram) for your own system. (2.5 marks)

Learning Outcome(s):

CLO2: Describe the role of analysis and design in software development.

CLO3: Recognize different concepts, principles, and software modelling techniques.

CLO5: Illustrate most common analysis and design techniques in the form of a group project.

Learning Outcome(s):

CLO2: Describe the role of analysis and design in software development.

CLO3: Recognize different concepts, principles, and software modelling techniques.

CLO5: Illustrate most common analysis and design techniques in the form of a group project.

Design Phase

Under this section, include the following:

Use the ERD (Entity Relationship Diagram) to design the database of the information system. (2.5 marks)[supanova_question]

Kingdom of Saudi Arabia Ministry of Education Saudi Electronic University ??????? ???????

Kingdom of Saudi Arabia

Ministry of Education

Saudi Electronic University

??????? ??????? ????????

????? ???????

??????? ???????? ???????????

College of Administrative and Financial Sciences

Assignment 3

Strategic Management (MGT 401)

Deadline: 04/12/2021 @ 23:59

Course Name: Strategic Management

Student’s Name:

Course Code: MGT401

Student’s ID Number:

Semester: First

CRN:

Academic Year:2021-22

For Instructor’s Use only

Instructor’s Name:

Students’ Grade:

Marks Obtained/Out of 5

Level of Marks: High/Middle/Low

Instructions – PLEASE READ THEM CAREFULLY

The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.

Assignments submitted through email will not be accepted.

Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.

Students must mention question number clearly in their answer.

Late submission will NOT be accepted.

Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.

All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).

Submissions without this cover page will NOT be accepted.

Assignment No 3

Learning Outcomes:

Distinguish between different types and levels of strategy and strategy implementation (Lo.3)

Gain insights into the strategy-making processes of different types of organizations (Lo.4)

Understand issues related to strategic competitive advantage in diversified organizations (Lo.6)

From real national/international market, select any type of strategic alliance between two firms and answer the following questions:

Briefly introduce your chosen firms, partners of the strategic alliance (industry, nationality, size, market position…). (1Mark)- Max 150 words

What is the type of strategic alliance used by your chosen firms? Explain its different reasons. (1Mark)

What is the method used by the firms to manage their cultures after alliance? underline the pros and cons of this method. (1 Mark)

Is this strategic alliance successful? Justify. (1 Mark)

What recommendations can you give for the managers of these firms to improve their competitiveness? (1 mark)

Note. All references used should be listed by the end of your analysis, using the APA style.

Answers[supanova_question]

Assembly language

Learning Goal: I’m working on a programming project and need an explanation and answer to help me learn.

explain the code in details what does the code do how does it work how does it calculate the points
#################################################################
# Display Configuration#
#—————————————————————#
# Unit Width in pixels: 8#
# Unit Height in Pixels: 8#
# Display Width in Pixels: 512#
# Display Height in Piexels: 256#
#—————————————————————#
# Total units: (512/8) * (256/8) = 64 x 32 = 2048 pixels #
# Arena units: (256/8) * (216/8) = 32 x 27 = 864 pixels#
#################################################################
#########################################################################################
# Here we use the first byte of the color word to store other informations#
# 00 – moving Right | 01 – moving Down | 02 – moving Left | 03 moving Up#
# these flags are useful to erase the tail#
.data#————————
# Colors # FLAG | R | G | B #
scoreColor: .word 0x00FFFF00 # 00 | FF | FF | 00#
arenaBG: .word 0xBBBBFFFF # BB | B2 | 22 | 22 —-BACKGROUND COLOR #
appleColor: .word 0xFFFF0000 # FF (DM) | FF | 00 | 00#
snakeRight: .word 0x0000FF00 # 00 | 00 | FF | 00 –|#
snakeDown: .word 0x0100FF00 # 01 | 00 | FF | 00 |- MOVEMENT#
snakeLeft: .word 0x0200FF00 # 02 | 00 | FF | 00 |#
snakeUp: .word 0x0300FF00 # 03 | 00 | FF | 00 –|#
#————————##
#* DM = Dont matter#
# Addresses ————————————————————————
screenStart: .word 0x10010500
add_end_flag: .word 0x1fffff0f
# # # Numbers
dozen_start: .word 0x10011294, 0x10011298, 0x1001129C,
0x10011394, 0x10011398, 0x1001139C,
0x10011494, 0x10011498, 0x1001149C,
0x10011594, 0x10011598, 0x1001159C,
0x10011694, 0x10011698, 0x1001169C, 0x1fffff0f
dozen0_start: .word 0x10011294, 0x10011298, 0x1001129C,
0x10011394, 0x1001139C,
0x10011494, 0x1001149C,
0x10011594, 0x1001159C,
0x10011694, 0x10011698, 0x1001169C, 0x1fffff0f
dozen1_start: .word 0x1001129C,
0x1001139C,
0x1001149C,
0x1001159C,
0x1001169C, 0x1fffff0f
dozen2_start: .word 0x10011294, 0x10011298, 0x1001129C,
0x1001139C,
0x10011494, 0x10011498, 0x1001149C,
0x10011594,
0x10011694, 0x10011698, 0x1001169C, 0x1fffff0f
dozen3_start: .word 0x10011294, 0x10011298, 0x1001129C,
0x1001139C,
0x10011494, 0x10011498, 0x1001149C,
0x1001159C,
0x10011694, 0x10011698, 0x1001169C, 0x1fffff0f
dozen4_start: .word 0x10011294, 0x1001129C,
0x10011394, 0x1001139C,
0x10011494, 0x10011498, 0x1001149C,
0x1001159C,
0x1001169C, 0x1fffff0f
dozen5_start: .word 0x10011294, 0x10011298, 0x1001129C,
0x10011394,
0x10011494, 0x10011498, 0x1001149C,
0x1001159C,
0x10011694, 0x10011698, 0x1001169C, 0x1fffff0f
dozen6_start: .word 0x10011294, 0x10011298, 0x1001129C,
0x10011394,
0x10011494, 0x10011498, 0x1001149C,
0x10011594, 0x1001159C,
0x10011694, 0x10011698, 0x1001169C, 0x1fffff0f
dozen7_start: .word 0x10011294, 0x10011298, 0x1001129C,
0x1001139C,
0x1001149C,
0x1001159C,
0x1001169C, 0x1fffff0f
dozen8_start: .word 0x10011294, 0x10011298, 0x1001129C,
0x10011394, 0x1001139C,
0x10011494, 0x10011498, 0x1001149C,
0x10011594, 0x1001159C,
0x10011694, 0x10011698, 0x1001169C, 0x1fffff0f
dozen9_start: .word 0x10011294, 0x10011298, 0x1001129C,
0x10011394, 0x1001139C,
0x10011494, 0x10011498, 0x1001149C,
0x1001159C,
0x1001169C, 0x1fffff0f
#################################################################################################
#################################################################################################
# Macros:
# _____
.macro Pause
li $a0, 100 #
li $v0, 32 # Pause for 80 milisec
syscall#
.end_macro
.macro MegaPause
li $a0, 500 #
li $v0, 32 # Pause for 500 milisec
syscall#
.end_macro
#———————————————————————————————–#
# __________
.macro PaintArena
li $t0, 128 #starting line index [halved line size]
li $t1, 0 #starting pixel index
lw $t3, screenStart # load starting address on t3
lw $t2, arenaBG #load bg color on t2
drawline:
sw $t2, ($t3)# paint pixel_address
addi $t3, $t3, 4 # pixel_adress
addi $t1, $t1, 4 # pixel_i
blt $t1, $t0, drawline # if pixel_index < (line_size/2), keep painting line
addi $t3, $t3, 128 # else, jump pixel_adress to next beginning line.
addi $t1, $t1, 128 # jump pixel_i to next beginning line.
addi $t0, $t0, 256 # line_i .
ble $t0, 6784, drawline# if not finished painting line, do it again
# (27*line_size) (line_size/2)=6784
.end_macro
#———————————————————————————————–#
# _________
.macro ScorePlusPlus
addi $s0, $s0, 1
.end_macro
# _________
.macro SaveDispVal
move $s1, $t4 # save current unit value
move $s2, $t5 # save current dozen value
move $s3, $t6 # save current unit value
.end_macro
#################################################################################################
#################################################################################################
.text
PaintArena#Paint the arena
# Loading starting values…
li $s0, 3# load initial score (size of the initial snake)
li $s4, 3# Head x_pos
li $s5, 2# Head y_pos
li $s6, 0x10010704 # Tracking the tail to erase
lw $s7, snakeRight # Current movement
# for init
li $t0, 0x10010704 # Snake begin
li $t1, 0x10010710 # Snake end — total size: (end – begin)/4
li $t4, 0xFFFF0000 # Apple color
initialSnake:
sw $s7, ($t0) #
addi $t0, $t0, 4 # while SB < SE, fill the display with the snake body (size: 6/4??)
blt $t0, $t1, initialSnake # initial size will be 2.
jal generateApple
addi $ra, $ra, 20 # jumps to the line after addi to avoid verification
# of self collision (the instruction: beq $t0, 0x0000FF00, quit)
jr $ra
moveRight:
lw $s7, snakeRight
jal drawHead
addi $s4, $s4, 1
#init line 89 will jump here
Pause
lw $t7, 0xFFFF0004# Verifying which key is pressed
# OBS: This value stays on the register until another key is pressed
beq $t7, 0x00000077, moveUp # w key is pressed
beq $t7, 0x00000073, moveDown # s key is pressed
beq $t7, 0x00000071, quit # q key is pressed
j moveRight
moveDown:
lw $s7, snakeDown
jal drawHead
addi $s5, $s5, 1
Pause
lw $t7, 0xFFFF0004# Verifying which key is pressed
# OBS: This value stays on the register until another key is pressed
beq $t7, 0x00000061, moveLeft # a key is pressed
beq $t7, 0x00000064, moveRight # d key is pressed
beq $t7, 0x00000071, quit # q key is pressed
j moveDown
moveLeft:
lw $s7, snakeLeft
jal drawHead
subi $s4, $s4, 1
Pause
lw $t7, 0xFFFF0004# Verifying which key is pressed
# OBS: This value stays on the register until another key is pressed
beq $t7, 0x00000077, moveUp # w key is pressed
beq $t7, 0x00000073, moveDown # s key is pressed
beq $t7, 0x00000071, quit # q key is pressed
j moveLeft
moveUp:
lw $s7, snakeUp
jal drawHead
subi $s5, $s5, 1
Pause
lw $t7, 0xFFFF0004# Verifying which key is pressed
# OBS: This value stays on the register until another key is pressed
beq $t7, 0x00000061, moveLeft # a key is pressed
beq $t7, 0x00000064, moveRight # d key is pressed
beq $t7, 0x00000071, quit # q key is pressed
j moveUp
#————————————————————————————————————-#
drawHead: #local reg: t0, t1, t7
# Computing Address of (x, y) on the screen
sll $t1, $s5, 6 # t1 = s5 * (2^7) = s5 * 128(computing y)
add $t1, $t1, $s4 # t1 = s4(computing x)
sll $t1, $t1, 2# (coordenate -> address)
lw $t2, screenStart # Start address on the screen
add $t1, $t1, $t2 # Terminate couting address of new head
lw $t7, ($t1)# Takes data stored at new head for comparation
# checking if new head address is valid
bne $t7, 0xFFFF0000, checkBG # if next head add is not apple, check if it is BG
sw $s7, ($t1)# draw head on bitmap display
move $t9, $ra
j scoreUp
drawHead2:
move $ra, $t9
j generateApple# skip tail erasure, and generate apple
jr $ra
checkBG:
bne $t7, 0xBBBBFFFF, quit
sw $s7, ($t1) #draw head on bitmap display
# and proceed to erase tail
#————————————————————————————————————–#
eraseTail: #local reg: $t7, $t6, t3
lw $t6, ($s6)# save previous value of tail
lw $t7, arenaBG# load arenaBG color
sw $t7, ($s6)# Clear the tail on the screen (replace with arena color)
lw $t3, snakeRight
beq $t6, $t3, eraseRight
lw $t3, snakeDown
beq $t6, $t3, eraseDown
lw $t3, snakeLeft
beq $t6, $t3, eraseLeft
lw $t3, snakeUp
beq $t6, $t3, eraseUp
jr $ra
eraseRight:
addi $s6, $s6, 4 # next pixel to become the tail (x )
jr $ra
eraseDown:
addi $s6, $s6, 256 # next pixel to become the tail (y )
jr $ra
eraseLeft:
subi $s6, $s6, 4 # next pixel to become the tail (x–)
jr $ra
eraseUp:
subi $s6, $s6, 256 # next pixel to become the tail (y–)
jr $ra
#————————————————————————————————————–#
generateApple:
# Generate random number ———————————
li $a1, 1112 # Here $a1 configures the max value wich is the number of units on display (0 til 1023).
li $v0, 42 #generates the random number.
syscall
# Verify if it’s inside the playabe area —————–
move $t0, $a0#
sll $t0, $t0, 2# Computing new apple address
lw $t3, screenStart #
add $t3, $t3, $t0 #
lw $t0, ($t3)# get new add content
bne $t0, 0xBBBBFFFF, generateApple # if new apple address content is not arenaBG, try again
# Painting apple pixel ———————————–
lw $t0, appleColor
sw $t0, ($t3)
jr $ra
#———————————————————
################################################################################################################
#Calculate Score Units, Dozens and Hundreds ——————————————————————–
calcScoreDisp: #args: t0.
#results: t4, t5, t6
li $t1, 10
li $t2, 100
# Units
div $t0, $t1 # div score 10
mfhi $t4 # print (score mod 10)
# Dozens:
mflo $t7 # score/10
div $t7, $t1 # div (score/10) 10
mfhi $t5 # print ((score/10) mod 10)
# Hundreds:
div $t6, $t0, $t2 # print (score / 100)
jr $ra
###############################################################################################
scoreUp:
ScorePlusPlus# score
move $t0, $s0# move new score to calc Scores to be displayed
jal calcScoreDisp
beq $s0, 864, quitWin # max score
jal paintDisplay
SaveDispVal# save display numbers on s1 (units) , s2 (dozens) and s3 (hundreds).
j drawHead2
# Paint Switch —————————————————————————————————
paintDisplay:
move $t8, $ra # save link
# prepare Units ————————————————————
li $t7, 1# code 1: painting units
jal paintBlack
move $t2, $t4# pass the number to be painted (t4 have the Units)
lw $t1, scoreColor# Prepare to paint score color (load color)
jal chooseNumber
# prepare Dozens ————————————————————
# bne $t6, $s2, paintDoz
# jr $t8#only units changed, no need to paint anymore
paintDoz:
li $t7, 2# code 2: painting dozens
jal paintBlack
move $t2, $t5# pass the number to be painted (t5 = Dozens)
lw $t1, scoreColor # Prepare to paint score color (load color)
jal chooseNumber
# prepare Hundreds ————————————————————
# bne $t6, $s3, paintHun
# jr $t8# only changed till dozens, no need to paint anymore
paintHun:
li $t7, 3# code 3: painting hundreds
jal paintBlack
move $t2, $t6# pass the number to be painted (t6 = Hundred)
lw $t1, scoreColor # Prepare to paint score color (load color)
jal chooseNumber
jr $t8# finished painting display, go back.
# decide what to paint: ————————————————————
chooseNumber: #arg: t2, number to be painted
beq $t2, 0, paint0
beq $t2, 1, paint1
beq $t2, 2, paint2
beq $t2, 3, paint3
beq $t2, 4, paint4
beq $t2, 5, paint5
beq $t2, 6, paint6
beq $t2, 7, paint7
beq $t2, 8, paint8
j paint9
jr $ra
# Paint Number ——————————————————————————————–
paint0:
la $t0, dozen0_start # load address from score array start
j drawScore_compAdd
jr $ra
paint1:
la $t0, dozen1_start # load address from score array start
j drawScore_compAdd
jr $ra
paint2:
la $t0, dozen2_start # load address from score array start
j drawScore_compAdd
jr $ra
paint3:
la $t0, dozen3_start # load address from score array start
j drawScore_compAdd
jr $ra
paint4:
la $t0, dozen4_start # load address from score array start
j drawScore_compAdd
jr $ra
paint5:
la $t0, dozen5_start # load address from score array start
j drawScore_compAdd
jr $ra
paint6:
la $t0, dozen6_start # load address from score array start
j drawScore_compAdd
jr $ra
paint7:
la $t0, dozen7_start # load address from score array start
j drawScore_compAdd
jr $ra
paint8:
la $t0, dozen8_start # load address from score array start
j drawScore_compAdd
jr $ra
paint9:
la $t0, dozen9_start # load address from score array start
j drawScore_compAdd
jr $ra
# ——————
paintBlack:
la $t0, dozen_start
li $t1, 0
# Display painting ——————————————————————————————–
drawScore_compAdd: # args: (t0, t7, t1) t0 = array_begin_add; t7 = draw_code [1,3]; t1 = color
lw $t3, ($t0)# load *array address on t3
beq $t3, 0x1fffff0f , draw_quit # if t3 is end of array, quit
# now modify adress (t3) if needed:
beq $t7, 1, ds_Unt# it’s Untis. Then it’s 4 pixels ahead ( 16)
beq $t7, 2, drawScore_paint # it’s Dozens. Then maintin original address
subi $t3, $t3, 16# it’s Hundreds. Then it’s 4 pixels behind (-16)
j drawScore_paint
ds_Unt:
addi $t3, $t3, 16
drawScore_paint:
sw $t1, ($t3)# paint pixel *t3
addi $t0, $t0, 4# advance @array
j drawScore_compAdd
draw_quit:
jr $ra
################################################################################################################
quitWin:
# mensagem feliz
quit:
add $a0, $zero, $s0 #
li $v0, 1 # print score
syscall#
li $v0, 10 # safe quit
syscall#

done
Seen
8 mins ago[supanova_question]

College of Administration and Finance Sciences Assignment (3) Deadline: Saturday 27/11/2021 @

College of Administration and Finance Sciences

Assignment (3)

Deadline: Saturday 27/11/2021 @ 23:59

Course Name: Financial Accounting

Student’s Name:

Course Code: ACCT 201

Student’s ID Number:

Semester: 1st

CRN:

Academic Year: 1443 H

For Instructor’s Use only

Instructor’s Name:

Students’ Grade: /5

Level of Marks: High/Middle/Low

Instructions – PLEASE READ THEM CAREFULLY

The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.

Assignments submitted through email will not be accepted.

Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.

Students must mention question number clearly in their answer.

Late submission will NOT be accepted.

Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.

All answers must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism.

Submissions without this cover page will NOT be accepted.

Assignment Question(s): (Marks 5)

Q1. What are the items considered in Capitalization of interests? Describe each item [1 marks]

Q2. Intangible assets have three main characteristics: (1) they are identifiable, (2) they lack physical existence, and (3) they are not monetary assets.

Instructions

(a) Explain why intangibles are classified as assets if they have no physical existence. [0.5 mark]

(b) Explain why intangibles are not considered monetary assets. [0.25 mark]

(c) And, why does the accounting profession make a distinction between internally created intangible assets and purchased intangible assets? [0.25 mark]

Q3. On April 1, Paine Co. began construction of a small building. Payments of SAR 120,000 were made monthly for four months beginning on April 1. The building was completed and ready for occupancy on August 1. For the purpose of determining the amount of interest cost to be capitalized, calculate the weighted-average accumulated expenditures on the building by completing the schedule below: [1 mark]

Answer:

Date Expenditures Capitalization Period Weighted-Average Expenditures

Q4. Equipment that cost SAR80,000 and has accumulated depreciation of SAR43,000 is exchanged for equipment with a fair value of SAR32,000 and SAR8,000 cash is received. The exchange has commercial substance.

Instructions

(a) Show the calculation of the gain to be recognized from the exchange. [0.5 mark]

(b) Prepare the entry for the exchange. [0.5 mark]

Q5. Presented below are the components related to an office building that Lockard Company is considering purchasing for SAR10,000,000.

Component Useful Life Value

Building structure 60-year life 5,400,000

Building engineering 30-year life 2,400,000

Building external works 30-year life 900,000

Instructions

Compute depreciation expense for 2010, assuming that Lockard uses component depreciation. [0.5 mark]

Assume that the building engineering was replaced in 20 years at a cost of SAR 2,600,000. Prepare the entry to record the replacement of the old component with the new component. [0.5 mark]

3[supanova_question]

#GEA2: Corporate Ethics Assessment Using the insights from the lectures, case discussions,

#GEA2: Corporate Ethics Assessment

Using the insights from the lectures, case discussions, and your professional ethics statement as a foundation; this assignment asks you to reflect on the ethical posture of a multinational corporation. You will research a multinational company and investigate its ethical policies and practices. These polices can normally be found using a Google search.

This assignment is worth 150 points and counts for 15% of your final grade. It will be graded for both content and writing (e.g., grammar). Minimum word count: 800 for new content.

For this assignment, please submit your essay to Canvas by the end of Sunday in Week 15.

You are advised to structure each step (#1-4) in a separate section of your essay, with each section clearly labeled.

This assignment is individual-based, and you should complete it yourself. Do NOT consult any of your classmates.

Include your Professional Ethics Statement from GenEd Assignment #1 (step 2).

You should revise it to incorporate instructor feedback (if any).

Your statement needs to be complete (check on example statement shells provided in Assignment #1 instructions), but it does not need to include additional justifications.

Choose a multinational corporation. Linkable list of multinational corporations: http://en.wikipedia.org/wiki/List_of_multinational_corporations. You may choose a company outside this list.

Include a link to the company’s page of corporate ethics policy or code of conduct. Do not choose the company’s corporate social responsibility policy/report.

Write a summary of the most salient information that describes the corporation’s ethical policy or code of conduct.

Summarize and synthesize the salient policies. If they have listed a great number of policies, organize your summary based on common themes you can identify rather than explaining the policies one by one.

Use your own words. Be concise but not too concise (e.g., just listing the values). DO NOT COPY AND PASTE; PARAPHRASE IN YOUR OWN WORDS!

Describe and evaluate how this multinational company’s corporate ethical policies, values, and perspectives may differ across different cultural groups, or how this company’s corporate practices and ethic statement addresses cultural and legal issues that may vary across nations or cultural groups.

Stay focused on this company’s policies; do not venture into culture differences in general or differences of this company versus other companies.

Address specific policies and provide specific examples to support your claims.

Compare and contrast this multinational company’s corporate ethical policies, values, and perspectives versus your Professional Ethics Statement.

How are they similar or different?

Based on this comparison would you be a good fit to work for this company? Why or why not?

#GEA2 Corporate Ethics Assessment Rubric

Criteria

Ratings

Pts

Revised Professional Ethics Statement

15 Pts

Demonstrates the ability to construct a clear and insightful professional ethics statement that incorporates the instructor feedback.

11 Pts

Demonstrates the ability to construct a professional ethics statement that incorporates most of the instructor feedback, but the statement lacks adequate detail.

7 Pts

Demonstrates the ability to construct a professional ethics statement but few of the instructor’s comments are incorporated.

1 Pt

Submitted original non-modified professional ethics statement.

15 or <

Identification of Multinational Corporation Corporate Ethics Policy

15 Pts

Demonstrates the ability to identify a multinational corporation’s corporate ethics policy and provides a link to the appropriate website.

11 Pts

Demonstrates the ability to identify a corporation’s corporate ethics policy but the company is not multinational or the website link is not correct.

7 Pts

Demonstrates the ability to identify a multinational corporation but not their corporate ethics policy. (Incorrect website link).

1 Pt

Does not demonstrate the ability to identify a multinational corporation’s corporate ethics policy.

15 or <

Summary of Multinational Corporation Corporate Ethics Policy

30 Pts

Clearly and concisely summarizes and synthesizes the salient corporate ethics policies.

20 Pts

Summarizes the salient corporate ethics policies.

10 Pts

States or copies corporate ethics policies.

1 Pt

Does not include the corporate ethics policies.

30 or <

Evaluation of how corporate policy addresses cultural and legal issues that vary across nations and cultural groups

30 Pts

Critically evaluates how the corporate practices and ethics statement may vary across nations and cultural groups. (Specific examples and policies are addressed to support claims)

20 Pts

Critically evaluates how the corporate practices and ethics statement may vary across nations and cultural groups. (A general overview is provided but specific policies are not addressed)

10 Pts

Evaluation of how the corporate practices and ethics statement may vary across nations and cultural groups lacks detail.

1 Pt

Does not evaluation of how the corporate practices and ethics statement may vary across nations and cultural groups.

30 or <

Comparison with Professional Ethics Statement

30 Pts

Critically compares and contrasts the Corporate and Professional Ethics Statements. Identifies similarities and conflicts. Develops a strong argument for employment fit with the corporation.

20 Pts

Compares and contrasts the Corporate and Professional Ethics Statements. Develops an argument for employment fit with the corporation.

10 Pts

Compares the Corporate and Professional Ethics Statements. States employment fit with the corporation, but justification is lacking

1 Pt

Does not adequately compare Corporate and Professional Ethics Statements not develop an argument for employment fit with the corporation.

30 or <

Written Communication

30 Pts

Uses graceful and succinct language that skillfully and clearly communicates meaning to readers. Grammatically correct and virtually error free.

20 Pts

Uses straightforward language that generally conveys meaning to readers although writing may include a few grammatical errors

10 Pts

Uses language that sometimes impedes meaning because of errors in usage and grammar.

1 Pt

Poorly written due to numerous errors, poor organization, etc.

30 or <

Total

150 or <[supanova_question]

Chose one of the three topics listed 1,500 word minimum Include a bibliography of at least four sources, not