UMKC Osha the Good the Bad and The Ugly Workers Protection Questions Writing Assignment Help. UMKC Osha the Good the Bad and The Ugly Workers Protection Questions Writing Assignment Help.
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1. Now that you’ve learned all about the beast, we call OSHA, Occupational Safety and Health Administration, has it done what it promised? go the attached URL for EHSToday an electronic magazine. Read completely the article OSHA: The Good, the Bad and the Ugly by John Rekus.
2. You will be looking at two different aspects of the article. One, what the is overall message the author is putting out. Secondly, do you consider this to be fair and balanced, (sorry)? Did Mr. Rekus give both sides of the good and the bad a fair shot?
3. Finally, what is your reaction to the article in whole. Did you agree or disagree with it? I realize that some if not all have a limited exposure to OSHA and its mission. Do your best and I’ll take your experience into consideration.
4. I’d like to have no less than two pages . Don’t do dumb stuff like triple spacing or using font 50pts. or higher
https://www.ehstoday.com/archive/article/21914339/…
UMKC Osha the Good the Bad and The Ugly Workers Protection Questions Writing Assignment Help[supanova_question]
SOCI 30 UCSD Belly Fat Healthy Advices Discussion Writing Assignment Help
For this assignment, you will write a 500-700 word blog post for the (imaginary) Fact Busters website. Follow a scientific “fact” upstream to its original source and then communicate your findings in an essay answering the questions: To what extent can we trust public portrayals of scientific studies in this source? What are the key differences between the scientific and popular representations of this “fact”? And what is at stake in whether or not this “fact” is treated as true?
To begin, you will select a source making a factual claim. You have options for finding such a fact, including: A claim made in an advertisement, brochure, label or website for a product or service. A news piece or social media post. A “factoid” or piece of advice someone shared with you. A scientific fact is a claim about the world that is presented as objectively true. Choose a fact that appears to be straightforward statement of truth, that can be verified or refuted through research. For example, a cafeteria poster reading, “Eat 6-8 servings of veggies a day for a healthy diet” would work as a source, because it makes a claim about cause and effect. One that reads, “Eat healthy every day” would not count because it makes a recommendation without making a claim and thus can’t be refuted.
Your document should be submitted as .doc, .docx, or .pdf to Canvas by 1/24 11:59pm.
You will need to cite your sources (where the fact came from, as well as the research article that supports or doesn’t support said fact) and include at least one class reading (for instance, ch. 15 of the Sismondo book). Citations should be in either MLA, APA, or ASA style. Here is a useful resource to make sure that you are citing your articles https://owl.purdue.edu/owl/research_and_citation/asa_style/references_page_formatting.html (Links to an external site.)
Generally, the popular science article you find should reference the scientific article or articles that is based on. However, to find a peer-review article, I recommend using the UCSD library website (Roger search engine) and/or Google Scholar. You can also talk to your professor or TA about finding articles. Do not hesitate to also reach out to a librarian online to ask about finding articles.
A papers will make a thorough comparison and analysis of at least one popular science article to at least one peer-reviewed scientific paper. The comparison of these articles should explain their differences and why these differences matter. You should be clear on why you believe this public portrayal of this “fact” can be considered true or not. A papers will also need to clearly connect their “blog post” to at least one relevant class reading and correctly cite their all of the articles referenced in the post.
B papers will make a comparison and analysis of a popular science article to a peer-reviewed scientific paper, while making a serious attempt to answer all of the prompt questions. B papers should clearly connect their “blog post” to a relevant class reading and correctly cite their articles.
C papers will make some comparison between a popular science article and a peer-reviewed scientific article. Your blog post should make an attempt to answer the prompt questions and have clearly cited articles.
D/F papers will make little to no comparison between a popular science article and a peer-reviewed scientific article, and will do little to answer the prompt questions or connect to a class reading.
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Coastal Carolina University Substance Abuse Among Adolescents Summary Writing Assignment Help
Module 2 – Rational Choice, Deterrence & Environmental Criminology Article Review.
Article that needs to be reviewed is attached. Directions are below and course material as well as the book used is listed below.
Article Reviews due (posted) by February 1, 11:59p (est)Article Review Guidelines
The purpose of the article reviews is to develop your ability to summarize, critically evaluate and communicate conclusions from scholarly research on the causes of crime. You will use these reviews to help each other understand the evidence supporting or refuting particular theories of crime. You will post your review on the course web site so that other students can use it to prepare for class and to inform their responses to exam questions. These guidelines will help you prepare your review.
In general, you should write the review with the goal of educating other students about the reading. Your review should: (1) summarize the main points of the article and (2) provide some critical analysis of the reading. Try to keep it short – shoot for no more than two pages (double- spaced), but under three pages is okay. Here are some suggested questions that will help guide you in constructing the two sections of your review:
Summary:
- What question does the article try to answer? What does the article seek to understand or contribute to our understanding of crime?
- How did the article study this issue? Since this is not a methods class, keep this brief and “non-technical.” Simply provide some basic information about how they studied the question.
- What did the article find or conclude? Did the findings support the theory or their expectations?Evaluation:
- What are the strengths and weakness of the study? What does the article miss? What would you add to improve the article?
- How does the study contribute to our understanding of crime? The article’s literature review or your text might help you out with this point.
- What are the implications of this article for public policy or future research? What questions does it raise?The best article reviews will have the following qualities:
- Complete and accurate. Your summary should show that you understand the main findings of the article. That is, your reader should be able to understand the article’s point without having to read the actual article itself. Avoid unnecessary details about the methods and prior research – focus on the findings.
- Clear and Accessible. Explain or “break down” complex ideas in your own words. Work to make the article accessible for other students when you write your review. Remember your job is to “translate” the academic language for a more general audience. Avoiding using lots of direct quotes from the article – summarize, summarize, summarize!
Evaluation. Identify important contributions of the article (its strengths) or major gaps (its weaknesses) for the class. Provide your reasons for these points. This section can be hard, but try it to help other students.
Some helpful tips for reading academic literature:
- Do not get bogged down in the technical information. You will find that the articles are dense and present complex information. You also find that because these articles are empirical “tests” of theories, they have lengthy research methods sections, which contain highly technical information about methods and statistics. You should just skim through this section and focus on what they found or didn’t find.
- Read the beginning of the article for the research questions or problem. In the beginning of the research paper, the authors are establishing the reasons for why they are studying this question. They discuss prior research and theory and they attempt to show where their new study fits into this literature. You will want to use this section to look for the research questions they are asking and why they are asking them.
- Read the conclusions or discussion for the general findings. This is the best and easiest section in which to find the main points of the study. Most students get tired of reading the article before they get to this. So read the background then skip ahead to the conclusions. This will help you get to what is important about the article.
- Avoid writing while you read. Attempt to read through the article and take some notes that you will want to include in your paper. Then “step back” and try to summarize the paper. This will help you write in your own words and voice. Go back to the article only to fill in key details.
Textbook: Criminological Theory: Past to present by Francis Cullen, Robert Agnew, Pamela Wilcox.
Cullen, Agnew & Wilcox
- Part X Introduction: Reviving Classical Theory: Deterrence and Rational Choice Theories
- Reading 28. Stafford & Warr, Reconceptualizing Deterrence Theory
- Reading 29. Cornish & Clarke, Crime as Rational Choice
- Part XI Introduction: Environmental Criminology
- Reading 31. Cohen & Felson, Routine Activities Theory
- Reading 49. Clarke, Situational Crime Prevention
- Reading 48. Wilson & Kelling, Broken Windows
Module 2: Study Guide
Rational Choice and Deterrence Theories
Background
We begin our discussion of crime theory with rational choice and deterrence theory for several reasons. First, rational choice is one of the most fundamental models of human behavior. While even economists and scholars from other fields that use the model as a starting point recognize the limitations of the basic model, it is also a widely-accepted vision of all types of human behavior. Second, rational choice provides the foundation for deterrence-based policies, which as you will see, are the rationale behind much of the criminal justice system’s approach to dealing with crime. Finally, these theories’ ideas are grounded in some of the earliest formalized thinking about crime and justice. The ideas and reforms proposed by what became known as the “classical school” or “classical theory” remain influential today. As discussed in the historical overview in Module 1, the ideas from classical school thinkers replaced old ideas about spiritual or demonic explanations of crime and began to establish a more rational basis for punishment and understanding crime. We have intense debates about justice approaches today – around the death penalty, long periods of incarceration – but there is no doubt that the reforms pushed for from classical school thinking led to a less brutal and rational approach to crime even if those reforms would seem out of mainstream today.
Rational choice and deterrence theories are among the oldest and most widely-used theories of crime. In the introduction to the Part I, the textbook discusses the ideas of classical theorists, focusing attention on Cesare Beccaria and his classic work, An Essay on Crimes and Punishments (p. 26), which is included in the readings. Building on the ideas of Jeremy Bentham and Thomas Hobbes, Beccaria, developed some of the foundational ideas behind rational choice and deterrence theory that continue to influence our understanding of criminal behavior and public policy. Bentham is best known for his ideas related to “free will” and what we often call the “pleasure-pain principle,” which suggests that people are motivated by a desire to do pleasurable things and avoid painful things. Modern theorists make this same argument about human behavior by making the assumption that people are “utility maximizers.” Beccaria applied the ideas to recommend a set of reforms around the existing systems of punishment of the time based on this underlying understanding of human behavior.
Several of Beccaria’s “reforms” from the reading excerpt are worth noting here because they connect to our discussion of criminal behavior and the rationale for punishment. First, Beccaria saw punishment as necessary to society because people, motivated by self-interest, would harm collective society. Here you have the utilitarian justification for creating laws and systems of punishments where behaviors harm the greater good. Second, Beccaria argues that the punishment for crimes should be proportional to the harm produced by the behavior:
…the means made use of by the legislature to prevent crimes, should be more powerful, in proportion as they are destructive of the public safety and happiness, and as the inducements to commit them are stronger.
You see in the quote above that proportionality is connected to the offense’s harm to society – “destructive of the public safety” – but also the benefits that potential offenders may gain from the crime – “inducements to commit are stronger.” You’ll see more of how this works when we examine deterrence theory.
Finally, among his other ideas, Beccaria recognized that the purpose of punishment “…is no other, than to prevent the criminal from doing further injury to society, and to prevent others from committing the like offense.” If we hadn’t known Beccaria was writing about 350 years ago we might think some modern criminologists and legal scholars were making these points: punishments should be proportional to the social costs of crime and connected to the benefits of the crime to the individual in order to meet the goal of deterrence and prevention. That, in a nutshell, is the same rationale behind much of the modern criminal justice system responses to crime. You should examine the reading from Beccaria in the text as an important historical work in the early development of crime theory; pay attention to the connections between his ideas and current thought and practice.
Classical school ideas re-emerged in the 1970s with the rise of economists and policy analysis in the field of criminal justice, along with a more conservative approach to crime control. Gary Becker’s work, “Crime and Punishment: An Economic Approach,” from his book Economics of Crime and Punishment and James Wilson’s “Thinking About Crime” article from the Atlantic Monthly were highly influential in establishing modern rational choice theory as an central argument about crime causation. The research of modern rational choice theorists, changes in the political environment, prominence of conservative thinkers (like Wilson) in public policy development, as well as real and perceived beliefs about the rise of crime, a generally understood to varying degrees to have led to much of “crime control era” -policy approaches – mandatory sentencing, mass incarceration, heightened police surveillance and arrest practices. These approaches may be moving out of favor in recent years but represent some of the key debates about justice policy in our society.
Modern Rational Choice Theory
James Q. Wilson’s begins his Atlantic Monthly piece with an example about a young person considering the crime of purse snatching. (We link to the piece, which is derived from his classic text, on the week’s overview page for your reference.) In Wilson’s scenario, the potential offender is interested in having a good time, sees an opportunity for an easy crime, and considers his options. We’d like to put the question to you in a slightly different manner:
Suppose someone left an iPod on a table next you at a fast food restaurant. You initially think they’ll come back, but when you look up again you see them driving out of the lot. No one is around and you are about to leave yourself.
Would you take it? What costs or benefits of this crime would you consider?
As the scenario above suggests, the main proposition of rational choice theory is that people weigh the costs and benefits of criminal behavior in the same way they do just about every other behavior and choose the alternative with the greatest benefit. If it benefits someone to sell drugs more than it does to make money through legitimate means, then that individual will choose to sell drugs (but see the “research in focus” in this lecture on this issue). Some of the costs associated with selling drugs are the potential of being punished, the potential for physical violence, and the economic costs of losing a legitimate job, while the benefits include the money you might make from selling drugs as well as less tangible benefits. So just as you might consider the costs and benefits of different graduate programs or of buying different cars, potential offenders (meaning, all people) weigh the costs and benefits of criminal behavior. The “rational actor” chooses those actions or behaviors that benefit them the greatest—or at least that they perceive to benefit them the greatest.
Although this argument makes a good deal of sense, it hinges on several assumptions about human behavior you should understand before we further discuss these theories. All theories of crime rest on underlying assumptions about human behavior that we cannot necessarily or easily test. Some of the main assumptions about human behavior that rational choice theorists make are the following:
- people seek to maximize their utility;
- they recognize a range of possible alternatives;
- they have information available to them about the likely consequences of each choice; and
- they can therefore rank the choices according to benefits.
Rational choice theorists, applying these assumptions to decisions about human behavior, contend, to some extent, that all people are essentially the same rational actors, which differs from the other theories of crime (notably, the biological theories taken up next week). (See also our discussion of the historical evolution of criminological theory and the text’s Section 1 Introduction on “In Search of the Criminal ‘Man'”.)
These are relative reasonable assumptions for most people, most of the time. Herbert Simon explains in Administrative Behavior, a classic work in organizational theory and social science generally, that people are more likely to act according to “bounded rationality,” rather than in the purely rational manner that rational choice and deterrence theorists suggest. Without entirely rejecting the assumptions of “rational man,” he explains that this means we often have somewhat limited information about choices and consequences of our actions. The consequence of this is that we act to “satisfice,” rather than to maximize our utility. We essentially “make do” with what we have and select the best choice at that time given a variety of constraints.
Wilson’s essay, which defends the rational choice theory and deterrence-based policies, identifies correctly that much of the debate around rational choice between different social science fields hinges on the assumptions. He points out that “delay, uncertainty and ignorance” makes applications of the rational choice model to crime more complex. Costs and benefits of crime are delayed and, in some cases, so far off it would be hard for us to “see” them correctly. Every cost and benefit come with some likely unknown or at least hard-to-guess-at probability of it taking place. In our updated scenario, the probability of getting the iPod successfully is fairly high and we would be fairly certain about it. But what is the probability of you successfully robbing a liquor store or setting out to deal drugs?
You should consider the ways these assumptions affect the validity of the theories discussed in these sections. Do you agree with these assumptions of human behavior? Do they apply to all types of crime and all people? What kinds of conditions need to be met?
An important point connected to the concept of rationality is that a rational choice is not something we would all think is the best course of action, objectively speaking in economic terms. What is rational to one person may not be rational to another based on their perceptions of the costs and benefits. People act in ways that are consistent with rational choice theory when they simply believe they are acting in their best interests. To use an extreme example, according to rational choice theorist, then, drug addicts act rationally to use heroin because in the short term they believe this benefits them the most, even though in the long term, it does not. The issues of physical addiction or underlying psychological issues are deemphasized. Describing rational choice this way almost makes it sound like it can never be wrong, but research we describe throughout this lecture qualifies and points to limitations in the model.
There is a good deal of evidence testing the extent to which potential offenders act in a manner consist with rational choice theory. Much of this is related to tests of deterrence theory, which is a more practical application of the theory, so we will hold off examining that research in depth here for now. The next section, Research in Focus, examines drug-dealing gangs from an economics of crime perspective as one example of research looking into how that rational calculus plays out—or not—among young men around drug dealing.
Research in Focus
Section Introduction: Throughout the course, we will be using “Research in Focus” sections to highlight some empirical research related to the theory we are examining. Your textbook provides the classic readings, which are often the initial statements of theories or important works in a theory’s development. This section fits with one of the main goals of the course: to help you understand the empirical evidence around each theory of crime. These sections may also illustrate innovative or model methods for studying the questions from each theory of crime. Pay attention to them and use them, if applicable, as empirical evidence to inform your writing assignments.
Research in Focus: Economics of Drug-Dealing Gangs
undefinedThe Quarterly Journal of Economics, 115, undefined
Steven Levitt, who co-authored the popular book Freakonmics, and Sudhir Venkatesh, author of Gang Leader for a Day, studied the economics of a street gang in Chicago in a novel way. Levitt and Venkatesh were able to analyze the financial records of a drug dealing gang to understand the extent to which financial gain motivates gang membership and activity. Like any other organizations involved in profit-driven business endeavors, the gang kept detailed records of how much money they brought in and how much money they had to pay out (for salaries and other expenditures). Levitt and Venkatesh test several questions using the gang’s financial records that inform our discussion of rational choice theory.
One relevant question they address is: Do members of drug dealing gangs make more money than legitimate employment opportunities available to them? Based on one of their most conservative estimates of wages, here is what they found out about gang member wages for the first year of the study:
All Members: |
$5.90 per hour |
|
Soldiers: |
$2.50 per hour |
|
Leaders: |
$32.30 per hour |
What does this say about the rationality of individuals participating in a drug dealing gang? Does their calculus add up? Levitt and Venkatesh show that soldiers make less than what they could potentially make in most legitimate job opportunities available to them in service-sector employment. These data then do not necessarily support the idea that financial gain as a motivation for participation here. The authors do point out one way in which economic gain could motivate participation here. They explain that only the potential—however unlikely—of becoming a gang leader makes gang membership financially beneficial. Gang leaders do make more, but the chances of achieving the “leader” salary are slim and there are numerous other potential costs that should prevent people from engaging in this activity. One cost the author’s highlight are those related to personal safety; this alone should make this a poor economic decision.
Still drug-dealing gangs continue to exist and young people continue to participate despite the lack of economic payoff described in Levitt and Venkatesh’s analysis. Why do you think this is the case?
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Cocktail Party Phenomenon Modes of Consciousness Psychology Question Humanities Assignment Help
Need help with my Psychology question – I’m studying for my class.
Our writing assignment for the week deals with the interface between attention and consciousness. After learning about the cocktail party phenomenon, please describe a scenario you may have encountered in your life that seems to fit the description of the phenomenon. Also, after reading about the phenomenon known as ‘inattentional blindness’ and watching the video demonstration (the basketball clip), I want to know your reaction to this video. Does it surprise you that ‘missed’ some crucial information watching the video the first time?
Papers should be written in APA format and should be 1-3 pages in length. Please be sure to address both the cocktail party phenomenon and inattentional blindness. Please submit your paper through Canvas by 11:59 pm on tuesday. Please be sure to include citations and full references for each source utilized.
resources: cocktail party effect –https://abcnews.go.com/blogs/health/2012/04/18/the…
basketball clip-http://viscog.beckman.illinois.edu/flashmovie/15.p…
Requirements: 2 pages | .doc file
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Capella University Coca Cola Leadership Decision Making Essay Business Finance Assignment Help
For this discussion, use the selected global organization (Coca- Cola) and review a minimum of two scholarly articles that address leadership decision-making. Respond to the following:
- Identify key decisions made in support of the global leadership issue being examined in your case study.
- Explain how the findings correlate with the global leadership issue in your case organization.
- Evaluate the relevance of selected theories or models in helping to create a culture of decision-making that supports the viability of your selected organization in a dynamic and global environment.
Requirements: 4-5 sentence for each question
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Cumberland University Differences Between Data Mining & Analytical Tools Questions Business Finance Assignment Help
I’m working on a business question and need an explanation to help me study.
Discussion Question 1: Define data mining. Why are there many names and definitions for data mining?
Discussion Question 2: What are the main reasons for the recent popularity of data mining?
Discussion Question 3: Discuss what an organization should consider before making a decision to purchase data mining software.
Discussion Question 4: Distinguish data mining from other analytical tools and techniques.
Discussion Question 5: Discuss the main data mining methods. What are the fundamental differences among them?
Exercise #1: Visit teradatauniversitynetwork.com. Identify case studies and white papers about data mining. Describe recent development in the field of data mining and predictive modeling.TextBook: Analytics, Data Science, & Artificial Intelligence 11th edition
Need 1page answer for questions and no plagiarism and no copy and paste sentence directly from any website. if using online source then should Rephrase the sentence and cite them according to APA format and mention the reference at end of document.
Cumberland University Differences Between Data Mining & Analytical Tools Questions Business Finance Assignment Help[supanova_question]
MUS Week 2 Music Theory Reaction Paragraph Humanities Assignment Help
I have all this information in the attached word doc
- We are challenged to listen to music more mindfully by Aaron Copland. Read the attached pdf in Aaron Copland and respond with your thoughts and summation on the article.
- Watch the Evelyn Glennie Video and please respond with your thoughts. TED Talk – Evelyn Glennie: How to truly listen. Click the video https://youtu.be/IU3V6zNER4g
- Watch the Ben Zander Video and please respond with your thoughts. TED Talk -Benjamin Zander: The transformative power of classical music. Click https://www.ted.com/talks/benjamin_zander_the_transformative_power_of_classical_music?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare
Aaron Copland, Ben Zander and Evelyn Glennie challenge us to reach beyond our musical comfort zones. I would really like to just hear what your reactions are to these three resources. Please write a reaction paragraph on each and then a final conclusion paragraph tying all three together. Thanks!
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CU Factors that Impact the Home & Community Based Services Data Review Project Essay Health Medical Assignment Help
Data Review Project Proposal
Professional Context
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:
- Competency 1: Transformation: Facilitate a change process that effectively involves patients, communities, and professionals in the improvement and delivery of health care and wellness.
- Write a clear, one sentence problem statement for a proposed project.
- Identify key performance indicators and outcome measures for a proposed project.
- Develop proposed structures for the visual display of summarized raw data.
- Competency 2: Execution: Translate strategy to develop and maintain optimal organizational performance in health care settings.
- Write a concise, substantive summary of current and relevant authoritative literature.
- Combine clear, coherent, and original writing, in APA style, with relevant and credible evidence from the scholarly and professional literature.
- Competency 3: People: Create an organizational climate that values and supports employees and colleagues in health care settings.
- Articulate the value of a data review project to an organization and to one’s professional health care leadership competency development goals.
Instructions
Now that you have considered leadership and performance measurement in Units 1–3, incorporate the feedback you received in this unit’s discussion into your draft proposal. Remember to use the Data Review Project Proposal Template and Project Management Timetable linked in the Resources and follow the instructions in both documents carefully.
Integrate instructor feedback on your proposal prior to sharing it with the prospective client.
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your data review project proposal addresses each point, at a minimum. You may also want to read the Data Review Project Proposal Scoring Guide to better understand how each criterion will be assessed.
- Write a clear, one sentence problem statement for a proposed project.
- State the issue in the form of a problem, and add a citation.
- Identify key performance indicators and outcome measures for a proposed project.
- Locate the authoritative sources for performance measurement.
- Write a concise, substantive summary of current and relevant authoritative literature.
- Cover the selected topic adequately in the summary.
- You are encouraged to visit the Capella University Library to confirm what sources constitute authoritative literature. The Library Research and Information Literacy Skills page linked in the Resources contains useful information on this topic.
- Develop proposed structures (for example, pie chart, graph, spreadsheet, and process map) for the visual display of summarized raw data.
- Reflect on what type of visual display structure will best fit your selected topic.
- Ensure that the data displays are clear and easily interpreted.
- Ensure that the proposed title includes the focus of the data, units of measurement, the organization’s name, and time frame.
- Articulate the value of a data review project to an organization and to one’s professional health care leadership competency development goals.
- Express main points, assertions, and conclusions clearly as well as effectively.
- Review the selected organization’s website to determine its vision, mission, culture, strategic focus, and how they provide value to patients.
- Ensure that you understand what is meant by the term value proposition.
- Consider a strategic, systems perspective when you are contemplating value to the organization.
- What evidence do you have to support your conclusion?
- Combine clear, coherent, and original writing, in APA style, with relevant and credible evidence from the scholarly and professional literature.
- Apply correct APA formatting to your source citations.
- Consider how or why a particular evidence supports your main points, claims, or conclusions.
- Is your supporting evidence clear and explicit?
Submission Requirements
You are required to submit a draft of your assignment to SafeAssign prior to submitting it for grading. Submit your work as a draft to check for any necessary edits. Once the assignment is finalized and all edits have been made, submit the final version to your instructor for grading.
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CMIT 495 UMUC Computer Science and Software defined Networking Essay Computer Science Assignment Help
Software-defined networking (SDN) and intent-based networking (IBN) offer an ability to revolutionize the modern network architecture. Both of these concepts are relatively new, and your chief technology officer (CTO) has only heard them in passing. In fact, she pawned them off as the new “marketing fad” dressed up as a new concept. Since you have researched both technologies, you understand this is not a fad. When used in combination with virtualization and cloud computing, you know SDN and IBN could revolutionize how the organization operates, providing for reduced costs, efficiency, better management of the network assets, and security.
However, you need to develop a white paper for the Caduceus CTO to highlight these benefits. Given the CTO has only heard the term in passing, you must describe in this white paper, the SDN and IBN concepts, their benefits, and what it would take for the organization to implement.
Grading Criteria:
1.1.1: Articulate the main idea and purpose of a communication.
1.1.2: Support the main idea and purpose of a communication.
1.1.3: Present ideas in a clear, logical order appropriate to the task.
1.1.4: Explain the relationship between the ideas presented to enhance clarity and comprehension.
1.3.3: Integrate appropriate credible sources to illustrate and validate ideas.
2.3.1: State conclusions or solutions clearly and precisely.
10.1.3: Define the specifications of required technologies.
13.2.1: Evaluate vendor recommendations in the context of organization requirements.
I’ve attached the template in question to ensure everything is included.
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New York University Football Series Betting Strategy Probability Question Programming Assignment Help
I’m working on a r question and need support to help me understand better.
Using Excel or R to solve a probability question.
1.A Word document that is prepared according to the APA standards of formatting. In
the Word document, explain the experiments and their respective conclusions, and
additional information as indicated in each problem.
2. Either an Excel workbook or an R script file (.R file) that contain all the work. If Excel is
used, please complete each part in a separate worksheet but all worksheets should be
located in the same workbook.
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UMKC Osha the Good the Bad and The Ugly Workers Protection Questions Writing Assignment Help
UMKC Osha the Good the Bad and The Ugly Workers Protection Questions Writing Assignment Help