writting project for OR Economics Assignment Help

For this discussion, address the following:

• Create a personal ethical philosophy and explain from which philosophies you created it and why the contents are important and meaningful for you. List its precepts.
• Take your personal ethical philosophy statement and use it to work through the famous case of the Ring of Gyges. This story raises the question of what sanctions prevent people from just taking any liberties they are inclined to take. The whole subject of ethics, seen in large scale, is that of accepting and living under moral standards.
• What would you do if you had that second ring?
• What else within this course helps in responding to this fictitious situation or in explaining it?

Minimum of 2 sources cited (Must include source from book Thinking Critically About Ethical Issues 8th edition Vincent Ryan Ruggerio)

Submit your P2 Packet including your outline, an annotated bibliography, and any other notes you used to develop and manage your research.

here is my annotated bibliography

• International Journal of Emerging Technologies in Learning:
• Development of an infinite element boundary to model gravity for subsurface civil engineering applications:

Yaniawati, Poppy, et al. “Integration of e-Learning for Mathematics on Resource- Based Learning: Increasing Mathematical Creative Thinking and Self-Confidence.” Https://Online-Journals.org/Index.php/i-Jet/Articl….

Abstract:The purpose of this study is to introduce utilization of e-Learning for mathematics on Resource-Based Learning (RBL) with a scientific approach to increase mathematical creative thinking ability and to develop students’ self-confidence. This study is mixed method research with classroom action research for its design. Data analysis is with one-way ANOVA for creative mathematical thinking ability, t-test for self- confidence survey, qualitative analysis for observation and interviews on the self-confidence of grade VII junior high school students in Sumedang, Indonesia. Integration of e-learning into Resource-Based Learning method produced a better enhancement in mathematical creative thinking ability and self-confidence development in comparison to learning without learning. The scientific approach contributed positive influence on students’ learning achievement. Creative mathematical thinking ability showed increases from one cycle. Analysis of mathematical creative thinking ability covered aspect of fluency, flexibility, originality, and elaboration. The post-test result showed lower achievement in comparison to test result of the final learning cycle.

Astriani, Dyah. Mind Mapping in Learning Models: A Tool to Improve Student Metacognitive Skills. online-journals.org/index.php/i-jet/article/view/12657/6715.

Abstract:“This study aimed to measure the role of mind mapping in learning models to improve students’ metacognitive skills. The study used a pre-experimental one group pre-test post-test design, involving 33 students of science teacher candidates, Science Education Study Program, Universitas Negeri Malang, Malang, Indonesia, for three meetings. The instruments used were a mind map assessment rubric and a metacognitive skills essay questions as many as 15 questions alongside with its assessment rubric. Students were given a pre-test before learning activities and the same post-test consists of essays related to metacognitive skills. Research data were analyzed descriptively and quantitatively using a t-test and correlation analysis. The results showed: (1) there was increasing scores over mind mapping skills in the average by each meeting, namely score of 13.91 (Enough), 15.39 (Enough), and 18.18 (Good); (2) the paired t-test results showed the value of t = 9.196, with a significance of 0.000 <0.05; and (3) the results of the influence analysis of 0.552 showed that mind mapping with metacognitive skills was correlated by moderate criteria. To conclude, the mind mapping applied in the syntax of learning models can improve the metacognitive skills of students as science teacher candidates.”

G.Gkeka, Eugenia, et al. “Mobile Multimedia Education for Language Disorders.” Https://Online-Journals.org/Index.php/i-Jet/Articl….

Abstract:“This article describes the importance of new multimedia tools that provide multi-sensory education for language learning, especially for students who need special education. These contemporary appliances stimulate the senses, enter the motivation and reinforce the memory. In particular, these tools advance language skills such as comprehension, oral language and vocabulary, speaking expressions, reading capacities and writing abilities. Also, the evaluation for students with language disorders lies on cognitive and metacognitive capabilities, being created by these interactive media devices.

Na, Wei. “A Data Mining Method for Students’ Behavior Understanding.” Https://Doi.org/10.3991/Ijet.v15i06.13175.

Abstract:“To model students’ behavior and describe their behavior characteristics accurately and comprehensively, a framework for predicting students’ learning performance based on behavioral model is proposed, which extracts features from multiple perspectives to describe behaviors more comprehensively, including statistical features and association features. In addition, a multi-task model is designed for fine-grained prediction of students’ learning performance in the curriculum. A framework for predicting mastery based on online learning behavior is also put forward. Additional context information is added to the collaborative filtering algorithm, including student-knowledge-point mastery and class-knowledge-point, and students’ mastery is predicted according to the learning path excavated. Considering the time-varying of mastery, the approximate curve of students’ mastery of knowledge points is fitted according to the Ebinhaus forgetting curve. The experiments show that the proposed framework has a high recall rate for the prediction of learning performance, and also shows a certain practicability for early warning. Further, based on the model, the correlation between student behavior patterns and learning performance is discussed. The addition of additional information has improved the prediction efficiency, especially the operational efficiency. At the same time, the proposed framework can not only dynamically assess students’ master of knowledge, but also facilitate the system to review feedback or adjust the learning order, and provide personalized learning services.”.

2-American Society for Engineering Education:

Rahimzadeh, Farough, and David Chapman. “Development of an Infinite Element Boundary to Model Gravity for Subsurface Civil Engineering Applications.” Https://Onlinelibrary-Wiley-Com.ezproxy.lib.usf.ed….

Abstract:The accurate modelling of gravity is of crucial importance for a variety of issues including, but not restricted to, the identification of buried objects. Gravity is an unbounded problem, which causes challenges when applying numerical models, i..e.., it results in computational difficulties when specifying the relevant boundary conditions. In order to address this, previous research has tended to generate artificial boundary conditions, e.g., truncating the simulated domain and adding many unrealistic zero‐density layers, which introduces more unknown parameters and unnecessarily excessive computational time. In order to overcome such inaccuracies, this paper proposes an innovative development of the finite element modelling technique, which represents a step change in the field of gravity forward modelling. A comprehensive formulation of an infinite element to reproduce the far‐field boundary effect using only one layer of infinite elements is presented. The developed model considerably reduces the computational time while obtaining high degrees of accuracy. The model is validated against the exact solution of the problem, and its results show an excellent performance. The proposed method can significantly improve the postprocessing and interpretation stages of data analysis relevant to micro‐gravity sensors. The new method is applied to subsurface civil engineering although its applicability is manifold.

Haji, Twana. Development of an Infinite Element Boundary to Model Gravity for Subsurface Civil Engineering Applications. onlinelibrary-wiley-com.ezproxy.lib.usf.edu/doi/full/10.1002/nag.3027.

Abstract:The accurate modelling of gravity is of crucial importance for a variety of issues including, but not restricted to, the identification of buried objects. Gravity is an unbounded problem, which causes challenges when applying numerical models, i..e.., it results in computational difficulties when specifying the relevant boundary conditions. In order to address this, previous research has tended to generate artificial boundary conditions, e.g., truncating the simulated domain and adding many unrealistic zero‐density layers, which introduces more unknown parameters and unnecessarily excessive computational time. In order to overcome such inaccuracies, this paper proposes an innovative development of the finite element modelling technique, which represents a step change in the field of gravity forward modelling. A comprehensive formulation of an infinite element to reproduce the far‐field boundary effect using only one layer of infinite elements is presented. The developed model considerably reduces the computational time while obtaining high degrees of accuracy. The model is validated against the exact solution of the problem, and its results show an excellent performance. The proposed method can significantly improve the postprocessing and interpretation stages of data analysis relevant to micro‐gravity sensors. The new method is applied to subsurface civil engineering although its applicability is manifold.

read 6 pages answer Questions 9
Read the attachment or what id bellow.

“The Forgotten Story

That Helped Spark the

LA Riots

by Tasbeeh Herwees
April 28, 2017

Footage of the beating was broadcast across the country, provoking national outrage and
forcing a public conversation about race and police violence in the United States. The
day the four policemen walked out of that Los Angeles courtroom scot-free, the city
flared up in insurrection.

But Rodney King wasn’t the only flash point for the LA riots. One year earlier, a Korean-
American named Soon Ja Du—the wife of the owner of Empire Liquor Market—shot and
killed a 15-year-old black girl named Latasha Harlins in South Los Angeles. Although
popular narratives of the LA riots have minimized, or completely erased, the role
Harlins’ death played in both rallying the community and fomenting anger over anti-
black violence, more recent retrospective accounts have returned her story to its rightful
place as a critical point in the LA riots’ history. Four new documentaries—John

Ridley’s Let It Fall, Showtime’s Burn, Motherf*cker, Burn!, A&E’s LA Burning: The Riots 25
Years Later, and National Geographic’s LA 92—use Harlins’ case to recontextualize the
events leading up to the riots. Brenda Stevenson, a professor of history at the University
of California, Los Angeles, is the author of The Contested Murder of Latasha Harlins:
Justice, Gender and the Origins of the LA Riots, and appears in both the Showtime and A&E

documentaries. Stevenson spoke to GOOD about Harlin’s story and why the mainstream
media has largely ignored it—until now.

Your book—which came out in 2013, but is still very timely—examined the larger
mainstream narrative perpetuated in the media about the Rodney King riots and
why they happened, like the idea that it was a reactionary response to the beating of
King. It brings into view other events that led up to it, but focuses on the death of
Latasha Harlins at the hands of a Korean-American store owner. Can you talk about
what happened there?

Latasha lived in South Central LA, and she lived very close to the Empire Liquor Market,
which is why she went there to purchase some orange juice that Saturday morning. She
walks into the store, goes into the refrigerated part of the store and gets a bottle of
orange juice that costs a $1.79. She had $2 in her hand to pay for the juice. She sticks the
juice into her backpack and part of it’s sticking out of the top, and she proceeds to go to
the counter to pay for it.

Mrs. Du, the shopkeeper’s wife, is tending the shop that morning and immediately starts
to aggressively ask Latasha if she’s trying to steal her juice—this is from eyewitness’
accounts. Latasha says, ‘I’m trying to pay for it.’ Du grabs and tries to pull the backpack
off her to see what’s in it, and Latasha starts to fight back as a result of that. Du falls
down twice while they’re fighting. When she stands back up the second time, she has a
gun in her hand and she’s pointing it at Latasha. The juice has fallen out of the backpack
by now; Latasha bends down, picks up the juice, puts it on the counter, and turns to

walk out of the store to avoid any further confrontation. Du shoots her in the back of the
head.

This is in March. In November, Du is initially charged with first degree murder with
special circumstances. She’s found guilty of involuntary manslaughter. The
recommendation from the court, that’s the probation officer, is that she receive the
maximum sentence—16 years in prison, because she didn’t seem to show any remorse in
her interviews. But the judge in the case, Judge Joyce Karlin, decides that Du should not
spend any time in jail, and instead gives her probation, makes her pay for Latasha’s
medical and funeral expenses, gives her community [service], and lets her go—to the
horror and anger of the larger community, the black community, but also from all parts
of the city.

What’s even more painful to the community, and particularly to Latasha’s family, was
that the judge said that Latasha was the criminal and that Du was her victim. She said in
her sentencing statement that if Latasha was still alive, she’d probably be in her court
accused of assault on a shopkeeper. So we have one person who is alive and well—now
she’s the victim. And the person who’s dead and bleeding on the ground is the criminal.
And we see that happening over and over again. We saw it with Michael Brown, and we
saw it with Trayvon Martin—you know, on and on and on. It’s such a long list of names.

How did the community react at the time?

She was shot on a Saturday. That following Tuesday there were protests in front of that
store. And they continued to protest in front of the store to shut it down. There were a

lot of negotiations that went on over the summer about the relationships between the
black community and the Korean merchant community in South Central and South Los
Angeles.

There was a lot of angst in the black community towards merchants—Korean-American
merchants in particular. Right after [Du’s] trial, there was a lot of outcry, there were
protests at the courthouse where Judge Karlin routinely held her cases. There was a
recall measure, a petition that was circulated with hundreds of thousands of signatures.
The district attorney at the time, Ira Reiner, did send the sentence up to the California
Court of Appeals to see if they would change it. The California Court of Appeals came
back the week before the [Rodney King] trial ended, with, ‘We will not send this
sentence back to the court to be changed because of judicial discretion.’

In other words, the community never lost sight of this case. It continued to be discussed
in the churches in South Central Los Angeles, in the very traditional community activist
organizations like the Urban League and the NAACP, and, of course, the family’s own
organization, which is the Latasha Harlins Justice Committee.

Even though Latasha’s death wasn’t the precipitating event of the riots, it still played
a large role in fueling them. Why don’t people outside of Los Angeles know her name
as well as they know Rodney King’s?

For the older generation, people who live in South Los Angeles, her name is extremely
well-known. Anyone who was, at least 12 at the time, remembers who she was and what

happened to her. At the time of the event, it was a national news story, because the
tension between the Korean-American community and the African-American
community was not just [present] in Los Angeles, but also in New York, Chicago, San
Francisco, and Washington, D.C.

What happened is that five or 10 years later, the media fell back into thinking about the
LA rebellion in the way that we typically think about all racial conflict, which is that it’s
a male event. Rodney King is the kind of perfect victim of white male police brutality.
We don’t think about females who are involved. It’s the same reason why we don’t pay
so much attention to all of the women who have been killed in the last few years by the
police, like Miriam Carey or Kendra James. But everybody knows the names of Michael
Brown and Trayvon Martin and Tamir Rice and Philando Castile.

It seems like the Latasha Harlins story encapsulates so many issues we’re seeing play
out today. There’s, for example, the dynamic between the black community and the
nonblack immigrant community, and then there’s also anti-black misogyny—both of
which keep these kinds of stories from reaching the mainstream media in the ways
that other, similar stories do.

Or staying in the mainstream media. The nation is patriarchal and the black community
is patriarchal. Our imagination is [dominated] by male images—of what happens to men
and what men are doing. For example, in the case of Latasha Harlins, the judge is not
male. She is female. The person who killed Latasha is not male. She’s a woman. The
district attorney in that case is a woman.

But when we really think about the criminal justice system, we think about male police,
we think about male judges, we think about male juries, we think about male district
attorneys. We don’t think about the role that women play in the criminal justice system.
Latasha’s case is really important because it indicts the system versus indicting only the
police. The system failed because the judge decided to criminalize Latasha, versus the
person who had been found guilty of murder. It’s not the jury. It’s not the police. It’s not
the district attorney. It’s the judge. It’s the entire system—not just the policeman on the
street.

The fact that Latasha was killed by a civilian shows how the police state and state
violence extends beyond institutional borders.

But the good news is that the jury didn’t buy that. They were like, you don’t have a right
to kill somebody who’s walking out of your store.

What is Latasha’s legacy in South LA today?

One of the things that has happened, of course, is the hashtag #SayHerName. Latasha
has become one of the foundational pillars of that movement. Her case has really
become iconic in the sense that this was a girl who was killed, and people are not saying
her name anymore.

But the other thing, too, is that Latasha has been [memorialized] now in documentaries,
in books, in songs, and in law articles. That case is very important in the cases that are

taught in law school now. In terms of black culture, in terms of a culture of people who
are interested in the plight of the oppressed, she is well-remembered. Her family
continues to have commemorative events for her, on her birthday, and also on the day
that she was killed. She’s gaining the kind of recognition that she deserves. It gives her
some justice, but not the justice that her family wants her to have. “

i will send the Q after assigning a tutor.

Unit 4 – Assessment

Key Concept	Related Concepts	Global Context	ATL Skills
Global Interaction	Globalization, Resources	Scientific and technical innovation	Thinking: Gather & organize relevant information to formulate an argument; make unexpected or unusual connections between objects and/or ideas

“People may work together or fight over new technology and resources”

Ancient Warriors

Throughout this unit, we have looked at many ways civilizations engaged in fighting – both internally and externally. In addition, we have focused on making unexpected connections between ideas and organizing information to formulate an argument. Now it is time to put these skills into action and compare Ancient Warriors.

TASK

1. Research and present on two Ancient Warriors : WARRIORS ARE SAMURAI (BEFORE FIREARMS) AND SPARTANS (CIRCA 9TH CENTURY BC, 196 BC)
   1. No battles can have actually happened in history!
   2. Be unique with your battle selection! Challenge yourself to pick very different warriors.
2. Gather information and formulate an argument answering why would Warrior A beat Warrior B in a battle?
   1. For your argument: assume there are approximately the same number of soldiers on each side and the battle is on neutral grounds.
   2. Criteria to include: technology, strategies, weaponry, armour, training
3. All your work must be organized in the Research Log provided, including the use of the “drawing conclusions” chart.
4. Create a digital presentation to share your conclusion! This can be a Prezi, Google Slides, PowerPoint, video, infographic, etc. (max. 5 slides)

Assessment: Criteria B, C & D (rubrics below)

Research Log, Reflection & Self Assessment: Criteria B (2, 3, 4)

Presentation & Citations: Criteria C (1, 2, 3)

Conclusion: Criteria D (1, 2, 4)

A.L.	Criterion B: Investigating The student…	Criterion C: Communicating The student…	Criterion D: Thinking Critically The student…
0	… does not reach a standard described by any of the descriptors below.
1-2	identifies a research question that is clear, focused and relevant formulates a limited action plan or does not follow a plan collects and records limited or sometimes irrelevant information with guidance, reflects on the research process and results in a limited way.	communicates information and ideas in a way that is not always appropriate to the audience and purpose organizes information and ideas in a limited way lists sources of information inconsistently.	begins to analyse concepts, issues, models, visual representation and/or theories in a limited way begins to identify connections between information to make simple arguments N/A identifies different perspectives.
3-4	formulates/chooses a research question that is clear and focused and describes its relevance formulates and occasionally follows a partial action plan to investigate a research question uses a method(s) to collect and record some relevant information with guidance, reflects on the research process and results.	communicates information and ideas in a way that is somewhat appropriate to the audience and purpose somewhat organizes information and ideas creates an adequate reference list and sometimes cites sources.	completes a simple analysis of concepts, issues, models, visual representation and/or theories summarizes information to make some adequate arguments N/A recognizes different perspectives and suggests some of their implications.
5-6	formulates/chooses a clear and focused research question and describes its relevance in detail formulates and mostly follows a sufficiently developed action plan to investigate a research question uses methods to collect and record appropriate relevant information with guidance, evaluates the research process and results.	communicates information and ideas in a way that is mostly appropriate to the audience and purpose mostly structures information and ideas according to the task instructions creates an adequate reference list and usually cites sources.	completes a suitable analysis of concepts, issues, models, visual representation and/or theories summarizes information in order to make usually valid arguments N/A clearly recognizes different perspectives and describes most of their implications.
7-8	formulates/chooses a clear and focused research question and explains its relevance formulates and effectively follows a consistent action plan to investigate a research question uses methods to collect and record appropriate and varied relevant information with guidance, provides a detailed evaluation of the research process and results.	communicates information and ideas in a way that is completely appropriate to the audience and purpose structures information and ideas completely according to the task instructions creates a complete reference list and always cites sources.	completes a detailed analysis of concepts, issues, models, visual representation and/or theories summarizes information to make consistent, well-supported arguments N/A clearly recognizes different perspectives and consistently explains their implications.

I don’t have sources. I need 4-6 sources. I need the presentation to be in an infographic.

Below is a form that needs to be filled with research that has been done. I have fill out action plan but have not obtained any sources. There’s no preference for sources except what is indicated below as to what kind is needed.

Organizing your Research:

Part 1: Action Plan

Planning Dates:

Planning: Strategies

Start Date: April 7/2020 Due Date for Research: May 1/2020 Presentation Date:

Strategies I will use to complete: My Research: I will identify my topic that I will discuss. In this case I will identify the 2 ancient warriors I will be researching. I will set up what categories of what I will cover for my presentation. For example will I cover battles, time frames, what was unique to these warriors and what made them a warrior and historical. This information I will place in my research log I will organize my categories so I can make notes under each category from the research I do. I will obtain 5-6 credible sources to obtain my information for my research and will make a note to ensure I use citations. One way I will identify articles is by using keywords in the search engine to see what sources are available. My Presentation: For my presentation I will share my conclusion in infographic form. I choose infographic because it allows the audience to have a different way of obtaining the information and allows for imagination.

Part 2: Your Topics

Ancient Warrior 1:	Samurai (before firearms)
Ancient Warrior 2:	Spartans (circa 9th century BC – 196 BC
Your Presentation Style:	Infographic

After you locate your sources, record the useful information they contain here.

Remember to use at least one database source and one book source!

DATABASE Source #1: Write the name here Link: Share the link here

Your Notes (in your own words!):

Record any and all useful information here

Source #2: Write the name here Link: Share the link here

Your Notes (in your own words!):

Record any and all useful information here

Source #3: Write the name of the book here Link: Share the link here

Your Notes (in your own words!):

Record any and all useful information here!

Source #4: Write the name of the book here Link: Share the link here

Your Notes (in your own words!):

Record any and all useful information here!

*4 is the minimum number of sources, if you use more sources, copy and paste more tables below.

Your Works Cited List:

To format references in MLA properly use the guides provided for you on the Southpointe Learning Commons found here and the website citethisforme.

Sources (Alphabetical order):

Part 3: Your Conclusion

Organize your research into the drawing conclusions graphic organizer we used in class. The conclusion you reach needs to answer why would Warrior “A” beat Warrior “B” in a battle?

EVIDENCE #1

EVIDENCE #2

EVIDENCE #3

EVIDENCE #4

↓ ↓ ↓ ↓

Why would Warrior “A” beat Warrior “B” in a battle?

CONCLUSION (PEARL paragraph)

Link to your presentation: Insert a link to your presentation here! (Make sure the settings are changed so I can view the document!)

Your Reflection & Self-Assessment:

Instructions:

After you have finished all other work for this project, you will be asked to reflect on your learning experience.

Write 2-3 sentences that explain your answer to each of the following questions: What do you think were the most successful parts of your research? What did you struggle with most? How well did you organize your notes? Because of this experience, what will you do differently next time?

Assessment:

Research Log & Reflection: Criteria B (below)

Presentation & Citations: Criteria C

Conclusion: Criteria D

Complete a self-assessment by highlighting the strands of the rubric you believe you achieved. Justify your scores below.

Criterion B: Investigating	Criterion C: Communicating	Criterion D: Thinking Critically
… does not reach a standard described by any of the descriptors below.
N/A formulates a limited action plan or does not follow a plan collects and records limited or sometimes irrelevant information with guidance, reflects on the research process and results in a limited way.	communicates information and ideas in a way that is not always appropriate to the audience and purpose organizes information and ideas in a limited way lists sources of information inconsistently.	begins to analyse concepts, issues, models, visual representation and/or theories in a limited way begins to identify connections between information to make simple arguments N/A identifies different perspectives.
N/A formulates and occasionally follows a partial action plan to investigate a research question uses a method(s) to collect and record some relevant information with guidance, reflects on the research process and results.	communicates information and ideas in a way that is somewhat appropriate to the audience and purpose somewhat organizes information and ideas creates an adequate reference list and sometimes cites sources.	completes a simple analysis of concepts, issues, models, visual representation and/or theories summarizes information to make some adequate arguments N/A recognizes different perspectives and suggests some of their implications.
N/A formulates and mostly follows a sufficiently developed action plan to investigate a research question uses methods to collect and record appropriate relevant information with guidance, evaluates the research process and results.	communicates information and ideas in a way that is mostly appropriate to the audience and purpose mostly structures information and ideas according to the task instructions creates an adequate reference list and usually cites sources.	completes a suitable analysis of concepts, issues, models, visual representation and/or theories summarizes information in order to make usually valid arguments N/A clearly recognizes different perspectives and describes most of their implications.
N/A formulates and effectively follows a consistent action plan to investigate a research question uses methods to collect and record appropriate and varied relevant information with guidance, provides a detailed evaluation of the research process and results.	communicates information and ideas in a way that is completely appropriate to the audience and purpose structures information and ideas completely according to the task instructions creates a complete reference list and always cites sources.	completes a detailed analysis of concepts, issues, models, visual representation and/or theories summarizes information to make consistent, well-supported arguments N/A clearly recognizes different perspectives and consistently explains their implications.

Justification of scores: