Identify, from the course text readings on World War I, World War II, and the Cold War, one example from each conflict of effective, timely communications of national interests between international actors.

If your last name begins with A – M, you must complete the following:

    • Identify, from the course text readings on World War I, World War II, and the Cold War, one example from each conflict of effective, timely communications of national interests between international actors.
    • Explain what factor(s) made the communications effective and timely.

 

Determine the most appropriate statistical test for your research questions. Identify the appropriate statistical test(s) for your research question(s).

Variables

Clearly identify the variables of your study as stated in your research question(s) and provide an operational definition for each variable.

Indicate how data for each one of these variables will be collected (including source of data, available range, and so forth)

If applicable, indicate the independent and dependent variables and identify any covariates.

Determine types and level of measurement of all variables (categorical or quantitative). For categorical variables specify the number of categories.

Determine the most appropriate statistical test for your research questions, (i.e., degree of relationship, group differences, prediction of group membership, or structure.)

Identify the appropriate statistical test(s) for your research question(s). Please note that this process will be refined further when you begin defining specific hypotheses for each research question.

  • Research Design;
  • Data Processing and Analysis;
  • Limitations, Delimitation, and Methodological Assumptions.

In Research Design, you need to explain your research method (qualitative, quantitative, or mixed) and briefly elaborate the specific type (e.g., phenomenology, comparative, correlational, and so forth) and the reason why the design is appropriate given the purpose of the study. In this section, you will also need to elaborate on the type of data that you will obtain in order to conduct your research as well as the sample size.

Explain where and how you will obtain the data for your research. If applicable, you may add a subsection on surveys and instruments that will be used in your research.

Briefly discuss issues related to validity and reliability of surveys and instruments that will be used in your research.

In Data Processing and Analysis, describe the specific method of analysis. For quantitative studies, provide the statistical method to be employed and list the key assumptions for the chosen technique. For qualitative studies, explain the details of the chosen method of analysis.

In the section titled, Limitations, Delimitations, and Methodological Assumptions, provide a brief explanation of any limitations or issues related to the study, including, but not limited to potential weaknesses related to validity, data collection, and so forth. Also discuss the scope of data and the delimitation of your research.

 

Describe the need for change. Provide background/historical information as needed. Discuss barriers or resistance to the change.

Organization confidential

For your final project, you will construct a plan for a “change” within your Organization (or Organization of your choice that you research). As leaders we are constantly solving problems.

This project will include the following:

  • Describe the need for change.
  • Provide background/historical information as needed.
  • Discuss barriers or resistance to the change.
  • Discuss benefits of the change.
  • Provide recommendations.
  • Discuss the process/strategy you will follow to implement the changes.

Attached is handout to use that provides guidelines to help assist you with developing your paper.

Make sure to follow APA requirements. Your final project (Strategic Leadership Change Initiative) will be 6-8 pages in length (this does not include the cover, reference pages and/or any appendices).

Make sure to include headings for each section as follows:

  • Introduction
  • Problem Statement
  • Analysis
  • Summary
  • conclusions
  • Recommendations.

Make sure to cite all sources. Sources not properly cited or not cited at all are considered plagiarism and earns a zero grade.

Use scholarly journals, articles to support your research (powerpoint, youtube video, websites, wikipedia are not considered scholarly sources. If using a website-keep to a minimum-1 or 2 only.)

You can keep the identity of your Organization confidential by referring to your company as “ABC” or “XYZ” Company, prior to submitting your paper. Make sure to follow APA guidelines, especially in regards to citing sources, originality of work, and plagiarism. (Safe Assign tutorials and guides are located under the Start Here menu tab.)

Oral Presentation: (slides are to be submitted no later than and will be presented in class .Students will create

15 to 20 minutes PowerPoint or Prezi to illustrate your final projects change plan.The PowerPoint slides should follow the same format as described above.

 

Explain the theory and apply it to a true example of a delinquent act by a juvenile reported in the news or Internet.

CC Drift Theory and Delinquency Discussion

  1. Read Chapter 4 and Select one of the following theories from below
  1. CHOOSE ONE (1) THEORY: , (3) social disorganization, (4) cultural deviance, (5) lower-class culture, (6) delinquent subcultures, (7) strain, (8) opportunity, (10) differential association, (11) concentric zones, (12) drift, (13) inner containment, (14) outer containment, (15) social control, or (16) interactional
  1. Explain the theory and apply it to a true example of a delinquent act by a juvenile reported in the news or Internet. Remember, a juvenile is a minor. For this exercise, assume all states define juvenile as anyone under the age of 18 even though the definition of juvenile varies state to state.

 

Identify an artifact that represents the characteristics of each era. What do you believe was the purpose for the creation of each of the artifacts you selected?

Lasting Ideas From The Renaissance Assignment

In addition to the information presented this week regarding the reasons for the creation of artifacts in each era (the ancient world, the Middle Ages, the Renaissance), recall information about motives for creating artifacts presented earlier in the course as you answer these questions:

  1. Identify an artifact that represents the characteristics of each era. You should identify a total of three artifacts. Insert an image or include a link to your artifact.
  2. What do you believe was the purpose for the creation of each of the artifacts you selected? Justify your response using what you now know about the culture and values of each era.
  3. Why do you believe the creators felt the need to express themselves using these artifacts?

When responding to your peers, reflect on what you have learned in this theme. What differences do you notice between the artifacts from each era? Where do you think those differences stemmed from? Do you think contemporary human creative expression can or should work to elevate humanity?

INCLUDE RESPONSES.

CLASSMATE #1 DISCUSSION POST (COURTNEY TOMES)

Ancient World

Lysistrata is a comical play written around 411 BCE to showcase the disagreement with the Peloponnesian war. The play is written about the democracy in Athens, and how women could be powerful if they stood together for their better good. However, during that time-period this idea was comical and “ridiculous”. I believe the playwright, Aristophanes, created this piece to express his personal concerns and feelings about the war, however portrayed it in a comical sense to gain attention and attraction to his piece.

Middle Ages

Everyman is a play from the Middle Ages (1530) created to teach and portray Christian morals. This morality play was created with intentions of displaying “Everyman’s” encounter with death before the final judgement” (The British Library, 2019). Throughout the play, the character tries to collect material goods and meet people to help him during his journey, only to realize it is all meaningless, and only he can get himself into Heaven. Due to religious restrictions on art in the Middle Ages, this play perfectly represents the messages and themes of Middle Aged literature.

Renaissance

In 1490, Leonardo da Vinci created the Vitruvian Man. This creation brings back the initial value of Humanities that I mentioned in my very first discussion post, “everything connects with everything”. The proportion and geometric principals were used to make a “connection between man and nature” (Totally History, 2019). Da Vinci was originally inspired by the work of Vitruvius, an ancient Roman architect, and used that inspiration to connect art with math. This piece was extremely relevant to the impact on the Renaissance, since this was the time where scientific thought and understanding of humanism exploded.

 

References:

Ancient-literature.com. (2019). Lysistrata – Aristophanes – Ancient Greece – Classical Literature. [online] Available at: https://www.ancient-literature.com/greece_aristoph…

The British Library. (2019). Everyman, a morality play. [online] Available at: https://www.bl.uk/collection-items/everyman-a-mora…

Totally History. (2019). Vitruvian Man by Leonardo da Vinci – Facts & History of the Drawing. [online] Available at: http://totallyhistory.com/vitruvian-man

 

Write a paper where you develop your own conclusion on the appropriate balance between the benefits of society’s pursuit of knowledge (“Light” in Frankenstein) and the potential risks and dangers when that pursuit goes wrong (“Fire” in Frankenstein).

Humanities Question

Frankenstein evokes literary themes that arguably parallel those found in the development of western thinking along several dimensions, including changes or innovations in: social norms, political organization, scientific discovery, and economic production. Using your own critical thinking in conjunction with the Frankenstein text itself and the historical material and/or current debates we have studied this semester, write a paper where you develop your own conclusion on the appropriate balance between the benefits of society’s pursuit of knowledge (“Light” in Frankenstein) and the potential risks and dangers when that pursuit goes wrong (“Fire” in Frankenstein). Your analysis can take any direction that allows you to present your best writing and deepest analytical thinking.

Your analysis should be a minimum of 6 pages. Refer to the grading rubric linked below for more detailed information on the specific expectations for this assignment. PLease take a look at the rubric attached , and answer as it asked.

 

Look carefully at each of the sources you have collected so far—hooks, photocopies of journal articles, and Internet printouts. Try writing a summary or précis of each one. At the same time, make decisions about material worthy of direct quotation and material that you want to paraphrase or summarize.

Developing Outlines and Writing Effective Notes

A section of Jamie Johnston’s sentence outline is shown in the fol-lowing example. As shown here, the thesis statement should appear as a separate item in the outline. It is the main idea of the entire paper, so try not to label it as Item I in the outline. Otherwise, you may search fruit-lessly for parallel ideas to put in II, III, and IV. (See also pages 218-219 on using the thesis in the opening.)
Outline Thesis: Prehistoric humans were motived by biological instincts toward warfare rather than cultural demands for a share of limited resources. I. The conflict of “noble savage” versus prehistoric warriors has surfaced in recent literature. A. Some literature has advocated the existence of harmony and peace among early tribes. 1. Rousseau argued for a noble savage in the 1700s. 2. The Bible speaks of the Garden of Eden. B. Recent research suggests that wars have existed since the dawn of life. 1. LaBlanc cites evidence from the Southwest Indians. 2. Yates reports on Chinese weapons from 28,000 Bc. 3. Ferrill has examined cave paintings. II. The evidence points clearly to the existence of prehistoric wars. A. Anthropologists have uncovered skeletal remains of captives who were executed. 1. Victims were skinned alive. 2. Victims were decapitated. 3. Massacres occurred in Europe, North and South America, Japan, and other parts of the world.

YOUR RESEARCH PROJECT
1. Look carefully at each of the sources you have collected so far—hooks, photocopies of journal articles, and Internet printouts. Try writing a summary or précis of each one. At the same time, make decisions about material worthy of direct quotation and material that you want to paraphrase or summarize.

2. Decide how you will keep your notes—and handwritten notes in a research journal or in computer files. Note: The computer files will serve you well because you can transfer them into your text and save typing time.

3. Write various types of notes—that is, write a few that use direct quo-tations, some that paraphrase, and some that summarize.

4. Conscientiously and with dedication, write as many personal notes as possible. These will be your ideas, and they will establish your voice and position. Do not let the sources speak for you; let them support your position.

5. If you have access to OneNote or some other notetaking program, take the time to consider its special features. You can create notes, store them in folders, and even search your own files by keyword, category, and reference.

6. It is easy and simple to use a general all purpose model, especially for a beginner researcher. However, to refine your writing skills, try to draft a different outline of your paper using more than one model, as given in pages 166-169. This will help you find out how comfortable you are with different types of models.

7. With help from the discussion in section 9i, choose the form of out-line that you think will be most useful for you. Use standard outline symbols in the process.

8. Consult the research schedule outlined at the end of chapter 1. By this time, you should have notes from sources and a plan for organiz-ing your research project as you pull your thoughts and resources together to begin drafting your paper.

Write a C program that, given an input file that contains: a grid size, coordinates of bakery-cafe locations, and customer survey responses; generates as output, a file with the maximum number of locations that can be accessed for each given survey response and the optimal coordinate from which a person can access them.

C Programming

Write a C program that, given an input file that contains: a grid size (representing blocks in a neighborhood), coordinates of bakery-cafe locations, and customer survey responses; generates as output, a file with the maximum number of locations that can be accessed for each given survey response and the optimal coordinate from which a person can access them.

The Sunrise bakery-cafe chain has several locations in different parts of the far, far away city. City folks love coffee and donuts from Sunrise ❤☕���, so the local “kitties in booties” real estate company is interested in identifying landmarks that represent a good deal to build rental apartments that is based on proximity to Sunrise locations in the neighborhood.

To perform the valuation analysis, a map of the neighborhood marked with Sunrise locations is used. Assuming the average person is willing to walk a certain number of blocks to get their morning coffee, you need to find the coordinates from which a person can access the maximum number of Sunrise locations. A map has a grid layout (matrix), with blocks aligned on the northsouth and east-west axes. Since we need to walk through the streets to reach a location, the distance between the intersections (a,b) and (c,d) is given by the equation: |ac| + |bd|.

 

Instructions:

The source file for this assignment will be named p2_<username>_<labsection>.c

When you run your program, you will enter the input filename on the command line as follows:

 

p2_<username>_<labsection> <input_file> 

 

Input:

Each input file could contain several test cases. The first line of each test case contains four integers dx, dy, n, r. These values represent: the dimensions of the grid dx×dy, (1<dx≤100) and (1<dy≤100), the number of locations n (0≤ n≤8000) and the number of responses for a survey r (1<r≤20). Each of the next n lines contains two integers xi and yi, (1≤ xidx, 1 ≤ yidy) these specify the coordinates of the ith Sunrise location. Each of the next r lines contains an integer max(0≤max≤100), which is the maximal distance that a person is willing to walk for a cup of coffee to a Sunrise location. The end of the test cases is a line containing four zeros.

 

Assumptions:

  • There is at most one Sunrise location per intersection (coordinate)
  • The nvalue for a test case is at most the grid size (ndx×dy)
  • Range and type for dx, dy, n, rare correct
  • Line 0 0 0 0to indicate the end of test cases is always present
  • The input filename contains a single dot (.) an its extension (txt, in, etc.)

 

Output:

The program will print the results in an output file whose name will be the same as the input file but with the extension .out. If run is successful, the program prints the message “Output file: <output_file.out> created successfully”. Within the file, each instance is labeled as Instance #:, where # is the corresponding test case (the first case is 1, the second 2, and so on). Then, display a line for each survey response (r). Each line displays the maximum number of bakery-cafe locations that could be accessed for the maximal distance (max) that a person is willing to walk in that survey response followed by the optimal coordinate in the grid (x,y). Then, display the solution as a manner of a “map”, where each line grid is printed on a new line using ‘-‘ for an empty cell grid, ‘*’ for a Sunrise location, and ‘$’ to represent the optimal coordinate. Use ‘@’ when an optimal coordinate is the same as a Sunrise location.

Note:

  • A location is in a square, thus a person can walk “over” it to access any grid intersection.
  • If for a given test case, the same coordinate appears more than once, i.e., it is the same coordinate for more than one survey response, just use a single ‘$’ in the cell grid.
  • If there is a tie, choose the min-ycoordinate as the first criterion and the min-x coordinate as the second criterion. Finally, print the corresponding grid solution for the test case.
  • When printing the grid solution, do NOT leave blank spaces between each character, nor between each test case
  • If there are no solution for a survey response, print -1(-1,-1).
  • Implement the functions that you consider necessary to solve the problem.
  • Include appropriate comments in your code and a comment header similar to Project 1.

 

Specific Requirements:

When coding a program, we try to avoid “Run Errors” using some techniques like checking user input, and some function returns, therefore your program must include the following functionality:

  • Verify that the command line arguments are at least 2, if not, display an Err Msg, and exitthe program: “Error! You must specify input filename: ./p2 <input_filename>”
  • Verify that your program can open the buffer space for a file (fopen), otherwise display an Err Msg, and exitthe program: “Error! The <filename> file can’t be opened”

 

Restrictions:

  • Global variables are not allowed

 

Makefile:

Create a Makefile to compile your program. Use the template specified in Project 1

 

Submission:

  1. On zeus, create a directory named p2_<username>_<labsection>Copy your source file and Makefile to this directory.
  2. Create a typescript with the following content:
    1. Show that you are on zeus
    2. Show a listing of your directory
    3. Show your source code
    4. Remove any executable version using Make
    5. Compile the code using Make
    6. Run your program using the input file providing on Blackboard
  3. Be sure your directory ONLY contains the source file, typescriptand Makefile
  4. Change to the parent directory and create a tarfile of your project directory.

 

Discuss and cite your reasons for what you consider to be the most significant contributions in Art, as they have impacted and influenced our contemporary times.

Movements in Western Culture

Considering three major movements in Western Culture (Realist, Modern, Post-Modern), discuss and cite your reasons for what you consider to be the most significantBcontributions in Art, as they have impacted and influenced our contemporary times.(you may choose ONE work: Painting, Literature, Architecture, or Music from EACH period: Realist, Modern, Post-Modern).

By “most significant” I want to know why and how you think these works have advanced Human creativity, understanding, social/political vision and culture in our times. Did they bring new insights or truths about the human condition? Did they foster a new way of thinking, or outlook? Did they initiate new forms and break conventions through innovation? Were they “revolutionary” in positive and/or negative ways as we look back from today’s perspective on them?

Your organization might follow this:

  • Thesis Statement–Briefly stating your selections and focus on why they are the most significant (try to define what you mean by “significant”–see above).
  • Body Paragraphs
  • Realist (1865–1914):
  • Work (Twain’s “Huck Finn”–Lit.) discussion and demonstration/rationale for selection
  • Modern (1914–1945):
  • Work (Stravinsky’s “Rites of Spring”–Music) discussion and demonstration/rationale for selection
  • Post-Modern (1945–2000):
  • Work (Warhol’s “Marilyn”–Painting ) discussion and demonstration/rationale for selection
  • Conclusion–Restate your argument about why your selections were the most significant.

 

Develop a game proposal and performing research on the programming language choice for your game. Review all existing 25 games and come up with a game idea that is different from the existing games.

CEIS420 Week 5 Project Instruction

Project Background

 Starting in the summer of 2017, O’Hare International Airport (ORD) and the Department of Aviation originally requested for DeVry students to make mobile applications and games for passengers to interact with. To maneuver around the potential technical and liability challenges inherent in mobile applications, ORD changed the scope of the project to produce a series of web games that could be played within a browser on static, touchscreen kiosks within the O’Hare airport.

When passengers arrive at the airport and proceed through the check-in and security processes, they often walk to their terminal and sit for hours waiting for their flight. To help alleviate the strenuous waiting process, O’Hare wanted a new way to encourage passengers to walk around, explore, and visit the local shops and restaurants. To help passengers pass the time and raise awareness of the opportunities available within the airport, O’Hare wanted some entertaining games that include references to the local stores, potentially increasing their business.

Over the last few years, DeVry students have successfully planned, designed, built, and maintained 25 games for the kiosks at O’Hare International Airport. Nine of those games are live at: http://www.flywithbutchohare.com/ and 16 games are waiting to go live when O’Hare change the touchless policy due to Covid.

The additional un-published16 games are:

Airport Bunches of Fun

http://www.flywithbutchohare.com/Airport_Bunches_Of_Fun/

Baggage Belt

http://www.flywithbutchohare.com/BaggageBelt/

Word Flight

http://www.flywithbutchohare.com/WordFlight/

Balloon Popper

http://www.flywithbutchohare.com/Balloon-Popper

Luggage Catcher

http://www.flywithbutchohare.com/luggage-catcher

Don’t Miss The Flight

http://www.flywithbutchohare.com/DontMissTheFlight/

Flappy Plane

http://www.flywithbutchohare.com/flappy-plane/

Around the World

http://www.flywithbutchohare.com/AroundTheWorld/index.html

Lost Luggage

http://www.flywithbutchohare.com/LostLuggage/index.html

O’Hare Drop

http://www.flywithbutchohare.com/OHareDrop/index.html

O’Hare Says

http://www.flywithbutchohare.com/OhareSays/OHareSaysWebGL/index.html

Propel and Spell

http://www.flywithbutchohare.com/PropelAndSpell/index.html

Scavenger Fun

http://www.flywithbutchohare.com/ScavengerFun/index.html

Spaceport Pals

http://www.flywithbutchohare.com/SpaceportPals/index.html

Tile Puzzle

http://www.flywithbutchohare.com/TilePuzzle/index.html

Word Scramble

http://www.flywithbutchohare.com/WordScramble/index.html

 

CEIS420 Project development from week5 – week8

This project is an individual project. You will be developing a game proposal and performing research on the programming language choice for your game. Please review all existing 25 games and come up with a game idea that is different from the existing games.

This is the to-do list for the rest of the weeks:

  • Week5 – Game idea
  • Week6 – Game proposal
  • Week7 – Research on programming language choice of your game
  • Week8 – Project presentation

For week5, please come up with a game idea. This game could be targeted for adults, kids (4-10 years old), or both kids and adults with different game difficulty levels.

Submit a one page word document explaining the game idea and basic concept of the game. (100 points)