Both Discussions is due on Thursday Both should be 1 page or an .docx

Both Discussions is due on Thursday
Both should be 1 page or an half of page
Ashford 3: - Week 2 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and
you have until Day 7 (Monday) to respond to your classmates.
Your grade will reflect both the quality of your initial post and
the depth of your responses. Reference the Discussion Forum
Grading Rubric for guidance on how your discussion will be
evaluated.
Administrator Competencies
The NAEYC document, Program Administrator Definition and
Competencies, states that “the core competencies needed for
effective early childhood program administration fall into two
broad categories: management knowledge and skills and early
childhood knowledge and skills. These are not discrete
categories; they overlap conceptually and practically” (National
Association for the Education of Young Children, 2007).
Focusing on that last sentence, “they overlap conceptually and
practically,” identify one of the given skills from each of the
two broad categories. Briefly summarize your choices. Present
an example, scenario, or case study that demonstrates how your
chosen management knowledge and skill might overlap on a
conceptual and practical level with your chosen early childhood
knowledge and skill.

Guided Response: Review several of your classmates’ posts and
analyze their chosen skills and how they overlap. Respond to at
least two of your classmates who selected different skills than
your own selections, and provide recommendations to extend
their thinking by offering an additional example, scenario, or
case study. Challenge your classmates by asking a question that
may cause them to reevaluate or add components to the
examples that they gave.
Assignment is due on Monday
Assignment should be 3 pages no errors
you have until Day 7 (Monday) to respond to your classmates.
Your grade will reflect both the quality of your initial post and
the depth of your responses. Reference the Discussion Forum
Grading Rubric for guidance on how your discussion will be
evaluated.
Paths to Leadership
Getting started as a new leader means making practical choices,
while being uplifted by your dream. Winston Churchill, who
led Great Britain through the perils of a world war, advised:
“The pessimist sees difficulty in every opportunity. The
optimist sees the opportunity in every difficulty.” Considering
all the pathways to leadership, what was or is likely to be your
pathway? Describe what was or is most (a) challenging, (b)
encouraging, and (c) special about your process.

Select and summarize one of the following paths to leadership:
inside, outside, “Founder’s Syndrome” or becoming the director
of a family organization, and describe how it aligns to your own
pathway. Referencing the NAEYC’s Code of Ethical Conduct:
Supplement for Early Childhood Adult Educators, identify a
possible solution for any challenges or difficulties that you have
encountered or may encounter on your path to leadership.
analyze their pathways to leadership. Respond to at least two of
your classmates who selected different paths than your own, and
share alternative solutions to their challenges or difficulties.
How might you handle their given situations differently from
what they have proposed?
Ashford 3: - Week 2 - Assignment
Job Description
According to the Childcare Law Center’s booklet, “Employing
People with Disabilities” (1996) referenced in this week’s
readings in your text, an essential function is defined as “the
tasks and duties that describe the job, but only those that are
essential to the job” (as cited in Bruno, 2009). In addition, the
Americans with Disabilities Act (ADA) also ensure that people
with disabilities have equal access to employment. Review the
“Facts about the Americans With Disabilities Act” from the
U.S. Equal Employment Opportunity Commission.
In preparation for the job fair presentation you will submit for

your Final Project in Week Five, you will create a job
description for a teaching position at your early childhood
development center and write an analysis of the job description.
Part One: Job Description
Within your job description, include the following information
in a format that simulates an actual ad or job posting:
a. Describe the job title and targeted student population (e.g.,
lead toddler teacher)
b. Discuss the essential functions of the position to include at
least five tasks the applicant should be able to complete
c. Summarize your center’s overall philosophy and environment
(think in terms of the mission statement that you developed in
Week One)
Part Two: Analysis of Job Description (one to two pages)
a. Analyze how your job description meets the criteria
established by the Childcare Law Center and the Americans
with Disabilities Act (ADA). Remember that you are analyzing
the job description with regard to potential employees who have
disabilities (not children with disabilities).
Your paper must be two to three pages (excluding title and
reference pages) and formatted according to APA style, as
outlined in the Ashford Writing Center. Cite at least one source
in addition to your course text and the NAEYC Standards for
Early Childhood Professional Preparation Programs.
Both
Discussions
is due on Thursday
Both should be
1 page
or an half of page

Ashford 3:
-
Week 2
-
Discussion 1
you have until Day 7 (Monday) to
respond to your classmates. Your grade will reflec
t both the quality of your initial post and the
depth of your responses. Reference the
Discussion Forum Grading Rubric
for guidance on how
your discussion will be evaluated.
The NAEYC document,
Program Administrator Definition and Competencies
, states that “the
core competencies needed for effective early childhood program
administration fall into two
childhood knowledge and
skills.

These are not discrete categories; they overlap conceptually and
practically” (National
practically,” identify one of the
given skills
from each of the two broad categories.
Briefly summarize your choices. Present an
example, scenario, or case study that demonstrates how your
chosen management knowledge and
skill might overlap on a conceptual and practical level with
your chosen early c
hildhood
Guided Response
: Review several of your classmates’ posts and analyze their
chosen skills and
how they overlap.
Respond to at least two of your classmates who selected
different skills than
your own selections, and provide r
ecommendations to extend their thinking by offering an
additional example, scenario, or case study.
Challenge your classmates by asking a question that

Both Discussions is due on Thursday
Both should be 1 page or an half of page
you have until Day 7 (Monday) to
respond to your classmates. Your grade will reflect both the
quality of your initial post and the
depth of your responses. Reference the Discussion Forum
Grading Rubric for guidance on how
your discussion will be evaluated.
The NAEYC document, Program Administrator Definition and
Competencies, states that “the
core competencies needed for effective early childhood program
administration fall into two
childhood knowledge and
skills. These are not discrete categories; they overlap
conceptually and practically” (National
practically,” identify one of the
given skills from each of the two broad categories. Briefly

summarize your choices. Present an
example, scenario, or case study that demonstrates how your
chosen management knowledge and
skill might overlap on a conceptual and practical level with
your chosen early childhood
analyze their chosen skills and
how they overlap. Respond to at least two of your classmates
who selected different skills than
your own selections, and provide recommendations to extend
their thinking by offering an
additional example, scenario, or case study. Challenge your
classmates by asking a question that
1
CMIS 102 Hands-On Lab
Week 7
Overview
This hands-on lab allows you to follow and experiment with the
critical steps of developing a program
including the program description, analysis, test plan, design,
and implementation with C code. The

example provided uses sequential, repetition, selection
statements and two user-defined function.
Program Description
This program will provide options for a user to calculate the
square or cube of a positive Integer input by
a user. The program will prompt the user to enter an Integer and
then prompt the user if they want to
calculate the square of the cube of the number. Based on the
inputs of the user, the program will output
the square of the cube of the positive integer. The program will
then print the Integer and square or
cube of the integer based on the user’s original choice. The
program will continue to prompt the user for
Integers and their calculation choice until the user enters a
negative integer. The square and cube
calculations should be calculated using a function.
Analysis
I will use sequential, selection, and repetition programming
statements and functions for the cube and
square calculations.
I will define three Integer numbers: IntValue, MenuSelect,
Results to store the Integer value input by the
user, the Menu selection (1 for Square, 2 for Cube) of the user,

and the results of the Square or Cube
functions.
The Square function will take one Integer as input and return
one Integer as the output. The calculation
within the Square function is: Results = IntValue * IntValue
For example, if 10 was entered as the IntValue. Results = 10*10
= 100
The Cube function will take one Integer as input and return one
Integer as the output. The calculation
within the Cube function is: Results = IntValue *
IntValue*IntValue
For example, if 10 was entered as the IntValue. Results =
10*10*10 = 1000
A repetition loop can be used to loop through iterations until a
negative is entered:
while(intValue > 0) (
…
End For

2
Test Plan
To verify this program is working properly the input values
could be used for testing:
Test Case Input Expected Output
1 IntValue=10
MenuSelect=1
Square of 10 is 100
2 IntValue=10
MenuSelect=2
Cube of 10 is 1000
3 intValue=-1
MenuSelect=N/A
Program exits
Pseudocode

// This program will provide options for a user to calculate the
square
// or cube of a positive Integer input by a user.
// Start Main program
Main
// Declare variables
Declare intValue, menuSelect,Results as Integer
// Set intValue to positive value to start loop
Set intVal = 1;
// Loop While input is a positive number
While intValue > 0
Print "Enter a positive Integer:”
Input intValue
// Only perform menu and function calls is integer is
positive
If intValue > 0 Then
Print "Enter 1 to calculate Square, 2 to Calculate Cube "
Input menuSelect
If menuSelect == 1 Then

// Call the Square Function
Set Results = Square(intValue)
Print intValue,Results
Else If menuSelect == 2 Then
// Call the Cube function
set Results = Cube(intValue)
Print intValue,Results
Else
Print “Invalid menu item, only 1 or 2 is accepted”
End If
End If
END While
// End of Main program
End Program
3
// Square Function
Function Square(value) as Integer

Set Square = value*value
End Function
// Cube Function
Function Cube(value) as Integer
Set Cube = value*value*value
End Function
C Code
The following is the C Code that will compile in execute in the
online compilers.
// C code
// This program will provide options for a user to calculate the
square
// or cube of a positive Integer input by a user.
// Developer: Faculty CMIS102
// Date: Jan 31, XXXX
#include <stdio.h>
// Function prototypes
int Square(int value);

int Cube(int value);
int main ()
{
/* variable definition: */
int intValue, menuSelect,Results;
intValue = 1;
// While a positive number
while (intValue > 0)
{
printf ("Enter a positive Integern: ");
scanf("%d", &intValue);
if (intValue > 0)
{
printf ("Enter 1 to calculate Square, 2 to Calculate Cube n:
");
scanf("%d", &menuSelect);
4

if (menuSelect == 1)
{
// Call the Square Function
Results = Square(intValue);
printf("Square of %d is %dn",intValue,Results);
}
else if (menuSelect == 2)
{
// Call the Cube function
Results = Cube(intValue);
printf("Cube of %d is %dn",intValue,Results);
}
else
printf("Invalid menu item, only 1 or 2 is acceptedn");
}
}
return 0;
}

/* function returning the Square of a number */
int Square(int value)
{
return value*value;
}
/* function returning the Cube of a number */
int Cube(int value)
{
return value*value*value;
}
Setting up the code and the input parameters in ideone.com:
Note the Input values for this run were:
10
5
1

10
2
-99
You can change these values to any valid integer values to
match your test cases.
6
Results from running the programming at ideone.com:
Learning Exercises for you to complete

1. Using the Square and Cube functions as models, Create an
application that includes a function
named “Shrink” that would take an Integer and return the
Integer divided by 2? (Hint: your
returned value should probably be a double type.) Support your
experimentation with screen
captures of executing the new code.
2. Prepare a new test table with at least 3 distinct test cases
listing input and expected output for
the code you created after step 1.
3. What would happen if you removed the following code from
our design?
If intValue > 0
Support your argument with screen captures of executing the
new code.
4. Modify the original code and add an additional function of
your choice. The function should be
unique and something you created for this assignment. Support
your experimentation with

7
screen captures of executing the new code. Prepare a test table
with at least 3 distinct test cases
listing input and expected output for your unique function.
Grading guidelines
Submission Points
Successfully demonstrates execution of this lab with online
compiler. Includes a screen capture.
2
Modifies the code to create an application that includes a
function named “Shrink” that would take an Integer and
return the Integer divided by 2 Support your experimentation
with screen captures of executing the new code.
2
Provides a new test table with at least 3 distinct test cases
listing input and expected output for the code you created
after step 1.
1

Describes what would happen if you removed the “if intValue
= 0“ line was removed. Support your argument with screen
captures of executing the new code.
1
Modifies the original code and adds an additional unique
function of your choice. Supports your experimentation with
screen captures of executing the new code. Prepares a test
table with at least 3 distinct test cases listing input and
expected output for your unique function.
3
Document is well-organized, and contains minimal spelling
and grammatical errors.
1
Total 10
Chemistry
4161:
Inorganic

Chemistry,
Fall
2014
Problem
set
4
Due
date:
Tues
November
25
In
class,
we
derived
the
reducible
representation
for
the
3N
degrees
of
freedom
of
the
wa-‐
ter
molecule,
which

has
C2v
symmetry.
C2v
is
a
particularly
simple
group
as
all
the
irreduci-‐
ble
representations
are
one-‐dimensional
(also
known
as
an
Abelian
group),
and
all
the
irre-‐
ducible
characters
are
+1
or
–1.
In
the
first

two
problems,
we
will
work
through
examples
involving
groups
where
the
irreducible
characters
have
values
other
than
+1
or
–1.
Problem
1:
XeF4
is
a
square
planar
molecule
with
D4h
sym-‐
metry.

The
molecule
is
oriented
such
that
it
lies
flat
on
the
xy-‐
plane,
with
the
Xe
at
the
origin
and
each
Xe–F
bond
parallel
to
either
the
x-‐
or
y-‐axis.
The
principal
C4
axis
is

aligned
along
the
z-‐axis.
The
atoms
are
numbered
as
indicated
on
the
figure
to
the
right.
Consider
a
reducible
representation
involving
the
set
of
(xi,
yi,
zi)
coordinates
centered
on
each
atom

i,
for
a
total
of
5
×
3
=
15
basis
functions.
We
order
these
as:
(x1,
y1,
z1,
x2,
y2,
z2,
x3,
y3,
z3,
x4,
y4,
z4,
x5,
y5,
z5).
In
this
representation,

each
operator
of
the
D4h
group
is
a
15
×
15
matrix.
However,
we
can
view
the
15
×
15
matrix
as
a
set
of
3
×
3
sub-‐blocks
arranged
in
a
5
×

5
array.
1a:
For
the
C4
operator
(counterclockwise
90°
rotation
about
the
z-‐axis),
mark
with
an
“x”
to
indicate
the
sub-‐blocks
that
contain
non-‐zero
elements
in
the
5
×
5
array
below.

1b:
Write
the
individual
matrix
elements
for
only
the
3
×
3
sub-‐block(s)
that
lie
on
the
diagonal
in
the
above
array.
1c:
Determine
the
reducible

character
of
the
C4
operator.
1d:
For
the
S4
operator
(4-‐fold
improper
rotation
about
the
z-‐axis),
write
the
individual
matrix
elements
for
only
the
3
×
3
sub-‐block(s)
that
lie
on
the
diagonal.
Determine

the
reducible
character
of
the
S4
operator.
1e:
State
a
simple
rule
for
determining
the
contributions
to
the
character
when
one
co-‐
ordinate
is
transformed
to
another
coordinate.

CHEM
4161
Fall
2014
Problem
Set
4
2
Problem
2:
NH3
is
a
trigonal
pyramidal
molecule
with
C3v
symmetry.
The
molecule
is
ori-‐
ented
such
that
the
principal
C3
axis
is

aligned
along
the
z-‐axis.
Consider
a
reducible
representation
involving
the
set
of
(xi,
yi,
zi)
coordinates
centered
on
each
atom
i,
for
a
total
of
4
×
3
=
12
basis
functions.
In
this

representation,
each
operator
of
the
C3v
group
is
a
12
×
12
matrix.
Similar
to
Problem
1,
we
can
view
each
12
×
12
matrix
as
a
set
of
3
×
3
sub-‐blocks
arranged

in
a
4
×
4
array.
2a:
For
the
C3
operator
(counterclockwise
120°
rotation
about
the
z-‐axis),
write
the
in-‐
dividual
matrix
elements
for
only
the
3
×
3
sub-‐block(s)
that
lie
on
the

diagonal.
Deter-‐
mine
the
reducible
character
of
the
C3
operator.
2b:
Determine
the
reducible
representation
Γ.
2c:
Reduce
Γ
to
its
irreducible
representations.
Do
the
total
degrees
of
freedom
equal
3N?
Note
that

each
two-‐dimensional
irreducible
representation
E
counts
as
two
degrees
of
freedom.
2d:
Subtract
out
the
translational
and
rotational
degrees
of
freedom
from
Part
2c
to
ob-‐
tain
the
irreducible
representations
of
the
normal
modes.

Indicate
which
modes
are
in-‐
frared
active.
Problem
3:
White
phosphorus
is
a
form
of
elemental
phosphorus
that
is
important
for
syn-‐
thetic
applications.
It
consists
of
tetrahedral
P4
molecules,
where
each

P
atom
is
arranged
on
the
vertices
of
a
tetrahedron
and
bonded
to
three
other
P
atoms.
In
contrast,
tetrahedral
As4
is
unstable,
even
though
As
is
only
one
element
below
P
on
the

periodic
table.
AsP3
has
been
isolated
at
ambient
temperature,
and
a
tetrahedral
structure
where
an
As
replaces
a
P
at
one
vertex
of
the
tetrahedron
has
been
proposed
[B.M.
Cossairt,
M.-‐C.
Di-‐
awara,
and

C.C.
Cummins,
Science
323,
602
(2009)].
The
Raman
spectrum
of
AsP3
exhibits
four
peaks
at
313
cm–1,
345
cm–1,
428
cm–1,
and
557
cm–1.
3a:
Sketch
the
proposed
AsP3
structure.
What
is
its

molecular
point
group?
3b:
Consider
a
reducible
representation
involving
the
set
of
(xi,
yi,
zi)
coordinates
cen-‐
tered
on
each
atom
i.
Determine
the
characters
of
this
reducible
representation
Γ.
3c:
Carry
out
the

reduction
of
Γ
in
Part
3b
to
its
irreducible
representations.
Do
the
to-‐
tal
degrees
of
freedom
equal
3N?
3d:
Subtract
out
the
translational
and
rotational
degrees
of
freedom
from
Part
3c
to
ob-‐
tain

the
irreducible
representations
of
the
normal
modes.
Indicate
which
modes
are
Raman
active.
Is
the
observed
Raman
spectrum
consistent
with
the
proposed
structure?
Note
that
a
mode
with
E
symmetry
is
doubly
degenerate,
meaning

that
it
is
actually
two
vibrations
with
the
same
energy,
thus
appearing
as
a
single
peak
in
a
spectrum.
CHEM
4161
Fall
2014
Problem
Set
4
3

Problem
4:
Consider
the
cis
and
trans
isomers
of
Fe(CO)4Cl2,
whose
structures
are
given
below:
Determine
the
number
of
C–O
stretching
peaks
in
the
infrared
spectrum
of
each
isomer.

Can
the
infrared
spectra
distinguish
between
the
two
isomers?
Note
that
a
mode
with
E
symmetry
is
doubly
degenerate,
meaning
that
it
is
actually
two
vibrations
with
the
same
energy,
thus
appearing
as

a
single
peak
in
a
spectrum.
For
the
purpose
of
determining
the
infrared-‐active
modes,
it
is
sufficient
to
consider
only
the
irreducible
representations
that
are
infrared-‐active.

cis-‐Fe(CO)4Cl2
trans-‐Fe(CO)4Cl2

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