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rite an essay that considers the historical relationship between humans and machines based on Tim’s Vermeer and AlphaGo, and the texts by Alfred B. Lord, Lewis Mumford, and Michel Foucault, as well as the connected lecture content. In these movies and texts, it is often stated or implied that humans becoming more like machines is something negative because it turns us into the opposite of what we (supposedly) are. Why are machines opposed to humans? Why and how do various media turn us into machines? What are the consequences of this transformation for how we act, behave and think? That is, what happens to notions of human agency, creativity, and artistic genius when we become more like machines that we use? Finally, and in your opinion, to what degree should we be concerned if humans are becoming more like machines or if machines become more like humans? Explain your reasoning. .

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Risk Management Plan Exercise 1 CIS 6208 IT.docx

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Risks, Threats, and Vulnerabilities Scenario Fullsoft, Inc. is a software development company based in New York City. Fullsoft’s software product development code is kept confidential in an effort to safeguard the company’s competitive advantage in the marketplace. Fullsoft recently experienced a malware attack; as a result, proprietary information was leaked. The company is now in the process of recovering from this breach.You are a security professional who reports into Fullsoft’s infrastructure operations team. The chief technology officer (CTO) asks you and your colleagues to participate in a team meeting to discuss the incident and its potential impact on the company. Tasks Prepare for the meeting by deliberating on the following questions: What circumstances may have allowed this incident to occur, or could allow a similar incident to occur in the future? What insights about risks, threats, and/or vulnerabilities can you glean from reports of similar incidents that have occurred in other organizations? What potential outcomes should the company anticipate as a result of the malware attack and possible exposure of intellectual property? Which countermeasures would you recommend the company implement to detect current vulnerabilities, respond to the effects of this and other successful attacks, and prevent future incidents? Write an outline of key points related to the questions above that the team should discuss at the meeting. Required Resources Textbook for this course Internet access Submission Requirements Format: Microsoft Word or compatible Font: APA Format Citation Style: APA Format Length: 3-4 pages plus citation page Submit in the Group Project Part 1 Assignment Name the document Group-project-part-1 You are encouraged to respond creatively, but you must cite credible sources to support your work. Self-Assessment Checklist I created an outline that describes key points the team should discuss at the meeting. My outline describes: Circumstances that may have allowed the malware infection to occur, or could allow a similar incident to occur in the future Insights about risks, threats, and/or vulnerabilities from reports of similar incidents that have occurred in other organizations Potential outcomes of a malware attack and exposure of confidential information Countermeasures the company should implement I conducted adequate independent research for this part of the project. I followed the submission guidelines. .

Risks, Threats, and VulnerabilitiesScenarioFullsoft, Inc.docx

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Risk, Vulnerability, and Threats Hello Class! Please respond to BOTH of the following questions: Question A Explain the difference between a risk, vulnerability, and threat? Question B Each week, research a unique news story or article related to Information Security/Information Technology. Post a summary of what you learned to the discussion thread, please also provide a link to the original article. Source is your choice; however please fully cite your source. .

Risk, Vulnerability, and ThreatsHello Class! Please respond to.docx

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Rubic_Print_FormatCourse CodeClass CodeNRS-440VNNRS-440VN-OL191Implementation of the IOM Future of Nursing Report150.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Any specific references should be cited.5.0%Did not attempt to provide a summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health, or failed to cite specific references to the IOM report.Provided a skeletal summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Some of the specific references to the IOM report were cited or were done incorrectly.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. References specific to the IOM report were properly cited.Identify the role of the Robert Wood Johnson Foundation Initiative and the American Association of Retired Persons on the Future of Nursing Campaign for Action and the State Based Action Coalitions15.0%Does not demonstrate knowledge of role. Fails to identify the impact of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.Demonstrates minimal knowledge of subject. Does not adequately visualize or justify the work of the Committee of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.Demonstrates a full and deep knowledge of subject. Develops and explains an informed position on the committee's initiative, integrates and justifies the impact on the Future of NursingIdentify the importance of the IOM FON report related to the nursing workforce15.0%Does not demonstrate knowledge of the concept or its role. Fails to identify the importance of the IOM FON report related to the nursing workforce.Demonstrates minimal knowledge of the subject. Does not adequately visualize or justify the importance of the IOM FON report related to the nursing workforce.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the importance of the IOM FON report related to the nursing workforce.Demonstrates good knowledge of the subject. Correctly describes importance of the IOM FON report related to the nursing workforce.Demonstrates a full and.

Rubic_Print_FormatCourse CodeClass CodeNRS-440VNNRS-440VN-OL191Imp.docx

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RISK RESPONSE STRATEGIES AND PERFORMANCE OF PROJECTS IN KIRINYAGA COUNTY, KENYA JAMES KADEGHE WARUI D53/OL/CTY/26217/15 A RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF BUSINESS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTER OF BUSINESS ADMINISTRATION (PROJECT MANAGEMENT) OF KENYATTA UNIVERSITY Comment by user: Proposal MAY, 2019 DECLARATION I declare that, this proposal is my own original work and has not been presented for award of any degree in any university. No part of this proposal should be reproduced without the authority of the author and/or Kenyatta University. Signature Date . James Kadeghe Warui, D53/OL/CTY/26217/15. This research proposal has been submitted for the course examination with my approval as the University supervisor. Signature . Date. Dr. Lucy Ngugi, Department of Management Science, Kenyatta University. DEDICATION This work is dedicated to my family for giving me a chance to pursue an education. I also wish to dedicate this proposal to my colleagues for the encouragement and support they gave me towards the completion of this work ACKNOWLEDGEMENT I am thankful to God for the good health and strength He installed upon me to pursue this project. I wish to most sincerely thank my entire family for their overwhelming support throughout this process, they have always been a source of inspiration from whom I get my strength. I also appreciate my friends and colleagues who shared this journey with me and encouraged me in this journey. Comment by user: Need to acknowledge supervisor TABLE OF CONTENTS DECLARATIONii DEDICATIONiii ACKNOWLEDGEMENTiv LIST OF TABLESvii LIST OF FIGURESviii OPERATIONAL DEFINITION OF TERMSix ABBREVIATIONS AND ACRONYMSx ABSTRACTxi CHAPTER ONE1 put chapter and its heading on same line INTRODUCTION1 1.1Background of the Study1 1.1.1 Project Performance2 1.1.2 Risk Response Strategies3 1.1.3 Projects in Kirinyaga County5 1.2 Statement of the Problem5 1.3 Objectives of the Study6 1.3.1 General Objective of the Study6 1.3.1 Specific Objectives of the Study6 1.4 Research Questions7 1.5 Significance of the Study7 1.6 Scope of the Study8 1.7 Limitation of the Study8 1.8 Organization of the Study9 CHAPTER TWO10 put chapter and its heading on same line LITERATURE REVIEW10 2.1 Introduction10 2.2 Theoretical Review10 2.2.1 Enterprise Risk Management Model10 2.2.2 Expectancy Theory11 2.2.3 Network Theory12 2.3 Empirical Literature Review12 2.3.1 Risk Avoidance and Project Performance13 2.3.2 Risk Acceptance and Project Performance14 2.3.3 Risk Monitoring and Project Performance15 2.3.4 Risk Mitigation and Project Performance16 2.3.5 Risk Transfer and Project Performance17 2.4 Summary of Literature Review and Research Gaps19 2.5 Conceptual Framework23 CHAPTER THREE24 put chapter and its heading on same line RESEARCH METHODOLOGY24 3.1 Introduction24 3.2 Research Design24 3.3 Target Population24 3.4 Data Collection Instruments25 .

RISK RESPONSE STRATEGIES AND PERFORMANCE OF PROJECTS IN KIRINYAGA .docx

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RTE Cereal Industry Table of “Barriers to Entry” Sept 18, 2017 Kyu Ho Lee BADM 449 Entry Barrier Level Evidence Page Economies of Scale High -“Because of economies resulting from feeding a single packaging line from multiple production lines, an RTE cereal plant was estimated to require a capacity of 75 million pounds per year to achieve minimum efficient scale” -“major firms continually introduced new products, either through creation of a new brand or by the extension of an existing one…Brand extensions were generally considered more likely to succeed than new brands…economies of scale in advertising, and were technologically simpler to develop…” -Pg. 3 -Pg. 5-6 Experience Curve Advantages High -“Since the production process was relatively similar for all cereals and the main source of scale economies was in bagging, a single plant could produce many brands of cereal” -Pg. 3 Intended Excess Capacity Moderate -“General Mills announced it planned to cut $175 million out of its trade promotions and couponing budget, and simultaneously to reduce prices on its biggest brands…by an average of 11 percent.” -Pg. 11 Reputation High -“Big Three had restrained competition among themselves by achieving effective unwritten agreements to limit in-pack premiums” -Pg. 2 Product Differentiation High -“most advertising intensive of all industries, with an advertising/sales ratio as high as %18.5…” -Pg. 5 Capital Requirements High -“a plant of this capacity that combined production and packaging together in one plant employed about 12t employees and required a capital investment in excess of $100 million” -Pg. 3 High Switching Costs of Buyers Low -“neither coupons nor other forms of trade promotions were believed to stimulate total cereal demand very dramatically. Rather, these competitive tactics led primarily to stockpiling and brand-switching by the most fickle consumers” -Pg. 5 Access To Distribution Channels High -“As the number of RTE cereal brands expanded, prime shelf space became even more important. Securing shelf space for a new brand required payment to grocers…While large cereal firms were not exempt from this policy, they had more flexibility than new entrants in shuffling their allocation of space among brands...” -Pg. 4 Favorable Access to Raw Materials and to Markets Moderate -“FTC argued that the leading RTE cereal manufacturers had jointly monopolized the RTE cereal market…” -“incumbent firms may have filled all profitable niches in the cereal market…” -Pg. 2 -Pg. 3 Proprietary Technology High -“some processes-particularly the extrusion processes used in many children’s cereals-were quite complex and required substantial engineering expertise and production experience to master” -“RTE cereal industry as a whole spent about one percent of gross sales on R&D” -“breakfast cereal R&D did generate proprietary new product developments” -Pg. 3 -Pg. 3 -Pg. 4 Exit Barriers High -“RTE breakfast cereals accounted for o.

RTE Cereal Industry Table of Barriers to Entry”Sept 18, 2017.docx

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Rubic_Print_FormatCourse CodeClass CodePCN-518PCN-518-O500Older Adult Development Interview and Reflection (Obj. 7.1, 7.2, and 7.3)70.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent 70.0%Describe the Selected Theory15.0%Paper does not include a description of the selected theory. Paper includes an inaccurate or vague description of the selected theory.Paper demonstrates an understanding of the selected theory by including an accurate description of the theory that includes major points of importance on the topic. Paper demonstrates a thorough understanding of the selected theory by providing an accurate description of the theory that includes major points of importance on the topic. Paper demonstrates an understanding of the selected theory by including a detailed and accurate description of the theory, in addition to major points of importance to the topic. Clearly ties the information provided to the practice of professional counseling. Describe the Interviewee (gender, age, ethnicity, etc.)10.0%Paper does not include a description of the interviewee and/or the person interviewed is not appropriate for the assignment. Paper includes a minimal description of the interviewee and/or the person interviewed is minimally appropriate for the assignment. Paper includes a detailed description of the interviewee and the interviewee selected is appropriate. Paper includes a thorough description of the interviewee and the interviewee selected is appropriate.Paper includes a comprehensive description of the interviewee and the interviewee selected is appropriate.Illustrate the Selected Theory in Relation to the Interviewee's Responses35.0%Paper does not illustrate how the selected theory relates to the interviewee's responses. Paper minimally illustrates how the selected theory relates to the interviewee's responses.Paper adequately illustrates how the selected theory relates to the interviewee's responses.Paper thoroughly illustrates how the selected theory relates to the interviewee's responses. In addition, the paper makes minimal connections to scholarly based research to support the relationship. Paper does a comprehensive job of illustrating how the selected theory relates to the interviewee's responses. In addition, the relationship is supported with direct ties to scholarly research. Ethical and Cultural Strategies in Older Adults10.0%Paper omits or incompletely describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in older adults. Paper does not demonstrate understanding of the topic. Paper inadequately describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in older adults. Paper demonstrates poor understanding of the topic. Paper adequately describes the ethical and cultural strategies that can be used to pro.

Rubic_Print_FormatCourse CodeClass CodePCN-518PCN-518-O500Older Ad.docx

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Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O102Contemporary Nursing Practice150.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Evolution of Nursing Practice Over Time and Resulting Changes to Scope of Practice and Approach to Patient Care10.0%Explanation of how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual is not presented.Explanation of how nursing practice has changed over time is incomplete. A partial summary of how scope of practice and approach to treating the individual have changed over time is presented. There are major inaccuracies. More information is needed.A general explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is summarized. There are some minor inaccuracies. Some information is needed for clarity.An explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed. Minor detail is needed for clarity. The explanation is accurate and captures all significant aspects. A thorough explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed in detail. An insightful account of the evolution of nursing practice and its influence on scope of practice and patient care is presented.Comparison of Differentiated Practice Competencies of ADN and BSN15.0%The differentiated practice competencies of the ADN and BSN are not compared. An incomplete comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice is unclear. There are significant inaccuracies. More information is needed.A general comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice are summarized. Some information is needed for clarity or support.A comparison of the differentiated practice competencies of the ADN and BSN is nursing is presented. Differences between ADN and BSN scope of practice are described. Minor detail or rationale is needed for clarity or support.A comparison of the differentiated practice competencies of the ADN and BSN is clearly presented. Differences between ADN and BSN scope of practice are described in detail. The narrative demonstrates a strong understanding of differentiated competencies and scope of practice for the ADN and BSN.Use of Patient Care Situation to Describe Differences in Approach to Nursing Care Based Upon ADN and BSN Education20.0%A patient care situation illustrating the difference between ADN and BSN in decision making and approaches to patient care.

Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O102Contem.docx

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Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategic Plan Part 1: Overview80.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Description of Plan20.0%A description of the type of plan including the vision, mission, and values of the organization is not included.A description of the type of plan is included however a description of the vision, mission, or values of the organization is not included. Subject knowledge is unclear or inconsistent.A description of the type of plan including the vision, mission, and values of the organization is included. Some subject knowledge is evident.A description of the type of plan including the vision, mission, and values of the organization is included. Subject knowledge is competent.A description of the type of plan including the vision, mission, and values of the organization is included. Description demonstrates comprehensive subject knowledge and understanding.Values and Culture20.0%An explanation of how organizational values drive culture is not included. An explanation of the culture you intend to build or that currently exist is not included.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Subject knowledge is unclear or inconsistent.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Some subject knowledge is evident.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Detailed examples and evidence are included. Subject knowledge is competent.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.Competitive Advantage20.0%An explanation of your competitive advantage is not included.An explanation of your competitive advantage is included. Subject knowledge is unclear or inconsistent.An explanation of your competitive advantage is included. Some subject knowledge is evident.An explanation of your competitive advantage is included. Detailed examples and evidence are included. Subject knowledge is competent.An explanation of your competitive advantage is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.Presentation of Content10.0%The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.The content is vague in conveying a point of view and does not create a strong sense .

Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategi.docx

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RTI Overview 20.0 Includes an RTI overview that is comprehensive and includes a thorough explanation of the RTI tiers. Tier Placement 20.0 Includes a thorough and insightful explanation of what factors determine appropriate student placement within the RTI tiers. RTI and Individuals with Disabilities 15.0 Includes a comprehensive, thoughtful explanation of how the RTI model can help meet the needs of students with and without disabilities. Intervention Strategies 15.0 Includes realistic research-based intervention strategies for students with and without disabilities who are struggling in ELA or math. Strategies are well-crafted for meeting a variety of RTI tiers. Presentation 10.0 The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination. Research 5.0 Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. Language Use and Audience Awareness 5.0 Word choice in slides and speaker's notes is distinctive, creative and well-suited to purpose, discipline, scope, and audience of the presentation. Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 5.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Total Percentage 100 New York Times “The American Dream, Quantified at Last” By David Leonhardt Dec. 8, 2016 The phrase “American dream” was invented during the Great Depression. It comes from a popular 1931 book by the historian James Truslow Adams, who defined it as “that dream of a land in which life should be better and richer and fuller for everyone.” In the decades that followed, the dream became a reality. Thanks to rapid, widely shared economic growth, nearly all children grew up to achieve the most basic definition of a better life — earning more money and enjoying higher living standards than their parents had. These days, people are arguably more worried about the American dream than at any point since the Depression. But there has been no real measure of it, despite all of the data available. No one has known how many Americans are more affluent than their parents were — and how the number has changed. It’s a thorny research question, because it requires tracking individual families over time rather than (as most economic statistics do) taking one-time snapshots of the country. The beginnings of a breakthrough came several years ago, when a team of economists led by Raj Chetty received access to millions of tax records that stretched over decades. The records were anonymous and came with stric.

RTI Overview 20.0 Includes an RTI overview that is comprehensi.docx

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Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O501Professional Development of Nursing Professionals250.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%IOM Summary of Four Messages and Significance to Nursing Practice16.0%Summary of the four messages outlined in the IOM report and explanation of why these are significant to nursing practice is omitted. Summary of the four messages outlined in the IOM report is partially presented. Explanation of why these are significant to nursing practice is incomplete. There are significant inaccuracies.Summary of the four messages outlined in the IOM report is presented. Explanation of why these are significant to nursing practice is generally presented. There are some inaccuracies. Some information or rationale is needed to fully support summary.Summary of the four messages outlined in the IOM report is presented. Explanation of why these are significant to nursing practice is presented. Minor detail is needed for clarity. Summary of the four messages outlined in the IOM report is clearly presented. A detailed explanation of why these are significant to nursing practice is presented. A strong understanding of the IOM report and its influence on nursing practice is demonstrated.Influence of IOM on Education, Leadership, Benefits and Opportunities for BSN-Prepared Nurses16.0%The direct influence of the IOM report on nursing education, nursing leadership, and the benefits and opportunities for BSN-prepared nurses is not discussed.The direct influence of the IOM report on nursing education and nursing leadership is partially presented. Some benefits and opportunities for BSN-prepared nurses resulting from the IOM report are summarized. There are inaccuracies. The direct influence of the IOM report on nursing education and nursing leadership is summarized. Some benefits and opportunities for BSN-prepared nurses resulting from the IOM report are generally described. Overall, a general understanding of the IOM report and its influence on nursing is demonstrated.The direct influence of the IOM report on nursing education and nursing leadership is discussed. The benefits and opportunities for BSN-prepared nurses resulting from the IOM report are described. Overall, an understanding of the IOM report and its influence on nursing is demonstrated.The direct influence of the IOM report on nursing education and nursing leadership is thoroughly discussed. The benefits and opportunities for BSN-prepared nurses resulting from the IOM report are described in detail. Overall, an in-depth understanding of the IOM report and its influence on nursing is demonstrated.Importance of the Evolution of the Education and Role of the Nurse to Meet the Needs of an Aging and Diverse Population16.0%The importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population.

Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O501Profes.docx

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Rubic_Print_FormatCourse CodeClass CodePOS-500POS-500-O503Constitution Day Presentation100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Create a 12-15 slide PowerPoint presentation about the core tenets of the U.S. Constitution: Checks and balances Federalism Judicial review Limited government Popular sovereignty Separation of powers 30.0%PowerPoint content does not address the core tenets of the U.S. Constitution.Some of the core tenets of the U.S. Constitution are minimally presented and are overgeneralized, or lacking detail. One or more core tenets from the list are missing.All of the listed core tenets of the U.S. Constitution are adequately presented.All of the listed core tenets of the U.S. Constitution are presented clearly with a logical progression of ideas.All of the listed core tenets of the U.S. Constitution are thoroughly presented and clearly delineated.Speaker notes include content-related commentary for each slide, in a minimum of 50-100 words. 15.0%Speaker notes are not included.Speaker notes are not complete sentences and do not appropriately describe the content of the slide. Minimum word count is not met.Speaker notes are included with some detail. Minimum required word count is met.Speaker notes are clear and brief with appropriate details. Minimum required word count is met. Speaker notes are clear and thoroughly describe content presented on each slide. Minimum word count is met. Audience selection and appropriateness of language and content (includes sentence construction, word choice, etc.) 15.0%Intended audience is not specified and is not clear based on content of presentation. Intended audience is specified, however the vocabulary and content are not appropriate for the intended audience. Intended audience is specified, and the vocabulary and content are appropriate for the intended audience. Intended audience is specified, and the writer is clearly aware of audience. Uses a variety of appropriate vocabulary to enhance the content for the specified audience. Intended audience is specified, and the writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.Include a 250-500-word essay describing two interactive learning activities for your intended audience to coincide with your presentation. 20.0%The essay describing two interactive learning activities for your intended audience is missing.The activities are not described clearly, not interactive, or not appropriate for the audience.The description of the activities is somewhat unclear or the activities do not fully contribute to the learning of the intended material.Both activities are described well enough, interactive, and suitable for the intended audience.Both activities are clearly described and thoughtfully developed to provide meaning.

Rubic_Print_FormatCourse CodeClass CodePOS-500POS-500-O503Constitu.docx

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Royal Commission for Jubail and Yanbu Jubail University College Computer Science & Engineering Department Cover Page FX-ACA-002 Issue 0 Rev. 1 January 2, 2014 i Exam Type: Assign 1(LT) Semester: 391 Course Code CS 313 Course Title Design and analysis of Algorithms Submission Date WEEK 7(Sunday) PART I TO BE FILLED BY THE STUDENT STUDENT’S NAME ID. No. Course Section TO BE FILLED BY THE CONCERNED DEPARTMENT PART II 1st Marker 2nd Marker Question No. Max Marks Actual Marks Comments/Remarks Actual Marks Comments/Remarks 1 20 2 3 3 3 4 4 Total 30 Name: Dr. Ruchi Tuli Name: Signature: Signature: 1. Calculate the time and space complexity(total amount of space required) of the following: (20 Marks) a. Algorithm sum(a[ ], n) [4 Marks] sum =0 for(i=0 to n) sum = sum + a[i] return sum b. Algorithm A1() [3 Marks] int i for(i= 1 to n) print(i) c. Algorithm A3() [4 Marks] int i, j for(i= 1 to n) for(j= 1 to n) print(“hello”) d. int sum(int x, int y, int z) { [2 Marks] int w = x + y + z; return w; } Instructions :-  Write the answers in your own handwriting. Do not type it  Late submissions will face penalties.  No email submission. Only hard copy submission e. void Add(int a[ ], int b[ ], int c[ ], int n) { [4 Marks] for (int i = 0; i < n; ++i) { c[i] = a[i] + b[j] } } f. void Multiply(int a[ ], int b[ ], int c[ ][ ], int n) { [3 Marks] for (int i = 0; i < n; ++i) { for (int j = 0; j < n; ++j) { c[i] = a[i] + b[j]; }}} 2. Show that 3n3+2n2+7n+9 is O(n3) [3 Marks] 3. Show that n! is O(nn) [3 Marks] 4. Prove that n10 is O(2n ) [4 Marks] .

Royal Commission for Jubail and Yanbu Jubail University Coll.docx

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Roy Watson bought vacuum cleaners from T & F Distributing Co. and then resold them door-to-door. He was an independent contractor. Before hiring Watson, the president of T & F checked with two former employers but could not remember if he called Watson’s two references. Watson had an extensive criminal record, primarily under the alias Leroy Turner, but he was listed in FBI records under both Leroy Turner and Roy Watson. T & F granted Watson sales territory that included Neptune City, New Jersey. This city required that all “peddlers” such as Watson be licensed. Applicants for this license were routinely fingerprinted. T & F never insisted that Watson apply for such a license. Watson attacked Miriam Bennett after selling a vacuum cleaner to her at her home in Neptune City. Is T & F liable to Bennett? Please write 1~2 paragraph to answer the question. .

Roy Watson bought vacuum cleaners from T & F Distributing Co. and th.docx

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RTI Special Education RTI Special Education Program Transcript [MUSIC PLAYING] NARRATOR: The following presentation features educators from an elementary school who discuss best practices for integrating special education into general education to assess, intervene with, and improve the educational experiences of their students. MERLE SCHWARTZ: So I feel inclined to say that, while we demonstrated an RTI meeting, at your school, you call it a problem solving team, which is terrific. And so my first question, really, is how did you get this model up and running? How did it start? How has it evolved? Ingrid, would you like to kick it off? INGRID WIEMER: Yeah, in our district, we've been under the belief that its best practice is to have a problem solving team to help general education teachers when problems arise with students, whether that's academic or behavioral or social emotional. So we've been doing teams like this in our district for probably over a decade. But where we slid into the response to intervention mode and formalized the process a little more was when special ed law was reauthorized in 2004. But a year or two before that, our district saw the trend that legislation was taking. And so we were proactive in getting together groups. And in our state, we have special education coops. And so they had written a grant called Principal-Led Problem Solving Teams. So they helped us and trained administrators in neighboring districts and districts that were part of the coop in this model. So I would say that we've been pretty proactive and started the response to intervention and problem solving teams even before the authorization came down. SUE BARKHAUSEN: And I would say here, at our school, we've been doing this problem solving team for about six years with a staff of over 50 people. Everyone has been trained in this problem solving process, particularly response to intervention. And what's wonderful about this is with everyone trained, we have volunteers who will volunteer to be on the committee. And so we were able to see that in our meeting earlier. BRIDGET BOOKER: Another interesting component-- thinking back nine years, when we started with the principal-led problem solving teams, we did do it throughout all the schools in our district. And so it was not just our school here. © 2016 Laureate Education, Inc. 1 RTI Special Education And I think, at our district in particular, because we are a high performing district, we had students that were struggling that wouldn't typically be considered special education students, but students that struggled academically among the peers in their school. And we really looked at trying to find interventions that would be general education in order to help them to be successful in their classroom among their peers here. And they would oftentimes be average students in other schools that were just struggling here in o.

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